Thesis (M.A.)--Atlanta University. / HTML version of 1939 master's thesis. Last viewed 8/8/2008 Includes bibliographical references (leaves 139-140).

Thesis--Wisconsin. / Vita.

Call number: LD2668 .T4 1951 A57 / Master of Science

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There is no abstract available for this thesis.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

The purpose of this study was to obtain in-depth opinions of the Negro administrators in the public schools of Indiana concerning school integration, school decentralization, curriculum as it relates to the civil rights movement, and Black Power. The data obtained provided a basis for the development of recommendations for implementation in the public schools of Indiana as well as for future research.Lee l identified only eleven school corporations in Indiana which employed Negro administrators. The 156 Negro administrators employed by the eleven school corporations in 1969-1970 were asked to participate in the study.The research was planned to investigate seven questions. The major source of data was the "Administrator's Survey Instrument" developed by the writer in questionnaire form. The survey instrument was subjected to examination for content validity and mailed to 156 Negro administrators. One hundred fourteen returned the instrument, a return of seventy-three per cent. A second source of data was personal interviews with twenty Negro administrators randomly selected.Responses to the survey instrument were presented in number and percentages and placed in tables. Data gathered from interviews were reported in summary form as they related to items in the survey instrument. Selected verbatim remarks were also presented. A chi square test of significance was used to determine if there was a significant difference of opinion among the administrative categories of (1) Central Office Administrator; (2) Secondary School Administrator; and (3) Elementary School Administrator.The following were the major conclusions:1. Negro administrators in Indiana were employed predominantly in school corporations with student enrollments of at least 30,000.2. Negro administrators in Indiana were predominantly elementary school principals or assistant principals, or were assigned to central office positions.3. Negro building principals and assistant principals in Indiana were assigned to schools which had predominantly Negro enrollments.4. Most Negro administrators in Indiana had been appointed to present positions since the beginning of the Civil Rights movement.5. The opportunity for Negro administrators in Indiana to affect changes in school policy had increased greatly in the last five years.6. Negro administrators in Indiana supported the adoption and enforcement of open housing laws.7. Negro administrators in Indiana expressed confidence in the possibility of integrating the public schools in the near future even though a majority of the administrators perceived white teachers and population as not favoring integration in the public schools.8. Negro administrators in Indiana supported the development of schools with quality facilities, equipment, and teachers along with efforts to integrate the schools and community.9. Negro administrators in Indiana were of the opinion the contribution made by Negroes to this nation was not adequately presented in the classroom and they supported the study of Negro history and culture by all students in the public schools.10. Some Negro administrators in Indiana were of the opinion mandates for integration of teaching staffs had resulted in many outstanding Negro teachers being transferred to predominantly white schools but not many outstanding white teachers being transferred to predominantly Negro schools.11. Negro administrators in Indiana were of the opinion human relations programs should be developed for students and teachers. Some felt there is a need for communitywide human relations programs to alleviate some of the barriers to integrating the schools and community.12. Opinions of Negro administrators in Indiana concerning school integration, school decentralization, curriculum as it relates to the civil rights movement, and Black Power as it relates to education, generally did not differ significantly among central office, secondary school, and elementary school administrators.'Guy M. Lee, Jr., "A Profile of Negro Administrators in Public School Corporations in Indiana" (unpublished Ed.D. dissertation, Ball State University, 1969).