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Burlington Self-Survey on Human Relations: Final report, 1950

Page 42

42

Summary and Conclusions

The sample, composed of 179 teachers (including four principals) from Burlington public and parochial schools represents an adequate coverage of the Burlington teaching force. Replies cover all levels from kindergarten through the Junior College with no noticeable gaps in responses in distributions by years of experience, by subject field, or by sex. The various types of school neighborhoods rated according to socioeconomic level have also been adequately covered, if no schools are situation in very low or superior area. 
   Approximately 75 teachers reported that they had one or more Negro children in their classes, but as many as 80- responded certain specific questions concerning Negro boys and girls. All replies were included in the tabulation. 
   Seventy-five (94 per cent) of the 80 teachers replying in this category indicated that there were no problems especially applicable to Negro children. Among these 80 teachers 72 (or 90 percent) felt that Negro pupils entered into all school activities with a satisfactory feeling of relaxation and belongingness. 
  Fifty two teachers reported that they found Negro pupils equal to other children in academic standing; 17 said they were below, sixty seven answered that the conduct o Negro children was equal to other children's. Fifty eight found Negro children equal to others in initiative; 12 felt they were below. 
   Fifty five teachers answered that Negro children participated in extra curricular activities; only six teachers indicated they did not.

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42 Summary and Conclusions The sample, composed of 179 teachers (including four principals) from Burlington public and parochial schools represents an adequate coverage of the Burlington teaching force. Replies cover all levels from kindergarten through the Junior College with no noticeable gaps in responses in distributions by years of experience, by subject field, or by sex. The various types of school neighborhoods rated according to socioeconomic level have also been adequately covered, if no schools are situation in very low or superior area. Approximately 75 teachers reported that they had one or more Negro children in their classes, but as many as 80- responded certain specific questions concerning Negro boys and girls. All replies were included in the tabulation. Seventy-five (94 per cent) of the 80 teachers replying in this category indicated that there were no problems especially applicable to Negro children. Among these 80 teachers 72 (or 90 percent) felt that Negro pupils entered into all school activities with a satisfactory feeling of relaxation and belongingness. Fifty two teachers reported that they found Negro pupils equal to other children in academic standing; 17 said they were below, sixty seven answered that the conduct o Negro children was equal to other children's. Fifty eight found Negro children equal to others in initiative; 12 felt they were below. Fifty five teachers answered that Negro children participated in extra curricular activities; only six teachers indicated they did not.