SOCIAL POSITION OF THE DISADVANTAGED INDIVIDUAL
IN A REGULAR CLASS
By
Roberta Gail Tetrick
I.D. 499
Honor's Thesis
Dr. Elizabeth Spencer (Advisor)
May 20, 19'/1.
May 2q, 1911.
1)
hereb~
suom1t th1S thesis to meet the requirements
of I.D. 49Y and for graduation with honor's.
Signed:
~¥ A~
Roberta Gai! Tetrick
Advisor:
Dr. Elizabeth Spencer
iii
ACKNOWLEDGEMENTS
I would
l~ke
to take this opportunity to thank Dr. Spencer
for her inspirat10n
in
help~ng
of
thanl~s
~o
dO this study and for her guidance
select appropriate references.
goes to
l"LrS.
Also, a mUltitude
Iordines and to her third grade
class in helping carry out the necessary procedures tor
this thesis.
Their help, cooperation. and enthusiasm for
the project were wonderfuL.
It was a JOY to work with her
and the class in completing this proJect.
iv..
TABLE OF CONTENTS
... . .. . ..... ... ...... .. ................ ...
PART I. REVIEW OF THE LITERATURE .................... .
Defirli tiona ........... . . . . ............... .. .. . .....
DimellSiQllS ·. . . ... . . .. . . .. .. . . ... .. .. .. ..... .... ....
Discussion ·.. .. . . .. . ... .... . .... ..... ..... . . ... . ...
PART II. PROCEDURES ...... . . . ... .... . ............. ....
Desc:riptioll Gf Cemmunity ..... . . . ... .. ........ ......
Desc:ription of Class .. . ...... ........ ..... .........
Sociltmetric Test ..... .................... .. ........
Behavior Rating Scale ... . ... . . ...... ....... . .. . ....
Personality Questiomnaire ... . .. ....... ........ . ....
PART III. CONCLUSION . .. .. . ...... ..... ........... . ....
·............. ...........................
Implications .. . .. . ... .. . . . . .... ...... .......... ....
Summary .. . . .. . ........ . .... .. . .. .. . .. .... ..... ... . .
APPENDIX .. . . .. .. . .. . . .. . .... ... ..... . . .. . .. .. ... . .....
BIBLIOG:RAPHY .. . . . .. . ... . ............ ................. .
INTRODUCTION
.
v
],
3
3
5
9
12
13
13
19
22
27
27
30
32
35
40
LIST OF TABLES
Table
Page
1.
Sociometric Form ......•.......•......••.••.•••
15
2.
Results of the Sociometric Test ••••...••....••
18
3.
Results of the Behavior Rating Scale ••.••..•••
21
vi
iNTRODUCTION
PrObLem
A major probLem
aavantagea
Loday
fac~ng soc~ety
indiv~dual.
~s
that of the d1S-
The term disadvantaged covers three
basic areas--the econom1cally, tne cUlturally, and tne
soc1aLiY
abiY to
Various terms are usea interchange-
disaavan~ageQ.
1nd1ca~e
~he
aspects of the disadvantagea.
probiem or scope of this thesis 1s
pos1t10n of the d1sadvantaged
~D
~o
The
investigate the soc1al
a regular class and to
reLate how this afrects the personaiity adjustment of the
disaavantaged individual.
ubjectives
1.
To review the
develop working
probiem, and
2.
~o
l~terature
derin~tions,
a~scuss
on
~he
discover the
disadvantaged and
d~mensions
or the
the relevance of the probLem.
utiLize tne procedures of a sociometric test,
chiLd benav10r rat1ng scaie, and
personaL~ty
questionna1re
to invest1gate tne SOCiaL POSition and personal1ty
adJustmen~
Of tne ina1ViduaL.
3.
~o
draw concLusions by discussing the resuLts of the
procedures, shOWing the
implicat~ons
associated with the
problem, and summar1zing the scope of the study.
~n
fulfilLing the objectives of the theSiS, an attempt
will be made to answer certain baSic quest10ns reLated to
1.
2.
the probLem.
the
lim~ts
'!'he following questions will be covered wi thin
ot this study:
1.
What is the meaning of disadvantage?
2.
What are the characteristics of the disadvantaged?
3. What is their position socially?
4.
How does the classroom teacher evaluate the
benavior of the individuals?
5. What are the personality characteristics which
the disadvantaged cnildren exhibit?
6.
What are the implications of the disadvantaged
individual's social position and personality
factors?
Thus, the paper will attempt to provide enLightenment
of the basic problem and
~he
aspects of the disadvantaged
individual as he relates to society and to himself.
study w1.1.1 answer the above
quest~ons
This
and attempt to show the
social position of the disadvantaged as it reLates to their
personaJ.ity.
This thesl.s is offerea as a liml.ted view of
the proolem of the disadvantaged in a regular classroom.
I. REVIEW OF THE LITERATURE
Def1n1tio_.
To prov1.de a C1efinition of what disa<1vantage means,
this pa.per wl.ll <1efl.l1e tne various tc;rms which are usea iM.
rel.Lion to disa<1vantaged i.diVl.duals.
fines
d~saC1vantage
aile or
prejuC1icl.a~
The dictioRary de-
as: (1) deprlvdtion of aavantage; unfavorcondlt1.vn or circumstance; handicap.
~2) 10Sl:!
or damage to reputatioll, creC1it, finaBcea, ei.c.;
detriment. l As indicated Dy the deflnltl0lt, the tera dl.saavantaged covers a broad fl.eld of closely related terms.
It
will be necessary to utilize terms in the definition and
associate them with other terms related to disadvantage.
First of all, those terms must be defined which are
basic areas of disadvantage to be covered within the scope of
this study.
Those areas are economic, cultural, and social
disadva:ntage.
Economic refers to a monetary value, espeCially
in relation to income and the management of finances.
Therefore, someone economically disadvantaged has a loss of
credit lor finances.
The term poverty may also be used to
apply t,o eConomic disadvantage.
"Pf!op1e are poverty-striken
when their income, even if adequate for survival,
fa~ls
1A• Merriam-Webster, Webster's New Collegiate Dictionary
(Springfield, Massachusetts: G. & C. Merrriam Co., Publishers,
1953), p. 253.
3.
4.
markedly uehiud that of the community.U 2
to
disadvan~age
Another te.lm relat~d
is culture, which includes goals or values
tnat are cOuditions toward which individuals strive.
This
reters to the aspects of middle-class culture--education,
books, formal language,3 and oehavior that is in conformity
with social. class and other humau groups.4
The., if an indi-
vidual or group is culturally disadvantaged, he is la~ing in
the advantages of
~he
cUJ.ture of the middle-class which leaa
to certain goals and values.
The final aspect of the
d1sadvantaged is soc1sl, which refers to the
with other mewbero of soc1ety.
in~errela~ionships
The socially disadvantagea
is not accepted among his peers.
other terms that need to be derined are those that are
closely relatea to disadvantage.
In much of tne
the term
Deprived or depriva ... ion
a\:jpriv~d
1s often used.
is used to lmp~y a value Judgement. 5
ind1v1dual or group
ends.
Th~s
~s
literatur~,
Te De depr~ved an
h1Bdered from ootaining certai. valued
term is often used 1n
~onjunct1on
with thosu
areas t.nal. apply "Co disa.... vantage--economic, cultural, and
social.
Therefore,
~o
be deprived
in 80me mauner to compete
~he
economica~ly,
i:aaividual is
lacki~g
cUlturally, or socially
for the minimum requiremeBts or a comfortabl.e level. of 11Vl.D.g.
2Jonu K. Galbraith, The Affluent Society (Boston:
Houghton Mifflin Company, 1965), 323.
3Frank Rie.aman, The Culturally Deprived Child (New York:
Harper and Row, Publishers, 1962), p. 3.
4Allison Davis, Social-Class Influences U on Learni.
(Cambridge, Massachusetts: arvard University Press, 9 ), p. 3.
5Dan'd Gottlieb and Charles E. Ramsey, Understanding
Children and Poverty (Chicago: SRA, 1967), p. 5-6.
5.
Underprivileged is another term popularly used to describe
the di.advantaged.
ThiS term, as the others, implies a lack
of opportunity in terms of economical, cultural, or social
aspects.
The lower class is a term used to refer to the
bottom of the hierarchal structure of society6, which involves
specifically the economic and cultural aspects of disadvantage.
The lower socio-economic group refers to those deprived
individuals who have a limited access to the advantages of
society.
Another term, which is being used to a limited
degree, is the alienated.
The alienated refers to a group
that has had a poor start in life because of disadvantages.
Therefore, all these terms may be used to apply to the type
of indi',idual that this study is concerned with.
out the paper the following terms will be used
Through-
interchangeably~
disadvantaged, deprived, underprivileged, lower socio-economic
group, .a.nd alienated.
l"or the purposes of the study, these
terms are to be defined as unfavorable conditions or circumstances, a handicap, or a detriment of either an economic,
cultural, or social nature.
Dimensions
The dimensions of the problem of the disadvantaged
display a vast number of characteristics.
Disadvantage is
not equated with membership in an ethnic group, but is dedefined in terms of characteristics of the individual and/
6LIOyd B. Lueptow, nThe Disadvantaged t;hild: Primary
Group Training for Secondary Group Life,n Teachers College
Journal, 37 (October, 1965), p. 5.
6.
or the environment.?
The disadvantaged live in what are
considered poor, run-down, or nego.ti ve neighbor hoods.
live with the bare minlmum
of food, clothing, furniture, heat,
and the other necessities of life.
classificati~a
This places them in the
of povetty--the lower strata of a rapidly
cha1'lging society--where they become alienated. 8
much
det~per
'l'hey
However, the
problem is the fa.ct that poverty is a way of life
in which the people have no desire to find a way out.
characteristics
0
The
f poverty are: (1) low annual income,
(2) high rate of unemployment,
(3)
underutiliza~ioft
of human
resources, (4) poor housing, l5) poor sanitary conditions,
(6) large families with inadequacies livlng space,
(7) excessive reliance on welfare, l8) inadeq •• te educat1oB,
and 19) attitudes of hOPlessness. 9 Ia this enviroBment the
diSaQvantaged nas an alieD culture and an alien way of life.
They have no amoition or plans for the future.
They liw. in
an atmosphere of misery, hoplessness, uunger, want, despair,
and squ8...i..or.
The members of this group feel neglected, Qeprived,
unloved, unwanted.
A feeling of Deing useless is prevelant
and that nothiug done is important, appreciated, or needed.
7BenJamin Bloom, Allison Davis, and Robert He.s,
comrensator Education for Cultural De rivation (New YorK:
HoI, R. ne ar ,an
BS on, RC., l~b
,p • •
80• car Lewis~ A Study of Slum Culture (New York:
Random House, 196~), p. 6.
itester D. Crow, Walter I. Murray, and Hugh H. Smy~he,
Educating the CUlturalli Disadvantaged Child "New York:
DaVid McKay CO., Inc •• 96b), p. 2.
7.
The indiv1dual feels
wor~hless,
.low as anyone's COU.ld De.
aagry.
and h1S
self-este~m
Tne people are b1tter, L"esentful,
Among the lower socio-economic
group.~he
rigid, suspicious, fata.istic, and prone
feelings vf futility.
18 as
~o
memuers are
depression and
There is a iack of belongingness,
frieDdllness, and trust.
The disadvantaged are found to ue
tradit1onal, to read poorly, to oe poorly informed, to have
intense convictions, to De alienated, to be frustrated, aad
But to be ind..a.vidualistic or introspective.
Tnese 1udividuals
generally hold. the wor]C1 respunsible ror their misfor'unes,
alld they have a need f ... r OD.ly • ge'lItiug oy' rather thaD.
'gett1ng aneaa f • lO Tne memDers of tue group tend to be l.111beral, to favor tne underdog, to ue prejudiced .nd i.toler.at,
to adml.re strength and el1dur ...nCe,\'O bt: pragmat1c and ant11atellectua.l, and tu oe aeep.ly involved
wi~h
the fam1.1Y aad
perSOnal comx-orts.
Tle family 1s a very important integral part of the
security and protection of the deprived.
There are many
children and many parents or parental substitutes, which are
known as extended families.
The family unit is concerned
with functional responsibility rather than any symbolic
trainin,g.
There is cooperativeness and mutual aid with less
sibling rivalry.
The situation of the family is more
diffus. with broken homes.
The values are more collective
or group concerned rather than individual, and the members
10Rtessman, Culturally Deprived, p. 26-30.
8.
of the family have to prove themselves.
the
hom~!
The experience in
does not transmi t cultural patterns that are necessary
for learning characteristics of school and society.ll
The
early experiences, motivation, and goals handicap the
deprived in school work.
The children of the disadvantaged are alienated from
the sch()ol system.
They. are less achievement oriented and
devalue education as an end.
They see education as a means
to occupational success, and they have lower aspiration levels.
These children are fearful and insecure, high in anxiety,
low in I::uriousity, and have a short attention span.
The
thinkini; process is concrete. thing oriented, and non-verbal.
They se,e success and security as uncertain.
There is a lack
of self-control and responsibility, and there is more of a
concern for the pleasures of the moment.
The members of the
group recognize their limitations in economic power and
advancement, and they create values and behavior which further limit their mobility.12
The disadvantaged child charac-
teristically learns more slowly, learns through the physical
and visual, functions on one track, does not shift eaSily,
and is not highly flexible.
These children are less verbal,
more fearful, less silf-confident, less motivated, less
competitive, more irritable, less conforming, and more
likely to attend inferior schools.
The intellectual skills
IlBloom, Compensatory Education, p. 4.
12Marry A. Passow, Miriam Goldberg, and Abraham J.
Tannenbaum, Education for the Disadvanta~ed (New York: Holt,
Rinehart, ana Winston, Inc., 1967), p. 4 .
9.
are generaLly marg1nal, so that the disadva.taged tend to do
poor~y
in BCaOOL, are more
dropouts, and are more
~ikeiY
l~kely
to be underachievera aad
to termiDate
As a group tne d1sadvantaged
chi~dren
euuca~ion.
display intellectual
subnormality, language and motor impairments, inadequacies in
concept formation, problems in social adjustment, and poor
self-concepts. 13 The children display cynicism, purposelessnesl3, and rOQtlessness.
The problem of the disadvantaged
may be considered a cycle that produces personal, spiritual,
social, and material deprivation.
nOnce in existence, it
tends to perpetuate itself from generation to generation,
because of the affect on the children • .,14
DiscussiOJl
Although statistics show that a large number of people
are classified as disadvantaged or deprived, "today the poor
are a minority and minorities are easy to ignore. 1I15
Society ignores the problem and does nothing to eradicate
conditions which are perpetuating personality disorders and
other forms of deviance in the disadvantaged and deprived.
The child of the culture learns only that behavior and
motivation which it knows.
The child learns from his family
l3w.a.1ter L. Hodges, ~ all" The Development and
Evaluat:lon of a Dia nosticaffi Based Currioulum for PreschOOL
}Ssycho-Socia Y Detrived Childrelil, Washingtoll, D.C.:
Department of Heal h, Educatio., and Welfare, Office of
Education, tlureau of Research, 1967), p. 9.
14Lewis, Slum Culture, p. 5.
l5Dwight Macdonald, 'lOur Invisible Poor," New lorker,
38, pt. 4 {January 19, 1963), p. 110.
10,
and from neighborhood cliques the culture of his ow. class.
He develops the class behavior and goals.
The child
becomes alienated and does not consider himself part of society.
un the basis of studies and interviews, certain characteristics show up frequently among the lower class:
1. deep rooted education and cultural handicaps from
deprivation; mental block to self-improvement;
2. can~ot cope with responsibilities and demands
of modern urban living;
3. constantly handicapped with'burden of physical
or mental illness in the household:
4. come from homes where there has been divorce,
desertion, promiscuity, or even a total lack
of family unit;
5. personalities extruded by pressure of poverty
and despair:
6. feel no allegiance to social order that relegates
them into misery:
7. distrust or do not understand even the few
servicee that are available;
8. lacking in motivations to improve their lot;
engendered by years of futility; and
9. live in substandard housing that tends to
aggravate many of the other problems attendant to their poverty.16
Thus, with all these characteristics working against them,
the disadvantaged find themselves isolated from society
economically, culturally, and socially.
The differences
between the lower-class and the middle-class cannot be reconciled.
The disadvantaged Yiew themselves as unattractive,
and this leads to poor perception of self and the environment.
The outlook for this «roup of individuals is rather
discouraging because of the size, complexity, bitterness, and
human m:Lsery.
The cycle remains constant, because there is
a threat of disapproval, ridicule, or rejection of the
indl~dual
16Crow , etc., Educating ~ultural1y Disadvantaged, p. 3-4.
11.
by his peers and family.
Each member partlcipates in the
group no matter how illegal the activities.
De11.quency aids
the child 1. becoming a member ot the group and protects hi.
agai •• t i.olatio. and a sense of unacceptability.
The disad-
vantaged search for status outside society, because within
the limits of society, they are defeated and fail.
Their
culture may be viewed as an effort to cope with their surrounding environment, which soon encloses the individual in
the c,-.cle.
The cycle of the disadvantaged reflects the interactions
of the dj.sadva:m.taged groups and individuals with each other
over a long period.
direct opposite.
The culture is determined by
so~iety
ia
Therefore, the youth of the culture suffer
detriments to their personality.
lilt is probably impossible
for a youth--who is a member of a group which is powerless-to grow to maturity without some trauma to the perception of
himself, because of the compromised position of his group
in the commun~ty."l?
l?Passow, etc., Education for, p. 64 •
--------------_.--------------
.
II. PROCEDURES
Description of CommunitI
For the purposes of this study,
~he
community seLectea--
CORnersVille--nas a popuLation of approximately 23,666.
The
people depend largely upon either iaduatry or farmiag for their
incume.
tur~ng
Within the community there are six larger manufacfirms and a few smaller ones.
For shopping there 1s a
small dowAtown area and three small shopping centers.
There
are five majvr 8upeimarKets and twenty small gruceries.
Thel'. are offices for fvur major mail order houses and a
number of l:iervice companies.
The cOllmu!dty has thirty churcue.
representing the major religions, plus ma_y small congregation ••
TheJ.'. 18 one small hospital, whlch serve. Dot only the
immeaia;';'e commun1tYJ but also surrounding areas.
offices for all major utilities represented
~n
There are
tne community.
There are two banks with each oae having three branches.
Connersville is an average community.
~s
The school
s~stem
county wide and has ODe nigh school, grades 10-12; two
junior highs, grades
7-~;
fo~rtee.
elementary schools, grades
1-6; and une Catholic elementary school, grades 1-6.
community has memberti of all classes.
The
Tnere is not a. great
a aiffereace between the upper and lower classes as there
mignt be i. a larger co_unity, but the differellce still 11a.
the same affect as in a larger
.12 •
popula~io..
Connersville has
a big percent.ge of middle-class populatioD with a small
portioa of upper and lower class populations on each end.
There is a small percentage of Negroes in the population.
Also, there is • percentage of Appalachia population that has
moved in from this area.
Description of Cla.s
The class used im this study was situated in one of the
poorer schools.
Eighth Street School is located near the
downtown area and draws basically from the lower-class homes.
However. there are enough middle-class children present that
the school could be useful in this study.
The class utilized
was a third grade class with twenty-six children.
On the
basis of the Title I definition of lower-socioeconomic children-ftrom homes whose income level falls below $4600--the teacher
classified five children aconomically disadvantaged, two as
culturally disadvantaged, and one as socially disadvantaged.
With this as a basic knowledge of the class, the study will
discuss the first procedure.
Sociometric Test
Th~~
sociometric test was originated by Jacob L. Moreno,
and sociometry derived from Latin meaning social or companion
measurement. 18 This is not a test, but is a technique that
may be used in the classroom to discover the social or group
structure.
The sociometric question or criterion is the
t~orman E. Gronlund, Sociometry in the Classroom
(New York: Harper and Brothers, 1~59), p. 1.
14.
bas.s of choise within the classroom.
For the older children,
a soc iOlrletric form may be used, but with 'Lhe younger children
verbal ta.structio.;:;,s are given and OltlJl a simplified criter.Lon
placed
OJ!
tue board.
Table 1 is an example of the Slocivmetric
form wh:iLCh may be used.
The cri terioll may consist of either
choosing or rejecting peers un tne basia of an actual experience.
The sociometric test
prov~de8
an oujective bQois for
identifying illterpersollal conf.licts and t'or improving the
relai.iolls of the group members. 19
I . utiiizing tne
must be
ciear~y
8oc~omeLric
understood.
The
technique, certain principles
cr~terio.
must be based
Oil
aa actual situation, and OBce they ilave made selections t the
teacher should maKe every effort to use their chvices.
member \Jf the class must understand wnat the choice
me.ns aDd have a chance to participate.
They must be
a::;surea that the answer. will be kept confideutial.
chosen.
For
e~ch
OB
time the child is chosen, he is given.
dete.i..m~ne
the sociv-ecouomic
If a rejectio. cr1terion is used, the. a score Of
one is given for eacn time the name appears.
added t() :btaia the
r~ject~on
cult to use.
is
19
There
t ..~e group that may choos.:: or be
score of one, which is adaed to
s~ore.
s~tuation
They snould have
had sufficient time to become acquainted.
must not be any iiai ts
Every
There
These are
acori:, but th1s is more diffi-
all illext.Licaole
re~8.tivnsh.J..p
Detwee.
,1
Bernice D. ~euga~~e., "Social Class a.d Fr1e.dsh1p
~chool Children,"
Amer1ca. uourllal. of Socle1Bgy,
(J•• ua.ty, 1946), p. 309.
AaoIg
15.
TABLE 1
Sociome'tric Form
,Name:
.
Dat~:
1.
Your choic •• aust be from pupils in this room, includi.g
tho •• who are abs"~.
2.
leu should give the first •••• and the initial of
the Ia.t aame.
5.
You should make .11 3 choices for .ach questioa.
4.
Yeu may choose a pupil for more thaD one group if you
wish.
5.
Your choices will not be see. by anyone else.
Criterioa!
1.
I would like to sit near these childrea:
1.
2.
3.
2.
1 WQuld choose to work with these childre.:
1.
2.
3.
I
wl:>uld choose to play with these childrea:
1.
2.
20
3.
20GroaluBd, SOCiometry, p. 50.
16,
the learning and adjustmellt of individual pupils and their
positioa in the group structure. 21
1n •• alyzing the
'at. obtained
from the sociometric
technique certain situations may be revealed.
However, the
tool only reveals the situation aad not how it be.ame that
way.
Certain terms are used to help iDterpret the scores of
the children.
A star receives a large number of choices,
while a:n isolate receives RO choices.
A
neglectee receives
relatively few choices on the sociometric test and are referred
to as fringers.
The rejectee receives Begative chOices, but
cannot be identified without using a negative question.
The
mutual choice is where two individuals have chosen each other.
A clique is where a number of individuals choose each other
on the same criterion, but do not elect anyone outside the
close knit group.
The social cleavage is where there is a
lack of choices between two or more sublroups.22
The relation-
ship between the socio-economic status and the sociometric
test shows that children from a higher socio-ecoDomic status
have a higher socio-economic score and those from a lower
socio-economic status have a. lower sociometric score.
There
is a tendency to choose from the same socia-economic class
or higher.
However, it is «not the contention of the writer, ia
light of. these findings, that the young child is conscious
of class structure, but they select on the basis of a whOle
2lGronluDd, Sociometry, p. 2.
22!lli. p. 3.
17.
configuration of factors related to aocial class, such as
cleanliness, etc."23
The results of the sociometric test do
not show evidence of emotional iDstability or personality
maladjUJ~tments.
ind~cated.
The reasoJas why a child is isolated is not
"The pr.c •••·.ti»y whl.ch the individual learns his
basic culture are subsumed under the concept of socialization,
which iDcludes not only sociaL learning, but those processes
which heLp form human personality itself, including emotional
and intellectual aspects."~4
One of the major reasons that
the child of the lower class is
he finds himself rejected.
It
behavior problem is because
However, the sociometric test
alone does not provide sufficient answers.
It is necessary
and desirable to supplement sociometric procedures.
In this study, the class was given v0rbal instructions
and asked to list three children whom they wanted to work
with, three to sit by, and three to play with.
the results of the sociometric test.
Table 2 shows
five of the children
classified as disadvantaged scored as neglectees.
other children in the reom, ORe scored as an
two as neglectees.
From the
~sola~e
Of these childreB, the teacher explained
that two of them were very immature and the other was
uaclean child.
aad
It
very
Thes. could be tne most obvious reasons why
these children scored low, but there was not an apparent
reason why the
disaavant~ged
found however, "that
~ea1.
children did so poorly.
It is
stress i8 pla.ced on the personality
2~~gltrte., ;'50c1al Class , p. 312.
2L
'DaviS, I.fluenc •• , p. 3.
18.
TABLE 2
Results of the
Sociome~ric
Test
Worl:
Sit
E1az
Total
1
3
2
1
4
3
8
6
o
1
o
1
3
2
3
o
o
2
2
1
7
5
7
6
23
1
1
2
3
4
2
2
3
4
7
8
8
3
9
4
6
16
6
4
4
6
2
12
4
14
1
o
1
~;.
1
1
2
2
Brenda S;
Donnie S.
**Butch V..
Roger 'N.
Jim W.
Ron W.
Billy J ..
::;;Drenda W.
7
8
5
lO
1
1
1
2
9
2
2
o
o
o
5
5
3
b
,o
3
9
5
1
1
1
!!!!!
Karen tS.
*Mike B.
Bob B.
Janet C..
Lisa C.
. . **Diana F.
Joe lie
Julie H..
Tony H.
Angela Mc.
·eli fford M.
*Mike M.
u e.n.y M~
Kerri N..
James P.
*Cris R.
**MarliD
1
10
1
3
2
2
3
6
3
10
o
2
5
16
24
11
1
Joe G. t Jenny M., Kerri N., vames P •• Brenda S.
Jim W., Roa W. and Billy J.
Isolates: Roger W.
Neglectee: Bob.l::S. Diana F., <D:lri.a R. ,. l1arliJl S., Donnie S.
Brenda W., and Butch V.
*Economically, "'*Culturally, *-*S.tcially Diasadvantaged
Stars:
19.
characteristics, which indicates that they tend to choose
associat,es who most adequately satisfy their own psychological
and soc:ial needs. n25 Personality factors have a certain amount
of prestige, and this tends to draw favorable attention from
peers.
Thus, it i8 the intention of this paper to investigate
the persoa.lity factors of the di.advantaged children.
One
child from each of the three classifications of disadvantage
was chose. to be investigated for personality factors.
Behavior Rating
For this portion of the study
Rating Scale was utilized.
Ca~Sell's
Child Behavior
(See Appendix L)
The scale was
constructed for the objective assessment of personality
adjustments.
The author defines personality as the behavior
which is exhibited by the individual, and the personality is
divided into areas of adjustment.
He believes that it is
obse:lval)le and may be rated by an experienced observer.
In
developing the scale, children with good and poor personal
adjustment were observed by skilled observers to find commOD
ch2ractE,ristics.
From these observations, a list of state-
ments was developed to be utilized for the scale.
These were
then divided into five baGic areas of adjustment: .elf
aajustment, home adjustment, social adjustment, school
adjustment, and physical adjustment.
This seale allows a
look at different factors of adjustment, and the total pictur.
of personality adjUstment is provided.
It
~s
used by raters
who have! observed or know directly the behavior of the child.
----_.,---25Gronlund, Sociometry, p. 103"
20 ..
In this study, fte tt::acher was the observer.
The procedure
invoiveci in the rating scale is that the teacher evaluat'es
the child on different statements with a scale of one to 81x-oae is yes and six is no.
There is a series of these state-
ments for each of the areas of adjustment, and they are
rated on the graduated scale.
lower the rating will be.
The more yeses there are the
Table 3 'shows the comparison of
the childrea Oll the behavior rating scale.
In each of the
areas, the child receives a score, which may be compared to
the C.B.R.S. Profile.
The score then may fall into ODe of
four categories--above average, high average, low average, and
below averaged.
For each area, there is a score, and there
is a total score which is also compared to the C.B.R.S.
Profile.
Statements OR the comparison of the
on the Bcale are necessary.
childreR'~
rating
III comparing th••• statements
which they had in common, those mentioned here are ODes
OD
which the childrem scored withill one point of each other.
They had sixteen of seventy-eight statements that related
this closely, and they showed the most compatability ia
social cidjustment.
'l'he majority of the ratings for the
seventy-eight statements fell within a close range, but only
the following sixteen showed a strong agreeme.t.
Those
statements are:
Self Adjustment
1. Ofte. prefers to be alone.
2. Often bites nails or sucks thumbs and fingers.
Horne .. A.djustment
}. Often expresses strong dislike for home and
family.
21.
TABLE 3
Results of the tlehavior Ratiag Scale
e.B.R.S. Profile
Above
Average
High
Average
Low
Average
!Below
Average
Self
T-Score Adj.
80
120
119
75
IUS
70
65
117
60
112
105
55
50
99
45
92
4Q
85
78
35
30
72
25
65
20
58
Economic
(;ultural
lsocial
Conclusions;
55
61
44
(200~
Typical Pupils)
Home -Social
AdJ. add.
120
120
119
119
118
lIB
117
117
112
112
105
105
99
98
92
91
85
84
78
77
70
72
62
613
5B
55
'-'
52
66
54
65
41
61
School Phys. Total
Adj. Adj.
Ad.i.
552
72
36
54?
71
36
542
70
35
536
68
34
51~
65
33
62
483
32
452
30
59
421
56
29
390
27
53
360
50
26
329
24
46
22
298
43
21
40
26?
45
36
52
24
29
25
241
233
236
All the scores are belOW average, and the majority
of the scores fall so far below that there is no T-Score.
tolal for the
persona~ity
adjustment r8r alL tnre. children
falls way below the profile for the typical childrea on
this factor.
~he
22.
4.
5.
Sometimes talks about running away from home.
There is evidence of constant quarreling in
home.
6. Family lives iR rac1aL1y m1xed Dighborhooa.
S0Cial Adjustment
7. Often im aggressive and hostile toward others.
8. ort •• is a poor sport and a poor loser.
9. Oft.n plays mean tricks on others.
10. Often has trouble making friends.
11. Often has trouble keeping friends.
12. Often is not very popular with boys own age •
.13. Often is not very p(!)pular with girls own age.
School Adjustment
14. Take. little or no part in co-curricular
activities.
15. Gets along poorly with one or more teachers.
Physical Adjustment
6
16. There is evidence of perceptual malfunctioning. 2
While this is a study and comparison of tae three, which
includes am economically, a culturally, and a socially
disadvantaged child, when only the economically and culturally
disadva:ntaged children were compared, they showed a similarity
on forty-nine of the statements.
This shows that there is a
greater relationship between the economically and culturally
disadvantaged than there is with the 80cia11y disadvantaged.
After showing the teacher'S judgement of the child's
behavior. it is the contention of this study to show how each
of these children rated on a personality scale.
They rated
low on the sociometric test and on the behavior scale.
Next
the paper will investiga.te the personality factors of each
child.
Personality. Questionnaire
Porter and Cattell's Children's Personality Questionnaire
was developed by the Lnstitue tor Personality and Ability
2~ussell N. Cassell, Child Behavior Rating Scale
(Los
Anl~eles:
Western Psychological Services, 1962), p. 1-6.
23.
Testing.
The authors define persomality as a series or group
of traits which cover various dimensions.
These may be ex-
hibiied in individuals through the alternatives they choose.
This form yields a general assessment of personality development by measuring fourteen distinct dimensions or traits
designed for children eight to twelve.
tSee Appendix I}~.
Each child was asked the questions orally to prevent ha.dicaps
in reading.
The questions are of the type that provides
them with a choice between two alternatives.
Following are
the case studies on each of the children.
Case Number I is Chris, an economically disadvantaged
boy, eil?;ht years old, with a family
intE!rest is baseball.
0
f nine.
His primary
He is rather bashful, and ill answering
questions he gave no definite answers.
For example, i.
response to the question 'Do you 10 the things you should do
or things you like to do?', Chris said, "About half and half."
When pUlshed for a are defi.i te answer, he would not give oa.,
and he was very evasive.
He showed little self-confidence,
but seemed to have a good opinion of himself.
For the •• factors involved in the questionnaire, the
followilag were personality characteristics which were evideRt
im Chris.
.1.Jltellectually, he seemed to be low average.and
concrete, and he showed signs of being average i. warmheartednes. all.d easy-going wa.ys.
He was avera.ge in emotional.
stability and seemed to be rather obedient, mild,
accoma.d.tting.
tiousness.
~nd
He was happy-go-lucky and average in coascien-
He seemed to be shy, restrained, and timid.
He
was tough-miRded and self-reliant with a vigorous, ready to
24,
go attitude.
He waa forthright, and average ill apprehellsiolll
and worrying.
aticD.
tie was average in both social control and relax-
The over-all impression give. by the question.air. is
that his personality could be considered low average.
He
showed some detri*ental traits, but he also, had some advantageous characteristics.
He was judged more by others to
have pOI)r adjustment than he "Quld judge himself.
His evasive-
ness made it hard to score him, and this possibly has give.
him a
b~tter
score than if he had answered outright.
CalUt Number 2 is r-larli:a., a cuI turall,. disadvantaged
boy, eiight years old, with a family
0
f five.
He showed an
interest in playing in the mud and riding his b;l.k..
the que:3tioning period, Harlin wa::, very nervous.
fortable and very
the impresl;ion
0
~low
During
He was unco m-
in answering the questions.
He gave
f being very unsure anc1 afraid.
The following personality characteristics were revealed
by the questionnaire.
Marlin appeared to be less intelligellt
and to "be average in his emotional stability.
He was reserved
and concrete, excitable and imnatient, but he seemed to be
obedient and accomadating.
seemed to evade rUles.
minded and self reliant.
He was sober and serious, and he
Socially, he is bold, and he is toughHe indicated on the questioBnaire
that he was doubting, obstructive, and
shrewd Jtnd calculating.
He rated
a8
u.willing~
and he was
apprehensive, uadiscipliJled
with self-conflict, and tense, frustrated, and overwrought.
"r11a:, tll'llike Chris, did not rate as average
personality characteristics.
OD
any of the
He either rated to one extreme
25.
or the other.
Many of his characteristics would be considered
as detrimental to his development and his social adjustment.
Case Number 3 is Diana, a socially disadvantaged girl,
ni:ne yelars old, wt.th a family of six.
she was very unsure.
She laughed
During the questioni.g
nervouel~
aRd many times
whell asked a question she would say, "Iou would ask that!"
She seemed to be lacking in self-confidence and was overly
nervous.
She giggled a great deal, and she talked very softly,
so that it was hard to understa.d what she was saying.
The questionnaire revealed the following personality
characteristics for Diana.
She is less intelligent and
concrete with an average, outgoing personality.
She gave the
impress10R of being emotioRal and affected by her feelings,
while she was phlegmatic, deliberate, and stodgy.
She is
obedient and accomadating; and she is sober, serious, and
tacitura.
~he
appeared on the questionnaire to be conscie.-
tiou8 and persevering, while she is shy, restrained, aad
timid.
Her answers indicated that she is teneerminded,
dependent, and over-protected.
and unwillimg to act.
apprehensive.
She is doubting, obstructive,
She appeared to be forthright, but
Her characteristics seemed to indicate that
she was controlled and socially precise and relaxed and
tranquil.
Like Marli., Diana did not score many average.,
aad she seemed to have more detrimenta~ character1s~ics
than advantageous ones.
apparemt why she
Just from talking with her, it was
LS soc~ally
attitudes are DOt such
tba~
disadvantaged, because her
tne others WQuld care to associate
26.
with her.
Nor does the over-protection from 'home allow her
to mix 1m the group.
All three childrem scored rather poorly on the questionnaire.
would
b~
Those characteristice" Nhich they demonstrat'd tha ~
considered detrimental are; low intelligence, obedient
and accomadating, doubting, and apprehensive.
According to
the rat:llllg of the questionna-ire, these children have poor
persona.li ty charocteristics.
results have been
presente~,
All
0
f the procedures and the
and it is necessa,·y to look at
how these are all coordinated together in evaluating the
social position and
The
fiB~l
persenal~ty
develepment of the children.
sectio. of the paper will deal *ith the aspects Of
the dis·::ussion and impLications which are indicated by tbe
procedures.
III. CONCLUSION
1ft discussing tile affect of disadvantage om the persona11ty,
1t is
impor~ant
define
to remember "the
personality nor
~either
tue other term".2?
cult~re
fact
tha~
we can
without referring to
The persomality expresses ... he current
demands on the individual.
chi~d
centr~l
The conditions under which the
lives and grows up determines the self-conc,pt of the
child, and the strongest agents are the home and
fami1~.
Personality is a cul'tural attribute Gf human nature, but it
is not :i.delltical W1 th the .Latter.
I. worlung with this thesis l.he major premise was tuat
disadvant~ge
~h.
affects the socializatioD. of the child,
chLld is rejected socially he
development.
wi~1
have poorer
~nd
if
persona~i'ty
The study oegan with a sociometric test to
determille tne social _djustment of the sUbjects.
From here
were pickea those that showeu a low sociometric stand1ng
and tell into the clausification of dlsauvantaged.
0. the
sociometric test, the subjects preved to be poorly accepted
by their peers.
They lacked definite social advantage.
As
me.tioned previously, personality factors have a great deal
to do with the reasons why childreft reject their peers.
27S •S • Sargent and Marion W. Smith, Culture alld Personality
(New York: Viking FUlld, lAC., 1949), p. 13-14.
28.
29.
Therefore, the children would show poorer personality factors.
It has beea fou.d that the ego developme.t of the
diaadvantaged child is more likely characterized by a lack of
self-confidence and a negative self-image. 28 There is a
negati v'e affect on the personality and subsequent achievement
and asp:iratio. of the illdividual.
The meager backgreuRd that
the disadvantaged have accounts for the low levels in perso.ality, because this i.flueaces the way the child percieves
himself, his abilities, his status, and his roles.
Wita the Behavior Rating Scale the teacher made
observations
Oil
the adjustment of the child.
On this partieD
of the study, all three children showed rather poor adjustment
by scoring low on the 8cale.
There were no areas of a.greement
for which they did better or worse.
The economically disad-
vantaged child scored best on the total persollality adjustment,
and the culturally disadvantaged child scored the werst.
The
child then who is affected by economic deprivatio. was not
as greoatly affected as the child who was culturally deprived.
o.
the Personality Questio.naire, the characteristics
which seemed to be strong were that the children were less
il'ltelli!~ent;
obedient, mild, and accomadating; doubtimg and
obstructive; apprehellsive, worrying, and troubled; and shy altd
restrained.
The children showed very little iaiti.tiv. or
deSire to be outgoing.
They fell iDto a classification that
indicates they are developing poor self-concepts.
28Bloom, Compensatory Educatiom, p. 72-3.
As they
progress thrGugh-out society and school,these factors will
have even more affect on the children's personality develepment.
What then are the implications of the social position of the
disadvaJ1taged and the affect on the versonali tyZ'
The next
portion of the study will deal with the implications of
disadvantage, social rejectio., and persoDallty adjustment.
Implications
One very basic implication of the disadvantaged stems
from the idea that the self-image or concept is vital to
learnin,g.2 9 Obviously, the disadvanbil.ged have a meager
opportu:rli ty to develop skills and are oftep unprepared 10
cope with formal and intellectual demands. 'These childr ••
show a di fference ill the kinds
so that
They
t~ey
co~e
dO
0
f socialization experienc em,
not fit as well into the classreom situatio ••
to school with a qualitatively different preparation
for the demands of both the learning process and the
behavioral reqUirements of the classroom. 30
Thus, the school
and edu,cation have a duty to find a method to provide these
children with opportunities to compensate for their disadvalltage.
'l'h,!t grouping in school systems sets up different social
aDd cultural greups withi. tke school'alad establishes different
learning environments.
The extent to which the childrea
become alie.ated in these groups is a crucial factor i.
handicapping their perf.rmance and achievement in schoel.
The
29MIlrtin Deutsch aad Associate., The Disadvantaged Child
(New Yerk: B.sic Becks, Inc., Publishers, 1967), p. 35.
30!.lli, p. 39.
31.
teacher must set up a classroom aad learning experiences that
provide motivation, initiative, and integration among students.
The teacher has a greater responsibility to provide these
childrelil with opport uni ties.
SOlne suggestions could be made for the education of the
disadvalltaged child, and the following might be some guide.
that
tel~chers
could follew in working wi. th the disadvantaged.
In order to compensate for the lack of learning readiness,
experiml!Dts should. be
I11l
de with care fully designed program$.
to provide the child with symbolic and verbal experieDces.t.
develop success.
The introduction to formal school subjects
should be postpone. in Qrder to delay exposure to potentially
defeatimg experiences.
the male model.
There is a need for male teachers for
The evidence on the significant differences
in the attitudes, self-concepts, and achievement patterns
indicatl!s that there should be separate classess fer boys and
girls.
There should always be the possibility of changing
materials.
An application of special methods is necessary.
Moter-oriented teaching utilizes physical prowess and the
tendency to respond physically.
Tangible rewards provide a
more positive response, and the involvement is greater.
The
attention span must be increased by graduating learning tasks
i. length and focusing on
orientatioD is impertant.
c~ntent.
Teacher educatio. and
There is a need to discover how
much ti;lle is devoted to actual teaching.
of disciplining must be round.
An effective way
Teacher ratings of pupil
acceptability are related to the pupil's social class status.
Concrete assi8stance is needed for implementing techniques. 3l
31PaSSQW, etc., Education For, p. 64.
32.
Obviously, all of these cannot be met without setting
up a special class for the disadvantaged, but many of these
may be met in the regular classroom.
They weuld be helpful,
net only to the disadvantaged, but te all the members of the
class.
Teachers who are werking with the disadvantaged,
whether a whole class or just a few members, should leok into
the problems of secial and persenal adjustment of the pupil's.
This would be for the benefit of the child and for the benefit
of society.
As was mentioned previouely, the culture of the
disadva"ntaged become •.self-perpetuating through the social,
cultural, and personal aspects of the group.
Thus, if the
childrea can be aided through the school to adjust better,
then this might help alleviate the problems which arise from
disadvantage.
Summary
The cententiaR of this thesis has beem to provide inSight
into the social position of the disadvantaged and the affects
on the personality of the individual.
author, this has been met.
In the opinioD of the
¥ossibly the thesis is not as
conclusive as a larger study might have been.
limitations.
The study has
Only one class has been utilized, and only a
few from this class were selected.
I.Q.'s were not obtained
for these children, and the only rating done was by their
te~cher.
The study has though provided a limited view of the
problem. and the situations of children.
The thesis has
provided the reader with several tAiBgs, part of which he may
have already pe8sessed and part of which may have added a new
3~,
dimensioll. or Beetie' to the pr.bleia,
A1Mllougll- tlte scepe .f fhe
stud, hal ."limi 'ked ','amouDt .f'valid:i:ty t 11•• prellise
thesis, has b... ::'1i\et:
o'r
tllis
t. selle'.degr-ee;o r efriei.Dey.
I. outli.'.g the
seme basic researen.
pr.je~tt
it was necessary to begi. with
From this research came a definitioll of
disadvantage as unfavorable cOBditions or circumstances, a
kandicap or a detriment of either an economic, social, or
cultural nature.
The dimensions of the problem cover a scope
Qf personal, spiritual, social, and material deprivation that
is self-perpetuating because of the affect on children.
The
outlook is dismal for this ,roup when the size, complexity,
bitterness, and huma. misery are taken into consideration.
Thus,
W~
find that the problem of the disadvantaged is a vast
and imp<,rtant problem that needs immediate attentiom.
III order to gain first hand knowledge of the affect ef
disadvantage en social positions and personality, certain
procedures were followed te ascertain the outcomes.
The
basic prelli.e that the social positi •• and the person.ali ty is
affected detrimentally was illvestigated.
As was stated
earlier, persfltl'l.ality factors have a great deal to do with
childre:1.' s choice of social companions.
'Jlhe procedures
began with a sociometric test to identify the social standing
of the disadvantaged children.
picked to study further.
~hen
three of these were
In order to obtain an objective
view from someone who had kad opportunities to observe each
of the children, the teacher was asked to evaluate them
behavior
r~ting
scale.
Oft
a
0. this portion of the peecedure, all
three children rated low for personality adjustment.
They
34 •.
were poo'rly adjusted with self, home, social, school, and
physical aspects.
to gain insight
poorly.
A personality
questionn~ire
was then utilized
into their personOility, and they all rated
ftot Oill the ckarOicteristics they displayed could be
considered detrimental, but there were enough detrimental
aspects
t~t
were apparent that it may be concluded that
the personality adjustment was poor.
~iJ:lc.
personality expresses the demands on the indindual,
it becomes" apparent that the demands OR the disadvantaged
provide only problems and ills for the iadividual.
What may
be done then? Further, more comprehensive studies could be
made investigating the social positiol\ of the disadvantaged,
to rese;lrcn the persenali ty adjustment, or to compare the
personality of the disadvantaged with other groups in society.
Society through the process of education must step forward
and try to alleviate these problems.
This may be done th»ough
education of all individuals as to what the problems are.
Most imIlortantly, a concert •• effort must be made on the behal f
of the disadvantaged.
and defining
These people do not need more talk
of the problem.
The disadvantaged need swift,
social action by society within the mightiest framework that
exists--the institution of educatioa.
APPENDIX
I'~'
THE:CHILD BEHAVIOR RATING SCALE
By
Rusmell N. Cassel, Ed.D.
SCaY,e Values
Self Adjustment
1 rzr: 3 -·4(:, .'i 6
L. Often prefers to be alone.
YES
~C
c. Often seems unhappy or aepressed.
3. Often cries with lit~le or no reas on.
4. Feel:lLngs are often easily hu.rt.
5. Of tell appears to fee.1 u.wanted, d1 s.J.iked.
6. Often weems to have 1itt.1e self-c. af1denc
7. Often sulks when Wiable to get OWA . wa,.
8. Oftelll dayarea,1I8; mi ..d wanders.
9. vften giggl.~ whell notbiag fUllny.
l.u. Oftel'l makes alibis or excuses.
11. Persoanl values not a~cepted by ot hel's.
12. Often is s1oven.1Y and unkept.
13. Often ta~ks d1rt" sw~ ..rs, uses fa ul wits;.
14. vften bites nwilb, suckb thumbs.
15. Orten tends to be on go, ~an't reI ax.
16. Often nervous and exciteu.
17. ... ften has tJ. Gubi.e ccntL·o.l.ling temp ere
1H. Otten is not verJ tactfu~.
19. uftell U.oes tuings l .. "er regrets.
20. uften behavior ill cycles--~Qod and bad.
-
...
Tota]
1
~umber
lValues
Heme AdJustment
21. Ofteu expresses strong dislike .... r heme
_ltd :ram';'1y.
22. Talkfs about running away from home.
~3. Orten fear~ parents when wro_g.
2~. Doesn't get alwDg we~l wi~h parents
25. Pare]!}ts find fault wi t.h co.duct.
26. Parents too SLr_ct abo~t mino~ matters.
27. Pa.L'ellts use corpor .... l pu.ishll.e.t.
28. Evidence of parental beg1ect.
29. Paren.ts have little confidence i .... chi.ia.
50. Parents d. net trust cnild.
31. Parellta some tim •• pl ..y r..v(!)rites
32. P..rellts lnaAe U.favor ..b1e c.llparisvlls.
33. Evidt!nee vf ovett-domillence by par~Jlts.
34. Evidl~nc. or .'.~.r-1.dulge.ce by p ..renttS.
Ev~dence of excessive bau m.... era i. hom e.
,?
3?
,
36.
3b.
37.
38.
39.
40.
Iawedi.te taai11 i . br.K.~.
Evidellce .r quarre1iR! i . Aome.
Fa.ily lives i. racially .ixed ••i ghbor.
Family lives iB multiple dwelling.
¥arent8 Aave little or •• religiou s
affiliations.
lNumber
!Valu.
17.· _z 3 4 5 ••
1'.ta~
Social Adjustme.t
41. OtteR is aggressive alld ..estile.
42. efteJt' gets i.to physical fights.
43. Uftell is a peer sport .1Ild poor los ere
44. Often plays mean tricks •• others.
45. Ofte:n has trouble making friends.
46. Often has trouble keeping friends.
47. V'ften. is IlOt popular with boys eWIl age.
48. uften is )lot popular wit. airl. o• • age.
49. Often lacks status and feels insec ure
wita friends.
50. Oftelil. doeall' t carry en plea.ant_t:.Cll2versa.
51. Often plays wit. y.unger caildre••
52. Often plays wit. elder childrell.
55. otten has bad and u••cceptable man neers.
54. Often tries to "sllow-off" with fri ends.
55. Often tends to be very selfish and
•• If-centered.
56. uftell has difficulty ..finding thing s te d,.
57. Of tel!!. tends t. have "stage frightf1 •
5~. Often net geod listener.
59. Of tell is dishenest and net trustwo rtAy.
60. vftell not attend SUllday school or Church
lNumber
lValue
l'ota:U
I
Schoel Adjustment
61. vftem expresses srong dislike for schooi».
62. Oftelit is very sleepy or restless.
63. Often difficulty expressing self i Jl wds.
64. vfteJl seems afraid to speak-out.
65. Orten difficulty keeping mind on s chool.
66. Orten distracts others.
67. vften difficulty dQing school werk
68. Take!$ little part in co-curricular •
69. Gets alGng poorly with teachers.
70. Pareuts ofte. "nagt! about school work.
71. Seld@mn works hard or long on work
72. Quality of school work varies day-day.
lNumber
lValue
·
·
Physical Adjustment
73. G••• rally in rather peer healtk.
74. Poor muscular centrol and coordinatiGn.
I I III
Total
I
37.
75. Teeth are often unclean, unkept.
76. uftelil doean t have much ellergy or flpep'".
1
77. Evidence of perceptual malfunctioniag.
78. Has poor uncorrected vision or hea~r~i_n~.__+-________________~-T~
CHILDREN'S PERSONALITY QUESTIONBAIRE (FORM B)
by
R. B. Perter aDd _.• B. Cattell
L.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Would ywu like to play with mechaaical t.~s
or
with fr~ellds?
Does almost everyone like you __ or __ 0l!'11.1 some peep1.1
Are D10S t of your friends fllm11ieb nicer than y()urs _ or
DClt as nice?
Can you f1~ish ,our work faster than others
you take ionger?
Would yeu go and speak to a .little bey or girl who is crying
or
send someo_ to liis mottler fer llelp1
AI'. Jeu usu~lly sure of yourself
or
do you sometime.
reeL uncertain?
--Would you rather be a mimister
or
a doctor?
Would you rather s"tar" a new l;l ub
or
let someOJle e16 e
start ~t?
When people "tel.l ~b.ut things you have seen, do you th1ak
you. kaow better
or _ de you JUSl. listen and agree?
Whe. you nave start.ed a wig jOu, do you soon forget about
it __ or _ find that. yeu ca... not forget it?
Worrted is tne epposite ot calm _, sleepy _, or concer .. eu.
When others say b~d "things about you, dO you quietly object
01' are your reeling. hurt.
no y<Iu like "to crC)s~ a busy street __ or _are ~.u afra1d.
Would you rather be a preSident of a buailless _ er _ jet pilot?
Help is to hiade" as allow is t. deliY
, puu1sh
, or
fer",td _.
--Do you have few difficuLties __ or __ m••y1
talk yourself.
Would you rather listeR te a teacher
or
WkeR something uf yeurs needs fLxing, do JOu ask rather t~
mend it
or
fix .t yourself?
-
--
38.
19.
20.
~l.
22.
23.
24.
25.
26.
27.
2~.
29.
30.
31.
32.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
_.
is 10 __ , 16 __ , or 12
The lJ.ext nuaber ill 2, If, 8,
Do Y'IDU caew your pencil _ or
de yeu never feel like it?
Slleuld every.ne 8WD an airplalle
or
are ears eBough?
Are yeu usually quiet ia school
er
do yeu like t. say
what yeu think?
-whie:b. •• e er these dee. Ret be18Kg wi til the others: IIUY t
bad, large, rew
large __ , few __ , or bad __ ?
Do you talk back to mother __ or _ are yau afraidt
Wke. you get angry do you tremble and shake
or
talk loud.
Would you like t. go to the store by yourself __ or __
have your parents go with you.
I am JaBe. If Jim's rather is my rather's seB, what rel.tieR
is J:im to me?
.ephew __ , brother ,_, or un.cle _.
When peeple ask if you will de somethi.g, is it easy to
decide
or
hard to decide?
Da ytll)U wialt yeu were so good-looking that people would turn.
t. leok __ or __ don't yeu like people to look.
Have you ever .old things to people __ or __ would.tt you
want t. sell tkimgs?
I. sea•• l, do you do well what is waated
or
de your
friends please teacher better thaJ1 yeu daT
-When people start talking as you listen to ~v or radiO,
does it bother you __ or __ d•• 't you hear them talking?
Do yeu feel badly if you get to school late
or
is it
all right if you are only a few minutes late:I f .t~meone says, "Let t s all de this,,' do you say, nGood,
let 'IS de it It _ er __ do you ask first, "Why?"
Would you rather be a c0wboy __ or __ a minister?
Be you think that growll-upS understs.nd you well
er
do they hurt your feelings?
-Would you rather go on a hike __ or _ read a gsed boek?
Wke. your friends fight, do you try te settle it for them
or
do you just leave them alone(
Are you sad whe. mother is cross with you __ or __ do yeu
soan forget about it?
When with strangers, do you feel you can go up and speak
te t.em __ or __ de you just leave them alone?
Te h.ttlp mother, would you rather draw same pictures for
her __ or __ clean up your room?
Whic~ story would you like better, one about a new machine
or __ a famous general?
DQ you help the new childrea
or
let the other children.
39.
44.
45.
46.
47.
4~.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
6B.
69.
70.
De grown-ups talk all the time __ er __ often listen to you?
~hen you caanot go out, do you complain __ or __ don't yop care?
\'leuld you rather have a small dog __ or __ baseball set?
On a playground, de yeu do what you want to d.
or
do you do what most people want?
De you werry abeut being punished __ or __ doesn't it bother¥
De you like to see scenery __ or __ watch a bulldezer?
Do you w.rry about not getting good grades in sch•• l
or
are you sure you will de weil?
finish up quickly?
DG Iou leok arithmetic problems over -- or
Af>e your troubles big __ or __ small?
Would you rather tell your mother about things at schoel
or
about a visit to a farm?
ne y()U think you are polite __ or
are you too nOisy?
Neuld you ratRer talk te people __ or __ show therr: a game?
ne you feel lone.lY and sad of tea __ C!!)r __ hardly ever?
On days wke. there is no school, de you just do whatever
comelS up __ ...,r __ plan what you will dO for the day?
ne you get up early __ or
like t. sleep late?
WlDuld yeu rather go on a walk with it frieJld __ er __ go to
a picnic with mother?
If y~u uo something wrong, do you worry about it it Lot
~r __ soon forget itt
At tbe end of the day, is it easy to sit still
er
de you m(l)ve a10und a H)t in pour chair?
De y"u make your bed yourself __ or _ de yeu leave it for
r1ota'er to make?
Would you rather see it movie about cowboys and Indiaas
or
about how people live im another country.
When-you start new things , do you de them fast __ er __ slowly?
Do y,l)u think school has too mucU. punishment _ or __ do
you think scheol is fUR.
If peeple te~se you de you get angry and shout
or
de
yeu 'Nalk away and leave them?
Do YI!)U finisn all yolA.r jobs
or
de you 80metimes leave
some unfini8he~?
-De 1"U have a geed time __ or __ <-,. things ge wrEimg?
When you ~re playing, de you usu.-lly keep the rules
or
sometimes break them?
If childr •• play with your things without asking. de yeu
shout at them _ or _ de yeu let thea play?
~
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Helt,.
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~.ekst
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A
1968.
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New Yerker, 38,
Neugarten., Bernice L. ttSocial vlass and Friendship Among
Sehoc)l Children." America. Journal of Sociology, 51
~Ja.nuary,
1946),305-13.
Tannenbaum, Abraham J. ,
New York: Holt,
~~~~~~~~~~~~~~~_e_d.
Hiessman, Frank. The Culturally DeErived Child. New Yerk:
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