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Doctoral Dissertations 1896 - February 2014
1-1-1981
"Operationalization of the fuzzy concept" : employability improvement of the curriculum in the public school system in the Virgin Islands.
William C. Owens University of Massachusetts Amherst
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"OPERATIONALIZATION OF THE FUZZY CONCEPT" —EMPLOYABILITY
IMPROVEMENT OF THE CURRICULUM IN THE
PUBLIC SCHOOL SYSTEM IN THE VIRGIN ISLANDS
A Dissertation Presented
By
WILLIAM C. OWENS
Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION
FEBRUARY 1981
School of Education William C. Owens 1980 c All Rights Reserved
11 I
"OPERATIONALIZATION OF THE FUZZY CONCEPT"—EMPLOYABILITY
IMPROVEMENT OF THE CURRICULUM IN THE
PUBLIC SCHOOL SYSTEM IN THE VIRGIN ISLANDS
A Dissertation Presented
By
WILLIAM C. OWENS
Approved as to style and content by:
Peter H. Wagschad, Chairperson of Committee
Floyd ^Martin , Member 0
Betty Shears, Member
H. Swaminathan , Dean School of Education
iii Learn as if you will live forever
Live as if you will die tomorrow
Ghandi
iv Dedicated to My Mother
Mary Will Owens
V ACKNOWLEDGEMENTS
That implacable teacher, experience, has been my guide in the attempt to analyze Education in St. Croix.
The presentation of conditions that aid the Island, those that obstruct, and alternatives that should offer relief have been uppermost throughout this paper. The approach this paper has taken is from a commitment to meet the educational needs of St. Croix. Parents, teachers.
Commissioners, Supervisors, practitioners and workers have shared in sifting out needs and effective means to address this situation. The intent is not to replace the old with
the new, or the traditional with the innovative, rather
it is a belief that there is no one right way of doing
anything, and an awareness that there are a number of
alternatives to everything.
It is with a deep sense of gratitude and thanks to
Dr. Gloria Joseph for getting me started. Through her
encouragement, I attended the University of Massachusetts,
the school to which I am indebted. Many people are due
acknowledgement and thanks for helping me with this paper;
Dr. David J. Yarington, Dr. Masha Rudman, Dr. Rhody McCoy
(the Committee for my Comprehensive Examination); Dr. Cleo
Abraham, Dr. Fred Preston, Dr. Gloria Joseph and Dr. Thomas
Hutchinson. Others to whom I am indebted are Dr. Dwight
vi Allen, Dean of the School of Education, at the University of Massachusetts; Dr. A. Donn Kesselheim, whose faith in me has been unswerving. Doctoral students Sharon Wiseman, Theodore Gloger, and Mitchell Williams. Locally, I am
grateful to Commissioner of Labor, Melvin Stevens,
Mrs. Norma Martin, Mrs. Joycelyn Encarnacion, Mr. and Mrs.
Robert Wenzel, Mr. Randolph English, Mr. Samuel Bough,
Mr. George Van Cleve, Mr. Charles Nielsen, Mr. Charles
Groneveldt, Dr. James Glenn, Mr. James Hill, Mrs. Enid
Hodge, Judge William Moorhead, Mr. B. Frank Smith, Mr.
William Heeps , Mr. Albert Notches, Miss Mercedes McIntosh,
Mr. Pedro Rivera, Dr. Howard King, and a special thanks to
Mr. Gibbs and his staff at the Vital Statistics Bureau at
the Department of Commerce; Mr. Hilton Brown, Mr. Stacy
Lloyd, Mr. Norman Cissel and a number of others.
A very special "thanks" goes to my wife, who has been
my "sounding board", for her patience and invaluable help
in critiquing and trying to make sense out of the maze of
papers, notes and details . . . thanks, thanks a lot,
thanks very much.
Finally, to "Terri", Mrs. Teresa Gaskin, my "type-
writer" without whom it never would have been possible.
I will be forever grateful to you and your daughters (who
to helped very much) . Your diligenpe, painstaking care
detail, correctness, neatness and persistence to "do it
vii right" was more than responsive, thank you, very much.
William C. Owens ,
ABSTRACT
"OPERATIONALIZATION OF THE FUZZY CONCEPT" —EMPLOYABILITY IMPROVEMENT OF THE CURRICULUM IN THE PUBLIC SCHOOL SYSTEM IN THE VIRGIN ISLANDS
September 1, 1980
William C. Owens, B.A. , Morehouse College
M.A . Columbia University
Ed.D., University of Massachusetts
Directed by: Professor Peter H. Wagschal
This is a study of the public schools of St. Croix,
United States Virgin Islands and the curriculum used to
prepare students for service in this Caribbean community.
For some time the schools have failed to graduate qualified
students to fill labor requirements, especially from the
public schools. A problem of inadequate academic prepar-
ation has grown to alarming proportion creating tremendous
conditions that defy solutions.
To understand the factors involved in this study the
paper has utilized "Operationalization of Fuzzy Concepts"
as a data retrieval mechanism to gather facts from the
Watch Industry - a segment of the economy that waives most
educational requirements for employment and compare them
with similar skills and requirements desired by other areas
of the economy. .
Concurrently, the study investigates education and its curriculum in the Virgin Islands to ascertain strengths and weaknesses that perpetuate students who leave school without thorough skills that should lead to gainful employment.
Diverse population trends added to the woes of the problem by introducing ethnic groups from other islands into the public
schools. Aliens and Puerto Ricans were encouraged by the
Department of Immigration to enter the labor market as workers
in sugar cane, the stronghold of the economy during the 1950 's.
With this addition to the work force and the overall population
came the responsibility to educate the children of the new
workers, especially those of the Aliens who are not American
citizens
Therefore, the enrollment of the public schools was greatly
enlarged, catching the Government woefully unprepared to
assume such an awesome responsibility. As the crisis in
education mounted at the student level, there was rapid change
at the administrative level.
This study analyzes the critical educational, labor and
social problem and attempts to offer suggestions and remediation
to ease and augment the situation. It covers the years 1968
through 1978.
Employability is the fuzzy concept that is operationalized
mainly in this study. INTRODUCTION
An employed person is recognized as having skills re- quired for a particular job. Unemployability then is not being skillful, or having skills but unable to find a job.
Within the bounds of this definition the study of education in the public schools and examination of personnel practices in the Watch Industry have been surveyed to test employability.
Education has been in a state of flux, in fact, in a crisis situation. According to many writers —Hart, 1969;
Jencks, 1966; Okum, 1965; Raths , Harmon and Simon, 1966;
Ryan, 1972; Silberman, 1970; Toffler, 1971; Tumin, 1959;
Weinstein and Fantini, 1970, and Wicker, 1968 — education throughout continental United States has been and continues
to be in grave condition.
By disseminating some of the concerns of education
and the economy— shortage of teachers, rapid turn-over of
administrators, drop-out of students, growing unemployment
rolls, along with an increasing crime rate— this survey
describes the crisis, isolates its causes and offers
recommendations for a more productive curriculum change
that should improve the situation in both areas. Employment practices in the Watch Industry are used the to exemplify the kinds of skills needed throughout
economy at the simplest level. While the "Fuzzy Concept of tool was used to illustrate the presence or absence ix skills at the moment of interview— a dialogue between the employer and the prospective employee.
This survey covers the ten-year period from 1968 to
1978. Four years within that era— 1968 to 1972 —were peak years when tourism flourished, jobs were so plentiful that
"underemployment" existed in many areas. Successful Virgin
Islanders in the United States were urged to return and fill many sensitive jobs. Aliens from surrounding British
Islands and Puerto Ricans from Vieques arrived in great numbers to fill jobs in less technical areas of the economy.
During the span of years — 1968 to 1978 — the school enrollment increased precipitously, educational standards
fluctuated, drop-out rates rose, graduation rates dropped,
and educational leadership changed four times:
Charles Turnbull 1971-1972 Acting Commissioner Philip Gerard 1972-1973 Harold Haizlip 1973-1975 Gwendolyn Kean 1975-1979
The study found that while conditions changed, some-
times drastically in education, as well as in the economy,
that is, more Crucians were becoming unemployed, the con-
ditions often mirrored situations in the States as well as
globally. Botkin (1979) writes about local and global
education:
As the local neighborhood school expands, becomes more expensive, consolidates, and absorbs more responsi- bilities cast off by new family demands, it tends to become increasingly institutionalized and rigid. The consequences of such development is that the schools
X goal of preparation for life is turning to separation from life. This isolation is particularly pronounced in the lack of integration between the world of work and the world of school.
XI . .
SPECIFIC TERMS
Throughout the thesis, terms indigenous to the Virgin
Islands, especially St. Croix, and germane to the West
Indies are introduced and repeated where necessary. The following list provides several definitions.
1. Aliens are people, primarily from surrounding
British Islands, who immigrated to the Virgin
Islands. Although they arrived in St. Croix for
several reasons, work was the most important one.
For statistical and definitional purposes, there
are five classifications according to United
States Immigration and Naturalization laws.
a. Permanent Resident Alien is a person who has
all the rights of St. Croix citizens except
voting
b. Certified Alien is a bonded person on the
island to do a specific job. When the job
or time limit expires, he must be rebonded,
or returned home
c. Visitor Alien is a person on a stipulated
visit.
1 . Tourists
a. U.S. citizens.
b. Others who must go through Immigration.
xii . .
2. Student Alien attends a primary or secondary school
d. Illegal Alien , perhaps the largest category of
aliens who have entered illegally and work
in St. Croix regardless of his or her pursuit.
e. Others:
1. Arabs
2. Filipinos
3 . Koreans
4. Japanese
2. A Bond of Certification is issued by the Immigra-
tion office to an employer of an alien. After
certifying that no applicant from the Virgin
Islands is available for a job in question, then
a bond is issued by the United States Employment
Service
3. A Continental is a United States citizen who
migrates from the mainland.
4. Crucians . A Crucian is a native, specifically of
St. Croix, who is born here. However, the term
also includes all persons who live here by birth,
naturalization, etc.
5. Tourists are visitors from the United States and
other countries who come to vacation here. This
xiii .
term also includes one-day visitors from Puerto
Rico and passengers on cruise ships.
Interview is a dialogue between an employer and a prospective employee, usually a high school student or graduate.
Employability indicates a recognition by the employer that prerequisite skills are discernable during an interview or can readily be acquired through instruction or apprenticeship (see Bond above)
A Fuzzy Concept is a dimension that is not directly observable at the first, perhaps, even the second level of breakdown or operationalization.
Curriculum of Affect is a study of intense feel- ings or emotions, as well as an expression of the basic forces that direct and control behavior.
Values Clarification is a process of decision- making that might help students decide how to utilize time.
Quotas refer to the number of watches that can be
shipped "duty free" into the United States during
a given period.
Oral Accounts are information solicited from indi-
viduals with personal knowledge of local history.
xiv 13 . Unemployability is the state of being unable to
obtain a job because of skill deficiencies.
XV TABLE OF CONTENTS
ACKNOWLEDGEMENT
INTRODUCTION ix
SPECIFIC TERMS xii Chapter I. STATEMENT OF THE PROBLEM 1
Limitations of the Study 2 The Significance of the Study 2 Background Information 3 Multi-Culturalism 8 The Economy 11 St. Croix 12 Education 14 Curriculum Deficiency 16 St. Croix Public Schools 22
II. REVIEW OF THE LITERATURE: EMPLOYABILITY ... 25 Puerto Ricans and Aliens 32 Attitudes 35 Skills 37
III. DESIGN OF THE STUDY AND PROCEDURES 39 Participants 41 The Operationalization of Fuzzy Concept 44 Social Values Acquired Through Education 46 Oral Histories 54 Educator-Politician 59
IV. ANALYSIS OF THE RESULTS OF THE STUDY .... 61 The Watch Industry 61 Standard Time 73 Atlantic Time Products 75 Watches, Inc 76 Unitime 7 8 Antilles Industry, Inc 81 Heavy Industry 83 Martin-Marietta 84 Skills Summary 86
XVI Camsco (Mark 21) 88 Grapetree Bay 89 Woolworth 91 Supermarkets 93 Fountain Valley Corporation 94 Government of the Virgin Islands 98 The Nature of the Employment Problem ... 102
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . 105
Summary 105
REFERENCES CITED 110
APPENDICES 114
xvii LIST OF TABLES
1 . Census Statistics 1970 4
2 . St. Croix Public, Private and Parochial Schools, 1972 21
3. 1973 Annual Comprehensive Manpower Plan 29
4. Watch Manufacturers 62
5. Businesses Contacted 63
6 . Number of Watches Shipped to the United States Fiscal Year 1971 - June 1972 . . 67
7. Watch Companies" Statistics - St. Croix FY-1972 68
of Watch Movements and 8 . Total Shipmenst Parts Exported from the Virgin Islands to United States — FY 1970-1971 69
9 Imports of Watches, Watch Movements and Parts — 1970 70
10 Skill Indicators Established for Companies Contacted 72
11 Labor Force Status of the Surveyed Population 99
Estimated Coverage of PHS Sample 101
xviii LIST OF FIGURES
1. Representation of the labor force in 1971 as it relates to percentages of females and males . 97
xix . .
CHAPTER I
STATEMENT OF THE PROBLEM
Since 1968 there has been a gradual escalation in the
number of unemployed youth in St. Croix. Unemployment among
teenagers from 16 to 19 is one of the major problems con-
fronting the economy and thus education in St. Croix.
Exacerbating the problem of unemployment are the number
of students who drop-out or graduate from school each year without employable skills. There are also drop-outs, who
have fewer skills and leave school at an increasing rate.
There are also graduates with employable skills who do
not seek employment. These groups add to the immensity of
the problems in education and employment.
The existence of a high unemployment rate while jobs
are available leads to the speculation that, many of the
young are unemployed because they do not have the pre-
requisite social and cultural training for the St. Croix
economy
The inability to secure or retain a job because one
lacks the skills required for a position is a problem of
unemployability. By definition, "a student is employable
if he successfully completes a course of study and graduates
with a high school diploma."^ A significant number of
^Definition generally accepted by the Board of Education and Community of St. Croix (Virgin Islands)
1 2
St. Croix students have not satisfied this requirement. As a result, unemployability, the inability to secure or retain employment because of insufficient skills, assumes significant importance.
Limitations of the Study
The scope of the study is limited to the first ten years, 1968 to 1978, that the writer has been a member of the public school system.
1. Primarily, the writer is concerned with the public school system in St. Croix rather than the other two islands,
St. John and St. Thomas. Unavoidable comparisons, however, inevitably occur.
2. The thesis is focused on and concerned mainly with research data of school-age Crucian students.
3. The research data were collected in five of eleven watch companies and eight other local businesses in St. Croix.
4. The study relies greatly on elicited first-hand information through interviews, as well as on graphic and statistic distributions or sources.
The Significance of the Study
The significance of the research is that it empirically studies the question of unemployment, and makes a clear statement concerning the educational requirements desired —
3
by businesses; and finally, it contrasts those expecta- tions with the curricula objective in the public school.
In doing so, certain conclusions are drawn and hope- fully qualitative change in the school system can or will be effected.
Background Information
The population of St. Croix is estimated at 60,000 or more (see Table 1). According to Greene, 1972, "During the
1960 's up through the 1970 's, the population practically doubled due primarily to the influx of the British West
Indies 'alien' laborers." Among the groups comprising
the St. Croix population are native Crucians, Puerto Ricans,
Danes, Arabs, Jewish Americans, Irish Americans, Asians
Filipinos, Korean, Japanese—East Indians, native Americans,
and Aliens, primarily emigrating from the surrounding British
Islands. Numerically, Aliens and Puerto Ricans outnumber
Crucians as a result of increased emigration to St. Croix
throughout the 1970 's.
Although the natives speak a dialect called Crucian,
it does not readily lend itself to graphic description.
As a result of a diverse population, language is a significant
aspect of employability. The basic language of instruction
in the public school system, standard English, has become
the fundamental skill needed for employment. Public school
administrators believe in mandating that Caribbean students .
4
TABLE 1
Census Statistics 1970
Population Population—Males
St. Croix 31,779 St. Croix 15,947 St. John 1,729 St. John 943 St. Thomas 28,960 St. Thomas 14,267 62,468 31,157
Population by Races Labor Force 62,468
Black 45,309 Urban 9,830 White 11,339 Rural 29,204 Other 5,820 62,468
Population-—Females Population by Country
St. Croix 15,832 Born U. S. St. John Territory 29,068 St. Thomas Born Puerto Rico 8,058 Born Foreign Country 31,328 62,468
St. Croix St. John St. Thomas
Born U.S. Territory 13,761 870 14,437 29,068 Born United States 4,047 232 3,779 8,058 Born Puerto Rico 2,975 19 1,020 4,014 Foreign Born 10,916 608 9,724 21,328 31,779 1,729 28,690 62,468
Table 1 illustrates the population by islands, races, to information males and females , and labor according collected by the Department of Commerce’s vital statistics office .
5 learn standard English as a means of economic survival because substandard English, either written or spoken seldom endears one to an employer. The acquisition of standard English opens up jobs and promotion opportunities for students.
St. Croix is the largest of the Virgin Islands. It is located approximately 60 miles east of Puerto Rico, about 40 miles south of St. Thomas and St. John, and is
1700 miles southeast of New York. Historically referred to as "the garden of the West Indies", St. Croix is a little more than 28 miles long and about six miles at its widest point
Geographically and topographically, St. Croix has four ecological areas: East End, Central Area, Northwest
Corner, West End.
The East End has very little vegetation, mostly cacti.
It is primarily a haven for retired white continentals with very few natives living there. The area gets less rainfall than the other areas.
The Central Area is a flat lowland to the south with a range of mountains to the north. Once this land served as the heart of the sugar cane industry. Now, it is an industrial area with a golf course, a shopping center, the campus of the extension of the College of the Virgin
Islands, an international airport, an oil refinery, and 6 an aluminum plant. Most of the people living and working in this area are "Aliens".
The northwest corner of the island has a number of very steep mountains with a "tropical rain forest". This
^^sa receives most of the rainfall, has several small creeks and a non-descript river. Atop this range of mountains is a scenic road with unlimited potential as a tourist attraction.
The West End area has two notable entities, a large salt pond and a land strip called Sandy Point. At one time, sugar cane was grown and cattle were raised here.
The population for this area equals about half of the total population of St. Croix.
St. Croix has two towns, Christiansted— formerly Bassin— just east of the middle of the island and
Frederiksted at the west end. According to Greene, 1972,
"St. Croix has the appearance of a rural, isolated, generally impoverished West Indian island with a relaxed, only recently changing life style. It has been an island once dominated by a minor European colonial power and was, for most of its history, a place of small significance in the colonialist politics, economy, and social life of the Caribbean."
Historically and culturally, St. Croix belonged, at different times to the French, the Knights of Malta, the
Spanish, English, Dutch, Denmark and most recently, the —
7
United States. As this investigation is mainly concerned with the years 1968 through 1978, the Americanization of
St. Croix serves as a starting point. While other countries laid the foundation for education, especially the Moravian missionaries, America broadened educational methods, in- creased individual pursuit of intellect to a higher level, and offered greater economic opportunity to all. While grateful to the Americans for their educational largess.
Virgin Islanders have been uneasy about some of the methods.
The present education system grew out of Moravian missions in the West Indies to disseminate the Gospel.
"As early as 1732", according to Murphy, "teaching missions were established in the islands." Notwithstanding early
attempts to establish a system of education by the Moravians,
higher education only made its appearance in 1928 when two
Black colleges —Hampton Institute and Tuskegee Institute established ties with the Virgin Islands. Naughton, 1973,
emphasized that, "For the first time under American
sovereignty, qualified Blacks were called upon to assess
the conditions of their Virgin Islands ’brothers'."
As a result of the "Americanization process", plus
strains of cultures brought in by other immigrants. Crucian
culture has changed and spiraled to include the aliens,
Ricans . As the white American continentals , and Puerto with in the United States has been obsessively concerned 8
the presence of the black man, the Crucian apparently is obsessed with the presence of the Alien. This anxiety was dramatically emphasized when the Aliens staged an impromptu "work stoppage" five years ago.
The problem simply stated, is that the local educa- tional system is not training people to fit the employment slots provided by local industry and commerce. Jobs are available in heavy industry and the watch industry. However those jobs are more often than not filled by individuals who have not been educated in St. Croix. At the same time,
graduates of the public school system are often unable to
find employment in these same areas. Consequently, they
find themselves left with a rather bleak set of alternatives
migrating to the mainland, joining the army— not the local National Guard— the ranks of the unemployed, or becoming
an habitue of the "street."
There is a claim of under-representation in the Senate
based on population. Ethnically, some groups are over-
represented while others are not adequately represented.
Multi-Cultural ism
Multi-culturalism is a significant political factor
in St. Croix. While the population is unevenly distributed
throughout the economy, it is also inequitably dispersed
in politics. As total self-rule promises great possi-
bilities for the future, the divisions of ethnicity become :
9
more important. Who is going to rule? Native Virgin
Islanders have controlled politics for some time and it
is not unthinkable that they will continue to do so. Yet,
opposition to political domination can come from several
sources, the aliens, continentals, or Puerto Ricans.
DeZela, 1978, states.
The emergence of new groups raises critical questions about the capacity of the system in general and the governing elites in particular, to adapt to the politics of ethnic pluralism and accommodate new forms and levels of political activity.
A redistribution of political power is inevitable and
natives are concerned. As the government is now structured.
Crucians predominate in some of the more sensitive positions,
and seek a greater representation based on population.
2 Although the Governor is Puerto Rican, the Puerto
Ricans are not yet regularly appointed or elected to higher
positions. One of the Virgin Islands' senators remarked
that
If Puerto Ricans are underrepresented, they have no one to blame but themselves .... They are poorly organized, have a mediocre leadership, and most do not have the qualifications for higher office." (DeZela 1978)
Attempts to change the representation of legislators
in St. Croix upward because of population increases have
been fraught with disappointment so far. However, the
effort may gain momentum after the 1980 census.
^The present Governor assumed office upon the death of 1978. Cyril E. King, a native Virgin Islander, January, "
10
Continentals showed spirited interest in politics during the early 1970 's, but that concern does not seem to be a continuous effort. Therefore, immediate opposi- tion as a threat to native control, although inevitable, just does not appear to be in the offing.
In response to the following question, "Can it be said that political power in the Virgin Islands is concentrated in the hands of the natives?", if we take the view that ultimate control resides with those having economic power, the fact that the white continental has the balance of power financially lends credence to this opinion. One native senator said, "We control all the basic and important positions in government today, though it has taken a long time." (DeZela, 1978)
Another senator said:
.... This is the only place under the American flag where the indigenous population, which is mostly black, is in charge of everything . . . from the post- master to the police chief and up to the Governor . . . We have almost a complete black society. The entire cabinet and legislature is black and native .... . with a few exceptions . . .
It is generally conceded that major political opposi-
tion will, one day, come from naturalized citizens who
already constitute a sizeable segment of the voting popula from tion. There is a "strong ethnic loyalty" emanating
this group of hard working people, distressed with the politically economic and political situation and more active
than the continentals and Puerto Ricans. ;
11
The Economy
The economy is practically dominated by white continen- tals who exert an undue amount of influence on legislative decision-making. One observer remarked:
Political power is in the hands of native Virgin Islanders. But we must not be misled by the appear- ance of things. There is a strong political influence exerted by outside economic interests and other holders of economic power. They may not have direct representation in the legislative body but this does not mean they are bereft of strong representa- tion. (DeZela, 1978)
If one takes the view that ultimate control resides with those having economic power, then the reality of political power is applicable to the Virgin Islands. One native legislator said;
Yes, political power lies with the native population, but I must say that real power rests with those
having economic power . . . and you know who has the economic muscle, if not complete control, in the
Virgin Islands today . . . That "political power" as you call it is very much watered down by these facts of life here .... (DeZela, 1978)
As mentioned, exclusion from economic power will ultimately threaten the Crucians' grip on political power.
Economically, St. Thomas does a tremendous business in tourism, primarily because of its "free port", and
large accessible harbor that sometimes receives ten or more tourist ships a day, with thousands of tourists.
As O'Neill states it (1972)
The small import duty— a flat 6 percent impost-- taxes special plus the absence of federal excise , —
12
import concessions to American tourists, the excellent harbor, and a keen eye for trade have made Charlotte Virgin Islands' Capitol — a mart extraordinary for baubles and booze.
"^h^o^^hout history St. Thomas has been a Caribbean trading post. It still retains a market of great value and economically it does a tremendous business. "St. Thomas has a large, prosperous, and educated class of native merchants, businessmen and burghers", according to Harman, 1961.
St. Croix
With a small harbor, few tourist ships put in to
St. Croix. Geographically, St. Croix has rich, rolling land that is conducive to various kinds of farming, especially sugar cane and cattle raising. At one time there were over 375 plantations.
St. Croix became a major producer of sugar cane during the last of the 1700 's when over half of the island was planted in sugar cane and farmed by slaves. Thus, St. Croix was a one crop island which is one of the reasons for the island's economic downfall. Unlike St. Thomas which had a diversified economy— commerce, shipping, and tourism
St. Croix had only sugar cane for economic support.
After several uprisings, in 1848, the Crucian slaves were given their freedom by Governor Peter Von Scholten, 13
who was instrumental in encouraging rebellion. Crucians
continued to farm sugar cane but had hard and difficult
times with the land. That, then, is part of the reason
they do not easily identify with jobs relating to the land.
O'Neill (1972) further states:
Three times as many people visit St. Thomas as St. Croix, the spending on hotels, in bars and restaurants, and on other tourist services is only 15 percent more in St. Thomas. St. Croix better fits the relaxed vacationer's idea of a place to spend some time in tropical ease, a place to sit on a hotel balcony with a drink and watch the boats in the harbor, or to loll under a palm tree on the beach, a world removed from the bustle of the mainland and the commercial business that is an integral part of St. Thomas.
A serious discussion of the economy necessitates giving
some credence to attitudes, especially racial, initiated
here or introduced as a result of the influx of outsiders.
Feelings, emotions, and ways of thinking about non-natives
before the great immigration increase were self-evident.
It is equally reasonable to assume that every non-native
brought with him a set of feelings about natives, or soon
developed a set shortly after arriving in St. Croix.
At the point where the natives' perceptions conflicted
natives perceptions racism in St. Croix emerged. v/ith non— ' endured segrega- Crucians who had gone to the United States ,
tion and discrimination because of their color rather than
their previous servitude. White continentals harbored con ideas of superiority over natives because they were together ditioned to do so. Black continentals stayed 14
for social survival. Racism directly affects the St. Croix economy and is difficult to combat.
Individual racism is difficult to combat because one has a right to discriminate. Also, where one person is the perpetrator of racist tendencies, he or she can be avoided. The most vicious kind of racism is institutional racism which is focused in the guise of a company, organi- zation, or multinational. Glaring instances of institutional racism were experienced in sports car rentals, and beach privileges. Real estate businesses have been suspect in
the area of racism.
Education
Today, compulsory education exists and is expected
to provide adequate training for employment. As Fred
Hechinger stated in an article in the New York Times,
1972: those who do not . . all school children, even go beyond kindergarten, should be prepared to move into the job market at whatever point they end their formal education ....
Education in public schools was failing to graduate total students to fill jobs in the economy. In 1969 when
public school enrollment was just over five thousand dropped- students, 260 dropped out of high school (see was steadily in- out rate, page 103). School population faculty grew creasing and the problem of adequate teaching the mainland every year. Recruitment of teachers on —
15 produced sufficient numbers of teachers, however, housing, increasing prices, growing students' misbehavior and failure of the Board of Education to pay many teachers on time led to desertion by a number of teachers.
After 1965, the majority of the unemployed or under- employed were individuals who lacked the educational back- ground, training and skill to qualify for the jobs that were available. In the year 1971, when alien students were accepted in public schools, new problems — space and room—on top of existing problems inundated the system.
The alternative was to go on double sessions.
Preparation for employment requires a consideration of affective factors as well as the development of cognitive abilities from kindergarten to high school. In addition to skills preparation among the unemployed/under- employed group, Lyons further notes that the acquisition of social skills — affective factors —plays an important role in successful job interviews and amiable on-the-job relations.
Commenting on the recent past, Toffler (1971) states:
In such society, the most sensible way to prepare a child was to arm him with the skills of the past for these were precisely the same skills he would need in the future.
To make the curriculum relevant to the fluctuating needs of the community, educators have to forecast such needs and incorporate an adaptive mechanism in the educational process. 16
Curriculum Deficiency
Changes in the St. Croix curriculum have not kept abreast of the times. When graduates and "drop-outs" became more unemployable, then was the time to consider curriculum changes. The introduction of heavy industry as well as light industry on the island indicated that times were changing, consequently, educators should have seen or sensed a need to alter the curriculum. Certainly a discussion with new industry officials concerning skills or inclusions for new curriculum would have helped.
Most educators suggest that the schools create a curriculum that teaches a child to cognitively and to affectively solve problems. However, one cannot easily solve problems of the present and the future with only skills of the past. Skills need to be related to the relative interest situations that partially arise out of needs and desires of the student. Those skills should prepare students to solve problems in a world that they have not seen but can dare to imagine.
Education as we have known it is entering a time of unusual choices. As the latter part of the century brings the Virgin Islands technological and scientific progress, the territory finds itslf an unwilling part of a "world problem" involving energy, population increases and un- paralleled crime of unexpected complexity. 17
Something fundamental seems to be wrong with not only the Virgin Islands' system of education, but also with the nation's structure of education.
In order to make the curriculum relevant to the needs of the local community, it must include an adaptive mechanism in the training process. It is unthinkable that education should have so many problems when we have so many educators at the peak of their knowledge and power.
An adaptive mechanism might devise a curriculum that will address itself to three areas: (1) give the "drop-
outs" adequate tools for employability, and (2) make
"quantum" changes in all other areas adaptive to the
future, and (3) to create a receptive climate within the
decision-making community for such curriculum changes.
It appears that learning in the past succeeded,
whereas, learning in the present fails.
The cognitive domain is the taxonomy that deals with
the recall of knowledge and the development of skills and
intellectual abilities. Most of the work in schools happen
in the cognitive domain. The affective domain includes
objectives which show changes in interest, attitudes and emotions — also, appreciations, etc. Affective factors a belief that tend to control and guide behavior . With
affective factors relate strongly to one's private life, or discussed it has been felt that such should not be taught 18
in school. Beyond this belief, the question of how do grade affective factors presents additional problems.
The acquisition of knowledge does not always carry a corresponding affective response or behavior. What does the student think about the knowledge he has acquired?
Affective factors can, perhaps, best be taught by values clarification in learning to make the best decision.
Values suggest the best use of the time alloted one in life. What is a value? An idea or concept that someone thinks is important. When something is considered worth- while, worth having, worth spending time with, or worth owning, that can be said to be a value. Generally, the way we act—our conduct— just may be our most important value. Since all people don't value the same thing, it is very
important that how we arrive at values be the content of
the teaching of values clarification.
Years ago, the home generated the values which young-
sters accepted. But the home, having lost some of its
authority, has sought help in inculcating values in their
children from the schools. Television, the movies, and
peers share in dispensing values to some youngsters who
are valueless.
The teaching of values is an effort of society to
control its evolution. Ofttimes the hidden agenda, unplanned
for, affords incidental and unmerited learnings. Values 19
clarification is a constant entity of the school curriculum. Two areas that required immediate attention were vocational education and career guidance, both integrally related to industrialization of the Virgin Islands, especially St. Croix. The inability to read the evidences of change and to act upon them furthered the unemployability problem.
In addition to the general educational deficiency, others
are not as glaring as the ones above. Others, such as the
enrollment of alien students, have been small matters that
have grown to larger proportion. The edict to provide free
education for all aliens doubled the school population,
while not adequately considering the need for additional
classrooms. Another problem that later came to light was
the fact that many alien students who enrolled had little
or no previous education. This revelation increased the
needs of diagnosis, remediation and scheduling which were
not foreseen.
As a consequence of misplacing and inadequate educational
care, the majority of alien students initially showed grati-
tude by reflecting model behavior and studiousness, but
many soon reverted to violent or promiscuous behavior, in-
attentiveness, and poor study patterns, that is, many of
those behavioral patters were results of the Americaniza-
tion process.
Other patterns of poor behavior showed disrespect for policeman authority, using drugs, attempted rape, killing a .
20 on campus, wounding an assistant principal with a gun, and breaking a teacher's jaw with a rock. Those forms of behavior emulated by others, increased curriculum problems and suggest that the St. Croix educational system not only fails to adequately prepare students for employment, but also neglects its internal affairs, especially placement services
Public schools in the Virgin Islands have more than
20,000 students. The hierarchial structure of the public school system has a commissioner as the chief administra- tive person based in Charlotte Amalie, St. Thomas.
St. Croix has a superintendent as its titular head, followed by the succeeding levels of authority—principal, assistant principals, and department chairman.
Throughout the islands students wear uniforms which indicate their schools. Comparatively, the school system is much like schools in the United States although they developed through Moravian and Danish influences. From
Table 2 which presents an array of schools in St. Croix, it is apparent that alternatives to public education exist.
However, there are few, if any, alternatives within the public school system. Although efforts were made to house the growing school population, facilities remained inadequate.
Central High, the only high school for St. Croix public schools, is woefully insufficient. Built for 1,000 I 1
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students, it has double sessions and 2,300 students.
Prior to the completion of the most recent junior high school, there were 2,700 students in the high school.
Higher education represented by the College of the
Virgin Islands in St. Thomas began in 1963 as a two-year college. After two years of study, students continued their education at universities or colleges in the United
States, but primarily at the University of Hartford in
Hartford, Connecticut. In 1970, the college graduated its first students. In 1974, the college began its graduate program in administration and education.
St. Croix Public Schools
The years 1965 to 1975 represented an era of school enrollment unparalleled in the Virgin Islands. Following the announcement that children of alien workers would
attend public schools, 1971-1972 enrollment increased at
a rapid rate. In 1965 with eight schools in St. Croix,
enrollment was 3,990. Five years later, in 1970, with
only one addition. Central High School in 1968, registration
had reached 6,259.
Three new elementary schools —Concordia, Sion Farm, records and St. Peter's opened in 1971 and primary school
listed 8,229 from June, 1971. By 1973, a total of 10,674
attended public schools. In addition, another school
Fredenborg elementary, was completed also in 1973. By 23
1976, registration in St. Croix reached 12,552, an increase of more than 8,000 from 1965 (see Appendix p. 127)
Without attempting to fully explain or interpret the
^ri^olli^snt and its contingent problems, the statistics convey their inherent messages: aliens now represent the largest group of students in the public school, more than half of the present enrollment. This, then, is the harbinger that additionally affects the philosophical outlook of St. Croix public schools.
Some classes have as few as two Crucians out of a total complement of 27 students to a class.
As of 1979, the public schools of St. Croix totaled some 13 with another junior high and senior high school practically ready for construction. From 1971, the year alien children of school age were permitted to attend
Virgin Islands' schools, enrollments of the public schools climbed considerably. The number of pupils rose from
4,000 to more than 13,000 necessitating double sessions at many schools, with two schools —Elena L. Christian Junior
High School and Central High School still enduring this transition.
While economic conditions indicate a recovery in the tourist business, the school enrollment has dropped to about a ten percent yearly increase since 1978. The projected school enrollment for the next five to ten years 24
should approximate slight increases. One hundred and fifty-five students were added at Elena L. Christian
Junior High School last year, a considerable drop from previous years. CHAPTER I I
REVIEW OF THE LITERATURE: EMPLOYABILITY
Problems of finance of the unemployed have never really been researched. However, there are some opinions and ideas that go with the main wage earners as with other wage earners who find themselves unemployed and have to rely on other forms of income.
The Senate Special Committee on Unemployment Problems stated in 1960:
"Whether measured by economic and material loss or by human suffering and wasted skills, the cost of unemployment is high. Unused natural resources remain to be used in the future. But work, the creative activity of man, once wasted can never be recovered, what might have been produced is lost. The damage to individuals and to society from un- employment cannot be repaired." (Okum, 1965)
Loss of work by workers entitled to unemployment
insurance necessitates making adjustments that may keep
the family going at a reduced level. However, the loss
of a job by one not entitled to compensation or failure
to get a job—perhaps, the first one by a young person entering the job market— can be disastrous. Sources of
income for the unemployed—besides unemployment insurance
may be supplemented by monies from other members of the
family. Investments, and savings, as well as insurance
policies are additional sources of income. Piling up bills.
25 26
borrowing money, even moving to cheaper quarters, are alternatives of consideration if unemployment is pro-
longed .
Unemployment weighs heavily upon those of the lowest
social and income group whose members often hold short-
term jobs, are members of minorities, or in some cases, unfavored by the economy. In such a family, the normal
standard of living is low, and the family is poorly organized. Leaving school at an early age is not uncommon
and delinquency is rather high. Oft times, heads of
households — from which drop-outs emanate—have long records of unemployment.
How is unemployment defined? According to Albert Rees,
1964, "A person is considered unemployed in a particular
week if he did not have paid work at all during that week
and was looking for work or was a layoff." A significant
number of Crucians, perhaps, are unemployed because they
have been discouraged by several failures. It is difficult
to count people in this category. Some of the school drop-
outs include people who are "voluntarily" unemployed because
they are not actually seeking work.
There have been changes in unemployment by education,
color and age. The teen-age unemployment rate has risen
sharply among those 14 to 19 years old. Those with the
least education have the highest unemployment rate. The .
27
number of teen-agers entering the labor force is growing rapidly. New technology requires a more mature and ex- perienced employee. And unions are insisting that workers be relocated or retrained. Unemployment of teen-agers not in school represents a potentially explosive force and an economic waste. Unemployed youths have not made a commit- ment to a locality, or, in many instances, an occupation.
Man-machine relation replaced early methods that later created many repetitive jobs learned in a few hours or days.
So it was with the watch industry. Anyone with two hands, two eyes and a willingness to endure monotony could get a job
In 1963 Brady's thesis on The Economy of the U.S.
Virgin Islands was the only in-debth analysis of the islands
to until the Commissioner of Labor, Melville Stevens , began submit yearly reports in 1966. It was not until 1970 that
the Virgin Islands' Legislature passed a bill to authorize
a study of unemployment and its ramifications on the over-
all Virgin Islands economy. As a result of that bill, a
study by Bienstock in 1970, Director of the Federal Bureau
of Labor Statistics, recommended that a labor statistics
program be developed for the Virgin Islands. The purpose supply of that program was to train a statistical staff to has the Government with labor data. That recommendation there, at not led to a statistical program by 1972 nor is Islands. present, a government statistician in the Virgin 28
Despite government recommendations, data on unemployment as a subject are non-existent. The Department of Labor was organized on October 1, 1965, and situated in St. Croix, (Stevens, 1970.) It is perhaps fitting that topographically the Departments of Agriculture and Labor are located in St. Croix rather than in St. Thomas, because much of the present farming and the largest industries are located in St. Croix.
Bienstock's recommendation for a labor statistics pro- gram, no doubt, was related to the need to enforce laws involving labor conditions such as wages, hours, union representatives, workman's compensation, child labor laws, apprenticeships and veterans' benefits. While no provisions for statistical accumulation had been made, in 1970 the
Legislature did authorize a study of unemployment. Occupational
Demand Survey, June 1970-1971, Based on Employment Service
Records, St. Thomas and St. Croix, Virgin Islands. This study contributed little to previous information.
By 1972 a labor force of 34,000 persons (See Table 3) represented a little more than a third of the total popu- lation in St. Croix. This number includes a sizeable number of alien workers from the British, French and Dutch
West Indies. By 1978, aliens comprised one out of every three workers in the labor force. To ascertain the correct- ness of data in the labor force is difficult due to the .
29
perpetual immigration and emigration of persons from their homes to St. Croix and from St. Croix back to their homes.
TABLE 3
Major Industry
Construction 5,326
Manufacturing 2,690
Transportation and Communication 2,206
Trade —Wholesale and Retail 5,649
Hotels, Restaurants, etc 2,905
Services 1,802
All Other 6,322
Total Private Sector 26,900
Total Public Sector 7,700
Total Virgin Islands Labor Force 34,600
1973 Annual Comprehensive Manpower Plan 30
(Oral Report)
A Crucian presently a monitor at Elena L. Christian
Junior High School, who was employed by Hess and Martin-
Marietta, has been a policeman, and a carpenter as well as unemployed several times for short periods and has lived and worked in the United States, relates his experiences:
"When one is unemployed, he must report to the un- employment office for processing. If he was fired or resigned his processing will be delayed. That is, such releases are subject to penalties; and unemploy- ment compensation will be held back for about four weeks as part of that punishment. When the checks begin, there will be more than one."
Many Crucians, similar to the above person's piece- meal electrical and carpentry work, would prefer to do odd jobs that kept him stable until unemployment checks arrived.
As a result, they do not have to use their savings or endure unpleasant humiliation.
Can St. Croix look forward to curing unemployment?
With an influx of teen-agers moving into the labor market,
no. However, with retraining of teen-agers, maybe yes:
"An ambitious person will look for another job rather than endure the processing through the unemployment office. There are instances when one will prefer to draw unemployment compensation rather than contend with the harassment from the Aliens who control the important jobs in Hess and Martin-Marietta.
Others, as the above suggests, prefer to avoid a differ-
ent kind of embarrassment. Either way, the unemployed feels
the pressure of economic insecurity and its results.
psychological embarrassment. .
31
Because the depression of 1929 had such a terrific impact upon the economy of the United States and its terri- tories, the word unemployment became indelible upon the minds of those unemployed who suffered through it. In
St. Croix, particularly, repeated failures of the sugar economy concurrent with attempts to bolster the labor situation by the Virgin Islands Government led to inter- vention of the Federal Government, explained in detail by
Dookhan (1974) . Without help from the Federal Government during the 1930 's the Virgin Islands economy would have fallen apart.
To help remedy the serious problem of unemployment, the Government created the Virgin Islands Company, VICO, later changed to Virgin Islands Company and Corporation,
VICORP , to undertake control of the entire sugar industry.
This subscription to the economy proved insufficient be- cause the Virgin Islands had a scarcity of workers. To work the acreage under cultivation in 1949, planters re- quested laborers from Puerto Rico and British West Indies be brought in to work in the sugar industry. Authorized by the United States Immigration Office, workers arrived as cheap labor. This set a historical precedent which continued after the purchase of the islands by the United
States "
32
Puerto Ricans and Aliens
As a consequence of relaxed immigration restrictions,
the population of St. Croix grew in several unique ways.
From 1949 to 1957, overtures were made to Puerto Ricans, mainly from Vieques, and British West Indies laborers from
Antigua, St. Kitts, Montserrat, Nevis, Anguilla, St. Lucia,
St. Vincent, Barbados, and Trinidad, to work in the sugar
industry. According to Greene (1972) , "Pressured by planta-
tation owners, during the middle of the nineteenth century
considerable effort and government expense went into the
recruitment of supplementary labor by the Immigration
Office .
Alien labor used almost exclusively in the tourist and
industrial boom furthered the importation of Puerto Ricans
and British West Indies workers. As a result of their in-
creasing numbers. Crucians had less economic effects in Crucians are terms of power. Greene (1972) , "Believed most
the children or grandchildren of migrants who came to the
island late in the nineteenth century. Many were members
of cane cutting crews annually recruited from surrounding
British islands."
A number of aliens, young, searching for money, a
little adventure, then return home, while others have
travelled extensively and will continue to do so. . —
33
Initially, neither Puerto Ricans nor aliens threatened the Crucians' culture. Puerto Ricans stayed together, inter- married, and became prosperous and respectable, frequently owning small businesses. Most aliens also lived together in VICORP villages, away from most Crucians; or they were transients
Despite immigration laws protecting the hiring of local citizens over aliens, many Crucians saw themselves as "outmanned" as well as "outskilled. " Not willing to go to the United States and unprepared for available jobs in St. Croix, many felt helpless and alone in facing the problem of obtaining sufficient employment.
Because of housing shortages during the early 1950 's the years of the growing population— aliens lived wherever they could: old estate villages, lean-to's, or rundown buildings. Sometimes untold numbers would live in a house with unsanitary conditions. VICORP established temporary housing villages for use during the resettling of workers.
In spite of the high wages aliens earn,' they face the problem of "bonding" — certification by the Virgin Islands Government Employment Office— that the position can
legitimately be filled by an alien. Being "on bond" is the
only way a non-citizen can legally remain or retain a job
in the Virgin Islands. An employer can fire his bonded
alien employee anytime he chooses and once dismissed, they —
34
do not have the right to seek another job — at that time
on the island. Legally, they must leave within five days
and arrange for another job and bond to re-enter the Virgin
Islands, or become an illegal alien. The bonding system
simply does not work well because of the complex responsi-
bilities placed upon the "bonded." As a result, some
become illegal unintentionally. Although changes in the
immigration laws are expected imminently, a significant
segment of the population endures an uncertain existence.
Due to the rules of the "Bonding System" , an unemployed
laborer illegally on the island is reluctant to file an
unemployment claim. As a consequence, procedures for un-
employment compensation seldom remedy the situation for
which they were constructed. Statistically, failure to
file claims of unemployment gives a distorted picture of
the labor situation in St. Croix. As a result, claims for
compensations, which generally serve as indicators of the
rate of unemployment, are not valid indicators of unemploy-
ment in the Virgin Islands.
As previously mentioned, the survey authorized by the
Virgin Islands' Legislature, Occupational Demand Survey,
June 1970-June 1971, is predicted on the number of employ-
ment service records for St. Thomas and St. Croix. It
lists the number of occupations in the islands, but there this is no interpretation as to the accuracy and reliability
1 " :
35 listing has in relation to the actual labor market. The need for such statistics is not only recognized locally but also necessary to redress employment trends.
That need has been assessed by six masters students of The College of the Virgin Islands who addressed the issue of educational preparation and skills needed for employment: Varner (1976), Testamark (1976), Padda (1976),
Olney (1976) , Boschulte (1976) , and Blake (1976) . According to Olney and Padda (1976)
"Chilren in well-defined curriculum based elementary schools in St. Croix, compare favorably in skills and educational preparation under similar conditions to other like schools on the islands and in the United States .
Attitudes
An attitude is defined as a way of acting or feeling about a person, place or thing. If a group or a community shares similar attitudes toward other peoples, places or things, they are called social attitudes.
This writer believes the definition of skills needed for employment includes cognitive, affective as well as psycho-motor skills. It is significant that job interviews evaluate a prospective employee's attitudes toward work as well as his knowledge of the literal task presented. Since the acquisition of knowledge cognitively carries a corres- ponding behavior affectively, that is, everything that is learned has an emotional investment (Weinstein & Fantini, 36
1970) , attitudes must affect how well one performs a task or the values placed in work.
In regard to attitudes and values, Rath, Harmon, and
Simon (1966) state:
"Sometimes we give indications that we have values by expressing attitudes. We say that we are for something or against something. It is not always a sound practice to infer that such a statement repre- sents a value. Is it really cherished? Has some consideration been given to alternatives? Does it come up again and again? Is it related to the life activities of the person who expresses it? Unless these criteria are met, it may just be so many words. That is, it may just be an attitude and not a value."
An attitude is a value-indicator; therefore, it is probable that attitudes toward work, developed over a period of time, determine feelings as well as ways of acting and reacting to situations. In accordance with these observations, the attitudes Crucians have toward work and unemployment, then, are important.
Crucians have never forgotten their history as it
relates to the land. From a rural background and mainly a one-crop economy— sugar cane — emerged attitudes and ways of
thinking that have, apparently, never been forgotten and
seldom altered.
To many Crucians, hard physical labor is abhorent
because of the cultural and historical association it has
a part of history with sugar and the slave economy . This is
Crucians prefer to be disassociated from their past,
(Stanley Elkins, 1959). 37
There is a belief that Crucians manage to instill this concept in their children who, in turn, pass it on.
Skills
Just as the young unemployed are without adequate skills, so are the under-employed—early adults—manning jobs for which they are not fully prepared.
Improved technology creates a need for more workers with specialized skills. The fact that skilled workers are recruited from outside the area served by Virgin Islands schools obfuscates the need for improved vocational train- ing. "Much of the training and upgrading in St. Croix is for the under-employed persons", says Stevens (1972), "and many individuals find it very difficult to work eight hours during the day and attend classes four or five hours each night for any sustained period of time." Many husbands object to having their wives leave home at night because baby-sitters are hard to find and it imposes an additional expense which the family cannot afford. "These factors",
according to Stevens (1971) , "make for a recruitment problem among Crucians and result in a very high 'dropout rate' from the inadequate vocational programs."
The problem of obtaining additional vocational train- ing is to identify skills deficiencies among the under employed. That category is 16-17 years old as well as older persons who have lost or changed jobs for a variety 38
of reasons. Often employees are hired with the knowledge that they are not fully qualified and must attend a class structured to update skills for a specific job. CHAPTER III
DESIGN OF THE STUDY AND PROCEDURES
The focus of this study is to define the concept of employability as indicated by the needs of the economy and to determine its implication for educational practices.
The study specifically involves the definition of employa- bility generally held by a representative cross-section of the economic community: watch companies, large industry, tourist related businesses, and retail establishments in
St. Croix. Other significant data in this study have been obtained through analysis of desirable and undesirable behavioral patterns as observed primarily in job interviews.
An effort was made to insure that the participants provided perceptions in terms of measurable or observable behavior.
Hopefully, this investigation will improve the curriculum to reflect the rapid changes in the Virgin Islands, especially St. Croix.
This writer was introduced to the "Fuzzy Concept" tool
in 1973 by Dr. Thomas Hutchinson, creator of the method.
The method serves as a data retrieval instrument to
collect pertinent information relative to a particular
subject. Dr. Roger Coffing, a colleague of Hutchinson
demonstrated the method at the University of Massachusetts.
The demonstration included a problem of rating concepts on
a scale depending on how observable the concepts were.
39 40
Afterwards, it was determined that this technique could serve as the research instrument for the study as it in- cluded a flexible operation for gathering significant information.
The procedures used to implement the concept of employability are directly structured into the questions asked of each participant. Operationally, data collected from question analysis represent particular actions noticed, observed, or isolated in interview situations which are viewed as favorable or unfavorable to employ a person initially.
Data collected during interviews provide information about items needed to be added to the curriculum to increase the potential for employment. It is interesting that many features almost coincide with a list of similar requirements provided by the Personnel Department of the
Government of the Virgin Islands.
As the concept is conceived, an interpretation of data does not look primarily to the most obvious, rather
it assesses items that may not be sharply focused or
attitudinally blatant, that is, they are vaguely repre-
sentative. Positive and negative personal qualities which
are discernible from the interview, provide information for
possible restructuring of school curricula. That data
suggest that both cognitive and affective dimensions of
prospective employee personalities are viewed as marketable . .
41
skills; they should be fostered and developed in school educational objectives. In simplistic terms, it includes teaching values to students despite some of the inherent limitations
Participants
It was felt that interviews should be administered to persons in the administration of each company, such as personnel directors, presidents, managers, or, supervisors.
Generally people in those positions were directly involved
in hiring. Some problems in choosing companies and the
availability of recruiting responsible officers were
encountered. However, the plan of inquiry or procedure
for administering the design was not changed. From a list
of businesses in St. Croix, selections were made from
companies with minimal educational requirements to those
with average educational requirements. This range of
qualifications was chosen because it more accurately
reflected aspects of employability when unemployment was
high
The design was administered in a number of different courses, cafes, and settings--homes , cars, offices, golf were schools —by the researcher. Some of the participants Robert Wenzel, Charlie Nielsen, William Heeps, Randolph
English, Frank B. Smith, Norma Martin, Pedro Rivera,
Charles Grondeveldt, Hilton Brown, Albert Kotches, Samuel 42
Bough, Melville Stevens and Mr. Gibbs. Many of the above people served as my sources of information where documen- tation was unavailable.
The selection of those ethnic populations was based on commonly held perceptions of St. Croix residents that this kind of information is not systematically gathered and available in the form of statistical tables.
The interviews were administered over a period of a year and three months, September 1972 through December 1973.
The interviews were conducted in the following manner; an appointment was scheduled, the official and the writer were closeted with a list of questions, a copy of Hutchinson's method and a tape recorder. After instructions the respondents were requested to give their reaction.
Of the eleven interviews with various organizations, two were conducted with more than one respondent from a single company. An official of each company familiar with and capable of interpreting statistical data was usually the person who had general knowledge about the employment
requirements and practices in St. Croix. Information and
data were collected from the Commissioner of Labor, an
official of the Division of Personnel, two officials of
ci Public Accountant, the vice— tin~Mar ietta , Cortifiod
president of the largest hotel in St. Croix, an insurance
executive, an engineer, a social worker and supervisor of "
43 the Bureau of the Department of Commerce as well as from lay Crucians and aliens.
Another vital source of information was ten students of a class of Reading taught by the writer and informal interviews with five high school drop-outs whose collective opinions coincided with information already received, reportedly, "They would not work for the white man, and definitely not in the hotels." As a teacher at the secondary and college level the writer had access to a flow of opinions.
In addition to questions about the concept of employa- bility, the interviews contained questions structured to obtain information about: number of employees, ethnicity, patterns of attendance, and questions from the "Fuzzy
Concept .
Data from interviews were supplemented by a survey of literature as it related to the topic. This survey included a number of books, articles, pamphlets, papers, magazines, and newspaper clippings dealing with the topic.
Another source of data for the study was the profes- sional and personal experiences of the writer as a reading teacher at the secondary and college level. In the capacity of chairman, with direct charge of the Reading
Department, a number of reading methods were conducted at
the junior high school level. Then, at the College of the 44
Virgin Islands, undergraduate courses in reading methods and requirements leading to graduation were taught by the writer for more than ten years.
Finally, the writer organized the St. Croix Council
of the International Reading Association which is in its
eleventh year of operation. This added immeasureably to
the professionalization of Reading as a basic curriculum subject.
Therefore, the instrumentation includes an assessment
of relevant literature, the practical knowledge of the
writer, and the perceptions of a segment of the population.
Oral histories were used to supply information that has
not been documented.
This, then, is the crux of the study; The central
problem is, with such minimum educational requirements for
employment that can serve as stop-gap, spike, means to an
end, or temporary expediency, why are so many uneducated
people out of work, predominantly Crucians?
The Operationalization of Fuzzy Concepts
To write a paper, one would certainly hope to do it
as best he can and by the rules and methods available.
Because research on employability involved collecting
information and data, there was the question of which
method would help to do this thoroughly and with dispatch.
After deliberation of possibilities, operationalization of
Fuzzy Concepts was chosen by this researcher because it 45
could be done with few people, it was economical in terms of time and materials, and there was a simplicity of operation.
The concept helps to reduce a goal or its related dimensions to observable parts. As a method utilizing five steps, the first entails the subject and the researcher, in this particular case, reconstructing a real situation-- an interview in a watch company— that resulted in a person being employed or not. The subject was asked to recall an
interview in which all things that would favorably impress him to hire this applicant were particularized. The next
step included the same situation, however, this time the
subject was asked to consider things that, while not
exactly the opposite, would make him not want to hire this
person.
The third step was to have another person structure
a list of items or qualities that were favorable to
employment and compare the two lists to see the commonality
of points, if any. Admittedly, the fourth step was diffi-
cult up to this point. The subject was asked to go back
to the original step and see if there were things not
considered that now appeared to be important; if so, list
them.
The fifth step is the hardest of all. The subject is
asked to list whatever comes to mind, whether it seems
frivolous or not. The conclusion is to recognize the 46
observable behaviors. Those unrecognizeable are still
'fuzzy concepts', and can be operationalized further.
In summary , the intent to employ prospective workers
by interviewing each is greatly assisted. All qualities
are not evident at interview and can only be ascertained
with the passage of time. The use of probationary periods
before permanent employment for workers new to the watch
industry has merit. While two watch companies use
different requirements for hiring, they get satisfactory
results. A segment of experienced workers tend to move
frequently from company to company seeking greater benefits.
Social Values Acquired Through Education
From interviews with a number of Crucians, opinions
about work, the economy, and education have varied. Of
five Crucians interviewed, three agreed that the work
experiences have been enjoyable and fruitful, and they have
been able to care for their families, complete high school
equivalency grades, and graduate. In addition, one has
completed two courses in accounting and has applied for a
job in a business as an accountant. Another has applied
for a job as a policeman after graduating from night school
and several additional courses in police science. Still
another works as a monitor for public schools because his
job as manager of a hardware store ended when the firm.
went out of business. 47
Contrasting the three workers above with two Crucians who declared "they would not work for a white man", all became statistics in the growing unemployment roll. One young Crucian who worked for a short time at one of the watch companies quit when he was not given a job in the office, with a secretary and a chauffeur.
A characteristic common to some people is their
determination to do their best whatever their lot. There-
fore, work at a job— though you do not like it—while
studying for a job of your choice. This kind of resolution
among unemployables needs rethinking to a better advantage
especially when one is unemployed. Helplessness leads to
resentment, and resentment can lead to rage or resignation.
The following interviews support some of the opinions
stated above:
1. Were you born here?
2. When did you begin school?
3. Which school did you attend?
4. Did you enjoy school?
5. What were your best subject?
6. Did you ever fail a grade?
7. Did you drop out? If so, why?
8. Have you ever been without work for any length
of time? school? 9. How many jobs have you had since leaving 48
10. What job did you really want?
11. Do you ever think of going back to school to
pursue your dream or are you aware of something
new you would like to study?
12. Have you ever felt that you would not like to work for whites?
13. Are there others you would rather not work for?
14. Have you ever refused to accept a job?
15. Have you ever lived in the United States? If so,
how did you like it?
16. Would you like to work for the Virgin Islands
Government? Why?
17. Why are so few Crucians in business? Would you
like to see more?
18. How do you feel about the increase in population,
especially the large number of continentals?
19. How do you feel about crime? Why do you think
there is so much, especially against whites?
20. What would you like to change about St. Croix? 49
Mr. Richard Branch Monitor
1. Yes.
2. 1954.
3. V.I. public school; Eighth grade.
4. Yes, school was very enjoyable.
5. Mathematics and science.
6. No.
7. No.
8. No.
9. Wholesale (Exporters-Importers) ; U.S. Army four years.
10. Business Executive-Salesman.
11. No.
12. No. I'll work for anyone who is fair.
13. Yes, but I'd rather not talk about that.
14. Only the one I didn't want.
15. As a soldier; a short time. Didn't like segregation
16. Yes, I worked for VICORP (Sugar Cane).
17. Mainly a lack of capital and business expertise.
18. I don't like it, but there is nothing I can do
about it.
19. It is disturbing. Whites are robbed because they have much money and the Crucians little. half 20 . Change the economy so Crucians would have about . . . . .
50
Mrs. Inez James
Watch Industry
1 . Yes
2 . 1953.
3. St. Mary's, ninth grade.
4. Yes, very much.
5. History, English.
6 . No
7. Completed ninth grade.
8 . No.
9. Only this job for 15 years. (1965-present)
10 . Accountant
11 , Yes. From 1972-1976. Graduated from high school
(night) . Has a family of seven, five children. Would also like to be paraprofessional-school aide.
12 No.
13 No.
14 No.
15 No.
16 Yes. Advantages —Holidays, Vacation, Retirement,
Hospitalization.
17 Don't like to compete.
18 Jobs were plentiful.
19 Crime is bad; youngsters with nothing to do, drop-
outs, from broken homes.
Change the schools so everyone would learn as much as possible . . . . .
51
Miss Jane Billing ^
Watch Industry
1. Yes
2. 1953.
3. Public school.
4. Yes
5. English, Mathematics.
6. Seventh grade.
7. Yes, in the eighth. Went back and graduated in 1974.
8. No.
9. On this job for 15 years (1965-present)
10. Environmental worker (public health) ii: Yesv.
12. No.
13. No.
14. No.
15. Yes, for a very short time. Prefer the islands.
16. Yes, very much.
17. Don't like responsibility, and don't want to see others improve.
18. Think there are too many, but can do nothing about it.
19. Terrible
20. If youngsters knew how difficult night school is. they would pass all their subjects.
3 This is the way she spells her name. .
52
IDENTIFICATION OF RESPONDENTS
1. Leroy Arnold Virgin Islands Senator.
2. Paul Arnold Assistant Personnel Director at Martin-Marietta
3. Velma Cruz Naturalized citizen from Trinidad, a student at O.I.C.
4. Annetta Farrell Alien student from St. Kitts, attends O.I.C
5. Charles Groneveldt Vice President of Grapetree Bay
6 . Norma Martin Director of Personnel Department of the Government of the Virgin Islands.
7. Rastafarian Crucian young man, a dropout.
8. Iris Smith Crucian native, supervisor at the largest watch company on St. Croix.
9. Stanley Wilkins Prisoner, with privilege to attend school at O.I.C. 1
53
FORMAT OF THE ORAL HISTORY
1. Are you a Crucian?
2. How old are you?
3. Which school did you attend?
4. How did you do as a student?
5. Were you ever left back?
6. What were your best subjects?
7. Did you drop out? If so, why?
8. Have you been without work for any length of time?
9. How many jobs have you had since leaving school?
1— o • What would you really like to do?
11. Do you visualize any possibility of ever
accomplishing it?
12.. . Have you ever refused to accept a job?
13. Are there certain jobs you would not accept?
14. Why are there so many unemployed youngsters?
1 54
Oral Histories
To understand unemployment and its ramifications from a local point of view, it was necessary to ask both a
Crucian and an alien youth. The native youth was skeptical about answering any kinds of questions. However, there was pertinent and relevant information in the interchange that shed light on attitudes and towards work. There was reluctance to use names in some instances. This perhaps is due to the high incidence of crime which makes anyone asking questions suspect.
Annetta Farrell, a student said:
" . . . as a student in Antigua, I was in the equiva- lent of the twelfth grade when I left to come to St. Croix. Entering night school immediately, I was placed in the ninth grade after taking a psychological test. I prefer to live here but, plan to visit home often when I begin to work.
My best subjects are Mathematics and Health, which I hope will lead to a career in nursing."
Annetta feels strongly that a high school education
is the key to success. So all of her efforts are invested
in the pursuit of an equivalency diploma.
Stanley Wilkins, who left St. Kitts before his tenth
birthday, recalled: (prisoner) "... completing junior high and attending the ninth grade at Central High School where I dropped out because I couldn't get a class in music, nor was I learning anything. Also, I was working after school and had money. After leaving school I worked at Litwin making $4.17 an hour as a helper to a millwright 55
I also worked at Caribbean Food. For two years I was without a job and decided to get back in school and seek my high school diploma.
My attitudes toward work were different. If the supervisor said something I didn't like I would quit, thinking I could get another job easy. One day after I had completed my work the supervisor asked me to "pick up paper outside." I told him that "I was not hired to pick up paper." The next day when he asked if I was too good to pick up paper, I quit.
Now I am learning to be a cabinet maker and a plumber as soon as I get my high school diploma."
Stanley discovered the ease of getting a job at good
pay during a period when jobs were plentiful. He also
found that impetuousity at school or on the job can have
undesirable results when jobs are scarce.
Mrs. Iris Petersen Smith worked as a supervisor at the
largest watch company. As an employee for a number of
years, her feelings are:
"... Management appears to favor the Puerto Rican worker. They comprised one hundred of the two hundred and ten employees. There seemed to be a permissiveness in interpersonal relations that was not tolerated by Management if done by other employees.
Alien workers (green card-permanent residents) numbered about seventy-five; Crucians, mainly youngsters, were about twenty-five, with Continentals (black and white) making up the other ten.
At interview, appearance seemed to have the most weight. Education was waived, however, those with a high school diploma usually get a chance to pursue the higher jobs. Those with initiative were given the privilege of learning more than one job."
Velma Cruz worked two years at one of the local watch
companies and reported that:
dk .
56
" . . .1 dropped out of school in the tenth grade to get married. While raising my family I attended night school. It cost too much money to pay for baby sitters during the day and night, so I left school again. Now I am back in school at O.I.C. since February, 1978.
While working at the watch company, there seemed to be a preference by Management for the Puerto Rican. This was gossip. I did not find the work monotonous, I learned two jobs that were very interesting—Timer and as a Train Wheel. A Timer learned to assemble a whole watch which I found interesting. A Train Wheel worked on the three wheels found in all watches.
Velma Cruz is grateful for her experience at the watch company, but never considered making a career there.
" . . . appearance was the primary factor at interview along with your total approach to the job. My concern now is to learn typing and shorthand preparatory to opening my own Beauty Shop
I am a naturalized citizen, born in Trinidad. Graduation depends upon how well I do on a test I must take soon."
The following interview was done with a Crucian who is now a Rastafarian. While he would not reveal his name, he was most cooperative otherwise. attended ". . . I am a Crucian, nineteen years old and Central High School. I was not a good student, in fact, I was left back twice. My best subject was mathematics. I excelled in this subject. I dropped out because I did not think I was learning anything.
I have been out of work for three years now and have not looked for a job. If I could work at my favorite choice of a job, it would be painting. However, I do not think I'll ever get a chance to paint. Although offered one I have never refused a job, I have never been
is a sani- The one job I would not accept if offered company. tation job. I have never applied to a watch money than Yes, I realize educated people make more 57
uneducated people. Many young people are unemployed because they drop out of school , and are not willing to take any job they can get."
Mrs. Norma Martin, head of the Personnel Department of the Government of the Virgin Islands, has strong feeling about the process of applying for a job. Recalling vivid instances, she says:
"A voice on the phone will say, "I want a job." Yes, what kind of job do you wish to apply for? I don't know, just a job. Would you like an appointment to discuss a job possibility? No, I just want a job. Do you type? No. Can you do bookkeeping? No. Well, what specifically do you do? Anything.
This is the substance of a number of phone calls inquiring of jobs. Because of approaches similar to this,
Martin feels:
"... how to present oneself for a job should be taught in the public schools as an important part of the curriculum. Wearing clean, conservative clothes to an interview; knowing how to use the best possible English; having the ability to look the interviewer in the eye, and role-playing this act until it can be done with ease, should be an important part of skill- acquisition prior to graduation, or dropping out."
Senator Leroy Arnold said:
"... native youngsters do not feel they are getting anything better if they accept a job. The white man still owns the business and, besides, unemployment is just as attractive as working."
Perhaps the most representative of the respondents is this young man whose history and family crossed the writer's path in New York as well as St. Croix. In New York before moving to St. Croix, this writer taught the respondent's brother, and on a visit to St. Croix, met their mother. 58
After relocating in the Virgin Islands, a sister (who has become a Rastafarian) was a student of the writer. For personal reasons, this respondent shall be nameless;
"I am a Crucian, twenty-two years of age. Education- ally, I am a high school graduate and attended a school in the United States in Computer Programming. As an above average student, I was never 'left back'. My best subject was science and initially, I wanted to be a doctor.
Once I was out of work but not long enough to draw unemployment insurance. In New York I had several jobs. Upon returning to St. Croix, I decided that political science and politics were what I really wanted.
At age twenty-two, I plan to run for public office in the Senate. Barring unforeseen eventualities, I hope to pursue the governorship sometime during the 1990 's."
This young respondent does not see education as a
deciding factor towards mobility.
"The majority of youngsters are not interested in working. I agree with them that education is a 'waste of time', especially for people 'born here'. I am convinced that private industry is not concerned whether native youngsters have degrees. Experience is what counts, not a degree. The government provides for natives."
At the present time, the respondent is working at Hess.
He estimated that there are about 2000 employees there.
Aliens . . . 60%
. 15% Crucians .
. 25% Other . .
Crucians approximate about one percent of the super
visory jobs. 59
"I believe Crucians are too individualistic rather than 'group conscious'. We must move into the economy as entrepreneurs.
The College of the Virgin Islands is beginning to turn out quality graduates. However, most of the students I know who went to college are pursuing computer science, electronics, engineering, math, fields in which we have been noticeably missing.
I strongly feel that another college would add a choice to the high school graduate.
In view of the amount of money and work beginning on the airports, there is a need for a class or a Department of Aviation."
Educator-Politician
The writer first met Sam Bough in 1968 at Claude 0.
Markoe public school. As the Physical Education teacher,
Mr. Bough served as coach of basketball and other team sports. In this capacity, practically all upperclassmen and high school seniors were known by Mr. Bough. With the assistance of Mr. Bough, several attempts were made to teach golf to students.
Out of this area of acquaintance, Mr. Bough interceded
for four high school graduates and two drop-outs to secure
employment at Hess Oil Refinery. After appointments were
made the youngsters failed to appear, stating that, "They
did not want to work for whites." When asked why, they
had no plausible answers beyond that quotation. From
numerous conversations with Mr. Bough, other statements
to the effect that white employers preferred aliens to .
60
Crucians and that. Crucians should have the jobs because they were born here. As a result of such actions and utterances, employment rolls grew longer and longer with Crucians
At the same time jobs were plentiful in the tourist areas and in the Watch Industry that could provide support until other jobs or preparation could be secured. 61
CHAPTER IV
ANALYSIS OF THE RESULTS OF THE STUDY
The Watch Industry
The idea of introducing light industry into the Virgin
Islands to augment the economy was begun in the early 1960's.
Immediate advantages were cited: first, a change from an agrarian economy to the beginning of an industrialized one that later would broaden to include heavy industry. Fifteen companies representing the establishment of the Watch Industry have subsidiaries here. Some of the parent companies are
Bulova; Hamilton; Elgin; Timex; Benrus , Admiral; Sears,
Roebuck, Inc.; Montgomery Ward; Sheffield and Omega. There are four companies in St. Thomas and eleven in St. Croix.
Most of the watch companies have similar benefits, beginning pay is $1.60 an hour. That rate of pay has in- creased considerably in recent- years. Vacation is paid for two weeks. Benefits are not numerous without a union and will remain that way.
Perhaps one of its greatest benefits is the waiver of educational requirements so that the uneducated are able to find employment easily. While there is a rapid of adults have been in turnover among the young , a number
these jobs considerably longer. The industry is non- polluting, non-hazardous and very clean. 62
TABLE 4
Watch Manufacturers
Admiral Time, Inc St. Croix
Antilles Industries, Inc St. Croix
Atlantic Time Products St. Croix
Belair Time Corp St. Croix
Belmont Industries, Inc. St. Thomas
Master Time, Ltd St. Croix
Multi Jewel Watch Corp St. Thomas
Quality Products Co., Inc St. Thomas
Roza Watch Corp St. Croix
Standard Time Co St. Croix
Summers Time Corp St. Croix
Sussex Watch Corp St. Thomas
TMX, Ltd St. Croix
Unitime Corp St. Croix
Watches, Inc St. Croix TABLE 5
Businesses Contacted
Watch Companies
1. Antilles Industries, Inc.
2. Atlantic Time Products
3. Standard Time Company
4. Unitime Corporation
5. Watches, Inc.
Industry
6. CALISCO
7. Martin-Marietta
Other
8. Woolworth
9. Grapetree Bay Hotel
10. Supermarkets
a. Pueblo
b. Grand Union Course 11 . Fountain Valley Golf 64
Employment requirements vary. While one company uses a standard hiring procedure— an interview— another employs manual dexterity— the manipulation of instruments to deter- mine one's dexterity. This device is used at the interview and the prospect is hired immediately if he or she passes the test. In another company, a person is hired right away because of the possibility of nervousness. According to the president of the company, "nervousness at interview has caused many good workers to flunk the interview."
Therefore, he hires a person on sight and gives time to get
acclimated and at ease—usually one week. If the prospect
fails then, he has a week's pay.
Promotion and advancement are limited, mainly because
of the available positions. Beyond supervisor of assembly
lines or sections, the most skilled position is that of
watchmaker. This position can be earned two ways, one
involves attending school at the parent company in the
states, the other is a long, on-the-job process of several
years.
Attendance and performance are items that lead to
at learning, are promotion. Some workers , very adept
entrusted to learn more than one operation, to serve if there
is a significant number of workers absent. Also, this
method of spreading skills can be useful after quotas payroll. are filled and it becomes necessary to reduce the .
65
There are problems common to all watch companies.
Mondays and Fridays are high absentee days. Loss of pro- ductive time is a phenomenon of industry— free time expectation and free time loss. During quotas / one company hires an extra 10 percent to offset this loss so it can meet deadlines for shipping and insure a marketable product.
The major problem common to the companies interviewed is absenteeism or reliability.
With its simplistic operation, the industry is able to use people with minimum skills. The majority of employees in the industry are females, mostly women who did not graduate
The watch industry has occupied a strong economic position in the Virgin Islands for more than ten years.
During the early years many Crucians worked in the industry mainly because there were few people on the island. Now, there are more Puerto Ricans in the industry with aliens the second highest number. It is safe to say that most of the Crucians moved on to the Virgin Islands Government.
The watch industry occupies an enviable economic position in the Virgin Islands for more than ten years. It has provided a sense of economic security, dignity and pride to its employees as well as to improve materially their welfare.
The noticeable discrepancy in the number of minority people
in advanced jobs in proportion to the ratio of the plant 66
population is due to a failure to apply for "white collar positions" rather than the lack of opportunity. The watch industry collectively prides itself on offering promotions,
^srit pay increases and opportunities to become watchmakers by attending school in the United States. That education program takes about three years. Although a number of local people have attended the school, few have graduated.
Table 6 provides figures on the number of watches
exported to the United States during the last six months
of 1971 and the first six months of 1972. Table 7 shows
the number of watches shipped by companies from St. Croix
for the year 1972. An overall view of the number of watches
shipped to the United States from the entire industry in
a given year is shown in Table 8. A comparison shows
that total watches shipped for a year (last six months of
1971 and first six months of 1972) approximates total
watches shipped from all companies during the year 1971.
The reason for the similarity in shipping figures is
related to "quotas" rather than anything else. Quotas are
the number of watches that can be shipped "duty-fre" into
the United States during a given period. This number,
controlled by the Department of Commerce in Washington,
D.C., is the basis for quotas which involves FICA taxes
and shipping. Quotas having increased, several companies
are producing almost twice as many watches as before. 67
TABLE 6
Number of Watches Shipped to the United States
Fiscal Year July 1971 -- June 1972
Total Month Quantity Shipped
July 1971
August 1971
September 1971
October 1971
November 1971
December 1971 . . . . 491,573
January 1972 . . . . 128,085
February 1972 . . . . 240,534
March 1972 . . . . 288,122
April 1972 . . . . 256,564
May 1962 . . . . 332,554
June 1972 . . . . 259,985
3,376,232 68
TABLE 7
Watch Companies' Statistics
St. Croix FY-1972
Admiral Time Corporation 73,002
Antilles Industries 312,029
Atlantic Time Corporation 871,960
Belair Time Corporation 71,408
Master Time Corporation 212,474
Roza Watch Company 280,865
Standard Time Corporation 129,962
R. W. Summers Time . 22,250
TMX Ltd 458,986
Unitime Corporation . 650,714
Watches, Inc 292,582 69
TABLE 8
Total Shipments of Watch Movements and Parts Exported
from the Virgin Islands to United States — FY 1970-1971
Time Admiral, Inc 139,960
Antilles Industries, Inc 562,333
Atlantic Time Products 702,600
Belair Time Corporation 76,567
Belmont Industries, Inc. 38,008
Master Time Company, Ltd 16 8,871
Quality Products Co., Inc 280,093
Roza Watch Corporation 237,580
Standard Time Corporation 116,415
R. W. Summers Time 86,500
Sussex Watch Corporation 118,376
Unitime Corporation 587,598
Virgo Corporation TMX 301,862
Watches, Inc 213,204
Vergiline 15 ,19A 3,645,161 70
TABLE 9
Imports of Watches, Watch Movements and Parts — 1970
Japan
West Germany
Hong Kong
France
Switzerland
Soviet Union 413,601
Italy 14,383
United Kingdom . . . . . 66,042
Venezuela 11,001
Spain 3,760
Netherlands 6,001
Portugal 720
Denmark 262 $16,118,613 71
Just as watches are exported to the United States, they are also exported to countries abroad. Because the
Islands is a free port and has tourism, goods are in demand because of the cheaper selling prices.
In determining observable behaviors and personal characteristics, company officials were requested to list all noticeable items that enhance the prospects of employ- ment. Questions which helped interviewers to notice salient employee qualities and to create a situation which exposed negative and/or positive characteristics, were derived from among the questions.
That list relates to a number of items: appearance, ability to communicate, alertness, education, dexterity, reliability, attitude, comprehension and inquisitiveness,
and attendance (from previous jobs) . It is believed that these categories provided sufficient general information to be related to employability as well as research. It also would serve well for suggesting further studies.
The results of the participants' selection are reported separately in Table 10.
Most employees are largely handicapped educationally; therefore, they rarely qualify for appreciable advancement above manual labor. It is believed by management that high school graduates would have a positive impact on the attitude of the labor force. This idea is at variance with 72 c H 'H 0) OS X X 4-> r-t X C C4 <« 3 > £ O o a, a a I *j ki a> 0) X •a a k. a 3 CO V CO s be a •H Ki 3 I £ 1-1 4-> "O O X X X o o X r1 Se S 0)
Contacted Hc4 >> o 0) cil
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reality. If manual dexterity -is the primary qualification for employment, the intellectually competent, i.e., high school garduates, would be bored by the monotonous, dull jobs. They might aspire to some of the more meaningful jobs and thus qualify for higher positions and affect attitudes of others.
For several years, there has been talk of watchmaking classes in the high school to give relevance to the watch industry through curriculum participation. However, nothing has ever come of it. Conceivably, the curriculum could be expanded to include "watch-making." As a basic segment of the economy, the schools owe a debt of gratitude to the industry for providing over 900 jobs to graduates, non-graduates and others with limited education.
Unless the industry decides whether it wants education as a requirement and insists that it becomes a part of the education curriculum, it will have to accept whatever is available in terms of labor. Unless there is the opportunity for better jobs offered by the industry, there probably will never be a clamor for curriculum inclusion. The watch industry will remain an employment area for which little education is needed.
Standard Time
The watch industry varies little in qualification for employment. Although the watch industry has a somewhat 74
simple operation, the criteria for hiring varies from company to company . While tests of manual dexterity serve one company, and a one-week trial another, neither of these may suffice for others. It is important to add, however, that all watch companies interviewed have expressed a preference for high school graduates but waive that as a requirement.
The main criteria for employment is manual dexterity,
the manipulation of a little board with holes, forceps, and
a number of pegs. Regardless of educational qualifications,
if a person has manual dexterity, he or she can become
employed in the industry. The manual dexterity board has
been used for 12 years.
Appearance is an item looked for at interviews. Long
hair well groomed and clean is acceptable. Continentals
(black and white) work in the administration.
According to the president of the company, "The most
detrimental quality of the Crucian is his attitude. Improve-
ment should begin in the home."
Although this statement attempts to place the responsi-
bility of "attitudinal change" in the home, it should be
shared, to a degree, by teachers and other educational
personnel who are better prepared to teach values clarifi-
cation systematically. 75
Standard Time has two times as many women as men. The largest group is Spanish speaking. Without intending to do so, the president said, "I would like to keep employees on a half and half basis, half Spanish and half Crucian and/or alien." He meant Spanish and black. More Spanish apply than do others.
Standard Time
Spanish Speaking 36 Aliens (green cards) 19 Crucians 18 Total 73
The majority of the employees are very reliable and
have been with the company three years and longer. It is
the remainder whose attendance varies to the extent that
extra workers are hired to insure adequate help during
high peak absentee days. Frequently, there are too many
people on the payroll.
Atlantic Time Products
The Atlantic Time Products established six areas that
are necessary to hire employees: ability to communicate,
alertness, appearance, ability to relate, comprehension
and inquisitiveness. Of those six categories, four
communication, alertness, appearance and inquisitiveness
were identifiable and indicated at interview. As the con-
cept of employability was used with Atlantic Time products.
\ 76 two different dimensions— ability to relate and comprehension- as well as other concepts emerged. Appearance rated highly on every list, as this was the era of the "hippie" and the industry, as a whole, was concerned about its image. How- ever, hippies, as a rule did not apply for employment.
The point that all companies interviewed rated the most desirable was reliability. As the industry stated emphatically, "It is in business to make money. Therefore, total attendance is necessary.
Atlantic Time Products
Spanish Speaking 100 Aliens (green card) 75 Crucians 25 Continentals 10
Total 210
Watches, Inc.
This is an independent company with a Spanish-speaking person as president. The total number of employees is
56 with two persons in the office. It may be the smallest of companies, in terms of the number of employees, but it has a unique employment policy. According to the presi- dent, "In the years that I have been in the watch industry, this method of employing people is best for me and my company. Nervousness affects a number of prospective employees at interview. Tests and other screening devices also tend to inhibit prospective employees from being at .
77
ease. In consideration of this conviction, a one-week employment trial is given to applicants who appear for a job. At the end of the week, the person is evaluated on several factors; appearance, punctuality, alertness, speech, adaptability, and imagination."
Those are some of the points that are observed within that one week of employment to determine the applicant's potential for permanent employment. There have been instances when a person has been discharged at the end of the week's probation for reasons other than performance.
However, the positive aspects of such a practice overshadow the negative. It also is company policy to train an employee to fill several positions in an assembly-line situation. Together, those two policies have resulted in a stable work force by creating experienced workers who can fill any vacancy during an emergency.
Although the period of one week serves for the decision to hire or not to hire, there is a probationary
period of six weeks that completes the hiring process, during
which time all information on the person is received and
evaluated
While those methods of hiring and training are unortho- operation. dox, the management had nothing but praise for the of They solved problems of high absenteeism and the hiring it extra personnel to compensate for it. Additionally,
created competency among the employees by eliminating 78 breakdowns in output and efficiency. The president emphasized a continual rise in "production quotas," attesting to increased production and company proficiency.
Watches, Inc.
Spanish speaking 24 Crucians 19 Aliens 13 Total 56
Unitime
At Unitime, manual dexterity is not a prime consider- ation for employment except that a person can use his hands and fingers normally. No special dexterity is needed.
If the interview is satisfactory at Unitime, the prospective employee gets a 30-day partial probationary period, at the end of which the person is reviewed. If kept, he or she
is given another 30-day period to learn the operation more
satisfactorily. At the end of this period, he is entitled
to permanent employment.
Although reliability was cited as the first criterion
or standard that the company seeks in an employee, relia-
bility can seldom be detected or observed during interviews.
The probationary period at Unitime is reflective of that
concern. "Reliability" and "enthusiasm", as "affective
factors" are listed but unless utilized as objectives
cannot be dealt with successfully. "
79
The Random House College Dictionary (1969) defines reliability as "that which may be relied upon; trustworthy, consistent, infallible." "Trustworthy" and "reliable" apply to persons, objects, ideas, or information that can be depended upon with confidence and/or certainty. The item second to reliability as a condition of employment is "will-
ingness", in a sense a synonym of reliability. That concept emerged as a result of further dialogue and probing of desir-
able traits during question #3 of the interview. Later,
appearance as a factor was considered "unconsciously" or
impressionistically, but not as a primary factor. Another
point introduced was "experience." The supervisor indicated
that several applicants offered previous experience as a
point during job interviews. That is a marketable item
used in "bargaining" for the best job or highest paying
position in the industry.
The ability to verbalize in Standard English was not
a prerequisite looked for during the interviews. First,
because of such a diverse population, speech varies very
greatly, and second, little talk is necessary in an assembly-
line situation.
Many Crucians have been labeled as "shiftless, unre-
. liable, very little ambition, and without stick-to-itiveness
One habit or trait is a refusal to telphone the industry patterns on when taking a day off. Therefore, attendance
previous jobs offer some intimation of the kind of worker .
80 the industry is hiring. That is why qualities listed above assume great importance. Reliability, therefore, implies prominence in the hierarchy of qualities desired by the watch industry.
This information comes from prominent Crucians, students who apparently understand Crucian culture and management representatives in the industry. Even the
Commissioner of Labor, Stevens, holds similar view about some local citizens.
As suggested, absenteeism is an inherent part of the watch industry. Mondays were usually high absentee days until it became payday at Unitime. The change of payday was done to hopefully curbe excessive absenteeism. There is a rule in the Department of Education forbidding days off before and after a holiday for the same reason as the watch industry. This may be a phenomenon germane to the economy of the Virgin Islands. According to hearsay, there are workers who rarely draw a full week's pay because of absenteeism. It appears that women in the economy are more
frequently absent than men. Could it be that family obligations or responsibilities contribute greatly to the rate of absences? No matter how versatile workers might be, some jobs are so specialized that, if one vital worker
is off several days, the entire production suffers. The main complaint from the company is that of unreliability .
81
If a key person is absent in an assembly-line set-up, it reflects in production. Defects in production are more
likely to happen when absenteeism is high.
The fact that the majority of Unitime's work force
is rather stable (they have been with the company more
than two years) is a compliment to the company's working relations
There was a special on-site program to train "watch-
makers" at one time. That is a job designation that not
only requires training, but also responsibility with
commensurate pay. The first night of the program fifteen
employees attended, the next night five, and finally no
one. Despite the program's demise, three persons learned
to be watch-makers through experience, without benefit of
such a program or special schooling.
Unitime
Spanish speaking 35 Aliens (green cards) 30 Crucians 25 Europeans 18 Continentals 4
Total 112
Antilles Industry, Inc.
it is This company is atypical of the watch industry , pension, the smallest. Fringe benefits include 11 holidays,
insurance, and paid vacations. 82
Three items are listed as desirable to have in all employees: responsibility, dependability, and reliability. Again, there is the commonality of "reliability" as an item for most of the companies. Other qualities looked for during interviews are: appearance, personality and attendance record, if the person is experienced. Since money has less value for some workers than others, to increase attendance and reliability, there is a company
that requires "a person to work eight hours before
. and after a holiday " Rather than lose psy , a few workers bring sick slips from their doctors when they are absent.
It is not uncommon for the 30 workers, other than the office staff to lose collectively 120 work hours in a week. Because of acute sensitivity by many workers to chastisement, management refrains from effective inter- vention in cases of absence.
Management finds it difficult to reconcile attitudes, tactics and habits of some of the workers with their employment demands. According to Dave Weller:
Competition is great in St. Croix for the experienced watch industry workers. Some workers possessing vital skills, such as watchmakers, timers, and main spring assemblers can easily move from company to company, to seek better pay or working conditions. Despite their ease of movement and demand by watch companies, such workers can be a source of trouble in personnel practices. The better skilled workers can foster dissatisfaction among employees by "comparing" job conditions with other companies and by encouraging employees to seek work elsewhere. — —
83
Antilles Industry, Inc.
Spanish speaking 12 Aliens 10 Crucians 8 Continentals 6 Total 36
Heavy Industry
The greatest economic clout in the St. Croix economy comes from heavy industry. With more than a thousand
persons working in the two companies , Harvey Alumina and
Hess Oil, it is estimated that three-fourths of the workers are aliens and continentals. Those industries, while having an impact on the economy, employ a disproportionately small number of Crucians, because Crucians generally do not, according to Hess and Harvey personnel officers,
apply for available jobs. This problem is vastly complex because as one student who was seeking a job explained,
"preconceived attitudes by management towards Crucians
lazy, shiftless, unreliable, and preferring to hire aliens
make it useless for Crucians to apply." It reverts back
to the old "chicken and egg" dilemma: Crucians don't
apply because of preconceived attitudes and preconceived
attitudes exist because Crucians don't apply.
To add to the problems, aliens, well entrenched in
all sensitive areas of the plants especially personnel 84
almost, unilaterally decide or determine the ethnic make- up of the employees. Just as the Crucians dominate the
Government, aliens rule heavy industry.
Martin-Marietta
Martin-Marietta, formerly Harvey Alumina, is one of the two heavy industries on St. Croix. The other large organization, • Hess Oil, would not permit an interview.
The interviews conducted at Martin-Marietta did not follow the same format as the watch companies. This was due to a more structured hiring policy where most employees were already skillful or graduates from a vocational high school conducted by Martin-Marietta.
From 1967, the year operations began, until 1971, the year Martin-Marietta succeeded Harvey, there were only 36
Crucians in the work force. The present total of 81 repre- sents an increase of 45 or 150 percent, since the company changed management. Although the plant produces up to quotas and remains competitive with U.S. industry, there
are still glaring technological needs —millwrights, mechanics
and engineers. Despite advertising in the local papers,
assistance by the employment services and seeking employees
by literally "combing" the streets, there are no immediate
prospects for filling those positions with the population
on the island. 85
The company provides a vocational school and, at the moment, one instructor who teaches several studies, both basic and technical —general mechanics and upgrading all areas —when there is sufficient employee interest. The company also allows other skilled personnel to teach courses depending upon need and interest.
A breakdown of employees at Martin-Marietta, according to the Personnel Director and Assistant Personnel Director
(a Crucian) is as follows:
Martin-Marietta
Aliens (green card) 162 Aliens (bonded) 116 Crucians 81 Continentals 134 Total 493
The following chart gives an indication of the company's policy or program. Course Hours
New Employee Orientation 8 Follow-up Orientation 4 Instrument Mechanic 575 Apprentice 0 Process Operator 12 Upgrading all Areas 6 weeks Remedial Reading 15 Shop Math 20 Blueprint Reading as needed Maintenance Mechanic 0 Equipment Familiarization 0 Electrical Apprentice 374 Fundamentals of Supervision 40 Power Water Operator 375 Security Guard 12 Lubrication 6 Seminar 2 Instrument U.S. Seminar 86
Skills Summary
From Table 10 which lists educational skills desired by St. Croix industry, it is interesting that most of the required skills are in the affective domain rather than the cognitive domain. Despite the needs of industry, as far as this writer knows, there are no provisions to change the educational curriculum to emphasize affective skills, values clarification, or humanistic education.
Areas of educational reform involve teaching students how to make decisions, to utilize time to the best advantage, to realize the consequences of impromptu actions, and how to develop or cultivate a positive self-image. In addition, according to the table of skills, reliability also needs to be taught, together with those areas of humanistic education that would directly affect other desirable qualities: appearance, alertness, attitude, and absenteeism.
The school, no doubt, should take the lead to change the curriculum to reflect the needs of the population by adequately preparing them for employment.
Although the Office of Industrial Council has a program too, it does not address itself to skills needed in the economic sector. There is no limited meaningful dialogue between the company and educators. Fortunately for the
economy, surrounding islands provide workers with skills who are eager to earn good salaries. 87
Some natives feel that the immigrants usurp, or in some way take jobs away from the Crucians. This may be a false assumption. Special immigration regulations to permit "aliens" to come to the islands as part of the work
fo^ce were not put'into effect until it became apparent
that the numbers and types of workers were not available
locally. Immigrants, being available and eager, accept
training or retraining, when need is indicated and learn
the skills for the job. They are also willing to travel
for better employment and participation in advanced train- ing programs.
Crucians are reluctant to attend the vocational school
set up by industries to train prospective or employed
personnel. The vocational schools that belong to the
industry and pay a stipend while learning are virtually
destitute of students. Vocational classes sprinkled
throughout the public school system do not have the total
desired impact. As an example of poor motivation or
reliability, this writer interceded on behalf of two
Crucian college students who sought jobs in industry. Both
failed to keep appointments for interviews arranged for
them. Why? When asked why the did not appear, answers
like, "I didn't have transportation", or "they don't want
to hire Crucians" did not justify their desire to work.
Both persons are working in public schools now. 88
As Arnold explains it.
Industry is prepared to wait for another generation of Crucians whose attitude may be more favorable to their needs. At the present, the heavy industry can sustain itself with alien and continental workers.
Camsco (Mark 21)
In 1974, Camsco Transmix and Devcon merged to become
Mark 21, producer of ready mix concrete used in construction.
Stone, sand, and cement are basic ingredients used to create the material. Facilities from Camsco are leased by the ps^cnt company. At the moment two big jobs are in process, a containerport for St. Croix and resurfacing and widening the runway at the Alexander Hamilton Airport. Former operations once employed over 100 workers.
The hiring process is unique. With no training program, experience is the prerequisite for employment. Knowing how to maintain a consistency that rules out losses of cement; use water when needed, turn the barrel, if necessary, realize limitations of travel if the roads or terrain are too hilly, and, above all, know that four hours approximates the time limit for total delivery. The concrete must not get hot.
If mixed and handled correctly, the PSI (pound per square inch) will withstand a force of 4,000 pounds sitting on it without cracking or buckling. The mixture is strengthened until additional concrete blend to a perfect consistency. 89
Pay scale includes time and a half for over-time, double time on Sundays and triple time if followed by a holiday. Hourly rates are $5.40 for drivers, $5.20 for mechanics and $5.45 for load operators.
There are no Crucians in the work force. Prior to the merger , there were only two Crucians ever to work for the company. Presently, the work force is as follows:
Mark 21
Spanish speaking 10 Aliens 7 Continentals 3 Total 20
Most of the workers are long-time residents of St. Croix.
Of 12 trucks, 6 of the drivers are Spanish.
Grapetree Bay
Hotels represent the tourist industry in St. Croix as exemplified by Grapetree Bay, Incorporation— also includes Beach Hotel — the largest employer in the business. Mr.
Charles Groneveldt, vice president of the hotel reports that, "As the largest employer in the tourist business, 240 people are employed at the peak of the tourist season. The number decreases to about 225 in the off season." Those of alien origin mostly work in the tourist business. Similar to light and heavy industry this evolved primarily because the jobs were available, "aliens" are capable and reliable workers and are appreciative of a chance to work. For many :
90 jobs in the tourist business are often temporary in an attempt to obtain better employment. A number of jobs in this area require a high degree of skills (cooks, maitre'd, personnel, etc.) but educational requirements are minimal —grammar school —while fringe benefits are excellent. Jobs are readily available and easy to obtain.
The range of jobs varies from the highly technical to the common laborer . Some of the titles are
Manager College Accountants College Agronomist College Engineer College Clerks High School Cooks High School Maintenance High School Bell Captain High School Security High School Life Guards High School Waiters Minimal Maids Minimal
According to Groneveldt;
The status of many aliens in this area of .v'ork has
changed to that of citizens (green cards) . Those will include more than half of the staff. In essence, the staff is basically American citizens. For the majority of the workers, the educational requirement is some grammar school; this includes jobs with little or no specifications. However, because of the nature of the work (contact with tourists) other points of qualifications required includes: honesty, personal hygiene, integrity, sincerity, and good character.
There are few Crucians working in the tourist business.
The scarcity can be considered "voluntary" unemployment in
^It is the policy of Grapetree Bay to refer to all green card holders as U.S. citizens. 91
a sense. Discouragement causes many Crucians not to look for work, as well as personal bias which establishes this work as degrading.
Summarily: "To Crucians this work may convey ideas of subservience."
Woolworth
Unlike most other businesses, Woolworth is not dependant upon the tourists. It is an essential service, supplying the commodity needs in the community. The diversity of goods offered by Woolworth facilitates living and housekeep- ing. The store is over 3,000 square feet, making it the largest store in the chain. Employees fluctuate between
90 and 100 during the holiday and tourist seasons. Of the employees, three-fourths are females. The work week is
40 hours, staggered from nine to six, six days per week.
The hourly wage is $2.00 with time and a half for overtime.
The nature of the business makes it necessary to work six days a week. In the three years that the store has operated, the turnover in employees has been approximately 10 percent.
With a store in St. Thomas and one in St. Croix, the size of the operation and its financial impact is considerable.
There is a range of jobs, some highly skilled, that require
on-the-job training.
Again, "aliens" comprise the greater number of employees.
There is an "alien" in top management. Woolworth is involved 92
in a management program with federal Manpower and Job
Corps to train local people to assume job responsibility at different levels of work. The program continues with fewer trainees, at an efficient pace.
Perhaps one of the factors that contributes to un- reliability as a feature of the Crucian's labor personality is his impatience to start at the bottom. According to
Brown, 1973, "It appears that Crucians have a preference for white collar jobs."
As in Grapetree Bay, appearance is a definite factor at Woolworth, mainly because of personal contact with customers. The most important criteria in hiring is pass- ing a test of basic arithmetic skills; addition, multipli- cation and subtraction, given to al] prospective employees during the job interview. Because it is necessary to engage
in selling techniques, at times, it is important to be able to speak convincingly.
Mr. Brown, manager, reports.
Some handicapped people are employed on a limited basis. Drop-outs are hired on condition that they continue their education in adult evening school. It is necessary to be able to read at a sixth grade level.
Most appointments are on a temporary basis with a three-month probationary period. Initiative is a sought-after ingredient, because advancement is a reality and a number of higher level jobs are avail- able. A prominent factor in this work is "dishonesty", identified closely with theft.
There is little reason to consider employees of Woolworth 93
less loyal than bank employees. However, Woolworth employees are tempted by a greater diversity of products. Hilton Brown, manager, states.
White employees, or continentals, are few, less than three percent. They are hesitant to work "on the floor" because of attitudes toward them by other workers. At the gatherine of this information there was one v/hite working on the floor.
Supermarkets
Information from Pueblo and Grand Union, food super- markets, was not readily available. Collectively, they employ some 300 people. Most have not completed school.
However, they are trained for positions through on-the- job instructions. There is a constant turnover of per- sonnel at two levels, those jobs of stocking the shelves and "bag" boys. Most of these jobs are held by junior and senior high school students, without regard to educa- tional qualifications. Jobs at the management level re- quire a high degree of competency, and high school, college, or very special training.
Because of many instances of handling food, packaged
and unpackaged, there is a constant need for "food handlers".
That job is usually without educational requirements. Then,
there are the "meat handlers" whose responsibility is weigh-
ing and packaging meat. The endless job of pricing is
done continuously for every item, and that job requires . —
94
constant updating as prices fluctuate weekly and sometimes daily as well as some degree of mathematical competence.
As in the case of Woolworth, stores or businesses not dependent upon tourism deserve educational considera- tion.
Fountain Valley Corporation
The Fountain Valley Golf Course is situated on the north shore in a beautiful valley that ranks as a major tourist attraction. Rock Resorts, Incorporated— the parent company— considers the golf course a community enhancement and organized recreation, rather than a successful, commer- cial venture. Consequently, Fountain Valley has never made a profit.
Crucians have never used the course to a great extent mainly, because golf is not one of the sports they play, nor have they been taught, at the course, nor, in school.
A fifth grade education is the basic literacy require- ment. In the maintenance ci:ew, few workers can read and
a physical, arduous wri1:e . Maintaining a golf course is
job; there is special training and a sensitivity needed to
operate very delicate machinery
The company will accept a person without experience The and there is on-the-job training for specialized work. important. care and maintenance of delicate machinery is machines Some operators of the machinery feel that if the 95 are inoperable, they will not have to work during that time, but will be paid. Therefore, carelessness with the machines often occurs. There is constant turnover of the mainten- ance crew, which may show lack of motivation for or interest in the dull, monotonous type of jobs found on golf courses.
Promotions are few and restricted because of the size of the operation.
Fountain Valley Corporation uses golf carts instead of caddies as an added source of income. Without being able to caddy, black kids are thus unable to learn to play golf as this writer did. Management has made few success- ful overtures to involve the Crucians.
The fact that golf has been viewed as a rich man's
sport in the United States serves as an inducement for the white continental to pursue it. So he does. Therefore,
Fountain Valley has appeared to be the playground of the
rich or near-rich. This creates the illusion that all
people who play golf are rich.
Like other enterprises in business. Fountain Valley
must offer good services if it is to serve the public and
continue as the most attractive championship course around.
With this as a purpose, the manager stated that there are
definite traits and behavioral qualities that are looked
for in employees: appearance, education, punctuality,
reliability, desire to learn, and trustworthiness. Because 96 of the nature of the operation, a number of jobs waived some of these requirements in order to compete in the labor market and to hold workers. Certainly a skilled person can make more money at other jobs.
Fountain Valley Corporation
Manager College Assist. Manager College or High School Professional College or High School Greenkeepers Special training Maintenance crew Minimum Mechanics Special training Waitresses Minimum Bartenders Special training Cooks Minimum
Spanish speaking 2 Aliens 26 Crucians 8 Continentals 10 European 1
Total 47
The Crucians' sports are baseball, basketball, a little football, soccer, boxing, and softball. Golf as a sport is new and different. i
tH O —
98
Government of the Virgin Islands
Certainly the largest employer, in terms of numbers, the Personnel Department of the Government of the Virgin
Islands, hires employees for the positions available.
Therefore, the Personnel Department competes in the labor market for skilled workers as do other members of the economy.
Historically, the government offers benefits many members of the economy do not: 26 holidays, paid vacation, accumulated sick days, life insurance and hospitalization, workmen's compensation, and retirement. Most government workers belong to unions with all rights inherent in union representation. As of 1979, there are 12,550 employees on the government payroll with many jobs requiring a list of skills from the affective domain as well as new jobs being created out of evolutionary changes, technological improvement and some not even labeled and regulated.
The Personnel Department published a list of skills cognitive and affective—desired in prospective employees.
It contained many qualities the watch industry requested or wished of its prospective employees.
Comparatively, qualities or skills from the two are listed as follows: I I 11 1 1 !
99
I >1 o rP +J rH 0) in r'- 00 00 00 o rH 00 C -P • • e
-P w p p O -P >1 c td a 0) o 0) -P VO cn rH CM 1— ro rH pH rH VO > •H P w n rH CM rH p +j p fd Mh O CO I— o :3 fd a rH o o Ph (U x: X (1) 4-) w 0) P 0) CJV rH r' 00 o in CM ro 00 p >1 c o u VO CO ro CM r' O rH VO o 0) H XI ro rH rH rH 00 CM P ov ro ffi > (d o +j .H m CM rH p o o cn s rH •rH (U Ch Td •P (U >1 p iw o ro ov m o 00 ov CM VO ro OV o o I— 00 in CO in o CM CM o CM XI a rH ro rH rH 00 rH td cn e PI 3 0) 1— 4-> c m 1 PI .H (1) VO ro 1 in o O ro rH rH d fd >1 rsi rH 1— CM m m CM CM in c -P 0) m ro r' 00 ro -d' rH td O > iH EH P m rH CM (n P H W 0) P i-H P •H P 0) Cri fd 0) P > P EH > Q) 0 •H 0 > > 0 fd >1 fd p • « Xi c fd fd 0) fd c P P Q) c cn fd 0 VO 0 O o P VO > rH > P fd -H rH VO 0 0 P 0) -p fd rH o fd CO >1 td C fd 0 0) iH fd rH c rH P rH in td > P (d 0) rH CM in fd fd 1 p Qu X -P rH 1 1 1 g 1 0 fd VO 00 m m 0 VO m m <3 POO) CM in CO a m Eh S rH rH CM m Pm rH 2 100 Personnel Department Watch Industry 1. Appearance and Health 1. Appearance a. Clean a. Shoes shined b. Use sick leave b. Clean clothes None c. Hair Minimum Average 2. Attitude Above Average a. Adjusts well b. Dependable 2. Attitudes Cooperative 3. Communication With co-workers a. Verbal With public b. Non-verbal 3. Expression 4. Willingness a. Oral a. Responsible b. Written b. Agreeable 4 . Initiative 5. Alert a. Thorough a. Observant b. Responsible b. Resourceful 5 . Judgment 6. Reliable a. Analytical a. Follows instruction b. Reasons b. Trustworthy 10. 6. Quality of Work 7 . Education a. Accurate Waived b. Precise 8 . Attendance 10.7. Ability to learn a. Lateness a. Quickly b. Absences b. Remember details 9 . Manual Dexterity 8. Leadership ability Uses hands well a. Motivates others b. Proficient Experience a. Knowledgeable b. Seasoned 9 . Work habits a. Care of equipment b . Punctual Factors not listed a. Operates vehicles b. Office machines I 101 TABLE 12 Estimated Coverage of PHS Sample Civilian Estimated V.I. V.I. Sample Estimated population Total, 1971 Coverage Sample class Annual Average Summer, 1971 coverage (%) Population 16 and over 52,165 7,746 15 Population not in labor force 16 and over 14,465 2,364 16 Students (3,672) (632) 17 Labor Force 37,700 5,346 14 Employed 36,500 4,163 11 Unemployed 1,200 1,183 99 Virgin Islands Department of Labor, Pilot Household Survey Summer, 1971. 102 The fact that the Personnel Department received a grant of financial support for a school to upgrade skills of the underemployed confirms the belief that the public school could include the same training in its curriculum. The Nature of the Employment Problem It is paradoxical that while employment opportunities exist, many employed persons subsist at or near the poverty level. Because of the disparity in wages, some extremely high, some moderately high, and some very low, it is inevitable that some segment of the community can never, in reality, attain a satisfactory wage. The Virgin Islands, by tradition has very low wages. Importation of basic commodities and products forces the cost of living even higher. Therefore, employers hire aliens to insure higher profits, because many aliens are paid less than Crucians and continentals. Playing one group against another, financially, eventually exploits both groups. The conflict some people find themselves in unknowingly, grow out of maneuvers by proprietors seeking the best financial role for themselves. Without intending to do harm to anyone, innocent persons are hopelessly involved in economic intrigue to insure a profit. Stevens (1972) felt that. Some persons were of the opinion that their .^erican citizenship was a passport to the job of their — 103 choice, irrespective of their qualifications. Some employers have been more favorably disposed to hire an alien and train him than to hire and train local employees. The ideas behind this policy may not necessarily have been the intent to exploit the alien but rather the fact that the alien's job mobility was restricted, which meant that his tenure with the employer would probably be longer than that of a local person. When an employer invests in a worker, he wants it to be a profitable investment. Inequities in pay between Crucians and continentals exist in some jobs. Continentals are paid at higher rates than Crucians for similar jobs. Rates paid to Crucians are within legal limits, but continentals may be paid much more. Because the population is predominantly black, discrimina- tion by race may be more covert than overt. However, to avoid entanglements with bonding— renewals and paperwork many employers would rather hire Crucians. The drop-out rate for the following years are: 1969 - 1970 260 1970 - 1971 280 1971 - 1972 300 1972 - 1973 310 (Statistics beyond 1973 were not available.) Many of these youngsters immediately turn to the economy for jobs. Without experience, skills and high school education, they are greatly disadvantaged. The employer often has to choose between the alien and the Crucian. Insufficient training, low pay and impatience are often obstacles to deal with. 104 The Employment Service in its plan of service for 1971 published the following characteristics of 10,000 unemployed, under-“,employed , and disadvantaged individuals: 1. Poor health 2. Low mentality 3. Lack of initiative and motivation 4 . Low education 5. Attitudes of dependency 6. Lack of skill training 7. Language barrier (Puerto Ricans with little or no English skills) 8. Frequent pregnancies and unstable relationships 9. Poor self-image. Those factors have a direct correlation to employability. Many persons in this group must also combat the following negative factors: 1. Lack of skills or available jobs 2. Lack of adequate child care facilities 3. Job preferences given to aliens 4. Needed in the home to care for pre-school children or an ill or handicapped family member 5. Despite training some persons are placed at the bottom of personnel's eligible list 6. Low wages paid for jobs which persons may be able and willing to perform (i.e., housework and clean- ing jobs in industrial establishments, hotels, and restaurants) 7. Attitude towards certain jobs (some people will not work as housemaids, hotel maids, plumbers, laborers, etc.) Just as this problem or problems confront the drop- out student, it also affects others in the economy and in the general academic program, they also apply to the graduate of the vocational division of the high school. 5 Comprehensive Manpower Plan, 1972 CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary The alarming increase in the number of unemployed persons in the labor force has resulted in a mushrooming concern by the community , social agencies, and the Govern- ment of the Virgin Islands in meeting this problem. An estimate of the nature of the problem and its extensiveness is hampered by the lack of statistical data that would highlight and indicate the trends in the economy. The function of the design of the study was to arrange information and report the criteria needed to evaluate the importance of employability as the economy and schools dealt with it. Therefore, the study was conducted in a cross- section of the economy, namely, five watch companies, the heavy industries, tourist and service organizations. Data were collected by using Hutchinson's method of operationalizing Fuzzy Concepts. Interviews were scheduled to elicit information needed to answer research questions. Respondents were asked to select and rank, in terms of importance, qualities they desired in prospective employees and to establish a similar list of qualities not desired in prospective employees. 105 106 As a result, it was possible to present a list of qualities observable at interview and capable of measuring by which unemployed and employable youths could be judged. The watch industry was used as a sample population representing employables at the lowest level. Information from participants provided enough evidence to conclude that schools will have to change their curricu- lum in order to graduate, or prepare employable students, whether they complete the course or drop-out. Also, the public and private sector of the economy share responsibility for creating a dialogue with education to help graduate an employable youngster. Earlier chapters suggested needs and skills that will help solve the problems of employment. Therefore the results of the effort will be stated in those terms. The basic skill needed for the watch industry, while not that of literacy, is "reliability". Sought by the watch industry, the Government Personnel Department, it is the quality not necessarily observable at interview. Reliability fulfills the main reason an employer goes into business, to make a profit. If this quality is present and other economic signs are favorable the company should thrive and provide succor for all. Closely related to reliability is the quality related to attendance, absenteeism. All companies contacted ranked absenteeism number two on their list of skills. 107 While attendance is very important as an extension of personality, there is the question of how is it taught. It probably reflects attendance patterns of a student. Following instruction was the third ranked quality sought by all organizations. This quality is very demand- ing in an assembly-line production when one mistake will ni^llify the work of others. Predicated upon attentiveness, this skill can be learned and refined in school; whereas inattentiveness can also be learned. Alertness ranked number four in the list of skills as constructed by the watch industry. In situations where some were asked to learn more than one operation in case of excessive absenteeism, alertness assumes major priority. Appearance, ranked number five, was not a quality desired by all companies. In view of cultural changes involving dress and appearance, some institutions felt that the only requirement would be cleanliness. While eight qualities remain on the list, they were not desired by all companies, therefore, they are not discussed in summary. While the data are comprehensive, they were generated within the geographical confines of St. Croix and do not include broad generalizations that can be applied in other sections of the territory or the mainland. In- formation found in the study is open to question. Because skills listed in Table 10 are stated in terms be of observable behaviors found in the study, they can . 108 considered recoimnendations to education and the economy, to improve the employment picture of St. Croix youths. This researcher strongly recommends that schools change their curriculum, drastically if necessary, to utilize the affective domain of skills as well as the cognitive domain. What is needed is a more completely molded personality along with knowledge to be able to cope with so diverse a population we now have and perhaps, will have more of in the future. It is also recommended that machinery be set up whereby perceptions and desires of the economy and flexi- bility of curriculum choice by school principals be permitted free of tensions and interference by the Board of Education and administrators. One of the major findings according to Martin, Personnel Director of Government office, is the inclusion of role-playing interviews as a significant part of the curriculum to prepare students who turn immediately to the economy As the Virgin Islands prepare to move into the 21st century the result of this study will be very basic to Crucians who desire to have a piece of the action. With more economic opportunities at home, and more Crucians prepared to move into those slots, the community could begin to formally assess the relevance of skill-training early on in one's education. 109 This study is, perhaps, the first step in examining the employment potential of students and their acquisi- tion of skills in the public school system. Therefore, data and information from this study should serve to launch other empirical studies, that will delve deeper into economic insufficiency of Crucians and how it might overcome such. The investigation can be put to further use, that is, include St. Thomas to compare with St. Croix. Another suggestion covers a follow-up of alien students admitted to the Virgin Islands public schools in 1971 and how they have fared educationally as 1981 approaches. Will alien students return home after graduation or apply for citizen- ship in the Virgin Islands? 110 REFERENCES CITED Alexander, William A. Independent Study in Secondary Schools , 1967, by Holt, Rinehart and Winston, Inc., New York. Allen, Dwight. It's Easier to Move a Cemetery than to Change a School. Music Educators Journal, September 1970. Baa, Enid M. Doctoral Dissertation and Theses on Caribbean Topics , Bureau of Public Libraries & Museums, 1969. St. Thomas, Virgin Islands. Blake, Madonia. Does the Indirect Verbal Behavior of a High School Biology Teacher Increase the Scores Which Students Make on Their Written Tests? 1976, St. Croix. Bloom, Benjamin S. Taxonomy of Educational Objectives Handbook I; Cognitive Domain , 1956, by David McKay Company, Inc., New York. Boschulte, Angel Bruyant: An Investigation of the Relation- ship Between Morphology Syntactic Divergency of Oral Language Production and Reading Achievement of Second Grade Children, St. Thomas, Virgin Islands, 1976. Bramson, Leon. "Report on the Research Conference on the U.S. Virgin Islands' Education." Swarthmore College, Swarthmore, Pennsylvania, January 1969 (Mimeographed). New York, Clark, Kenneth B. Dark Ghetto , Harper and Row, 1965. de Zela, Peter Pardo. The Impact of Change and Political Leadership; The Case of the U.S. Virgin Islands. 1978. Tulane University, New Orleans, Louisiana. Dookhan, Isaac. A History of the Virgin Islands of the Press, 1974. United States . Caribbean University & Dunlap, New York Elkins, Stanley M. Slavery , Gosset 1959. Evans, Luther Harris. The Virgin Islands from Naval Bas e Press, to New Deal. Westport, Connecticut: Greenwich 1975. Teacher Wm. C. Haney, John B. Educational Media and the , Brown Company Publishers, Dubuque, Iowa, 1970. . . , Ill Harman, Jeanne. The Virgins Magic Islands , 1961. Appleton- Century, Inc. New York. Hart, Leslie A. The Classroom Disaster , Teachers' College Press, Columbia University, New York, 1969. Haryou. Youth in the Ghetto , 1964, Century Printing Company, Inc., New York. Hechinger, Fred. "Education" in the New York Times,~~ Sunday, June 11, 1972'; Homme, Lloyd. How to Use Contingency Contracting in the Classroom , 1970. (Introduction by Wesley C. Becker) Research Press, Illinois. Hutchins, Robert M. The Great Ideas Today, Work, Wealth and Leisure , 1965, by William Benton Publisher, Encyclopedia Britannica, Inc., Chicago. Hutchinson, Thomas E. Operationalization of a Fuzzy Concept , 1970, Amherst, Massachusetts: Center for Educational Research, University of Massachusetts. Jencks, Christopher. "Is the Public School Obsolete?" Public Interest (Winter 1966): 18-27. Lyons, Harold C., Jr. Learning to Feel —Feeling to Learn , 1971, Charles E. Merrill Publishing Company, Columbus, Ohio Mannheim, Karl. Ideology and Utopia . New York: Harvest Books, 1936. Murphy, Patricia. The Education of the New World Blacks in the Danish West Indies/U.S. Virgin Islands, A Case Study of Social Transit!^ The University of Connecticut, 1977. Naughton, Ezra A. The Origin and Development of Higher University Education in the Virgin Islands . Catholic Washington, D.C., 1973 1965. Okum, Arthur. The Battle Against Unemployment , W.W. Norton and Company, New Yori. Reading Olney, Jean L. Traditional and Individualized Instruction: An Investigation for Administration Decision—Making in Curriculum Development, 1976, St. Croix. .. 112 O'Neill, Edward A. Rape of the American Virgins , 1972, Praeger Publishers, New York Padda, Kuluvant Kaur . A Study of Relationship Between Home Environinental Factors, Language Development, and Social Competence of Kindergarten Children in St. Croix, 1976 St. Croix. Raths, Luis; Harmin, Merrill & Simon, Sidney, B. Values and Teaching , 1966 by Charles E. Merrill Publishing Company, Columbus, Ohio. Rogers, Carl R. Freedom to Learn , 1969, by Charles E. Merrill Publishing Company, Columbus, Ohio. Ryan, Kevin and Cooper, James M. Those Who Can Teach , 1972 by Houghton Mifflin Company, Boston, Massachusetts. Silberman, Charles E. Crisis in the Classroom , 1970. Random House, Inc., New York. Simon, Sidney B.; Howe, Leland W. and Kirschenbaum, Howard. Values Clarification , 1972, Hart Publishing Company, Inc . , New York Stevens, Melville, Department of Labor Annual Report , 1970- 1971, Virgin Islands. Testamark, Evandney Varloch: The Relationship Between Selected Word Perception Skills and Reading Compre- hension of Sixth Grade Students Attending a Local Public School in St. Thomas , 1976, St. Croix. Toffler, Alvin. Future Shock, 1971 by Random House, Inc., New York. . Learning for Tomorrow, 1974 by Random House, Inc . , New York Tumin, Melvin. Education and Community Development , 1959, Columbia University, New York. Varlack, Pearl I. Teacher Education in the Virgin Islands : A Strategy for Curriculum Design . University of Pittsburgh, 1974. Varner, Claretta Jane. Student Achievement in Reading and 1976. Language as a Function of Variable Scheduling , St. Croix. 113 Weinstein, Gerald, and Fantini, Mario D. Toward Humanistic Education—A Curriculum of Affect , 1970, Praeger Publishers, New York Wheatley, Valeria. The Effect of Context Clues on Reading Comprehension , 1976, St. Croix. Wicker, Tom. Report of the National Advisory Commission on Civil Disorders , E. P. Dutton & Company, 1968. APPENDICES 114 115 The following eleven pages of statistics show schools and their enrollment from Kindergarten through high school from the years 1965 to 1976. From 1971, the year alien children were permitted to enroll the school population began an unprecedented rise that persists even now. 116 rH r- CO 03 01 lO C'J r-1 cl ca CM CO rH o rH w Cl CO l-> o CO CO cr> 0 * o a> Eh fH CO bio t3 CO c- C33 JO n -H (o CO CM 01 (H <0 OJ ca CO CO o w c» CC > CM Xl fH Ch r-1 CO CM X CO CC 1 O r-i •H r-1 iH > r-i (-1 Cl O) X CiO 03 1965 Cl Cl X CM Cl r-< r-1 School, X -u* CO CO pH lO X UO Public Cl 1-1 M Cl CM Croix Cl 01 CO tH CO Cl > CM St. lO Cl 307 M tH CO CM O) CO CO 0 CO CO M uO UO o CM CO > r-1 cn CM 2.451 1 1 rH 47 to iH >o u iH iH CM CO V)< (-< UO 01 305 X CO c> 'U' .•H d . 1 jx i 1 p. • P-4 to Cl a> to f-i 3 ei •r1 cj rH o t H 1 SJ a; 0 •H 55 -p-i W u 0) tc OJ c V) "rl T) w .' +> •H a 0) o O 3 01 •H 0 c3 c; C iH t-H W TJ Cfl -d X3 X rH tl di o f-t CQ ‘rA d -pH •H 01 •H O G 5* U (M r-t CC W 0 d i*- S-t +-> l-t -P 0) rt fiJ rt e. O t-l a' m 'h 0) x: w W p r-1 53 .'J fs ex. «! 0 ti &« t-l VH u o u O CO 1-5 «=? 117 rS to o 09 0) CO (£) o N* CO CV| +j O to C* in o CO rH E-< •4< to »>4 to 00 Vi o W -3> o N* a CO i-t to n CO O lO X u> C5> I £0 1-1 o > iH o o o c l-i 1S66 iH ca X O) C3 School, X O o IN O X 00 a cn o cc Croix w IN c>, St. *~i o C* r-i H N* CO > rH l-H m to (H c- > c CO o , rH to N* uo CO to I rH CN be c CN P5 CO 00 rH rH CN N< X CO o O' Cft m CO CN o CO • 1 Ji 1 1 S3 a b/) a ai • M u 0 bO ri 'iH rf rH >. O M 0; CO 0 1 •H M •H W 0) !o '.0 CO cl (J> in o lO 01 to 'Cl* '0 H* to w o O o CO CO E-< fH rH I* aCl CO o L5 O •O CO '1' 'll ’9’ <£S o C^J '/3 o 0 H* CO o iH > 00 I X to 01 in I O' rH o (N r-i >-< I'-l X 01 01 1967 l-l X to to rH iH rH iH School, X o rH X 05 Public O O (M CSI tc iH o t- Croix (N (M jj 00 73 l-H uo KH CO > CO CO CO to CO to CO CO m o iH rH CO in '3* ro CO CO CO 'i* rH iH CO to o 00 a m O’ OJ rH • ( .C 1 1 fl C3 bO n o • a U 0 to cl -H id rH >> o fH CO iO u •H M H W u 0) (0 0) X3 -H U t-l •J 4J a CO 0 119. CO m o in 1/) CO (d o CO CO is, 00 oo in O ro bJ) pu in in 10 (J) a -si* CO b- fH 00 CO t> • O’ CO CO »-• iH > CO X1 HS CO 1 o o CO 00 cn CO CO rH m > •n ca IV CM c; CM 1968 CM CM 00 X CO 00 00 School, X 00 CO X Public M o o CO CO M rH Croix Mh-* O > CM CO St. CO CO OJ o CO CO > CO CM o m iH > CO 05 CM rH CD CO m O' CO CJJ I iH CM bO n in CM r-C CO X CO in m o CO CM m 1 1 1 n 0) a • a bC oS r— >» O cd U rH td •H W V iH H ^ 03 o; U -H nJ 03 0 cd +4 120 to iH O l3l If) Cvj :*) O') ci o in O .H o c C^ to o <7> 0 l> £-< CM rH C3 to 05 CM lO CJ 'T CO O C^J ^3* O 00 y; a< rH rp «0 Tf CO > CM I Kl -4 (H CD CM O ri r) CO '4' X rH 19C9 o O X to a r^ iH School, X 'J* to w CM CM CM X C-l Public iH r 4 to to CD Croix H CM 00 01 O CO > CO to 00 St. lO CO CO CM r-) CO CM CJ oo CM 1"! > to ^ 0) iH tc 'S’ I m >•-4 rH CO b£ 00 '4' 00 a lO iH CO .o — X 'J' VD O OJ C' •44 CO O vT O'! CO CM •'34 I I I fl C! . r: - Jr; h3 (H c4 iH o a u 1 C •H to u 0) r-l •H 'D m CD C5 tl -H Q' oS CD 0 VW P 0) n 'i' ‘H cJ c; 01 13 M •O X 1- iZ a: -CJ c r-. tS c. o U 01 rH rl 0) d M P W) •H o bd •t. Cl > d hi 03 3 03 14 -P 0^ ci c4 13 •-* t4 P -H Ci G 0 0. '/) u .a tl P3 H S a ..C 01 W Si rU P4 c4 o U £- u o C3 O o h4 I-' I 1 121 •X) -JO CO 00 CO CO CO o Oi c4 W u*) o> •o T-i m o O'! ir> -tJ 0 00 O O' O •N £-< 01 r-i CO to pc 00 fH 00 CO 00 oS CO CM iH O 00 lO I.N I' o 01 CO ^ CO l-l > CM Xt l-l ¥-i CO N CO CO ^ I 0 in 00 rH o o > O'! > l-l CO CO {xj 00 C'- cC r-( 1970 1-1 m X n CNJ 01 01 cn School, X o o CO CO X CO CO Public l-l CM M' O o Croix CM CO CO '4' 4.) CO l-l CO o CM CO CO > f— CO O xji CO in CO CO CO CJl 1—1 CO lO CO 00 c^ t'* CO •i fH CO tc CO 00 Oi CO CO O CM r-l CM 0- p13 m 01 CO CM xC 01 CM iH I I c a' . w C! . to rH o rH d 1 p •H U o rH CO CD •H C- H ' 4-> a CD 0 d CD =3 P CD •H CD rt a CO T3 +j 'Ll u x; r-l C CO •o X! a' O CO rH p. •H 0) c Jh •p tc c^ •H CD W > d Pk to Pt cJ Cl 4-1 Qj rt cJ c *H P 1-1 P •H o 1— 0) to f-l 11 Cl x: W rH a o r: W j:: J3 Cii d CJ a u V CJ u C) a >-i L 122 r-t O o fN 00 00 00 a CO 00 00 o a 4-» 00 c& CO o O) 00 O • 00 00 CO M H rH 00 bc a 0) o Oi CD X o> m CD 1 CO CN • OO h-« rH > O') VII CO H 0> CJ X iH e. 1971, H t- iA O CO o CO <3J School, !x5 Q CO O’ CO r< M Public O'! »-i Oi CJ> “d* rr 00 Croix cr lO CT) CO O* St. M in CO M ID r* C'i > rH rr CD M CD r-l CD o 0* iH rH > CD CO O 00 CO CO CD CJi CD 00 l> CO C- M’ . ^ 00 (4 a •H n lO CO (N to If) m CO CO C o w rH rH « CO a 0) . Ci • vi fcC C3 ClJ rH >> o rH g a p CD P 1 »H 0) (0 0) cd •H xi c: U -H •H W ^ P , •H 0) Ci +J Cll (J> o (Jj 3 (H 0) IH •V d a rW ‘H (4 x: CO 13 -P X) M (H 3 W *3 43 a o 0) 0 Ih (0 cJ ci HH bO •H 0) (3 3 U IH Cli a •H 05 bO o > Pr W 0 • r-t CO Ih C3 -H P P QJ d cd (3 S o fn P -H c: 0 CD HJ ixt E-i 0) w x: u) a CO H i'. lO CO CO Ol CO rH CO 4-> iH 03 O r-4 bO C !=> c- a> 00 CO CO rH XJ* M* Hf eSj t- iH w CO »H rH 00 iH CJ> cr> CO M 00 r< CO 00 CO > iH rH 1 1 XII CO t" CO 00 o 1 o o k-* rH lO H 0) CO Ml rH > CJ VIII H CO m CO m X w 1972, CO X o CO Ci o LN CO School, 0 ) X CO CO CO CO X OJ C) Public o o O' O' »-H Croix iH OO PI r-t IH iH •0* u > •O' iH m P- St. o HH 00 r-« o >IH Xj' CM rH rH Oi cO p- CO p- > CO o p* 00 Ci iH P- p- 1 cn i> o rH h-< rH to iH . ct bO •H • rH lO CO o o XJ' fH rH CM CO a o 'd rH cO a (£> f-4 rH rH CO CM rH CO s 0) W CO 00 Q. CO X SO CO hT o P3 in o o 30 rH CO CO CO 00 CO o rH m CO I > I • bO u d a d' 124 m CO 00 o 4 CO o 827 18 .734 «c 00 80 ,125 o 907 645 o CO 0) 674 o o; (H iH rH r-l o • be u rs lO oc in o V* 00 CO lO I XII to 00 00 TJ* 1 00 if) m hH o C3 r"I > CO IX 00 00 X Min m 1973, Cl a X to nCJ CO CO School, X tc to iH fH X o o Public M C'l •SI t- c- c- '.0 Croix CO CO 'i' 00 CO to St, 03 (T> *-( O 'J' > CO m 00 (N CO m CO n in a > 0) 00 CO c- to CO CJ to 00 to t- a 00 I H' m in 00 in CO 00 CO M rH in o- rH c~ rW 03 tc 03 rH iO to 0- 00 c- 0) to 00 to (O fH 03 to t- C3 -If I-l CO a> tjl fH 1— c- 1 1 1 1 ho 03 • c • C 0) fn he >s c 0/ o (H d d iH 0 c: 0) 44 03 1 73 o cn 03 •rH o H w X u •r4 rH o w d C3 iH 03 •H 03 c d o 0 (D 3 P P a , d c 03 ,14 rH a a> TO X! >/) t! -M 03 r-( •r< ci s d 03 o u OEr w c: tiO p Ih d p O bC •r^ 03 G •o •J d I> rJ > d UJ 4J rH 03 o a •iH <4 Cll d 6 P •H u 03 w j5 c rj C3 . w c X rH S3 X W ,t4 W K X U u r4 t- cct 03 Th Pr c4 < o u o u o )-< K‘i X pi o 125 r-< ca t- CO CO m 03 CS to o> to r? CO co CO (O CO 0> CO 01 r-» 4-> CO ^ al N ^ 01 o O t-i O <0 0> ba a(3 O) r» CO CO cn n CO K cr CO m o m CO I o m i-c • o CO CO r-i CO O' V rO rO X CO CO 1974, o CO o X 00 CO CO CO School. CO X 1-t lO iO X O' Public O' C}1 o> b> Croix ffj <0 m CO f- > CO O' CO St. M 01 CO CO CO in > CO CO (3> CO CJl CO c- CO O' CO lO > 03 t' •cT N (SI O' 01 r-t 1 (31 o CO CO <31 Ol * fH m H O* CO 00 01 CO CO CO CO O so Cl CO oi a CO CO in CO CO m CO m r^ C3 00 CO CO in o 01 o CO CJl CO CO o CO CO M 00 CO CO rH 01 CO 00 CO iH f-( rH iH rH Cl OD 1 1 (C 01 > u . ti ' d rH a d Cd 1-4 cl 0> 1/5 of O CO o 00 00 CO •H o M N '.0 o o CO N lO fO *o r-( a m 0 CNJ O) lO 00 o o CO H iH Cl rH rH rH cn iH c D 1/5 CO o 00 00 in rH c* o o CO c O CO c. dJ U5 0» f U5 00 o o o 115 • •• *• fM rs rH rH C) I OiTJ N t- w w O IH N >; (J> in o CO CO m I rH rH CO (3) •k M pj XX cj* U5 lO CO 1975, CO M CO 05 CO CO of of School, at Cf) >< C5 0> 1/5 lO Public X M rH o COo K4 Croix H CO <3) cf M Cf m o > in PI 00 St. 0) o C3> >-4 cn rH •If >rH CO cf o rH o o 'If CO e*5 rH at o CJ M > o 00 00 o Oi CO CM (35 00 UO 1 »f CM n c- 03 00 CO CM rH rH rH 00 «f in N CO o cn cf e3J in CO C CO U5 iH m rH 00 U5 CM CO o m o CO m PI CM CM o M M rH CO CO at C35 C O rH rH iH rH rH rH O a ^ Ch a 0 (0 rH •H 1-5 •H fH 0* w oj 4H > <0 a »4 c 0) 0) d $ ^ x: CO tJ .c: a 3 •H H) an 0 H U) •H 0) bfl X) C o •a :a X 0) u V i'? n C H IH -IJ "H a ci a Ih o > a 0 u: x: uix 3 G d 4) (4 3 •ri < o o cs W O a r-] a 02 ^ 127 OJ *0 otal (5) ,530 ,143 O' 855 271 518 373 632 O fl 024 149 520 803 H fH r-4 r-^ »-i ri CO a 0 CD rH CO 00 o ov 01 O* :0 o o c- CO N C>1 ',n o r^4 CO M iO ro 05 O r-1 CO > 1— i-i iH 0> 1 Ui oo r-1 0» CO w w r 1 M »-4 o CO o vn CO 1 t' *!' lO u> CO > 0* XII fcC C3 'O CD (O CO 1976, h-i c O X o O »•( XI CO CO lO m School, u? lO lO lO CO o oCD Public XI CJ CM •H f-i 05 05 Croix M CM 05 CO vr > 'J' CO CD CO CJ5 O CD CO > r- CO o p CO CO tX5 p CO CO 05 00 05 CM r- lO CO 'C CD p 00 o CM 1 H Ct5 C'- P CO C^ c^ 05 05 P P p CO O* 05 CO o CO O o DJ o Ung. p CM p CO 05 P CM o CO u: r-i cf CO CM cn CO CO CM p CO CM 00 p CD CO CO 05 CO Tf m rH p P P 05 1 s • a t c4 li a o u i/i rH T-i p p « V) 0) c4 p > 0) f3 u o w dr c4 p M) U JS K r: s: Pi 3 •H «) 0) 0 P !# r-1 4j 510 •H 0) bC Xi ft o •o 01 X X rt rH o t: tc tn P p c rf u ft u o > U -H c: u cc j: a X 3 6 o cj H H-i S < O U Q W o w •J z> a X CO