Table Of ContentSponsoring Committee: Professor S. P. McCutchen, Chairman
Professor Louis E. Raths, Professor Theodore Rice
A RESOURCE UNIT FOR THE TRAINING OF SECONDARY TEACHERS IN
PROBLEMS AND ISSUES INVOLVING MINORITY GROUPS,
WITH SPECIAL REFERENCE TO NEGRO-WHITE RELATIONSHIPS
VICTOR E. PITKIN
Submitted in partial fulfillm ent of the
requirements for the degree of Doctor of
Education in the School of Education of
NevJ York University
1950
Pinal Doc’jra^r.fc
•«- , 4 n 4.OCT 6 ■ J950
Accepted* Data ----
*
PREFACE
Four years of experience as a staff member of the Bureau for Inter-
cu ltu ra l Education presented one of the most significant learning opportuni
tie s I have ever enjoyed. We wanted to deal with the problems of bigotry in
inter-group re la tio n s, especially in their relation to education and the pub
lic school system s. This staff, under the leadership of H. H, Giles during
th is period, worked on invitation with several city school systems to dis
cover how in te rc u ltu ra l tensions impinge on education, and what educators
can do toward allev iatin g these tensions. As the staff worked, it came across
numerous problems for which it needed help. It sought advice from some of the
best research ists in the human relations sciences in a series of professional
seminars and conferences that were highly stimulating and thought-provoking.
I t soon became clear th a t the pre-service education program taken by most
teachers was inadequate in terms of preparing them to understand and deal with
in te rc u ltu ra l problems. Yet, these are common problems faced by teachers in
th e ir jobs, and furtherm ore they are significant for modern education if
America is to continue to develop its pattern of democratic living.
What would be the nature of an educational program that would pre
pare teachers so th at they would have a reasonable measure of competency in
th is im portant but complex field? Like other members of the staff of the Bu
reau, I began to consider this problem, exchanging ideas with my fellow work
e rs, vri-th so cial sc ie n tists and with teachers and other school personnel in
various school systems with which we worked. Gradually we began to formulate
ideas fo r a "curriculum ," ideas which were tried out in summer workshops, in
ii
teacher institutes and in various conferences and s ta ff m eetings.
When it became necessary to formulate a doctoral study i t was
quite natural that I should want to continue with th is problem of developing
a suitable "curriculum" of readings, experiences, techniques and resource ma
terials which would give prospective teachers or teachers in service a reason
able degree of under standing and competency in th is fie ld .
It is already clear that my professional indebtedness is great, and
it goes to many people. I owe much to H. H. Giles fo r his approach to the in
tercultural education problem and for his personal kindness and questions.
The latter always pushed my thinking. Equally, I have gained much from each
and all of the other staff members of the Bureau, both professional and non-
professional. Louis E. Raths in personal and group consultation steered me
toward important studies and taught me many insights and techniques, many of
which I have borrowed for use in th is study. Hilda Taba and the sta ff of the
Intergroup Project in Cooperating Schools have been most generous of th e ir
time and in granting me permission to use some of th e ir m aterials. Lloyd A.
Cook, Director of the College Study in Intergroup R elations, has helped my
thinking, and has made available some of the m aterials and techniques devel
oped in his study project.
I am most grateful and appreciative of the assistance given to me
by my Sponsoring Committee which consists of S. P. McCutchen, Theodore Rice,
and Louis E. Raths. They have helped me to avoid p itfa lls and have always
been constructive in their advice. Equally im portant to me is the fact th at
their personal relations have been most pleasant and co rd ial, something th at
I treasure very much.
I am indebted to Dr. William G. Niederland, Psychiatrist, for
special help in understanding the theories of aggression and in the formation
of a ttitu d e s. C elia Anderson of the Mew York University Film Library has been
most generous in arranging for me to view films, and in suggesting films to
see. I wish to thank Elizabeth Purnell and Alice Togo for their care in typ
ing and proof reading th is document. Yet, if there are acts of commission or
omission I alone must bear the responsibility for them.
One who w rites a doctoral document on time outside his "working
hours" is aware of the sacrifice his family makes in order that the undertak
ing may go forw ard. To my wife, Margaret, I am indebted not only for encour
agement, but fo r considerable help in innumerable ways, especially with the
bibliography. To my son, Donald, my thanks for the many times that he has per
m itted me to work, when he and I would have enjoyed the kinds of fun that a
growing boy and fath er like to enjoy together.
Victor E. Pitkin
May 12, 1950 Newington, Connecticut
TABLE OF CONTENTS
Chapter Topic Page
Part I
I The Nature and Scope of This S t u d y * 1
Specific Sub-Problems.............................................•••••••• 2
Purposes and Objectives of This Resource U n it..... 3
Criteria for Constructing and Evaluating This
Resource U n it......................... 4-
Significance and Importance of the Problem Area... 6
Procedure Used in This Study.. ....................•••••••• 8
Organization and Treatment of Data.•••••••••...••• 10
Definition of Terms......................•••••••••••••»•••«.. 10
Delimitations of This S tu d y ...... ••..•••••»• 12
Summary. ............... 17
II Intercultural Problems a Challenge to Educators
and to Social Scientists................................ 18
The United States is a Nation of Many Cultural
Groups ............ •••••••••••••■•••« 18
The Development of the American Dream........................... 22
The Development of the American Dilemma...................... 26
The Role of American Education in Inter-group
Problem s....................................... ••••••••• 31
The Intercultural Education Movement••...••••••••• 33
Accomplishments of the Intercultural M ovement..... 39
Intercultural Problems Are of Prime Concern to
Educators.................................••••.......................•••••••• 41
Summary. ..................•••••••........................................ 43
III Inter-Group Problems and Issues that Confront
Educators...................................••••...........•••••.•••.. 4-6
Group Is Issues of Special Concern to the Top
School Administration ......................••••••••• 4-7
Group lit Issues of Special Concern to the In
dividual School Staff••••..............................................................58
Summary................................................................................. 67
IV The Philosophy, Values and Outcomes of Intercul
tural E d u c a t i o n . 68
The Philosophy of Cultural Democracy........................ 68
The Goals of Intercultural E d u c a t i o n . . . 73
Application of jCultural Democracy ...••••••••• 78
Summary. .......... 80
v
Chapter Topic Page
V Basic Concept Areas for Understanding Inter-
Group Tensions ..................... oo. 33
The Nature of the Problem.......................................... 33
1* The Uniqueness of the Individual.............. 36
2. The Nature of Attitudes ........................ 90
3* The Formation of Attitudes.......................... 96
A* The Frustration-Aggression Hypothesis.... 103
5. The Characteristics of Adolescence 108
6. Social Status-Caste, Class, and Social
Mobility. ..•••••••......... 116
7. Culture and Custom. ................................ 122
3. Race and Race Prejudice................................. 126
9. The Negro in American Life........*.....* 132
10. Stereotyped, Confused, and Uncritical
Thinking................................................................. 149
Chapter Summary.................. 163
Part II
VI Discovering and Diagnosing Problems and Issues
of Inter-group Relationships.................... 165
A. Human Relations in the Community. ..................... 165
B. Human Relations in the School and School
System. ............. ....»•« 172
VII Organizing the School for Better Human Relations 208
The Role of Administration in Inter-group
Relations .......... 209
Organizing the School Systems ............................. 210
Developing an In-Service Training Program....... 218
Summary. .................... 223
VIII Organizing the Curriculum for Inter-group
Understanding 225
Objectives and Purposes of Inter-group
Education.... •••••••. •••••••••........................ 226
Meeting the Social and Emotional Needs of Youth 228
Teaching a Social Unit on Intercultural Problems 229
Introducing Intercultural Issues into Regular
Courses •••••«••••••••.......... 23 2
U tilizing Special Days and Events*........................ 238
Chapter Summary.................«••••••••. •»»••••• 240
IX Establishing Processes and Methods of
Evaluation. ...................... 241
Appraising the Philosophy, Objectives and
Purposes ...••••••••»•.........•••;•••••••. 242
Evaluating Administrative Practices and
Policies 244
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Chapter Topic Page
IX. (Cent.)
Evaluating the Social Climate of the School
System. .....• • • • • .............................. 246
Evaluating the Basic Assumptions of the
Intercultural Program.•.••••••••••••••••••••• 247
Appraising the In-Service Training Program...... 249
Appraising the Effect of the Intercultural
Program in the Community....................... 251
Summary. ............. 252
Bibliography....................... .*•••, ...•••••• 254
Appendix I. Attitudes Toviard N e g r o e s . 265
II. Are Tour Muscles?•••.••••..••••••••••••• 270
Hovj
III. A Community Inventory............................ 273
IV. An Inventory of Inter-group Factors in
the School S y s t e m . . . 284
V. A Test of Knowledge in Inter-group Relations 292
VI. Experience uith Negroes: Community Contacts 308
VII. Experience uith Negroes: Personal Contacts. 316
VIII. ‘Human Relations Inventory................................... 320
IX. A Poll on Selected Current I s s u e s 323
X. A Scale of B elief ............••• ..••• • ............. 334
XI. The Mooney Problem Check L ist..................... 342
XII. Long, Long Ago*................................ . . .................. 344
XIII. Self-Profile N................................................................. 356
XIV. Do*s and DonHs for Teachers. •••«••••.. 371
XV. Sociometric Tabulation Form. . . . . . . 0 392
XVI. - Sociograms....................................... 394
XVII. Social Problem Analysis............................•••••••« 397
XVIII. FT-10 Test on Human Relations.• • • • • ........... 407
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TABLES
Table Topic Page
Table I Immigration to the United States, 1820-1943 IS
II Negro Population in the United States ..... 19
III Selected Agencies Working in Minority Group
Problems. ........................................... 34
Figures
Figure 1* Social Distance Scale 181
2* Sample Sociogram................. 189
3. A Committee Organization for Human Relations 215
viii
PART I
This portion of the study defines the problem of creating a re
source unit "designed to a ssist professors of education in helping secon
dary teachers to understand and deal with m inority group problems, with a
special emphasis on Negro-White relationships." In Chapter I there is
indicated the need for such a resource u n it, and the nature of th is re
source unit. Chapter II shows the importance of in tercu ltu ral tensions
for modern education, while in Chapter III twenty—four problems and issues
involving minority groups and modern education are id en tified. Chapter XV
develops a philosophy for in tercu ltu ral education and indicates desirable
goals. Chapter V delineates ten "concept-areas" which seem to be neces
sary if one is to be competent in understanding and dealing with in tercu l
tural problems in the public schools.
CHAPTER I
THE NATURE AND SCOPE CF THIS STUDY
General Statement
This study represents an attempt to develop a resource unit de
signed to a ssist professors of education in helping secondary teachers to
understand and deal with minority group problems, with a special emphasis
on Negro—White relationships, so that these teachers may be more competent
to develop and use learning units in their classes. Further, it should
help teachers understand and deal in a democratic manner with actual situa
tions which may arise in their classes, in the school, or in the community.
Problems arising from differences due to race, religion, nationality, or
social status are among the most crucial in America today, and it is im
perative that teachers receive more insight, sk ill, and guidance in this
important area.
A resource unit, according to Alberty,^ is designed to provide a
statement of values and philosophy, to list readings and technique s, and to
suggest activ ities and experiences that will give teachers insight and sk ill
in th is important area. It is for teachers, rather than for children. It
is designed so that teachers can adapt certain portions for use in creating
learning units for their own classes. While this study focuses on problems
and issues involving minority fnter^group relationships, with a special empha
sis on Negro-White relationships, the author believes that broad principles
1. Harold Alberty, "How to Make a Resource Unit." Mimeo,
