Dupuis, Victor L.||Sherman, Homer
M.S. (Master of Science)
Department of Education
This study attempted to discover the cultural, social, and economic factors which affect the adjustment of lower class Negro students in school. The findings were gathered by reviewing the literature written from 1955-1966. Only the results of the more important studies are reported. The cultural hindrances of the Negro come from the people in his general environment, his immediate family, and the middle class school he attends. From his general environment, the Negro develops low aspirations and a negative self-concept. The immediate family often fails to reinforce what the Negro learns in school. In the home there is a lack of reading material, lack of encouragement to pursue an education, and stress on immediate gratification rather than on long range goals. The middle class school tends to be a hindrance in that textbooks fail to reflect the Negro's experiences, and intelligence tests tend to discriminate against those from the lower classes. The social hindrances include unwholesome conditions in the home, low self-esteem, and lack of Interaction with the rest of society. The economic hindrances are poor conditions of the slums and homes, economic discrimination, and low occupational aspirations. It is hoped that the educators in the fields of curriculum and supervision will use this information in devising means to help the Negroes to succeed scholastically and to appreciate the value of education.
Grosser, Richard Frank, "A review of the literature summarizing the cultural, social, and economic factors which hinder the lower class Negro in school" (1967). Graduate Research Theses & Dissertations. 539.
vi, 92 pages
Northern Illinois University
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