ft 7P&v fT 1 j ) \ ] 1 Tl - 1 .! *' , I '4 ': Digitized by the Internet Archive in 2011 with funding from LYRASIS Members and Sloan Foundation http://www.archive.org/details/facultyresear2621972sava FACULTY RESEARCH EDITION of The Savannah State College bulletin WANNAII STATE COLLEGE KKANCH VAH, GEORGIA Ii (rovcrii I i\V Savannah Stat*' (!oll'"e Research litilictiii . 'I'l Hit ,\\ R b FACULTY RESEARCH EDITION The Savannah State College Bulletin Published by The Savannah State College Volume 26, No. 2 Savannah, Georgia December, 1972 Prince A. Jackson, Jr. President Editorial Committee Willie G. Tucker S. M. Julie Maggioni Hanes Walton A. J. McLEMORE, Chairman Articles are presented on the authority of their writers, and neither the Editorial Committee nor Savannah State College assumes respon- sibility for the views expressed by contributors. Contributors Mr. Charles I. Brown, Associate Professor, Fayetteville State University Fayetteville, North Carolina Mrs. Phyllis Stein, Research and Evaluation Coordinator, Cumberland County Mental Health Center, Fayetteville, North Carolina Dr. John Cochran, Jr., Associate Professor, Savannah State College, Savannah, Georgia Dr. James A. Eaton, Director and Associate Dean for Graduate Studies, Savannah State College, Savannah, Georgia Mr. Norman Brokenshire Elmore, Savannah State College, Savannah, Georgia Dr. P. V. Krishnamurti, Associate Professor, Savannah State College, Savannah, Georgia M. G. Lillie and S. B. Mohanty, Department of Veterinary Science, University of Maryland, College Park, Maryland Mr. Joseph M. McCarthy, Executive Assistant to The Director, Institute of Human Sciences, Boston College, Chestnut Hill, Massachusetts Dr. Isiah Mclver, Associate Professor, Savannah State College, Savannah, Georgia Dr. Luetta Milledge, Associate Professor, Savannah State College, Savannah, Georgia Dr. John E. Simpson, Assistant Professor, Savannah State College, Savannah, Georgia Mr. Willie Turner, Chemistry Student, Savannah State College, Savannah, Georgia Dr. Manchery P. Menon, Chemistry Professor, Savannah State College, Savannah, Georgia Dr. Hanes Walton, Jr., Calloway Professor, Savannah State College, Savannah, Georgia Mr. Austin D. Washington, Graduate Student, Pennsylvania State University, University Park, Pennsylvania TABLE OF CONTENTS The White Student in Five Predominantly Black Universities Charles I. Brown and Phyllis R. Stein 5 Accountability: The Educator's Responsibility John H. Cochran, Jr 24 REQUIESCAT: The Graduate Studies Program at Savannah State College, 1968-1971 Dr. James A. Eaton 29 Determining the Role of Audio-Visual Equipment in the Improvement of Reading Comprehension among Pupils Enrolled in Grade Five at Florance Street Elementary School in Savannah, Georgia Norman Brokenshire Elmore 38 Inhibitory Effect of Amantadine Hydrochloride on Bovine Virus Diarrhea and SF-4 Viruses P. V. Krishnamurti, M. G. Little, and S. B. Mohanty 45 The Antinomies of Kant and Some Neo-Scholastic Replies Joseph M. McCarthy 48 The Testing Movement and Blacks Dr. Isaiah Mclver 56 BLACKNESS IN OTHELLO: An Aspect of Thematic Texture Dr. Luetta Milledge 70 Onward to Cuba! Savannah and Slavery Expansion Dr. John E. Simpson 83 Rate Constants for the Formation of Tetrafluoroboric Acid in Water-ethanol Solvent Willie Turner and M. P. Menon 88 The South West Africa Mandate Dr. Hanes Walton, Jr 93 "The Dollys: An Antebellum Black Family of Savannah, Georgia" Austin D. Washington 101 "Some Aspects of Emancipation in Eighteenth Century Savannah, Georgia" Austin D. Washington 104 "The Savannah Education Association, 1865-1867" Austin D. Washington 107 THE WHITE STUDENT IN FIVE PREDOMINANTLY BLACK UNIVERSITIES by Charles I. Brown and Phyllis R. Stein During the past decade, the attention of the nation has been focused, as never before, on the growing enrollment of black students in predominantly white and black institutions of higher learning, 1 while something less than scant notice has been paid by the most influential of the national media to a concurrent increase of white students enrolled in predominatly black col- leges and universities. 1 ' This assertion is further borne out by a review of the current literature of higher education that bears upon the racially mixed composition of today's college campus programs. A review of this portion of the literature reveals a reservoir of studies replete with titles of investigations of the black student attending predominantly white institutions and of black students enrolled in black institutions. 3 However, the imbalance or omission of investigations of the white student en- rolled in predominantly black institutions is glaringly obvious. In partial rectification of this omission, this study focuses on the white student enrolled in predominantly black institu- tions in an attempt to substitute factual information for con- jecture and speculation about this little studied group of white students. The primary concerns of this turnabout study were to learn about the expectations and experiences of white stu- dents as minority students on black campuses. A secondary concern of this inquiry was to determine the need or relevancy of special orientation programs to help speed the adjustment process of white students who chose to attend predominantly black institutions of higher learning. PROCEDURES To investigate these concerns, the original purpose of the authors was to study the attitudes and opinions of a sample or cross-section of white students (wherever they might be found) in attendance at the 86 predominantly black senior colleges and universities located in 18 states and the District of Columbia. 4 But as is often the case, the principal deterrant to this ambitious goal was a lack of financing. However, rather than permit the entire project to die aborning, it was decided to limit the student survey to a pilot study of the white students attending the five public supported predominantly black universities of North Carolina. Over and above the limited scope of the study imposed by the financial crunch, a further rationale for restricting the student survey is that North Carolina's five predominantly black universities constitute a faithful microcosm of all the predomi- nantly black senior institutions in the United States. One proof of this assertion is that 90-plus percent of all the undergraduate, graduate and professional school curricular programs at all the other black institutions scattered throughout the several 18 southern and border states and the District of Columbia may also be found at North Carolina's five predominantly black universities. 5 To implement the pilot study, a 44-item questionnaire for students was designed. The instrument sought to gather data on white students attending predominantly black colleges in the following areas of concern: (1) personal background, (2) occu- pational goals, (3) circumstances pertaining to enrollment, (4) prior contact with blacks, (5) participation in non-academic activities, (6) candidness of expressions in classroom situations, (7) guidance needs and preferences, and (8) need for special orientation program or activities. For the most part, items included in the questionnaire were highly structured: however, the respondees were provided with some additional leeway in eleven instances with an "other" category, while three questions were completely open-ended. Each questionnaire was also accompained by an introductory statement of purpose explaining the objectives of the study to the student and assuring the anonymity and confidentiality of his responses. In order to facilitate the distribution and collection of the questionnaires high level administrators at North Carolina's five black institutions, Elizabeth City State University, North Carolina Central University, Fayetteville State University, North Carolina A. & T. State University, and Winston-Salem State University, were sent copies of the questionnaire and a covering letter which explained the study, solicited their co- operation, and lastly requested them to designate an institution- al representative who would coordinate the administration of the questionnaire to a cross-section of white students enrolled on each campus. In response to this request, campus coordina- tors were selected or appointed on each campus and they in turn mailed back 69 or 53 percent of the 125 questionnaires that com- prised the original distribution. A judgment of the returned questionnaires indicates that the interviewed group constitutes a significant miniature (23%) of the total white population attending the five public black institutions in North Carolina with respect to age, sex, classification, and occupational goals, etc. in 1970.* SUMMARY OF FINDINGS A total of 69 usable questionnaires, or 53% of the distri- bution, were received by the authors. The responses, after being tallied, were summarized and made into a profile or multi- sectioned table that is not only reflective of the study's several basic areas of concern but is also a reporting technique that will *In 1970, the following enrollment figures were reported to the North Carolina Board of Higher Education: ECSU, 13 white students or 1.3% of a student body of 970; FSU. 33 white students or 2.6% of 1241; NCA&T reported 50 or 1.4% of 3535: NCCU reported 135 or 4.1% of 3340; and WSSU reported 35 or 2.8% of 1241. Totals: 256 white stu- dents or 2.4% of 10,327 students attended the five public supported pre- dominantly black universities of North Carolina. facilitate an easier reading and understanding of the data. The principal findings made by this poll of 23 % of the White stu- dents who attend North Carolina's five publicly supported pre- dominantly black universities are reported immediately below; the profile which yielded these findings has been placed at the end of this essay. Personal Characteristics 1. Six of every ten v\hito students attending N. C.'s fixe tax-supported predominantly black universities in 1970 were women. 2. All the ages reported by both men and women students ranged from 18 years to 59 years. The white male student is younger by six years than his female counterpart whose mean ages are 25.0 years to 31.4 years respectively. 3-4. Seventy percent of all students were married and 459c of the sample had 1-3 children. More males, 30%, were single than fe- males, 22%. 5-6. The students came from all over, but the largest segment, thirty- two percent, had lived the longer portion of their lives in the south- eastern region of the United States and perhaps in partial reflec- tion of this fact 89% resided off-campus. (See profile Section A). Classification and Occupational Goals 7. Fifty-seven percent of the students taking part in this study were full-time undergraduates; 8% were graduate students; 17% were special students; the remaining 18% was made up of exchange students. 8. Elementary Education chosen by 22% of all students as their major field of study far outdistanced the second most frequently chosen majors of History, 4% and Sociology, 4% 9. In response to the query concerning the highest degree they hoped to attain, the aspirations of the males and females form almost a perfect inverse relationship; i.e., 30% of the males and 55% of the females aspired for the bachelors degree, 33% of both males and females intended to pursue a masters degree, but while 22% of the males aim for a doctorate degree, only 10% for the women plan to take a doctorate. 10. Thirty-seven percent of the males chose teaching or an education related profession as their occupational goal. Thirty percent indi- cated law related goals. Typical of the female occupational choices were teaching, 55%, and nursing. 23%. 11. As academicians, the white students in these predominantly black institutions are apparently doing quite well. From the cumulative academic averages reported only four and eight percents respec- tively had averages of 1.50-1.99 and 2.00-2.49; sixteen percent had averages in the 2.50-2.99 range; twenty-eight and twenty- three percent had averages of 3.00-3.49 and 3.50-3.99 respectively. (See profile, Section B.) 12. Working their way through colleges, 73% of the student's ex- penses were earned by the students themselves in work-study or work-aid programs or part-time and summer jobs off-campus. Thirty-three percent of their expenses came from scholarships and loans, while personal savings accounted for 25% of the sources of expenses. (See profile, Section C.) Circumstances Pertaining to Enrollment 13-19. Only 4% of the white students attending these five universities enrolled immediately after graduation from high school; 81% had not. The 15% who had not previously attended college had delayed their enrollment to principally discharge military obligations (41% males) or to fulfill marital and maternal obligations (47% fe- male ) Of the 44% who were transfer students they had come equally from predominantly white and predominantly black in- stitutions. Fifty-nine percent of all students plan to graduate from the institution presently attended. (See profile, Section D.) Reasons Affecting Attendance and Reservations About Enrollment 20-22 In explaining their reasons for attending the predominantly black institutions 60% of all students cited convenience, 57% felt the courses and degrees offered were relevant to their goals and 45% were influenced by the low financial cost of their institution. In- terestingly enough 100% of all students felt reservations concern- ing their enrollment. The greatest concern among men was of a financial nature (15%). Seventeen percent of the females had academic reservations. While 48% of the females reported social reservations, none of the males indicated this concern. 23. When asked about their current opinion of the black university in which they were enrolled, the opinions held by the white male students of the predominantly biack institutions were highly favor- able and indicated satisfaction with the quality of both their edu- cation and their instiuctors as well as a high degree of social ac- ceptance. Though not quite as laudatory in ther praise, the white female student in general shared much of this same opinion and added that both the academic and social education they were re- ceiving was broadening and beneficial. Only a few females re- mained concerned about accreditation problems and the relevance of their education to their employment goals. 24. Prior to enrollment, among the males, only friends seemed to have expiessed the most negative reservations or opinions. The reser- vations of the friends of male students ranged from a "few jokes" of a racial nature to "thunderous expressions of outraged horror and mortification." Family, high school officials and church of- ficials were in general either indifferent or supportive of the choice they had made. In marked contrast, all groups associated with the females openly expressed many reservations of both social and academic nature. Families of the females indicated a variety of social and academic concerns, and some questioned the capabilities of the married fe- male to care for family needs and attend school at the same time. The response of the officials of the churches to which the females belonged ranged from "genteel ostracism" to "joy". Friends also appeared to have mixed reactions, including both apprehension and encouragement. There was in general a more sombre voicing of protective concern for the safety of the females which was not evident in the male responses. 25. When asked to evaluate the "now" or current opinion held by the various groups, all students noted that save for isolated incidents there was in general a solidifying of a neutral stance or a lean toward more positive reactions. Males felt for the most part that little change had occurred, i.e., persons among the family, high school and church officials, and friends who had originally taken attitudes of indifference or support continued as before. On the other hand, among the friends of male students overtly hostile to their attending a black university a grudging approval of the step they had taken had been wrung from one or two. One respondent admitted to partially solving the problem by refusng to discuss the question when in the company of his "hung-up" friends. Of the several opinions offered by females the bulk may be described as favorable although a few lecalcitrant family members clung to their original objections. In one happy instance, the opinion of a church official had radically atlered from ostracism to accep- tance of the student a circumstance that, is now cordially ex- tended to the new-found black friends of the student. (See pro- file, Section E.) Prior Contact with Blacks 26-28. In consonance with the fact that 76% of all students attended high schools where the black enrollment was 10% or less, (only 11% attended schools that had ratios of black students ranging from 16 to 99%.) Fifty percent described their prior contact with blacks as either non-existent or limited. Forty-five percent de- 8 scribed their prior contact with blacks as being extensive; of this number the principal areas of contact for males were school 30%; military service wiih employment, athletics, and recreational ac- tivities providing 58%. For females the principal areas of contact beyond school (489c ) were employment, military experience (as wives), and hospital work (26%); community organizations 12% and religious organizations 14%. Participation in Non-Academic and Classroom Activities 29-31. Forty-two percent of all students had not expected to participate in school related non-academic activities and even though 31% at the time of the query did not participate, a slightly larger 3G% did in fact participate on either an occasional (30%) or regular basis (6%). 32-38. When asked whether they sensed a problem in classroom recitation and communication the group polled was fairly split in their re- sponse. Ease of expression in the classroom posed no problem for 49% of the students while 48% of the students indicated some degree of discomfort. Fifty percent felt that their black classmates experienced no problems in open and free communication in the classroom while 48% did feel blacks may feel some hesitation. Thirty- three percent of the white students indicated they would feel more comfortable expressing their opinions if they were black. Of those students asked to take Black Studies courses, 14% of the white students felt no reason or resentment at this requirement while 337c did. Forty-one percent felt no guilt in these courses and 39% were not more hesitant about expressing their opinions in these classrooms than in other classes. Only 25% of all the students polled felt that black students used idiomatic or slang expressions difficult to understand. Academic and Social Guidance Preferences 39-40. Both male and female indicated that they would seek help from anyone when troubled with an academic or social problem regard- less of race. Professors, academic advisors and friends were the chief sources of advice for academic problems, while friends (black 24% + white 21%) were preferred to help with social problems. One male felt that in a social situation, it was easier to withdraw if the problems were racial and one female stated that she did not want to participate in any social activity in which she was not wanted. 41-44. While 26% of ail students believed that their institution should offer a special orientation program for white students, 66% were opposed to this type of program. Male objections reflected con- cern that such a program might tend to emphasize the differences between blacks and whites as well as prevent meaningful inter- actions from occurring within the natural context of the class- room and extra-curricular activities. Females tended to share the point of view that the adjustment of the white student was an individual experience which should not be guided or structured by the university. A group representing 23% of all students who approved of an orientation program would be willing to help plan and participate in activities such as racially mixed panels and small discussion groups to hasten the adjustment of the white student to the black university. DISCUSSION OF FINDINGS This study made possible by the responses of 23 percent of the white students who attended the five publicly supported pre- dominantly black universities of North Carolina in 1969-70, of- fers several meaningful, generally descriptive conclusions that should serve to sharpen if not enhance, the image and profile of this heretofore little researched group of students. Most significantly, the white student upon entry at these five predominantly black universities is far more mature than his white counterpart who chooses to attend a predominantly white institution; or his black counterpart who chooses to at- tend either a predominantly white or predominantly black in- stitution. (See Bayer and Boruch). He or she (usually married and often with dependents) tends to be older, more responsible and less involved with campus and social extra-curricular ac- tivities. The delayed nature of his enrollment results in general from the typically maturing experiences of employment and mili- tary or family involvement. Once enrolled, the specificity of goals, the high academic averages, the high aspiration levels all tend to indicate a notably purposeful view of the educational experience. That the white students themselves earn approxi- mately three-fourths of their college expenses demonstrates fur- ther their initiative and independence. Ultimately, their expectations about and reactions to their experiences of a black campus reveal and reinforce their ma- turity. For despite the universal nature of their own reservations and sometimes overwhelming criticism of family, peer groups, school and church officials, these students continue to pursue their goals and feel themselves to be successful. And contrary to depictions hazarded elsewhere, the data assembled by this pilot study does not warrant that these students be seen as "kooks", troublemakers, radicals, flaming liberals or academic rejects. The essentials of a truer depiction is that they are more to be characterized as highly motivated and hardworking indi- viduals whose determination overcomes financial, personal, and social circumstances. Low cost and course offerings are the chief reasons they pursue their education at black universities and while they ex- perience some pressure from concerned groups and some hesita- tion in expression of opinions, in general most conclude that their academic and social education is worth dealing with these problems. The females especially demonstrate their indepen- dence by overcoming the traditionally southern protective con- cerns surrounding the white female involved in interaction with a predominantly black culture. Finally, these are students who are willing to learn by ex- periencing. Shunning the traditional structures of orientation programs they prefer to confront their adjustment problems on a personal, day to day basis within the natural context of the classroom and campus, enlisting the aid of anyone who seems relevant regardless of race. Such an attitude undoubtedly re- flects the high degree of acceptance by blacks which they have felt as well as the relatively tolerant atmosphere in which they are able to function. Thus it would appear that an almost circular pattern is revealed in this study of expectations and experiences of white students enrolled in black universities. Because their pre-en- rollment experiences and age tend to contribute to their ma- turity, these students are able to pursue their educational goals and confront social and academic pressures with more determi- 10 nation, independence, self-confidence and perspective thereby enabling them to overcome obstacles. The result is an academi- cally and socially broadening experience that reinforces their personal growth and development. FURTHER STEPS As is so often the case, the findings of this study have gen- erated several fruitful areas of investigation worthy of pursuit. These presently unanswered questions may in fact prove even more relevant in view of the continuing rise of white enrollment in black universities throughout the country. Of immediate concern should be the effect of the white enrollment on the traditional recruitment policies and operation of the black campus. The following questions emerge as signifi- cant portents for determining policy and restructuring: (1) Should black universities go all out to actively recruit white students in view of their demonstrated maturity and success rates and also as a means of partially re- lieving financial strains that are currently more intol- erable on black campuses than white? (2) How do black students, instructional and administra- tive personnel feel about expanding white enrollment? (3) Is there any effect on the performance and attitudes of black students who come in contact with these white cnrollees? (4) Finally and perhaps of most crucial importance among the several immediate concerns, will an increase in white enrollment change the traditional role and mis- sion of black institutions to the betterment or worsen- ing of black people? From a long range point of view, the white students' role as alumni must also be studied in order to evaluate the impact of their education. Follow-up research dealing with their actual pursuits of further degrees, their final occupations and their own assessment of the effect of their undergraduate education on their lives cannot help but yield useful information. In much the same vein, their contributions, financial and otherwise, to the black campus would also seem important to investigate.* In concluding this pilot study we have attempted to lessen speculation by presenting a clearer and more meaningful profile of the white student who attends black institutions out of the belief that with time white students at black institutions will increase in spread, number, and significance. It is our hope *The readiest source known to the authors for answers to these and other long-range questions is Dr. Charles A. Stokes, Director, Bi- JRacial Study, Institute of Services to Education, Inc., Washington, D. C. Dr. Stokes is currently in the midst of a 5-year bi-racial study at five traditionally public supported black institutions that have large white student ernollments. The institutions being studied are Bowie State College, Bowie, Md.; Central State University, Wilberforce, Ohio; Dela- ware State College, Dover, Del.; Kentucky State College, Frankfort, Ky.; and Lincoln University, Jefferson City, Mo. 11 that the rather detailed descriptions entered here will prove a useful discussion for persons who have a general interest in the problems of higher education and for all those of a par- ticular interest who have had or will have had contact with this very interesting segment of the college population. 12 A PROFILE OF 69 WHITE STUDENTS ATTENDING FIVE PUBLIC SUPPORTED PREDOMINANTLY BLACK UNI- VERSITIES IN NORTH CAROLINA SECTION A: PERSONAL CHARACTERISTICS ITEM MALE :;: FEMALE : TOTAL* 1. Sex Male 40 40 Female 60 60 2. Age 17-19 4 10 7 20-24 27 29 28 25-29 27 13 20 30-34 15 17 16 35-39 4 17 11 40-44 11 5 8 45-49 4 7 6 50-54 3 2 3 55-59 4 2 3. Marital Status Single 30 17 24 Married 70 69 70 Divorced 7 4 Widowed 2 1 Separated 5 3 4. Number of Children** 1 26 12 16 2 11 12 12 3 7 23 15 4 10 5 6 4 2 10 4 2 JyJ^*** 48 43 46 5. Place of Longest Residence Northeast 7 10 8 Southeast 33 31 32 Midwest 4 2 Plain States 22 14 18 Southwest 2 1 NA 34 43 39 6. Do You Live on Campus Yes 7 14 11 No 93 86 89 *A11 figures are reported in percents. In the totals column the per- centages (averaged) reported for some items may exceed 100 due to rounding off upward and the selection of more than one choice in some of the questionnaire items by the student participants. **No respondent had 5, 7, etc., children so these figures have been omitted from the profile. ***NA No Answer. 13 PROFILE (Continued) SECTION B: CLASSIFICATION AND OCCUPATIONAL GOALS ITEM MALE* FEMALE* TOTAL* 7. Classification Freshmen 15 20 17 Sophomores 4 20 12 Juniors 11 23 17 Seniors 4 12 8 Graduate 4 12 8 Special 24 10 17 Exchange 38 5 22 8. What is your Major Field? History 11 6 Sociology 7 4 Mathematics 4 2 Business Education 5 3 Elementary Education 15 26 22 Other 5 5 5 NA** 10 22 16 9. What Degree is your Ultimate Goal? Bachelors 30 55 43 Masters 33 33 33 Doctorate 22 10 16 NA** 15 2 9 10. What is your Occupational Goal? Teaching 37 55 46 Non-Teaching 48 40 44 NA** 15 5 10 11. What is your Cumulative Academic Average? 1.50-1.99 7 4 2.00-2.49 11 5 8 2.50-2.99 7 23 15 3.00-3.49 22 31 27 3.50-3.99 22 24 23 NA** *A11 figures are reported in percents. In the totals column the per- centages (averaged) reported for some items may exceed 100 due to rounding off upward and the selection of more than one response in some of the questionnaire items by the student participants. **NA No Answer 14 PROFILE (Continued) SECTION C: SOURCES OF INCOME ITEM MALE : : FEMALE* TOTAL* 12. What are the Principle Sources of your Income? Parental Income 7 12 10 Personal Savings 26 24 25 Summer Jobs 19 5 12 Scholarship 7 7 7 Loan. (Bank /Government) 7 23 15 Work-Study 26 12 19 Work- Aid 11 10 11 Other 44 38 41 SECTION D: CIRCUMSTANCES PERTAINING TO EN- ROLLMENT 13. Did you Enroll in this Institution Immediately After Graduation from High School? Yes 7 No 100 62 NA** 31 14. If you did not, are you Simply a Delayed Enrolled High School Graduate? Yes 19 10 No 70 71 NA** 11 19 4 81 16 15 71 15 15. If you were Delayed in Commencing your College Education, Please Indicate the Reason (s) that Caused the Delay: Uninterested at time 19 7 Needed to support family 11 2 Discharge military obligations 41 Got married 11 24 Maternal 23 Other 30 26 NA** 2 16. Are you a Transfer Student? Yes 30 57 No 63 40 NA** 7 3 17. If you are a Transfer Student, did you Transfer to this Institution: Directly from predominantly white institution 30 14 As delayed transfer from predom- inantly black institution 8 40 NA** 62 46 13 7 21 17 17 28 1 44 52 5 22 24 54 *A11 figures are reported in percents. In the totals column the per- centages (averaged) reported for some items may exceed 100 due to rounding upward and the selection of more than one response in some of the questionnaire items by the student participants. **NA No Answer. 15 PROFILE (SECTION D) (Continued) ITEM MALE* FEMALE* TOTAL* 18. If you are a Delayed Transfer Student, Please Indicate Reason (s): Uninterested at time 4 2 3 Needed to support family 14 4 9 Discharging military obligations 30 3 17 Got married 11 22 17 Maternal 16 8 Other 11 16 14 NA** 30 37 39 19. Having Enrolled in this Institution, Now Plan to Graduate From Here? do you Yes 59 59 59 No 33 36 35 NA** 8 5 7 SECTION E: REASONS AFFECTING ATTENDANCE AND RESERVATIONS 20. Why did you Decide to Attend this Institution? Financial cost suited budget 48 43 46 Location of institution convenient 67 57 62 Courses and degree program offered relevant to my goals 63 52 58 Institution only school that accepted me Other 26 2 29 1 28 21. Did you feel any Reservations Concerning your Enrollment in this Institution? Yes 100 100 100 22. If so, were your Concerns: Of an academic nature 4 Of a financial nature 7 Of a social nature NA** 81 17 4 48 74 11 9 24 79 23. What is your Opinion Now?*** *A11 figures are reported in pereents. In the totals column the per- centages (averaged) reported for some items may exceed 100 due to rounding upward and the selection of more than one response in some of the questionnaire item:^ by the student participants. **NA No Answer ***This open-ended question required a written response. 16 PROFILE (SECTION E) (Continued) ITEM MALE- FEMALE* TOTAL* 24. Using the Reasons Suggested in Question 22, Briefly Explain What, if any, Reservations were Expressed by: Family 12 High School Official Church Official 26 2 3 16 1 2 Friends 3 17 10 NA** 85 52 70 25. Briefly Explain What Opinion is held by: Family 5 High School Officials 1 Church Officials now 19 5 7 12 3 4 Friends 2 12 7 NA** 92 57 74 SECTION F: PRIOR CONTACT WITH BLACKS 26. 27. What was the Approximate Percentage of Black Students Enrolled in the School you Attended Prior to Enrolling into this Institution?*** 37 1-5 22 6-10 15 16-25 7 26-30 4 91-99 NA** 15 How would you Describe your Contact With Black People Prior to Enroll- ing in this Institution? 48 43 26 24 2 9 5 6 2 5 3 14 15 28. Non-existent 48 24 Limited 37 14 26 Extensive 52 38 45 NA** 11 6 What was the Principle Area of Contact With Blacks Prior to your Enrolling in this Institution? School 30 48 39 Community Organizations 5 12 9 Religious Organizations 5 14 10 Other 58 26 42 *A11 figures are reported in percent. In the totals column the per- centages (averaged) reported for some items may exceed 100 due to rounding off upward and the selection of more than one response in some of the questionnaire items by the student participants. **NA No Answer ***Intervals not checked by the respondents were omitted from the profile. 17 PROFILE (Continued) SECTION G: NON-ACADEMIC PARTICIPATION ITEM MALE :!: FEMALE- TOTAL' 1 29. To What Extent did you Expect to Participate in Non- Academic Campus Activities Prior to Enrollment in this Institution? Not at all 33 50 42 Occasionally 37 45 41 Regularly NA** 30 2 16 30. Do you Now Participate in Non-Academic Campus Activities? Not at all 6 55 31 Occasionally 19 38 30 Regularly 7 5 6 NA** 58 29 31. If you do not Participate, is it because: You have no free time 41 50 46 Inconvenient for vou to attend 33 Have other interests 30 Do not want to participate 1 1 Have not been asked to participate 22 Other 4 32. In the Classroom, are you able to Express your Opinions Freely and Comfortably? Never Sometimes 48 48 48 Always 49 48 49 NA** 32 33. Do you feel that your Black Classmates Express Their Opinions Freely in front of you? Sometimes 48 48 48 Always 52 48 50 34. Would you feel more at ease Expressing your Opinions if you were Black? Yes 37 29 33 No 23 13 NA** 63 48 56 19 26 12 21 6 7 15 14 9 *A11 figures are reported in percents. In the totals column the per- centages (averaged) reported for some of the items may exceed 100 due to rounding off upward and the selection of more than one response in some of the questionnaire items by the student participants. **NA No Answer. 18 PROFILE (Continued) SECTION H: NON-ACADEMIC PARTICIPATION ITEM MALE- F 35. Do you Resent Being Asked to Take Black Studies Courses? Yes 37 No 4 NA** 59 36. In vour Black Studies Courses, do you Feel Guilty? Yes 22 No 39 NA** 39 37. Are you More Hesitant to Express Your- self in your Black Studies Courses than in your Other Courses? Yes 12 No 19 38 NA** 81 50 38. Do Black Students Use Any Idiomatic or Slang Expressions that are Difficult for you to Understand? vlALE * TOTAL* 29 33 23 14 48 55 8 15 43 41 49 44 6 29 66 Yes 26 24 25 No 70 74 72 NA** 4 2 SECTION I: ACADEMIC AND SOCIAL GUIDANCE PREF- ERENCES 39. If you are having Problems of an Academic Nature, do you seek help from: Black Professor 25 20 23 White Professor 15 13 14 Black Counselor 2 1 White Counselor 7 2 5 Black Administrator 2 1 White Administrator 5 3 Black Friend 10 14 13 White Friend 15 13 14 Academic Advisor 5 10 8 Other 23 19 21 40. If you are having Problems of a Social Nature, do you seek help from: Black Professor 4 5 5 White Professor 4 5 5 Black Counselor 3 2 White Counselor 4 3 4 *A11 figures are reported in percents. In the totals column the per- centages (averaged) reported for some of the items may exceed 100 due to rounding off upward and the selection of more than one response in some of the questionnaire items by the student participants. **NA No Answer. 19 PROFILE (SECTION I) (Continued) ITEM MALE* FEMALE* TOTAL^ 40. (Continued) Black Administrator 5 3 White Administrator Black Friend 19 28 24 White Friend 25 16 21 Academic Advisor 12 6 Other 44 23 32 SECTION J: ORIENTATION PROGRAMS 33 41. Do you feel that this Institution should have some kind of Special Orientation Program or Activity that would Facilitate the Adjustment of the White Student in the Predominantly Black Institution? Yes 33 19 No 67 64 NA** 17 42. If not, what are your Objections to Such a Program? It is unnecessary 23 Would only create more anxiety and tension 19 Do more harm than good 24 Would be difficult to plan 15 Would not be meaningful at the beginning of the year Other 19 NA** 43. If you Approve of such a Program, what Kind of Orientation Activities would you Include? Lectures on the black experience by black professors, counselors, 26 66 9 28 7 13 7 16 8 12 6 19 19 22 11 and administrators 22 14 18 Lectures on the black experiences by white professors, counselors, and administrators 11 10 11 Panel discussions led by white and block students 19 12 16 Small group discussions led by black and white students 22 24 23 Panel discussions led by white students who have attended predominantly black institutions 3 14 9 *A11 figures are reported in percents. In the totals column the per- centages (averaged) reported for some of the items may exceed 100 due to rounding off upward and the selection of more than one response va some of the questionnaire items by the student participants. **NA No Answer. 20 PROFILE (SECTION J) (Continued) ITEM MALE- FEMALE- TOTAL* 43. (Continued) Small group discussions led by white students who have attended predominantly black institutions 11 7 9 Co-Curricular social activities 10 5 Other 12 19 16 44. Would you be Interested in Helping to Plan and Participate in such an Orientation Program? Yes 21 25 23 No 19 27 23 NA** 60 48 54 *A11 figures are reported in percents. In the totals column the per- centages (averaged) reported for some of the items may exceed 100 due to rounding off upward and the selection of more than one response in some of the questionnaire items by the student participants. **NA No Answer. REFERENCES AND BIBLIOGRAPHY 1. Enrollment Increase of Black Students in Institutions of Higher Edu- cation a. "ECU Publishes 'Forthright' Brochure to Attract Blacks," The News and Observer (Raleigh), March 22, 1971, p. 3. b. "Graduate- School Enrollments of Negroes, Other Minorities," The Chronicle of Higher Education. April 12. 1971, p. 4. c. "HEW Says Enrollment of Blacks was 6.6% at Colleges in 1970," Higher Education and National Affairs. 20:30, August 6, 1971, p. 3. d. Jacobson, Robert L., "Black Enrollment Rising Sharply, U. S. Data Show," The Chronicle of Higher Education. October 4, 1971, p. 1. e. "Negro and Other Minority Enrollments at 2,350 Colleges," The Chronicle of Higher Education, March 29, 1971, p. 3. f. Rhodes, Barbara A., "Special College Entry Programs for Afro- Americans," School and Society. October, 1970, p. 360-63. g. Undergraduate Enrollment by Ethnic Groups in Federally Funded Institutions of Higher Education. Fall 1968, Department of HEW, Office of Civil Rights, OCR-201-69. 2. White Students in Black Institutions a. Downes, Bob, "At Age 59, Rose Decides to Obtain College Degree," The Fayetteville Observer. February 12, 1971, p. IB b. Ernst, H. W., and A. H. Calloway, "Reverse Integration," New York Times Magazine, January 6, 1957, p. 20. c. Marsh, Ralph, "Flip Sides of Coin White Minority in Nearly All-Black Schools," The Fayetteville Observer, January 31, 1971, p. 20D d. Morris, Carl, "Whv 394 White Students Choose a Negro College," Color, October, 1955, p. 24. e. "Senior Pursues Varied Interests, A Student in Profile," Cornell Reports, 5:3, January, 1971, p. 3. f. "White Students Save Negro School: West Virginia State Pros- pers Under Integration," Ebony, April, 1955, p. 17. 3. Some Recent Investigations of Black Students in Pre-dominantly Black 21 and White Institutions a. Backner, Burton L., "Counseling Black Students: Any Place for Whitey?", The Journal of Higher Education. March 1970, p. 630. b. Bayer, Alan E. and Robert F. Boruch, The Black Student in American Colleges, American Council on Education Research Report, 4:2, 1969. c. Bayer, Alan E. and Robert F. Boruch, "Black and White Fresh- men Entering Four-Year Colleges", Educational Record, Fall 1969, p. 371. d. Borgen, Fred H. Able Black Americans in College: Entry and Freshmen Experiences. NMSC Research Reports, Vol. 6, No. 2, National Merit Scholarship Corporation, 1970, 21 pp. e. Bradley, Nolen E., "The Negro Undergraduate Student: Factors Relative to Performance in Predominantly White State Colleges and Universities in Tennessee, "The Journal of Negro Education, Winter 1967, p. 15. f. Brazziel, William F. "Getting Black Kids into College," The Per- sonnel and Guidance Journal, 1970, 48 (May) pp. 747-751. g. Centra, John A., "Black Students at Predominantly White Col- leges: A Research Description," Sociology of Education 1970, Vol. 43 h. Hartnett, Rodney T., "Differences in Selected Attitudes and Col- lege Orientations Between Black Students Attending Traditionally Negro and Traditionally White Institutions," Sociology of Educa- tion 1970, Vol. 43. i. The Higher Education of Negro Americans: Prospects and Pro- grams," The Journal of Negro Education. Summer 1967, pp. 192- 314. j. Kierman, Irene R. and Roy P. Daniels, "Signs of Social Changes Through an Exploratory Study of 23 Negro Students in a Com- munity College," The journal of Negro Education. Spring 1967, p. 129. k. Peek, V. Lonnie, Jr.. "The Black Student in a White University," The Counseling Psychologist, 2:1, 1970, p. 11. 1. Piedmont, Eugene B., "Changing Racial Attitudes at a Southern University:'' 1947-1964, The Journal of Negro Education. Winter 1967, p. 32. m. Research on the Disadvantaged: An Annotated List of Relevant ETS Studies 1951-1969, Educational Testing Service, August 1969. n. "Studies in the Higher Education of Negro Americans", The Journal of Negro Education. Fall 1966, (Entire Issue). o. Thorpe, Marion D. and Eun Sul Lee, "Desegregation of North Carolina Colleges and Universities, Fall 1966," Higher Education in North Carolina. Vol. 2:7, August 25, 1967. 4. Directory of Predominantly Black Colleges and Universities in the United States of America. National Alliance of Businessmen, 1730 K Street. N.W., Washington, D. C, 1970. 5. Curricular Programs at Black Institutions a. North Carolina Board of Higher Education, State Supported Tra- ditionally Negro Colleges in North Carolina, Special Report 3-67, May 1967. b , Statistical Abstract of Higher Education in North Carolina. 1969-70, Research Report 1-70, February 1970, p. 76. c. Office of Advancement of Public Negro Colleges, Advancement Newlsetter, June 1970, p. 2, and December 1970, p. 3. d , Public Negro Colleges, A Fact Book. March 1971, 23p. 6. Some Recent Accounts of the Jeopardies Faced by Black Institutions a. Brooks, Thomas R., "Black Colleges, Can They Survive?" Tues- day, May 1971, p. 10. b. Fancher, Betsy, "Black Colleges: The Struggle to Survive is Even More Desperate Now." South Today. June 1971, p. 4. c. Hechinger, Fred M., "The Negro Colleges: Victims of Progress," New York Times. October 6, 1969, p. 42. d. "Higher Education in N. C. to Take New Role July 1," The Fay- etteville Observer, November 1, 1971, p. Al. 22 e. Johnson, O. Clayton, "The Importance of Black Colleges," Edu- cational Record, Spring 1971, p. 159. f. Kennelly, Dennis, "Black Educators Optimistic on Education Re- structuring," The News and Observer, (Raleigh), November 1, 1971, p. A5. g. Mayhew, Lewis B.. "Black and White Colleges: A Study in Waste," Educational Record, Spring 1971, p .159. h. Monro, John U., "Black Studies, White Teachers, and Black Colleges", Teaching Forum, 3:3-4, April 1970, p. 3. i. Office of Advancement of Public Negro Colleges, Advancement Newsletters, 2:6, July 1970, p. 6. j. Pettigrew, Thomas F., The Role of Whites in the Black Colleges of the Future in Stephen R. Granbard, (ed.), The Future of the Black Colleges, Daedalus, Summer 1971, p. 813. k. "Public Black Colleges Said Losing Identity", Higher Education and National Affairs Vol. 10, No. 24, p. 6. 1. "To Be Black and Equal", Saturday Review, August 21, 1971, p. 49. 23 ACCOUNTABILITY: The Educator's Responsibility By John H. Cochran, Jr. Associate Professor, Coordinator of Laboratory Activities Division of Education Savannah State College 24 Evaluation, accountability, what have you? Within the last decade educators have gone wild about "accountability" Ac- countability to "whom?" "what?" "when?" "why?" are some of the questions that have been answered rhetorically, but not spe- cifically. These questions have not been answered to the extent that the classroom teacher knows what to do, pertaining to his being accountable to those who demand proof. The classroom teacher only knows that if "accountability" is required in his system he may be fired, if he has not "oriented" his students to respond properly to the instruments that are used to determine his ef- fectiveness. Recently, the writer had an opportunity to attend a board meeting in a large school system in Georgia, the board of educa- tion contacted personnel from the large state university to work with some of the teachers in their system. The consultants were to provide opportunties for teachers to learn some of the com- petencies needed to strengthen classroom instruction. The plan was excellent until one of the assistant superintendents felt the need for an evaluation of the program. A haphazard method of observation with some sort of rating was devised with little planning. The rating plan must have appealed to the group of read- ing experts. One professor actually recommended the firing of one teacher to the board. He did not call names, but the seed was planted This professor visited teachers' rooms, for not more than a hour, and had expected to see all of the techniques of a reading specialist exemplified by the ordinary classroom teacher. Though this was only a small part of the report made by the reading committee, the use of expert techniques by class- room teachers was the rating criteria of this group. Are teachers going to be held accountable for the ideas and methods of consultants who spend very little time with them and know nothing about the unique individuals in the class- rooms of these teachers? If we are going to recommend account- ability in the public schools, then we must state specifically the roles of those involved. Each person must know where he stands, what is expected of him, his responsibilities, and his limita- tions. Persons designated to determine how well teachers have performed will also have to be accountable to those teachers, to the extent of their accuracy in evaluating teacher perform- ance. This bandwagon of accountability as it is practiced is mis- directed, as are most "new" educational ideas (Lopez, 1970). Lessinger (1970) used as an example for his design for educa- tional accountability the Texarkana Project. He would, also, require educational systems to do what is seldom done by any other public agency, industry, profession or public service. He would require public school systems to prepare a public state- ment that would balance monetary income with learning out- comes. However, the results of the Texarkana Project have been questioned because of possible ethical violations (Harmes, 1971, Bhaerman, 1971). The theory involved in accountability does 25 not direct the practice. Accountability must begin with the top echelon and filter down to the classroom teacher. It must be well planned, tested and directed. The classroom teacher cannot be unduly limited by ad- ministrators concerning his methods and procedures of instruc- tion. He must be allowed to do whatever is necessary to inspire children to learn. By the same token, children cannot be lump- ed into one group. There should be some allowances for them to reach attainable goals within a certain period (Lopez, 1970, 234, and Sullivan, 1969, 138). These goals should be tailored for each individual student according to his needs and interests. (We ire assuming that the curriculum of the institution em- braces the needs and interests of all of its students.) The idea of meeting the needs of all of the students may be considered a plea for individualized instruction, but true evaluation of the teacher's effectiveness would have to consider the uniqu.? position of each individual student. The position of each student at the beginning of a program would have to be assessed before his progress could be evaluated during or at the end of a program (Goodlad, 1966, 102; Millman, 1970). The importance of the subject area to the individual must be ac- counted for (Almy, 1964, 48). Besides, most evaluation is done in terms of mastery, which primarily embraces the cognitive domain. Granted that the cognitive domain is important, but mastery could consist of memorization. Once students have the idea that what is taught in schools is of benefit to them, learning will be more pronounced. Edu- cation should produce change. This change should be in be- havior, rather than making students' minds archives of factual fragments. Student performance should be measured by behav- ioral changes (Goodlad, 1966). Educational programs and prac- tices should be geared to involve the student in desirable change. This change should be desired not only by the society the stu- dent represents, but by the student (Tyler, 1967, 18). Once the student accepts these changes as desirable, the process of teach- ing becomes less complex. In contrast, the standard process is that changes and goals are defined for the student and he is forced to accept them. The student resists this forced change, consequently he registers minus on the evaluating scale. The point here is, evaluating for accountability is more complex than it has been made to seem. Jf teachers are going to be held accountable, then they should know for what they are accountable, to whom, why. and how they are accountable. They should know for what they are not accountable and how much autonomy they have in the instructional program (Barro, 1970). The classroom teacher is accountable to his students. He may be responsible to the school system and the taxpayers, but he is primarily responsible to his students. The student is the most important element of any educational institution or sys- tem, and he represents the only true product. It is the teacher's duty to provide opportunities that will develop the mental and intellectual capabilities of all of his students to the maximum. Now, whether this development takes place or not when the op- 26 portunities are provided is another matter; because the student is influenced by other factors in his environment. The teacher is required to expose his student to infinite activities, disciplines, and ideas. Their reaction to this exposure should not be a standard one. The teacher does not indoctrinate, he guides. The student's reaction is related to how he analyzes that to which he is exposed. This is what the teacher is account- able for provided he is allov/ed the freedom to plan and innovate, and is provided the necessary materials. The teacher is accountable to his students during the entire year. His professional duty may not be limited to an academic year, he may have to recommend or issue other statements re- garding a student. The teacher does have the right to privacy and personal rights just as any other citizen has. His profession- al competence should not be judged by his personal involvement as long as he keeps them separated from his instructional duties. A system that does not permit teachers to instruct and create to their potential, will reduce creativity and learning in students. Accountability must begin in the State Department of Education and extend to the systems and the schools. Each component should be evaluated on its own merits according to its responsibilities. The teachers and principals should not be used as the scapegoat for uncooperative state legislatures, school boards, and communities. Each must recognize and live up to its responsibilities. Today's call for accountablity does not apply to teachers, it applies to educational practices as a whole. Changes will have to be made to facilitate any evaluations embracing account- ability. The State Department of Education down to the local boards must institute curriculum changes and programs that will allow teachers the freedom to teach children as they need to be taught. Then, teachers will be able to acknowledge account- ability as a creditable educational practice. Professional educators should plan, govern, and test any accountability measures and instruments involving teachers. This is the only guarantee that evaluations for determining teacher accountability will be conducted properly. It would be a drastic mistake for the idea of accountability to result in re- duced mental agility for students and a loss of creativity for teachers. Teachers could show that they have met the specifica- tions of accountability by teaching tests (Wildavsky, 1970, 212). This obsession for testing in America is probably one of the major causes for the rebellion of young people. They pass academic tests, but they are unable to cope with societal prob- lems. We do not want the case for accountability to lead us further down the path of irrelevancy of the instructional pro- grams in our schools. Accountability is important, but it should help those to be judged to become more competent, rather than insecure, in the teaching profession. True, dedicated teachers have been ac- countable for centuries (Robinson, 1970, 193). The present day concept of accountability should reinforce this dedication, or it is not applicable to the field of education (Lopez, 1970, 234). 27 Until professional educators get together and formulate prac- tices, and principles to govern the practitioner in the field of education, we will remain beggars for wages, whipping boys, and mud scrappers in the eyes of the American Pubilc. REFERENCES Almy, M. Child development and the curriculum. In D. Hubner (Ed.) A reassessment of the curriculum. New York: Teachers College, Columbia University, 1969. Barro, S. M. An approach to developing accountabiity measures for the public schools. Phi Delta Kappan. 1970, 52 (4), 196-205. Bhaerman, R. D. Accountability: The great day of judgment. Education- al Technology. 1971, 9 (1), 62-63. Goodlad, J. I. The changing school curriculum. New York: Fund for the Advancement of Education, 1966. Harmes, H. M. Specifying objectives for performance contracts. Educa- tional Technology. 1971, 9 (1), 52-56. Lessinger, L. M. Every kid a winner: Accountability in education. New York: Simon and Schuster, 1970. Lopez, F. M. Accountability in education. Phi Delta Kappan. 1970. 52 (4), 231-235. Millman, J. Reporting student progress: A case for a criterion-referenced marking system. Phi Delta Kappan. 1970, 52 (4), 226-230. Robinson, D. W. Accountability for whom? For what? Phi Delta Kappan. 1970,52 (4), 193. Sullivan, H. J. Epilogue. In W. J. Popham, H. J. Sullivan and L. L. Tyler, Insructional objectives. American Educational Research As- sociation monograph series on curriculum evaluation No. 3. Chi- cago: Rand McNally, 1969. Tyler, R. W. Changing concepts of educational evaluation. In R. W. Tyler, R. M. Gagne, and M. Scraven. Perspectives of curriculum evaluation. American Educational Research Association monograph series on curriculum evaluation. No. 1. Chicago: Rand McNally, 1967. Wildavsky, A. A. Program of accountability for elementary schools. Phi Delta Kappan. 1970, 52 (4), 212-216. 28 REQUIESCAT: The Graduate Studies Program at Savannah State College, 1968-1971 James A. Eaton FOREWORD At the beginning of the summer quarter in 1968, a promis- ing, new graduate studies program at Savannah State College, duly approved by the Board of Regents of the University System of Georgia, opened its doors to its first classes. At the end of the summer quarter 1971, that same graduate studies program, by action of the same Board of Regents, closed its doors as an independent program upon its last classes. As of September 1, 1971, it was to become part of the then-called "Savannah Grad- uate Center", sponsored jointly by Armstrong State College and Savannah State College, both located in Savannah. Arm- strong was originally created to be a "predominantly white" col- lege; Savannah State was created to be a "black" college. The lure of offering graduate courses had led to a marriage, which, at least in the South, was so unusual as to be worthy of a few raised eyebrows. The thirteen quarters of operation through which the Savan- nah State College program existed had been momentous ones from any angle one wished to look. But if one wanted to be ob- jective, there were statistics cold, hard numbers that indi- cated soothing, warm thoughts of success and acceptance, even social change brought about by the program. Three classes of graduates had had the degrees of Master of Science in Elemen- tary Education conferred upon them. Both the Southern Asso- ciation of Colleges and the Georga State Department of Educa- tion had approved the program. Although offered at a predomi- nantly black college, the program had never been a totally black program. Transient students had been able to take courses through the program to transfer to other colleges and universi- ties, not only in Georgia but in other states as well. Students were satisfied, as shown by their responses to a survey, that they were in an academically respectable program. Alumni from the program looked back and said it was good to have been there. Thirteen quarters of growth and freedom. And then it was no more. Let this last study of the cold, objective facts about ad- mission during the last four quarters stand as a memorial to a thirteen quarter program that was perhaps too successful for its own good. 29 REQUIESCAT: THE GRADUATE STUDIES PROGRAM AT SAVANNAH STATE COLLEGE, 1968-1971 Careful attention has been given to the accepted applicants for the graduate program at Savannah State College since its commencement in the summer quarter of 1968, because it has been felt that these admissions concealed a great wealth of in- formation ( 1 ) about the present and the future of the graduate program, (2) about the types of teachers and academic quality of teachers in the local public schools (since the program has been up to now geared to in-service teachers), and, finally, in an indirect manner, (3) about some facets of social change in the Savannah area. Data from the accepted applicants during the 1970-71 school year the third full year of operation of the graduate program seem to point out the value of this rather careful attention and of its revelations relative to the above- mentioned three points. For purposes of this paper, the 1970-71 school year is de- fined to include the fall quarter of 1970 and the winter, spring and summer quarters of 1971. Number of Admissions During the four quarters of the 1970-71 school year, a total of 165 persons were admitted to the graduate program in one category or the other. The fall quarter saw 50 admissions; the winter quarter, 29; the spring quarter, 71; and the summer quarter, 69. These figures are closely related to those of the 1969-70 school year, but they take on additional significance when compared to the admissions of the 1968-69 school year when a total of 123 persons were admitted 13 in the fall, 12 in the winter, 17 in the spring, and 81 in the summer. (See Table 1 which fellows.) Table 1 Comparison on Admissions 1968-1969 and 1970-71 Fall Winter Spring Summer Total 1968-69 13 12 17 81 123 1970-71 50 29 17 69 165 30 Sexual Distribution of Admitted Applicants In addition to mere numbers, attention has been given to the ratio of males to females entering the program. This is a concern for several reasons, but the greatest is to see if the program is making a substantial contribution to increasing the number of men going into the elementary school classrooms. Of the 165 admissions during 1970-71, 33, or 20%, were men. The largest number were admitted during the spring quar- ter. (See Table 2.) Table 2 Admissions by Sex MEN Number Percent WOMEN Number Percent Fall, 1970 7 14 43 86 Winter, 1971 3 10.3 26 89.7 Spring, 1971 7 41.1 10 58.8 Summer, 1971 16 23.1 53 76.9 Total for Year 33 20 132 80 While women continue to have a sizeable major of the grad- uate admissions, the percentage (as well as the number) of men students has been increasing. For example, the number of stu- dents entering during the summer is always larger than any other. Table 3 indicates that the percentage of men, included in the summer admissions during the four summers from 1968 through 1971, has shown a significant increase. 31 Table 3 Male Admissions by Percentages (Summers) 50 45 40 35 30 25 20 15 10 5 23.1 21.2 14 7.4 '68 '69 '70 '71 A comparison of male admissions during 1968-69 with 1970-71 makes an interesting chart when looked at percentage- wise, yet it still indicates an increase in the number of men en- tering the program. (See Table 4.) One is left wondering what factors account for the differences in quarters of peak percent- ages. Table 4: Male Admissions 1968-69 Compared to 1970-71 Percentages '68-'69 '70-'71 46.1 Fall Winter Spring Summer 32 Racial Distribution There is a saying that the graduate program at Savannah State is the most truly integrated program in the public sup- ported colleges of the State. Be that true or only partially true, the program has from the beginning had a racial mixture of both faculty members and students. Consider first of all that Savannah State was a totally black school less than ten years ago. Yet, for the three years the graduate program has been in existence, never has the "graduate faculty" been less than 30 percent white. During some quarters, it has actually been 60 percent white (based upon the instructors actually teaching courses during that quarter.) The number of white students in the program has been steadily increasing since the program began. During the 1970- 71 school year, 5.5 percent of the total admissions were white men and 28.4 percent were white women, giving a 33.9 percent total admissions to whites for the year. (What predominantly white graduate program in Georgia can boast today of a 30 per- cent black faculty and a 33.9 percent black student body? ::::: ) Table 5 indicates the percentage of whites admitted during each quarter of the 1970-71 school year. The 55% admission in the winter quarter indicates another trend that reached a new peak that quarter: the growing tendency of students working for masters degrees at other colleges to take courses at Savannah State to be transferred elsewhere. Most of the transfer students this quarter came from the University of Georgia and Georgia Southern College, although a few black students transferred courses to a number of other colleges including well-known uni- versities both on the East coast and the West coast. (See Table 5.). Percentages 55 Table 5 White Admissions 1970-71 Summer 33 Once again a look at the summer admissions gives an in- teresting, graphic picture of how white admissions climbed from 8 percent in the summer of '68 to 27.6 percent in the summer of '71. (See Table 6.) This is a significant indication that the program offered both academically and socially something the whites wanted and could accept. It is very seriously doubted that any of them could honestly say they found a program that compromised its academic integrity. A survey of graduate stu- dent opinions made in 1969, including both black and white students, indicated that most of them considered the atmos- phere of the graduate program was of such a nature as to moti- vate scholarly work. A total of 31.03 percent rated it "very highly conducive"; 55.17 percent rated it ''highly conducive"; and 13.79 percent rated it "moderately conducive." No student rated it as "weak" or "poor". White students participate in all activities and one of the two student-elected student repre- sentatives to the Graduate Council is white. (See Table 6.) Table 6 Percentage Summer Admissions By Race (White) 70 65 60 55 50 45 40 35 30 25 20 15 10 5 27.6 16.3 13.3 8 '68 '69 '70 '71 Cumulative Averages The undergraduate cumulative average is one, but not the sole, basis for admission to graduate study. Like most state institutions in Georgia, a 2.50 (C+) minimum is expected, al- though an occasional exception is made until the student has completed fifteen hours, (the requirement being waived if a 3.0 average or better is made). These "exceptions" are classi- 34 fied as graduate students conditional rather than graduate students regular. "Conditional" students also include secon- dary majors, seeking to transfer to elementary education, who must qualify for elementary certification. Special students include transient students and people studying for reasons other than seeking a degree. Table 7 shows the number and percentage of admissions in each of those cate- gories during '70-'71. (See Table 7.) Table 7: Status of Admissions Re No. gular % Co No. nd. % Spe No. rial % Total Fall, '70 17 34.0 19 38.0 14 28.0 50 Winter, '71 3 10.3 8 27.6 18 62.1 29 Spring, '71 3 17.7 8 47.0 6 35.3 17 Summer, '71 12 17.4 34 49.3 23 33.3 69 Total for Year 35 21.2 69 41.8 61 37.0 165 Cumulative averages are not computed for special students, but a study of the cumulative averages for the regular and con- ditional students show some interesting means. Over the entire year, regular degree-seeking students had a mean of 2.93 and conditionals, 2.49, indicating that the 2.50 norm is usually rather close to the minimum for all students. However, this is not always true with conditional students, as one might well expect. Table 8 shows the variations during 1970-71. Table 8 Mean Cumulative Averages Fall Winter Spring Summer Year Regular 2.90 3.17 2.90 2.75 2.93 Conditional 2.07 2.59 2.72 2.59 2.49 Mean 2.48 2.88 2.81 2.67 2.71 Throughout the program, the cumulative averages for reg- ular and conditional students have been fairly consistent. Dur- ing 1968-69, the overall mean for regular students was 2.97, with a range from 2.84 to 3.21. Conditional students had a mean of 2.65, ranging from 2.55 to 2.82. During 1969-70, the statistics were pretty much in line with the summer '70 figures: a mean of 2.86 for regulars and 2.54 for conditionals. (See Table 9.) 35 Table 9 Mean Cumulative Averages, '68-'69 to '70-'71 1968-69 1969-70 1970-71 Regular 2.97 2.86 2.93 Conditional 2.65 2.54 2.49 One is left to conclude that the academic quality of the background of students who have been accepted into the grad- uate program has been equal or better than that anticipated by other state colleges in Georgia. NTE Scores Another factor which has been taken into consideration in admitting students has been the NTE score on the Common Examinations. A 450 minimum is required. The group admitted during the 1968-69 school year had an overall mean of 509 on the Commons. During 1970-71, the overall mean was 506. The reason for this drop in mean score between these two periods is pointed out more vividly when the scores are compared, quarter by quarter. Table 10 Mean NTE Scores, 1970-71 Classification Fall Winter Spring Summer Total Regular 509 539 497 505 512 Conditional 480 476 508 537 500 Total 494 507 501 521 506 As Table 10 indicates, during the fall and winter quarters the mean scores for the conditionally admitted students drop- ped to 480 and 476 respectively, bringing the mean for the year slightly lower than during the first year. However, when one considers that 450 is the minimum accepted for degree-seeking status, these scores indicate no need for alarm, as indeed they never have during the operation of the program. Speaking of the controversial NTE score, a look at the summer quarter NTE scores and cumulative averages of black and white applicants shows an interesting trend and again raises questions long ago raised in this program and still unanswered. Both black men and women had a mean undergraduate cumu- lative average on par with or above the white students, yet the blacks. Please note that reference is made to mean scores, not mean NTE scores of the whites out-distanced those of the individual scores. Negro men, regular students, had a mean cumulative aver- age of 2.80 (there were no white men in this category) and a mean NTE of 464. Negro women had a mean cumulative aver- age of 2.74 and a mean NTE of 488, while white women had a mean cumulative average of 2.72, and a mean NTE of 563. 36 Among the conditional students, black men had a mean cumulative average of 2.60 and an mean NTE score of 493, while white men had a mean cumulative average of 2.41 and a mean NTE score of 558. Black women conditional students had a mean cumulative average of 2.67 and a mean NTE score of 455. White women, on the other hand, had a mean cumulative average of 2.71 and a mean NTE score of 642. These figures above refer only to the summer quarter of 1971, but they are not entirely out of line with the findings of several other quarters. Yet, through the end of the spring quar- ter, only two white women and no white men had made the re- quired 3.7 cumulative average during residency as a graduate student to be invited into membership of the Kappa Delta Pi Honor Society in Education. At least a dozen black women (and one black man) had made the required average and were mem- bers. (However, three white women were to be pledged during the fall quarter.) CONCLUSIONS Statistics indicate that during the thirteen months of inde- pendent operation, the Savannah State graduate program had a tremendous growth in numbers that averaged out to over 100% increase in attendance each school year. This growth indi- cated, among other things, that the students felt they were get- ting what they should have been getting or they would not have continued to attend. The program made a great contribution to improving race relations. In 1968 (and 1971) few black and white teachers in Savannah had ever studied together and had the chance to ex- plore each other's thoughts, not to mention to work together or to work competitively in an academic situation. At first there was fear on both sides. Both students and faculty worked together to eliminate this. Racial friction never existed among the graduate students and better understanding both of teachers and students resulted. Quality education was stressed and statistics on cumulative averages and NTE scores indicate that these indices of admis- sion criteria did not drop below accepted levels. The experience and the success of the Savannah State Col- lege graduate program should form a good basis for operating the new Savannah Graduate Center. But as for the program of thirteen quarters, it is to be re- membered as another successful creation of a black, state sup- ported college that has fallen a victim to "integration." Surely, there must have been some other alternative! ! 37 Determining the Role of Audio-Visual Equipment in the Improvement of Reading Comprehension among Pupils Enrolled in Grade Five at Florance Street Elementary School in Savannah, Georgia AN INDEPENDENT STUDY Submitted to Dr. Douglas Kingdon, Instructor and Mrs. Abbie H. Jordan, Director by Norman Brokenshire Elmore E.P.D.A. Reading Institute SAVANNAH STATE COLLEGE JUNE, 1972 38 ACKNOWLEDGEMENTS Grateful acknowledgement is made to Mrs. Abbie H. Jor- dan, Dr. Douglas Kingdon, and Dr. Ira E. Aaron for the in- valuable assistance they gave during the duration of this study. I am also indebted to Mr. John B. Clemmons for his aid in de- termining the statistical significance of the test results. Mes- dames Alice G. Burke, Bessie S. Hannah, Velma G. Simmons, and the boys and girls whom they teach, promoted the success of this project. The typist, Mrs. Sandra E. Porter, also, has my sincere thanks. 39 Determining the Role of Audio-Visual Equipment in the Improvement of Reading Comprehension among Pupils Enrolled in Grade Five at Florance Street Elementary School in Savannah, Georgia Statement of the Problem The emphasis of this study is upon determining the effectiveness of audio-visual equipment usages in fostering the improvement of reading comprehension among pupils enrolled in grade five at Florance Street Elemen- tary School in Savannah, Georgia. Definition of the Problem Florance Street Elementary School was reorganized in September, 1971 to serve only those pupils enrolled in grades five and six. This reorganization was an effort to conform to a legal directive to desegregate the public schools by pairing specific schools. The school for which this study was designed has had much audio-visual equipment made available for its utilization. Much of this equipment was not being used advantageously. This sit- uation promoted a practical study of the feasibility of using this equipment to improve the skill of reading comprehension. Review of Related Literature Related literature was sur- veyed to this study to determine the views of acknowledged ex- perts in the field and to better understand the problem. An exploration of some of the readings relative to the use of audio-visual equipment in the teaching of reading revealed that at least two studies of significance to this investigation have been made. In 1971 Harold R. Strang published "An Auto- mated Audio- Visual Approach to Remediate Reading Prob- lems, Final Report." This publication disclosed the conclusions reached after conducting experiments over a period of three years. Experiment 1 divulged that the group which received specific audio visual training showed substantial gains in reading accuracy over the groups receiving trial-and-error training in reading and in mathematics. The total ponulation consisted of twenty-one students of equal reading proficiency. These students were divided into three groups. Audio-visual tutored students, also, displayed the highest gains on successive compre- hension and untimed standardized tests. Experiment 2 included nineteen students who were administered audio-visual tutoring. Their gains, too, were significantly greater than those of students who did not receive any machine instruction. 40 Students who participated in experiment 2 were the same ones who took part in experiment 3. Intermittently, these stu- dents received automated instruction on several everyday life reading skills. Again, the audio-visually tutored students showed improvement that was notably greater than those who had re- ceived no tutoring of this nature. A second study was a paper presented at the meeting of the international Reading Association in April of 1971 in At- lantic City, New Jersey. In his paper, "Machines in the Reading Program What Are Their Roles?", Robert A. Palmatier con- cluded that much good is found in the motivational and instruc- tional aspects of machine instruction. However, too much re- liance on machine may (1) reduce creativity, (2) limit the amount of information and growth potential to a learner, and (3) result in danger of dehumanizing learning and students. Moreover, Palmatier suggested the following: 1. Schools carefully assess their needs and purchase the most useful machines. There should be enough of these machines that can be used in all classrooms. 2. Schools should utilize teacher training to emphasize the ap- plication of technology in the classroom. This utilization should encourage teachers to make wise use of the audio- visual machines. Purposes of the Study The general purposes of this study are the following: 1. The teacher will be able to avail himself of the audio-visual equipment in the school. 2. The teacher will be able to use audio-visual equipment to develop skills in reading comprehension. 3. The teacher will be able to identify the growth in reading comprehension as a result of the use of audio-visual equip- ment. Hypothesis Consistent, well-planned, creative use of audio-visual equipment will significantly improve reading com- prehension. Procedure Initially, an in-depth survey of all available audio-visual instructional equipment was made. A compilation of all types of equipment and the location of the equipment was distributed to each teacher. Then, the fifth grade teachers were requested to participate in either the experimental group or the control group. A coor- dinator was selected for each group. The group met periodically to make progress reports and to discuss any necessary modifica- tions of the plans made. Participating teachers also visited the reading institute to supplement their knowledge of the teach- ing of reading. The experimental group oririnally consisted of fifty-seven pupils and three teachers; the control group consisted of forty pupils and two teachers. Pupils who were members of the ex- perimental group were consistently exposed to the equipment 41 chosen by their teachers at the beginning of the study. Control group pupils were instructed by the usual methods and techni- ques of the teachers concerned. Each group was administered the dates MacOinitie Read- ing Survey D, Form I at the beginning of this study. A post- test, the Gates MacOinitie Reading Survey D - Form 2, was administered at the end of the study. The test results were com- pared to determine some of the statistical significances relative to reading comprehension that exist among the groups. In addition, beginning on Tuesday, January 4, 1971, each teacher participating in this study kept a daily record which included the progress made, the materials used, and the proce- dure used. Initially, these daily records were to terminate on Wednesday, March 22, 1972. However, the date of termination was among the modifications necessitated by the following changes: 1. One teacher of an experimental group was transferred to another school. 2. The pupils enrolled in the experimental teacher's class were assigned to a control teacher. 3. The former pupils enrolled in the control teacher's class were dispensed among four other grade five classes. All transferred teachers and pupils were eliminated from this study to effectuate a satisfactory degree of validity. The study was concluded on Tuesday, April 18, 1972. To establish some uniformity in the length of time devoted mainly to the strengthening of reading comprehension, the scheduling of this time wa~ identical for the participating groups. Moreover, a summary of the dai!y records was made to gain in- sight into the results of this study. Results and Conclusions A self-evaluation questionnaire was designed by the teachers concerned with this study to ap- praise their knowledgeability of the audio-visual equipments they chose to use. The succeeding were evaluated: 1. Systematic use of audio-visual equipment to augment reading comprehension. 2. Adequate planning prior to use of audio-visual equipment. 3. Familiarity with the operative techniques of the equipments used. 4. Resourcefulness and imagination in determining methods of utilizing audio-visual equipment. 5. Use of available audio-visual materials. Responses to these items were selected from ratings of superior, good, average, and below average. A 1 and A 2 will refer to the classes systematically and periodically exposed to audio-visual equipment to effectuate improved reading comprehension in the learners. B will refer to the class that was not exposed to audio- visual equipment during the period of this study. 42 The teacher of class A 1 , rated herself superior for item 3, and good for items 1, 2, 4, and 5. Superior was the response the teacher of A 2 gave for items 1, 2, 3, and 5; she evaluated herself as good for item 4. Moreover, the summaries of the daily logs revealed the re- sults shown on table 1. This table includes the types of equip- ment and materials to which the experimental classes were ex- posed. Table 1. - - SUMMARY OF DAILY LOGS Classes Types of Equipment Materials Used No. of Days per Week of Exposure A 1 Overhead Projector Teacher Prepared Transparencies 1 Filmstrip Projector Accompanied by Record Player Commercially Pre- pared Tapes and Records 2 Cassette Tape Recorder and Listening Station Commercially Pre- pared Tapes; Pupil and Teacher Pre- pared Tapes 2 A 2 Record Player and Listening Station Commercially Pre- pared Records 1 Filmstrip Projector Commercially Pre- pared Filmstrips 3 Cassette Tape Recorder and Listening Station Commercially Pre- pared Tapes 1 Class B's teacher was not included in this part of the conclu- sions and results because she did not use audio-visual equipment when instructing her pupils who were a part of this study's popu- lation. 43 Table 2 contains the results of an analysis of the mean and standard deviation as computed from the standard comprehen- sion scores of the Gates-MacGinitie Reading Tests, Survey D - Form 1 and 2. The population was administered Form 1 during pre-testing and Form 2 for post-testing. Table 2. RELATIONSHIP OF THE MEAN AND STAN- DARD DEVIATION Comprehension Sub-test of Gates MacGinitie Reading Test Pre-Test Post-Test Gains Standard Standard Standard CLASSES Mean Deviation Mean Deviation Mean Deviation A 1 35.6 16.9 39.8 19.7 4.2 2.8 B 41.3 6.36 42.4 7.61 1.1 1.25 A a 35.3 15.8 37.5 10.6 2.2 5.2 As can be seen in Table 2, some gain in the mean were found in each class. However, greater gains were found in A 1 and A 2 . This indicates that the reading comprehension of more children may have been met through the use of audio-visual equipment. Apparently, the children with weaker reading com- prehension skills made more gains than those with stronger read- ing comprehension skills. These two conclusions suggest that the use of audio-visual equipment to augment reading lessons can significantly improve reading comprehension. Further results included the experimental teachers' im- proved ability to operate and effectively use the available equip- ment. Moreover, all of the teachers in this school became more knowledgeable about the kinds, locations, and some of the uses of all of the equipment in the school. Among the needs determined to assure a future, more valid study are the following: (1) There is a need for more audio-visual materials designed for the average fifth and sixth grade pupils. (2) There is a need for more experience among teachers in operating, maintaining, and effectively utilizing audio-visual equipment To be sure, the meeting of these needs will measurably magnify the benefits received from classroom usage of audio-visual equip- ment. 44 3Y 20 SAVANNAH STATE INHIBITORY EFFECT OF AMANTADINE HYDROCHLO- RIDE ON BOVINE VIRUS DIARRHEA AND SF-4 VIRUSES By P. V. Krishnamurti, M. G. Liliie and S. B. Mohanty Department of Veterinary Science, University of Maryland, College Park, Maryland 20742 Certain myxoviruss and several strains of human influenza and parainfluenza viruses are inhibited by amantadine hydro- chloride (1-adamantanamine hydrochloride) both in vitro and in vivo. 1 , 2 , 5 The evaluation of amantadine in the prevention of influenza in humans has been discussed. Other viruses, such as rubella, pseudorabies, and fowl plague viruses are also sensitive to this drug. 3 , 4 Recently, the drug was shown to inhibit murine sarcoma viruses in cell cultures. The effect of amantadine hydrocloride on the multiplica- tion of bovine virus diarrhea (BVD) and SF-4 (bovine myxovi- rus parainfluenza-3) viruses in primary bovine embryonic kid- ney (BEK) cell culture are presented in this report. MATERIALS AND METHODS Viruses. Cytopathic strain of BVD virus (NADL) and a strain of SF-4 virus had undergone many passages in BEK cell cultures in our laboratory. The BVD virus had a 50% tissue culture infective do:e (TCID,,,) titer of 10" /ml and the SF-4 virus had a TCID-,,, titer of 10' /ml. Cell cultures and media. Routine maintenance medium (MM) for primary BEK cell cultures was Eagle's basal medium containing Earle's salts and 2% bovine fetal serum (free of adventitious viruses) and the usual concentration of antibiotics. Amantadine preparation. Amantadine hydrocloride ::::: (Sym- metrel) stock solutions were prepared as 1 mg/ml in MM. Fur- ther dilutions of the drug into different concentrations were made using MM as diluent. Infectivity titration. Virus titrations were made in BEK cell cultures by two methods. In one method, the BEK cells were washed with Hank's balanced salt solution (BSS) and 1 ml of MM containing various concentrations of amantadine was added. The monolayers were infected with undiluted virus using 0.1 ml per tube. Five tubes were inoculated for each dilution of the drug and cultures were then incubated at 37 C for 24 hours. At the end of this incubation period, the drug treated and con- trol cultures were frozen at-70 C. thawed once and pooled. After low centrifugation, viral analysis was made on the supernatant Approved as Scientific article No. A1806. Contribution No. 4601. of the Maryland Agricultural Expt. Station, University of Maryland. Dr. P. V. Krishnamurti is Assoc : ate Prof., Dept. of Biclo