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This investigative study seeks to show the emergence of the Negro novelist out of the web of imprisoning conventional limitations and, simultaneously, to trace his progress in craftsmanship and aesthetic consciousness. Considerable controversy has grown out of the emphasis placed on the social setting in literature. However, realizing the important social ramifications of the colored writer's persistent problems, one need give in this connection little consideration to this intellectual dispute. Therefore, in the conduct of this study, the procedure will be to discuss the cultural, social, political, economic, and even religious background of the periods. Three stages in this development are distinguishable. The first is the period of slavery and the Civil War, extending from 1840-1865. The second period lasts only a few years, 1896-1911. The third period begins in the early nineteen twenties and continues to the present time (1941).

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A t-test for the eighteen variables on the CPI and for the fourteen variables on the FIRO-B was used to compare the groups. Chi square analysis was performed on the five variables from the PDQ. The findings indicated that of the thirty-seven variables examined, the variables differing significantly between groups follow: age---the black male school counselors were older than the white female school counselors; highest degree earned and highest Georgia Certificate---the white male school counselors held higher degrees earned and higher Georgia Certificates in guidance than the black male school counselors; years of teaching---the black female school counselors showed greater experience than the white female school counselors; highest degree earned and highest Georgia Certificate in guidance---the white male school counselors held higher degrees earned and higher Georgia Certificates in guidance than the black female school counselors; self acceptance (Sa), responsibility (Re), socialization (So) and femininity (Fe)---the black female school counselors' scores were lower on Sa and higher on Re, So and Fe than the black male school counselors'; capacity for status (Cs), sense-of-well-being (Wb), responsibility (Re), socialization (So), self-control (Sc), tolerance (To), achievement (Ac) via conformance, achievement (Ai) via independence, intellectual efficiency (Ie), psychological-mindedness (Py), flexibility (Fx) and femininity (Fe)---the black male school counselors' scores were significantly lower on Cs, Wb, Re, So, Sc, To, Ac, Ai, le, Pt; Fx, and Fe than the white female school counselors'; self acceptance (Sa), sense-of-well-being (Wb), responsibility (Re), socialization (So), self-control (Sc), tolerance (To), achievement (Ac) via conformance, achievement (Ai) via independence, intellectual efficiency (Ie) and psychological-mindedness (Py)---the black male school counselors' scores were significantly higher on Sa and significantly lower on Wb, Re, So, Sc, To, Ac, Ai, le, and Py than white male school counselors'; capacity for status (Cs), social presence (Sp), sense-of-well-being (Wb), responsibility (Re), tolerance (To), achievement (Ai) via independence, intellectual efficiency (Ie), psychological-mindedness (Py), femininity (Fe), and flexibility (Fx)---the black female school counselors' scores were significantly lower on Cs, Sp, Wb, Re, To, Ai, le, Py and Fx, and significantly higher on Fe than the white female school counselors'; sense-of-well-being (Wb), responsibility (Re), self-control (Sc), tolerance (To), achievement (Ai) via independence, intellectual efficiency (le), psychological-mindedness (Py) and femininity (Fe)---the black female school counselors' scores were significantly lower on Wb, Re, Sc, To, Ai, le, and Py and significantly higher on Fe than the white male school counselors'; capacity for status (Cs), social presence (SP), self acceptance (Sa), and femininity (Fe)--the white female school counselors' scores were significantly higher on Cs, Sp, Sa and Fe than the white male school counselors'; expressed control (CE)---the black male school counselors expressed significantly higher need to exercise control than the black female school counselors; difference within need area of affection (DA)---the black male school counselors' DA scores were of less magnitude than the white female school counselors' and in the opposite direction; wanted inclusion (IW), sum within need area of inclusion (I), and differences within need area of inclusion (DI)---the black female school counselors tested out with significantly lower need for IW and lower sums within the need are of (I) than white female school counselors. Also, the black female school counselors showed a significantly greater need to initiate inclusion behavior than the white female school counselors. Since the vast majority of the scores were less than one standard deviation from the mean (national sample) they were considered trivial. However, there were some significant group differences. While such differences existed and possibly limited counselor effectiveness, they could be ameliorated by staff development procedures. The only significant differences in interpersonal behavior patterns were consistent with usual sex role stereotypes. The demographic backgrounds of the school counselors were more similar than dissimilar, except that the white males had higher degrees and higher state certification than the black male school counselors and the black female school counselors. While the four groups compared were more similar than dissimilar, those differences that were found are of sufficient import to warrant further investigation particularly as they relate to counselor effectiveness. It is recommended that further research be implemented to discover the specific elements of personality patterns that relate to interpersonal behavior and especially how each of these is related to counselor effectiveness. Longitudinal studies of the relationship of demographic variables to counselor effectiveness would contribute to the professional literature as would replicating this study in other populations.

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