ED 030 749By -Law, Cordon F., Ed.Research Visibility. Disadvantaged Youth: Rural Poverty and the Urban Crisis,Spons Agency -American Vocational Association, Washington, D.C.; Office of Education (DHEW), Washington, D.C.Bureau No -BR -7 -0633Pub Date Sep 68Grant TOM -2 -7 -070633Note-16p.Journal Cit. American Vocational Journal; v43 n6 p41 -56 Sept 1968EDRS Price MF -$025 1-lC -$0.90Descriptors -*Bibliographies. Curriculum Development, Demonstration Projects, *Disadvantaged Youth,

*Educational Research, Equal Opportunities (Jobs), Manpower UtPr.ation, Prisoners, Research Reviews(Publications), Socioeconomic Influences, Vocational Adjustment, *Vocational Education

Fifteen reviews in this issue pertaining to rural and urban disadvantaged youthare organized under six topics: (1) Manpower Reports reviews the 1967 and 1968Presidential Manpower .Reports nd a report on national goals and manpowerrequirements, (2) Training youthful offenders treats correctional programs at thf.l.

Lorton Youth center and the New York City jail, (3) CurriCUlum Development Prolectsreport projects devoted to .basic vocational talents, remedial postsecondaryeducation, citizenship education, and technical skills for disadvantaged unionmembers, (4) Sociol.ogical Studies reviews studies of fathers' effects on boys' goals,vocational education problem solutions in Great 'Britain. and the United States, equalemployment opportunities. and management experience with .these opportunities. and(5) Guidance and Training Centers outline two demonstration programs which combineseveral educational services for the benefit of disadvantaged students. :Plain Talk," acontinuing column by the author, briefly discusses the importance f occupationaleducation.The bibliography lists 29 related studies which are in progress. (En

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U.S. DEPARTIENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF

"Research Visibility" is a research project of the American Vocational Asso-ciation. The purpose is to give visibility to significant research: experimental,demonstration and pilot programs; upgrading institutes, seminars and work-shops; and other leadership development activities for teachers, supervisorsand administrators. The "Research Visibility" report synthesizes importantprojects which have been reviewed, selected and analyLed for their value to

EDUCATIONvocational, technical and practical arts educators, guidance personnel, and otherleaders in education, manpower and related fields. A composite bibliographyof significant research and development materials is included.

The project is cooperatively financed by the American Vocational Associationand a Vocational Education Act of 1963 grant (0EG 2-7-070633, project 7-0633;"Synthesis and Application of Research Findings in Vocational Education").

isa vanta e hut : ural Poverty an t e r an risis

The studies reported in this issuehave been organized into five topics,namely, manpower reports, the train-;mg of youthful offenders, curriculumdevelopment projects, sociologicalstudies, and centers for guidance andtraining. In addition to projects spon-sored by the U.S. Office of Educationare those which have come from theU.S. Department of Labor. These in-

.clude the "1967 and 1968 ManpowerReports of the President and Secretaryof Labor," "Manpower Requirementsfor National Objectives in the 1970s,"and two projects for the training,counseling and job placement of youth-ful offenders.

Among the flood of other publica-tions, which relate to the problems ofdisadvantaged youth, several whichappear to be especially pertinent arementioned here. Most important is the.Kerner, or U.S. Riot Commission Re-port. Available at most newsstands, theKerner report should be "must" read-

Bound Volumes of 1967-68Issues Are Available

AVA has published a limitedsupply of paper-bound consolida-tions of the Research Visibilitysections that were published fromSeptember 1967 through May 1968.A chaige of $1.25 for each copy ofthe 147-page publication is madeto defray the costs of printing,binding, postage and handling.

Orders should be sent to: Re-search Visibility, American Voca-tional Association, 1510 H St.,N.W., Washington, D.C. 20005.

SUMMER 1968

TABLE OF CONTENTS

INTRODUCTION page 41

MANPOWER REPORTS page 42

The 1967 Manpower ReportThe 1968 Manpower ReportNational Goals in the 1970s

TRAINING YOUTHFUL OFFENDERS page 45

Project Challenge

Vocational Training in Jail

CURRICULUM DEVELOPMENT PROJECTS page 48

Teaching Basic Talents

Project PREP

. Citizenship Education

Unskilled Uniop Members

SOCIOLOGICAL STUDIES page 50 .

Social Influences on Goals

British Isles Vs. United States

Equal Employ.ment Opportunities

Equal Employment practices

GUIDANCE AND TRAINING CENTERS Page 53

Centers for Dropouts

Job Counseling Center

PLAIN TALK page 55

BIBLIO.GRAPHY page 55

Completed Studies

'udies in Process

Dr. Gordon F. Law is editor of "Research Visibility." Tho organization for thisdepartment of tho Jounmu., the pattern for reporting and the writing representhis work.

THIS DbCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT, POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

41

ing for all educators. Warning thenation that we are fast approaching a*divided society, the report recom-mends a number of actions and newdirections that need to be taken, manyrelating to vocational education.

When speaking of the polarizationof white and Negro society the reportstates: "Powerful forces of social andpolitical inertia are moving tfiis coun-try along a course of existing policiestoward a divided country . . . Thiscourse would lead to the permanentestablishment of two societies: onepredominantly white and located inthe suburbs, in smaller cities, and inoutlying areas, and one largely Negrolocated in central cities. We are wellon our way to such a divided nation."

The U.S. Welfare Commissiondocument, Rural .Youth in Crisis,should dispel any notions that all theproblems of disadvantaged youth areconcentrated in the Big_Cities. Derivedfrom a series of 27 papers preparedfor the National Committee for Chil-dren and Youth, Rural Y outh in,Crisis .

is a.valuable source of information onsuch topics as rural community back-grounds, education, physical and men-tal health, and problems associatedwith rural people adapting to urbanways.

The Chamber of Commerce of theUnited States has prepared a five-volume set of books which relate tocities, poverty and the disadvantaged.These Task Force on Economic

Growth and Opportunity publications,which may be purchased from theChamber, 1615 H St., N.W., Washing-ton, D.C. 20006, are all worthy ofattention by vocational educators.

Probably the most relevant is theone titled, The Disadvantaged Poor:Education and Employment, whichsells for $5.00 a copy. Topics dis-cussed in this book include the im-provement of basic and vocationalucation, sources of money for eeicitoschools, and the involvement of com-munity leaders. The most hearteningaspect of the Chamber of Commerceprogr.am is the fact that the businesscommunity is here assuming an activepart in the war on poverty, an essen-tial step in the process of change.

TOPIC OK: Manpower Reports

The 1967 Manpower Report

1:1 "MANPOWER REPORT OF THEPRESIDENT, AND A REPORT ON MAN-POWER REQUIREMENTS, RESOURCES,

UTILIZATION AND TRAINING" BY THEU.S. DEPARTMENT OF LABOR, WASH.INGTON, D.C. 1967. 299 PAGES.

The combined 1967 Manpower Re-port of President Johnson and theReport by the U.S. Department ofLabor, is an important source of statis-tical data and of guidance and direc-tion on manpower problems. Most rel-ewmt are the President.'s specific rec-ommendations on expanded wk k-related educational programs and theLabor Department's endorsement ofgreatly expanded opportunities for vo-cational education, especially thoseutilizing cooperative Nork-study plans.

The President's Report gives testi-mony to the paradox of prosperitythat in a period of unparalleledaffluence, a significant segment of thepopulation suffers from unemploy-ment and underemployment. Namely:

More than 12 percent of ouryoung people aged 16 to 19 were stilllooking for jobs at the year's end.

Among Negroes and other minor-ity groups, the unemployment ratewas ahnost double the overall rate.

--In slums and depressed rural ar-eas, joblessness ran close to 10 per-cent. And one out of every three per-sons in those areas who are working,or ought to be working, today facessome severe employment problem.

Much of this unemployment oc-curred not because jobs were unavail-able, the report notes, but becausepeople were unable or, for variousreasons, unwilling, to fill jobs:

Often, the job is in one place, butthe worker is in another.

The job calls for a special skill, askill the unemployed person does nothave.

The employer insists on a highschool diploma, but the jobseekerquits school without this qualification.

An employer demands a "cleanrecord," but the job seeker has a rec-ord marred by a juvenile arrest.

A job offers one day's work aweek, but the worker needs five days'pay to support his family.

New Directions Recommended

The President's Report recommendsfive new directions in manpower poli-cy. The first one is to bridge the gapbetween education and work:

"Few nationsperhaps nonecanmatch the achievements of our educa-tional system. None equals the recordof our economy. Yet our youth unem-ployment rate is the highest of anymodern nation.

"We pay too little attention to thetwo out of three young people who donot go to college and the many otherswho do not finish college.

"Too many young men and womenface long and bitter months of jobhunting or marginal work after leav-ing school. Our society has not yet

established satisfactory ways to bridgethe gap between school and work. Ifwe fail to deal energetically with thisproblem, thousands of young peoplewill continue to lapse into years ofintermittent, unrewarding, and meniallabor.

"Our interest in a young personshould not stop when he finishesordrops out ofschool. Our concernshould become even greater then.

"Other nations have developedbroad industry training and internshipprograms, offering education and ex-perience to young people entering atrade or profession. Still others haveestablished close ties between educa-tional institutions and employmentagencies it all levels.

"We can profit by these examples ifwe:

"Establish in our educationalprograms opportunities for students tolearn more about the world of work.

"Build a system in which education and work experience are brought'together to provide the kind of prepa-ration fitting the needs of our society.

"To achieve these ends, I ant direc-ting the Secretary e Labor and theSecretary of Health, Education, andWelfare to make a thorough study ofthe relationship between our educa-tional programs and our manpowerprograms, between learning and .earn-ing in America."

The Secretary of Labor's Report has'three main sections: Review of Man-power Developments in 1966; Unused

42 AMERICAN VOCATIONAL JOURNAL

Manpower, and Occupational Short-

ages and Training Needs. The reportalso contains a statistical appendix of90 pages, a valuable source of laborforce, employment and unemploymentdata.

This fifth annual report by the De-partment of Labor is concerned withtwo great contravening manpowerproblems now facing the country: un-used human resources and unmetmanpower requirements.

It has three major parts: (a) Areview of manpower developments in1966, with chapters on trends in em-ployment and underemployment andnew directions in manpower pro-

grams; (b) a discussron of unusedmanpower, with chapters on jobless-

ness and poverty in urban slums, un-deremployment and poverty in ruralareas, and unemployment and under-utilization of manpower, and (c) adiscussion of occupational shortagesand training needs, with chapters onskill shortages and occupational train-ing, and also professional supportingpersonnel.

Needed Directions of Action

Needed directions of future action

are suggested in all chapters. Theyinclude greatly expanded formaltraining iirograms at every level. Spe-

cific recommendations are made forfurther development of manpowerprograms to serve the disadvantagedmultiservice neighborhood centers,

programs for welfare clients and otherrefocused MDTA programs. New

forms of job developmentsuch as"Jobs Now" in Chicago and the Hart-ford and Oakland Plans, designed toenlist industry cooperationare de-

scribed in the report.The Labor Department document

reports a great expansion and redirec-tion of vocational and technical educa-tion. "Enrollments in vocational edu-cation courses increased to more than

six* million in fiscal 1966includingabout 430,000 post-high school stu-

dents, double the number enrolled inthe previous year."

Also mentioned are a number ofdevelopments leading to a more flex-

ible and open-ended vocational curric-ulum, and some of the research proj-ects which have been sponsored bythe U.S. Office a Education.

The 1968 Manpower Report

1:2 "MANPOWER REPORT OF THE

PRESIDENT AND A REPORT ON MAN-

POWER REQUIREMENTS, RESOURCES,

UTILIZATION AND TRAINING" BY THE

U.S. DEPARTMENT OF LABOR. 1968.

323 PAGES.

The combined 1968 Manpower Re-port of the President and the Depart-ment of Lab& continues to stress thetragic waste in human resources thatprevails in a time of unprecedentedprosperity. Both President Johnsonand Secretary of Labor Wirtz main-tain that youth unemployment, espe-cially for those within the cycle ofpoverty, is a social and economic con-cern of first priority.

The President's Report asks thequestion: "In an economy capable ofsustaining high employment, how canwe assure every American who iswilling to work the right to earn aliving?" We have always paid lipserv-ice to that right. But there are manyAmericans for whom the right hasnever been real:

The boy who becomes a manwithout developing the ability to earna living.

The citizen who is barred from ajob because of other men's prejudices.

The worker who loses his job to amachine and is told he is too old foranything else.

The boy or girl from the slumswhose summers are empty becausethere is nothing to do.

The man and woman blocked

from productive employment by barri-ers rooted in poverty: lack of health,lack of education, lack of training,lack of motivation.

"Their idleness is a tragic wasteboth of the human spirit and of theeconomic resources of a great nation."

When speaking of needed new di-rections in manpower administrationthe President said, "The central factabout all our manpower programs isthat they are local in nature. . . Whatis required is a system to link Federal

efforts with the resources at the Stateand local levels. We already have aframework, the Cooperative Area

Manpower Planning System(CAMPS). Now I propose that weestablish it for the long term. CAMPSwill operate at every level: Federal,regional, State and local. At each

level, it will pull together all the

'manpower services that bear on jobs.. . . As part of the manpower budget, I

am requesting $11 million, to fund theCooperative Area Manpower PlanningSystem in fiscal 1969."

Secretary Wirtz' Report

Secretary of Labor Wirtz' reportfocuses attention on specific targets of

unemployment:The hard-core unemployed, who

require skill training, literary trainingand successful work experience to de-velop new motivation and becomestable, productive workers.

The seasonally unemployed, who

are fully prepared to work all yearand yet constitute one-fifth of presentunemployment.

The hundreds of thousands ofunemployed young people who arestill struggling to cress the gap be-tween school and work.

The unemployed and inactive old-er workers, whose, considerable ener-

. cries and talents are wasted as a result

of inadequate opportunities, outmodedtraditions and outright discrimination.

The unemployea and underem-ployed members of minority groupsNegroes, Puerto Ricans, Mexican

Americans, American Indians, andotherswho need special help to catch

up with the majority.The jobless handicapped, many

of whom could become employableand employed with rehabilitation andother services.

Following a review of the varioustypes of manpower programs thathave been conducted, which includethe Neighborhood Youth Corps, theJob Corps, and the new Work Incen-tive Program, Secretary Wirtz givesspecial attention to the Job Opportuni-ties in the Business Sector (JOBS)program.

"The JOBS program will guaranteewhat in the past has been too oftenmissing or uncertaina real job. Itwill guarantee that the serious effortsof individuals will pay off; enableindividuals to work at real jobs whilethey continue their abilities; enlist theaid of private industry in following

SEPTEMBER 1968

43

through from training to employment."To accomplish this, American busi-

nessManagement and Labormust:Reexamine every barrier standing

in the way of hiring the hard-coreunemployed and remove these obsta-cles wherever possible.

Bring its training capabilities tobear on these workers to compensatefor their inaddquate preparation.

Provide extra supportincluding'coaches' and new types of firstlinesupervisory trainingso that tenden-cies to fail or to quit can be reversed.

"As its share in the partnership, thegovernment must:

Assist business in paying for theextra costs of special training andsupport provided by employers to thehard-core unemployed.

Streamline administration, cut outthe 'red tape' that can make partner-ship with the government frustratingand well-nigh impossible.

Accept, and more in the nextseveral years to fulfill, a commitmentto guarantee to all an opportunity totrain and prepare for work, shiftingthe measure of programs from incre-mental increases of training to achiev-ing the goal of guaranteed training forall."

Bridging the Gap

The section of the Department ofLabor Report titled "Bridging the Gapfrom School to Work" should havespecial relevance for educators. Here,the problem is stated in the paradoxthat the United States keeps largerproportions of its children in schoollonger than does any other nation;yet, the unemployment rate amongyouth is far higher here than in anyother industrial nation.

To correct this situation, the reportmakes four general recommendations:

1. Improvement% in the educationalsystem and great expansion of cooper-ative education programs to prepareyoung people better.

2. Special programs to take care ofapproximately si,c million dropoutsexpected to seek work opportunitieswithout adequate preparation over thenext decade.

3. Improvements in the process ofcommunicating occupational informa-tion to young people while they are inschool and putting them in touch withjobs and additional training opportu-nities as they come out.

44

4. Improvements in early employ-ment experience by adding to thisexperience new opportunities to learn.

The concluding remarks of this sec-tion have some specific recommenda-tions for schoolssteps that can betaken to narrow the gap betweenschool and work. Among these arestatements supporting increasedknowledge about the environment ofwork; increased opportunity foryoung people in school to gain actualwork experience; increased participa-tion of business and other privategroups in the education world; andimproved knowledge and training atthe point of entry into the job market.

Finally, there are two broad consid-erations that affect all of the forego-ingputting the nation's secondaryschools on a year-round basis; anddirecting educational efforts at all ofthe nation's youth.

National Goals in the 1970s

1:3 "MANPOWER REQUIREMENTS FORNATIONAL OBJECTIVES IN THE 1970s,BY LEONARD A. LECHT. CENTER FORPRIORITY ANALYSIS, NATIONAL PLAN-

NING, ASSOCIATION, WASHINGTON, D.C.1968. (U.S. DEPARTMENT OF LABOR)476 PAGES.

This report of manpower require-ments has been prepared by the Na-tional Planning Association's Centel'for Priority Analysis. It was undertaken in recognition of the fact that mannpower bottlenecks in critical occupa-tions can seriously affect the achieve-ment of national goals. When speak-ing of the need for goals research, the'report states:

The activities described in the pur-suit of national goals represent activ-ties which tend to be adopted piecemealas pragmatic responses of specific in-dividual and national problems, ratherthan the pursuit of objectives con-sciously selected as goals. . . In theabsence of a framework of informationconcerning the costs; benefits and man-power needs of individual programswhich relates them to the national ob-jectives they serve, the choices whichare made tend to create unanticipatedproblems which cancel out the antici-pated benefits, or they reflect thechoices of narrowly based pressuregroups and specific interests."

The areas for which goals weredefined were derived from the work ofPresident Eisenhower's Commissionon National Goals. These areas are:

1. Agriculture2. Area

Redevelopment3. Consumer

Expenditures4. Education5. Health6. Housing7. International

Aid8. Manpower

Retraining

0. NationalDefense

10. NaturalResources

11. Private Plant andEquipment

12. Research anlDevelopment

13. Social Welfare14. Space15. Transportation16. Urban

Development

In a previous investigation, the Na-tional Planning Association undertooka two-year study of the dollar cost ofachieving 16 national goals in areasaffecting most aspects of Americanlife. This study revealed that attemptsto completely achieve all goals at thesame tithe would not appear economi-cally feasible, and the establishmentof priorities was recommended.

"Should urban land be used formore highways and parking lots, orfor additional parks and other rec-reation areas? Should the :arger fed-eral tax revenues produced by a pro-gressive tax system in a growing econo-my be largely offset by reductions inpersonal and corporate income taxesleading to higher levels of personalconsumption and private capital out-lays, or should this growth in revenuesbe primarily utilized to more effective-ly eliminate the blighted areas in thecentral cities, to cope with poverty,and to enlarge facilities for education,health and mass transit? Each of thesechoices has its particular pattern ofmanpower requirements."

Economic Framework

When discussing the economicframework for the manpower projec-tions, the report forecasts the amountof increase in each of the sixteen caw-gories.

"By 1975 it is estimated that expen-ditures for achieving six of the goalswould be greater than their 1962equivalents by 50 billion dollars ormore. The six are consumer expendi-tures, private plant and equipment,urban development, social yv el f a r e,

health and education. . . Creatingsufficient output to attain all 16 goalsin the 1970s would entail a 9NPgrowth rate approaching 53 percent ayear for the coming decadea paceunlikely to be sustained withoutcreating inflationary pressures or in .troducing far-reaching economic con-trols."

The report states that the nationalunemployment rate was projected atslightly less than four percent. "Re-

AMERICAN VOCATIONAL JOURNAL

It

1

ducing unemployment to a minimumlevel could contribute significantly toenlarging the output available to pur-sue strategic national objectives inmany areas. It could also help toeliminate the unrest in the inner citiescaused, in part, by the high rate ofjoblessness for nonwhites, and espe-cially for nonwhite teenagers. How-ever, even with a trillion dollar GNPand a close-to-fully employed civilianlabor force of over 90 million persons,the need for prioritiesfor choicesto balance aspirations and resourcesremains."

The chapter dealing with overallmanpower requirements for achievingnational goals spells out the generaltrend toward a better educated laborforce, and some of the specific kindsof work likely to be in most demand.The occupations for which rapid in-creases in employment are anticipatedinclude airplane pilots, college teach-ers, medical technicians, and road ma-chine operators. These and other occu-pations fit into four of the nationalgoals: Health, Research and Develop-ment, Education, and Transportation.

Examples of occupations for whichslow growth or a decline in require-ments is projected are railroad brake-men and farm laborers. But asidefrom such individual casualties totechnology, a continued

barowthin em-

ployment opportunities for blue collarworkers in many skill levels is fore-cast.

The section on Implications for Ed-ucation and Job Training discusSes theinfluence of education as a cause ofchanges in job requirements.

"As the supply of well-educated, or

better-educated, persons increases invirtually all occupational fields, thegreater availability of these persons toemployers itself becomes an importantfactor in raising entrance require-ments for many types of jobs. Thecollege degree supplants the highschool diploma regarded a generationearlier as the requirement for themore responsible white collar psi-tions. Graduation from high schoolbecomes the prerequisite for advance-ment to foremen's jobs, or for mosttypes of work involving dealings withthe public. By 1975, it can be antici-pated that many, if not most, techni-cians and more skilled clerical work-ers will possess some college educa-tion, probably at the junior collegelevel."

National Manpower Policy

When speaking of national man-power policy as it relates to vocationalpreparation, the report states that vo-cational education in the high schools,apprenticeship training and similar ac-tivities concentrate on preparingyoung people for careers in the moreskilled craft, service or nonprofession-al white collar occupations.

"These programs generally bypassstudents from poverty backgrounds, oradults who have left school with fewjob skills and little education. To copewith those problems, a series of newfederally supported job training andbasic education programs have grownin the past decade largely outside theregular school system, e.g. MDTA, or'the Job Corps, to overcome the handi-caps which reduce employability andearning capacity."

The report states that public educa-tion has generally failed to provide'for the educational needs of workingand unemployed adults. "Most of themeasures enacted in the 1960s to ex-pand facilities in education and train-ing concentrate on the youngonkeeping young persons in school, oroffering educational and training serv-ices to individuals who have recentlyleft school. Yet, absence of sufficienteducation is more common among old-er workers than among young adults.. . . Of some 15,000 school systemsstudied by the United States Office ofEducation in the zarly 1960s, only4,800 reported any type of adult edu-cation program."

Citing data gathered by the Nation-al Planning Association, the reportpredicts that the nation's commitmentto translate legal eivil rights intogreater equality of opportunity willinfluence the goals in education,health, housing, manpower retraining,social welfare, and other areas.

"The Negro population of 19 mil-lion in 1960 will probably rise to 26million by 1975, with the proportionliving in cities projected to grow from73 to 85 percent in this period.Providing education, employment andhousing for the increasingly nonwhitepopulation in the central cities, togeth-er with the related problems of elimi-nating concentrations of poverty,maintaining civil order and recon-structing decaying urban facilities canreasonably be expected to require are-evaluation of national objectivesand priorities directed toward copingmore effectively with a growing back-log of urban problems."

TOPIC TWO: Training Youthful Offenders

Project Challenge

1:4 "PROJECT CHALLENGE: AN Ex-PERIMENTAL AND DEMONSTRATION PRO.GRAM OF OCCUPATIONAL TRAINING;COUNSELING, EMPLOYMENT, FOLLOW.UP AhD COMMUNITY SUPPORT FORYOUTHFUL OFFENDERS AT THE LORTON

YOUTH CENTER, AN INSTITUTION OFTHE DISTRICT OF COLUMBIA DEPART-MENT OF CORRECTIONS," BY THE NA.TIONAL COMMITTEE FOR CHILDREN AND

YOUTH. WASHINGTON, D.C. 1968.(U.S. DEPARTMENT OF LABOR) 276PAGES.

SEPTEMBER 1968

Project Challenge was an 18-monthdemonstration program at the Districtof Columbia Department of Correc-tions Youth Center, a maximum secu-rity institution for youthful offendersin Lorton, Va.

The project was designed to offerLorton Youth Center inmates a three-pronged program: first, a coordinatedschedule of vocational training andremedial education; second, an inten-sive counseling schedule designed toinstill positive social attitudes and toassist the trainees in identifying with

the social and economic system towhich they would return upon re.lease; and third, a systematic follow-up program of job development andplacement and individual, family andcareer counseling after release fromthe institution. The program was con-ducted from July 1, 1966, to January15, 1968.

Project staff members were selectedon their estimated ability to dealimaginatively with the problems andpressures of an institutional environ-ment, as well as their competence,

45

training and experience, but irrespec-tiye of formal academie credentials.The use of non-professionals was ex-tensive, both among vocational in-

structors and supportive personnel,and was intended to indicate a newdirection for recruitment efforts to

orrectional administrators.Broad selection criteria, designed to

screen-in rather than screen-out thosemat in need of project services, wereused. Special efforts were made toinvolve those inmates whose academicdeficiencies would have excluded themfrom traditional institutional programs,as well as those who were .chronicdiscipline problems.

On-site training courses were givenir automOtive services, barbering,building service and maintenance,clerical and sales, food services, interi-or-exterior painting, and welding. Of

.211111.1:-'

229 applicants for training, 181 wereselected and enrolled in the 7 voca-tional courses. 'Of these, 158 graduatedand 69 were released (prior to orafter graduation) during the contract

. period. Practical work and on-the-jobtraining were supplemented by class-room instruction in trade-related basiceducation.

Experimental remedial education,vocational talent materials and tutorialservices by VISTA volunteers wereused concurrently with the regulartraining program. Individuals not cu..tified as teachers but skilled in theirtrades and having an affinity with thetarget population were used as instruc-tors for the project.

Trainees ranged in age from 17 to26, with 82 percent in the 19 to 22 agegroup. Sixty-eight percent were bornin Washington, D.C.; 25 percent werefrom southern states and seven per-cent were from other areas. A largeproportion came from broken ordisorganized family backgrounds. Fre-quency in change of their family res-idences reflects a high degree of intraepity mobility. The first of several ar-rests by the police, followed by one or

more commitments to institutions, com-monly occurred before age 18.

While intellectually comparable tothe general population of the Wash-ington metropolitan area, trainees;were two to three years retarded inacademic achievement; they genefal-ly had withdrawn or been excludedfrom school during the junior highschool period. An estimation of thegroup's marital status presents evi-dence that instability and lack of cohe-siveness is a continuing process. Final-ly, the report states that these peoplewere largely untrained and unskilledand have been employed only sporadi-cally in jobs with little or no careerpotential.

Counseling Techniques

During training, an intensified pro-gram of group and individual counsel-ing, utilizing a variety of techniquesand approaches, was employed, in-cluding group dynamics, free discus-sion and role playing. Counselingefforts were designed to encourage thetrainees to frankly express their feel-ings of hostility and alienation, partic-ularly those relating to racial tensions.

"The residue of intensive feelinffsresulting from these discussions provedextremely difficult to handle throughcounseling efforts. As a result, staffmembers experimented with the use ofcultural enrichment programs andsought to moderate and channel po-tentially destructive attitudes byinaugurating a program designed toprovide pride arid knowledge in Negroculture, tradition and history."

Over the course of the contract peri-od, the project's job development staffcontacted several hundred potentialemployers and found approkimately150 training-related positions, 120 ofwhich were subsequently filled.. Theunwillingness of many men to acceptwork outside the District of Columbialimits was an unforeseen handicap.Reasons given most frequently werethe difficulty and/or expense of trans-portation, and a personal conceptionof prevalent racial attitudes in thesuburbs. Another major problem inplacement was getting individUals toadjust to a regular work schedule.

Follow-Up Study

Follow-up study of released traineesrevealed wide variance in degrees ofsuccess. Differences were observed be-tween men in terms of the amount oftraining completed and the extent of

direct application of training to post-release employment. "Another vari-able,, one which we feel had a signifi-cant bearing on at least employmentcharacteristics but on which little datais as yet available, is the differentialtime-span between graduation fromtraining and release from the, insti-tution."

Although it was considered too soonto infer broad generalizations fromthe study, the data obtained throughanalysis of "successful" and "non-successful" graduates of th programwere favorable.

"When the institutional operationsof Project Challenge ended on Aug.31, 1967, its vocational training com-ponents were absorbed in their entire-tyincluding the instructors, trainingmethods, course outlines and equip-mentby the D.C. Department of Cor-rections, following an evaluation by anindependent consultant.

"Many of the features and princi-ples developed by the project to dealwith employment and community sup-port for released offenders were alsorecognized for their value to the reha-bilitation effort, and it was anticipatedthat they, too, would be incorporatedinto the Department of Correctionswhen budgetary considerations .per-mined."

Vocational Training in Jail

1:5 "RESTORATION OF YOUTHTHROUGH TRMNING" BY CLYDE E.SULLIVAN AND WALLACE MANDELL.WAICOFF RESEARCH CENTER, STATENISLAND. N.Y. (U.S. DEPARTMENT OFLABOR) 1967. 409 PAGES.

A discouraging problem in crimin-ology is be high incidence of "re-peaters." Once a person has servedtime, there is a good chance that hewill subsequently be convicted of an-other criminal act and be returned to acorrectional institution. Any programwhich would substantially reduce thenumber of persons who thus becomehabitual criminals must be lookedupon as a major breakthroughinboth economic and humanitarianterms. For this reason, the Departmentof Labor study of restoration throughtraining is one of great significance forvocational educators.

This report related the experienceand findings of RYT (Restoration ofYouth through Training), a researchproject financed by OMPER of theManpower Administration, U.s. De-partment of Labor.

46 AMERICAN VOCATIONAL JOURNAL

RYT began in December, 1963, as ajoint venture of the City College ofNew York and the New York CityDepartment of Correction, and finallywas completed by the Wakoff ResearchCenter. In general, the project wasdesigned to provide special vocationaltraining for a sample of young menserving time in the New York City jailand td study their subsequent per-formance and adjustment upon re-lease from jail.

When speaking of the need for re-search relating to the therapeutic andsocial value of work, and the necessityof vocational training for criminals,the report reveals that there had beenno previous deft:dye, direct confron-tation of many of the central issues."Education and vocational traininghas been tried in jail settings, butusually without research evaluations,and no one had seriously tried to testthe proposition -that the jail might beused to create a practical, effectiveentry to the world of work for youngadults sentenced to jail.

Selection of Subjects

The study was designed on the clas-s:0 experimental model. Subjects wererandomly assigned to an experimentalor control group with dependent vari-able measures taken before and aftervarious phases of treatment.

From a population of more "than3,000 male inmates, 16 to 21 yearsold, committed to the New York CityDepartment of Correction during an18-month period, 300 young men whopassed a basic skills examination wereselected to be subjects of the study.This sample was randomly dividedinto control and experimental groups.Controls followed ordinary jailroutines. Experimentals received train-ing on IBM punched-card data proc-essing machines and remedial readinghelp. Both groups were evaluatedprior to their release in the communi-ty, and again one year later.

SEPTEMBER 196$

Six evaluation instruments were em-ployed: IBM Aptitude Test, Beta Testof Intelligence, Gates Reading Survey,Subject Interview Schedule, ParentInterview Schedule, and Employer In-terview Schedule.

The IBM training program wascoMprised of six training cycles. Eachcycle lasted eight calendar weeks, di-vided equally in time for IBM ma-chine training and IBM machine prac-tice time. Inmates received instructionon six pieces of equipment: keypunch, reproducer punch, sorter andcounter, alphabetical accounting tabu-lator, verifier, and collator. Remedialreading instruction was also provided.

'Work Assignments

During the period between instruc-tional cycles, student& were rotated ingroups of six and given work on actu-al job applications for the Departmentof-Correction.

Another important aspect of thetraining program was guidance andcounseling. Three types of staff-traineeinteraction were employed: groupmeetings, scheduled personal inter-views and spontaneous spot counselingcontacts.

"After the first days of operation, adeciiion was reached to permit contentto evolve in 'terms of the specific pres-sures and concerns the trainees wereexperiencing. This proved to be animportant learning experience forstaff . . who were surprised by thedepth and intensity of feelings ex-pressed by trainees. . . ;There was anutter disbelief that people would helpthem. . . . Trainees either subtly ordirectly challenged RYT staff with:'What are you getting out of this?';'Why are you doing this for me?';'Show me first, then I'll believe thepitch.' "

Training Pays Dividends

Data from the RYT provided re-search evidence that a program of voca-tional education in a jail, coupled withappropriate post-release services tomanage re-entry into free society doesmake a difference in subsequent jobperformance and social adjustment ofyoung offenders.

"Contrary to traditional expecta-tions, and though the jail is a short-term institution with consequentlybrief periods of inmate availability fortraining, enough time is available toinitiate a sequence or activity whichcan have significant rehabilitation im-

pact. A constructiveestablished to wiselymates spend in jail:

"1. The rate of return to jail can bereduced. Only 48 percent of the exper-imentals committed crimes whichbrought them back to jail or prison ascompared to 66 percent of the controlswho returned to jail or prison.

"2. Even those legal offenders whoare most likely to continue a life ofcrime were helped. Only 55 percent ofthe drug addicts in the experimentalgroup returned to jail. Eighty percentof the drug addicts in the controlgroup returned to jail.

"3. New opportunities in the worldof work were opened for the trainees.Seventy-one percent of the experimen-tals worked in companies using auto-mated data-processing techniques ascontrasted with 16 percent of the con-trols.

"4. Social mobility was fostered forthe young men receiving training andtransitional services. Forty-eight per-cent of experimentals were in white-

- collar jobs. Only 18 percent of con-trols found jobs in white-collar occupa-tions.

"5. Only five percent of experimen-tals worked in jobs where physicallabor was a major requirement, while22 percent of the controls worked insuch jobs.

"6. The number of young menlocked into dead-end jobs was re-duced. Twenty-five percent of the jobsheld by experimentals usually led topromotion. Only three percent of thejobs held by controls usually led topromotions.

"7. Eighty-nirie percent of the jobsheld by experimentals provide on-the-j ob training.

"8. A year later, 17 percent ofexperimentals are in the companywhere they were originally placed.Only nine percent of conLrols are stillwith the same company."

program can beuse the time in-

47

TOPIC THREE: Curriculum Development Projects

Teaching Basic Talents

]1,:te "DEVEL.OPMENT OF A CURRIC-

ULUM AND MATERIALS FOR TEACHING

BASIC VOCATIONAL TALENTS" BY JOHN

T. DAILEY AND CLINTON A. NEYMAN,

JR. THE GEORGE WASHINGTON UNI-

VERSITY, WASHINGTON, D.C. 1967. 117

PAGES.

The George Washington Universitycurriculum development project, in aseries of introductory statements, rec-ognized that youths from culturallydeprived backgrounds lack basic edu-cational skills as well as understand-ing of mechanical and technical con-cepts and principles.

"If our culturally deprived adoles-cents are to have a full chance toemerge from poverty there must be amassive upgrading in the levels oftheir developed basic skills that weoften call talents. . . . Vocational andtechnical schools and the Armed Forc-es find that they must educate manymarginally trainable youth, those wholack basic educational skills as well asrudimentary understanding of techni-cal concepts and principles."

The stated objective of this researchproject was to develop and evaluatespecial new training materials to teachbasic vocational skills in the area of

abstract reasoning and mechanicalcomprehension.

Three different types of materialswere developed:

1. A series of paper-and-pencil basicaptitude exercises designed to teachnonverbal abstract reasoning, basicmechanics, basic electricity, and 2- and3-dimensional spatial reasoning.

2. A series of basic readers especial-ly designed for vocationally orientedand culturally disadvantaged studentsin grades eight and nine who read attwo or three grade levels below theirplacement.

3. Laboratory equipment and simpledemonstration devices designed toteach ninth grade students those as.pects of mechanical ability and basicmechanical and technical comprehen-sion. The laboratory equipmentdemonstrated principles of devicessuch as gear trains, levers, belts andpulleys, inclined plane and screwthreads, friction, magnetism, and sim.ple electrical circuits. Student andteacher manuals were developed.

48

The materials produced were triedout using a representative sample ofapproximately 2,500 boys and girlsenrolled in school systeins located inSan Antonio, Texas; Atlanta, Ga.;Wise County, Va.; Washington, D. C.;New York City; Bayonne, N. J.; Erie,Pa.; and Detroit, Mich.

The primary method of evaluationwas comparison of pre-test and post-test scores of students. Factor analysisstudies were also made of both results.Gains were also compared with thefindings of Project Talent in both itscross-sectional and 'longitudinalstudies of the American High SchoolStudent.

Key tests from the Project TalentTest Battery were used. These testswere: Abstract Reaioning, MechanicalReasoning, Arithmetic Reasoning,Visualization in Two Dimensions,Visualization in Three Dimensions,Reading Comprehension, VocabularyInformation, Mathematics Informa-tion, Physical Sciences Information,Biological Sciences Information,Aeronautics and Space Information,Electricity and Electronics Informa-tion, and Mechanics Information.

The findings of the investigation,based on a statistical analysis of data,reveal that important aptitude testskills or vocational talents can betaught to a significant degree withrelatively simple materials andprocedures within typical publicschool systems. "This has many im-portant implications for the theory ofmeasurement as well as for the gener-al fields of compensatory educationand special training for the culturallydeprived."

The nine specific conclusions andrecommendations have special meaningto vocational educators:

1. Important vocational talents canbe taught directly in schools or inother training programs using the newcurriculum and materials developedfor this purpose in this project. Thesetalents include mechanical reasoning,mechanical information, nonverbal ab.stract reasoning, spatial visualization,physical sciences information, andelectrical and electronics information.

2. No "general test-taking skill" wasfound.' Training on one sort of skilldid not affect test performance ondifferent skills not taught. Training in

mechanics, for instance, did not helpin taking arithmetic or reading tests.

3. As compared with their usualannual gain on tests of basic vocation-al talents, girls tended to gain morethan did the boys. If girls have equalexposure to learning opportunities intechnological areas they seem to beable to develop basic vocational tal-ents as well as do the boys.

4. On the tests related to the contentof the laboratory course the ninthgrade students who bad the trainingshowed more gain than did the eighthgrade students who did not.

5. The materials were also usedsuccessfully in training programs foreighth grade boys who were un-derachievers, several groups of poorreaders in grades 7 to 12, youngadults who had failed the enlistmenttest for military duty, and young fel-ons and delinquents.

6. Mechanical talent or aptitude ap.pears to be a skill largely learnedthrough a variety of out-of-school ex-periences. A rural or small-town envi-ronment is particularly rich in -suchexperiences, and mechanical compre-hension has been well named "barn-yard physics." This study has demon.strated that our schools and othertraining programs can compensate forthe lack of environmental stimulationin mechanics and technology thathandicaps most of our youths today.

7. Nonverbal test skills seem to beas easily modifiable by training as areverbal test skills. It is likely that mostnonverbal skills are as much influ-enced by past opportunities for learn-ing them as are verbal skills.

8. Talent training can cause changesin the basic intercorrelationaI charac-teristics of tests and in their factorialstructure. The amount of change ap-pears to be greatest for those groupswith least previous opportunity tolearn the skills sampled by the tests.For tests of technological talent, suchgroups include girls and many groupsof boys in especially culturally disad.vantaged urban areas.

9. Culturally disadvantaged stu-dents can be trained to do substantial-ly better on important tests of voca-tional aptitudes or talents. This couldqualify appreciably greater numbersof young people for military, govern-mental or industry training programs.

AMERICAN VOCATIONAL JOURNAL

Project PREP

1:7 "PROJECT PREP: A PROGRAMFOR RECOVERING AND EXTENDING Ac-ADEMIC POTENTIAL FOR HIGH SCHOOLUNDERACHIEVERS SEEKING ENTRANCEAT A REGIONAL COMMUNITY COLLEGE"BY JOHN J. SHEA. GREENFIELD COM-MUNITY COLLEGE, GREENFIELD, MASS.1966. 44 PAGES.

According to the Greenfield Com-munity College study, many twolearcolleges admit students deficient inacademic achievement, but few havedesigned special courses and curriculafor them. In the survey of literature isinformation supporting the need Sorremediation and counseling as an inte-gral part of the junior college pro-gram, . and for the development ofprograms for carrying out such work.

The objectives of this study were to(a) determine if a planned summerremedial program of reading Englishand Mathematics can prepare highschool graduate-underachievers forsuccess in a two-year terminal juniorcollege program, and (b) determine ifpersonal-vocational counseling willhave a differentiating effect on studentgoal achievement.

Forty participants selected from thepublic schools of three Massachusettscounties, and screened to determinethat they were or would have beenunsuccessful college applicants, wereenrolled in the Greenfield CommunityCollege for a 7-week, 105 instructionalhour remedial program.- They wereguaranteed admission to GCC as full-time students for the fall semester.

This PREP program was evaluatedby:

A series of pooled t-tests, to de-teradne if, and where, remdiationhad produced academic growth.

Analysis of variance and/or an-alysis of covariance techniques to as.sess the amount of academic growthdue to counseling in the remediation-counseling group having the summersession.

A two-phase evaluation of theeffectiveness of counseling.

Based on statistical evidence, threeconclusions were made:

1. The didactic remedial programcan be considered a causative factor inupgrading participants' scores on theLorge-Thorndike test of intelligence,the Davis reading test, and theScholastic Aptitude Test.

2. The above occurrence was notdifferentially affected by the personal

vocational counseling treatment.3. In a one-semester follow-up study

it had been demonstrated that person-al-vocational counseling did not havedifferentiating effect on participants'grade point average.

Other more subjective observationscoming from the study were made. Itwas suggested that improved and ex-tended group counseling sessionsshould be tried, even though the ex-perimental counseling treatment wasnot found to be statistically signifi-cant. The study also questioned theauthenticity of the traditional barome-ters for predicting high school studdents' chances for success in two-yearcolleges.. "It is noteworthy that lessthan 40 percent of participant studentsdid not successfully complete the se-mester. The reader is reminded thattheoretically none of them shouldhave been successful."

Citizenship Education

1:8 "REPORT ON THE CONFERENCEON TILE CITIZENSHIP EDUCATION OFTHE YOUNG WORKER" BY THE CENTERFOR RESEARCH AND EDUCATION INAMERICAN LIBERTIES, COLUMBIA UNI-VERSITY, NEW YORK. N.Y. 1966. 126PAGES.

The Arden House Conference wasdesigned to investigate the educationalopportunities now available to thosewho enter our political system asyoung workersof whatever race orethnic background. Conference partici-pants were selected to obtain as wide aview as possible. "it became increasing.ly evident during the discussions thatnot only was this the first time thatcorporation, union and education lead-ers had sat down together to discussthis question, but that this kind ofinteraction is vital for meaningful re-form and effective implementation ofthat reform."

The main body of this report iscomprised o he transcripts of paperspresented by Wonference participants.The first of these was a presentationby Sen. Ralph M. Yarborough of Tex-as, titled, "Politics, Citizenship Educa-tion and Liberty."

When speaking of the estrangementof American youth from our society,Senator Yarborough said, "If theyoung workers of tomorrow do notconsider political action any moremeaningful and useful than do theyouth of today, it won't matter howmuch leisure they have. . . If we want

to combat their confusion, boredomand apathy, and make sure that oursociety will have active, purposefuland self-respecting citizens eager todeal with the myriad of problems weface and still face, what we need is todeclare a war on poverty of the

Specifically, Senator Yarboroughproposed that one of the most valu-able things we can teach the youngworker is a concern for what happensin his community, his state, his nation,and a knowledge of what he can do.

The paper by F. W. Whittemore,chairman, Department of SocialStudies, Teachers' College, ColumbiaUniversity, proposed that the youngworker is in as much need of a liberaleducation as a college.bound youth.

"The importance of vocational edu .cation is obvious enough. . . . Yet, thisis but one leg in the triangulationnecessary to the balanced whole. Wemust, in addition, provide the citizenworker with both the rational basesfor understanding the world aroundhim and, as a third and unifying leg, aclear perception of the meaning andsignificance of American liberties. Ourattention at this conference is focusedon the third leg, but unfortunately, weknow very little about how to proceedon this line. I am certain of one thinff,however: the citizenship education orf

which we speak cannot be carried outin isolation, is a separate subject."

Whittemore added, "The capstoneof a sound social studies program forthe young worker is experience in thereal world, experience that introducsthe student as a ational free man tothe day-to-clay busineu of running hisfree society."

Walter Arnold, United States Officeoi Education, pointed out that highschool students enrolled in vocationalprograms must complete the same re-quirements in social studies as anyother students. Also, he said, vocation-al students have a unique opportunityto obtain praelical experience in theresponsibilities of citizenship and themeaning and importance of dvilties, The close relationship that existsbetween the vocational instructor andhis students and the value of the coop-erative programs and various youthorganizations in vocational educationwere used to illustrate these benefits.

Harry Fleischman, director, Nation-al Labor Service, American Jewish.Committee, presented a paper onunion education and civil liberties.

SEPTEMBER 19611 49

Speaking of the disparity between offi-cial policy and local practice, Fleisch-.man stated, "The right to dissent,to hold unpopular views, to try toconvince others and change existingpractices by peaceful and lawfulmeans is the very cornerstone ofAmerican liberty. . . . Yet, while everyAFL-CIO convention has unanimouslypassed strong resolutions in defense ofcivil liberties, there is a wide gapbetween the positions voted at conven-tions and the views of local unionleaders. Rank and file unionists scoreeven lower in concern for civl liber-ties."

Psychological issues relating to edu-cating for American liberties was thethrme of a presentation by ChristianBay of the. Political Science Depart-ment, Stanford University.

Striking out, at the apParent Compla-cency of spokesmen from corpora-tions, unions and schools at the con-ference, Bay asserted that our socialorder is in need of improvement. "Ibelieve things are in the saddle, notmen; -things like corporations andlaws suitable to their needs, not theneeds of men. If our schools are bad,and I think they are, it is because oursociety up to now has required thiskind of school."

Conference discussion was reportedto have centered around ihree ques-tions: "What's wrong with what'sbeing done now to teach civil liberties,especially to young workers or togroups alienated from society? What'sbeing done that seems effective? 'Howcan fJle Center help to improve theeducational situation?

Participants raised the basic ques-tion of whether commitment to Ameri-can liberties and democratic citizen-ship can be taught in a non or un-democratic environment. The consen-sus was that authoritarianism inschools as they operate now should be

drastically reduced."Rigid state certification require-

ments" were given by conference par-tiCipants to be one barrier to gettinggood teachers, especially as scha..348 tryto develop ways to meet the needs ofdisadvantaged children. There wasalso concern that the best teachersseldom go where they are needed themostthe worst schools.

Unskilled Union Members-

1:9 "A CURRICULUM DEVELOPMENTSTUDY OF THE EFFECTIVENESS OF UP-GRADING THE TECHNICAL SKILLS OFEDUCATIONALLY DISA-DVANTAGED UNION

MEMBERS" BY JOSEPH S. KOPAS.

NEGRO AMERICAN LABOR COUNCIL RE-GION IV, CLEVELAND, OHIO. 1966.

"In the past, on-the-job trainingconducted by industry plus the experi-ence gained from performing the j obprovided the necessary skilled man-power needed in industry. The higherlevel skilled jobs were filled by themore experienced and qualified senioremployees. . . . Technological progressin industry has changed all this byadding new and more difficult to learnskills. Furthermore, it has underminedand is continuing to undermine thecurrent skills of employees.

"Throughout our nation key skilljobs in industry go begging or are.poorly manned by -senior employees'not qualified to meet the changingskill requirements of their jobs, thuslosing the opportunity to advance, andclogging up the j ob progression sys-tem. . . . This unclogging can be doneby a researched and updated job skillretraining program, which is profes-sionally comparable in quality andeffectiveness to the vocational tremingprogram available for in,schoolyouth."

This series of introductory state-inents calls attention to some of the

problems confronting educationallydisadvantaged workers. Also, theyprovide the basis for developing acuniculum module in electrical main-tenance, and for testing the practicali-ty and effectiveness of utilizing anelectronic tutor to provide employeeswith the additional individualized in-struction they need to' insure masteryof technical j ob knowledge.

The curriculum development sectionof the project was subcontracted to theHuman Engineering Institute, Inc., anonprofit institution.

Two industries, a steel company anda foundry, cooperated in the step-wisejob skill training program. Employees'performing electrical maintenancework constituted the training popula-tion. Forty trainees were divided intotwo groups of 20. One of these hadavailable the tise of an electronic tu-tor; the other studied the material inthe conventional manner. Measure-ments were made prioi to, during andfollowing the completion of the six-month training program.

Comparison of data revealed thatemployees who received electronic in-struction learned more in less time."The key element in this new programof updating and upgrading technicaljob skills is the unique 10-hour jobinstruction curriculum module. Thisconcept combines the advantage ofgroup and individualized instructionand utilizes the classroom, -the homeand the job in a functionally organ-

,ized training,unit."

Included in this report are a four!year sequence of outlines for electricalmaintenance trainees, and a list of 25"Didactor" films and "Vu-GraphCells" which have been developed forthe first year's work. This materialshould have value for anyone inter-ested in curriculum develOpment, es-pecially in the field of electricity andmaintenance.

TOPIC FOUR: Sociological Studies

Social Influences on Goals

1:10 "A STUDY OF THE INFLUENCEOF THE FATHER'S JOB AND SOCIALSTATUS ON THE OCCUPATIONAL ANDSOCIAL GOALS OF YOUTH" BY ROBERTE. GRINDER. UNIVERSITY OF WISCONSIN,MADISON, WIS. 1967. 148 PAGES.

The research strategy of this projectwas divided into three parts. Phase 1

50

included student interviews and asearch of literature pertaining to theyouth culture, father identification,.and characteristics of potential schooldropouts.

Phase II focused on the develop-ment of a rationale for assessing ado-lescent boys' youth-culture interestsand father orientation, the construe-

tion of a Social Interests Inventory,and five successive pilot-tests and revi-sions of the inventory.

The third phase of the project com-prised the administration of the re-vised Social Interests Inventory to 2,-220 eleventh and twelfth grade boysin 7 high schools throughout Wiscon-sin, administration of an activity and

AMERICAN VOCATIONAL JOURNAL

,peer nominations inventory, and ac-quisition of 'background data relatedto aeademic performance and familystatus from the school records.

The firSt stage of the project wascentered on identifying youth-culturefunctions and father-son interaction. Acomprehensive list of the rewards andincentives associated with various ac-tivities was compiled from descriptiveliterature and subsequently supple-mented with information obtainedfrom interviews with 18 high schoolboys.

The combined literature review andinterview material identified threemain .groups, which were chosen torepresent the incentive categories ofthe Social Interests Inventory. Thesewere status seeking, independence as-sertion and sex gratification.

The initial phase of the investiga-tion also revealed that adolescentswho seek youth-culture rewards partici-pate in several important referencegroups. For the sake of the study thesewere- organized into four categories toserve as the main sociological vari-ables of the Social Interests Inventory.These four were called: few friends,clique-crowd, dating, and. solitariness.

The findings of the investigationsupport the theory that persons identi-fy with models whose resources theyenvy, but not necessarily in every way.

"The psychoanalytical interpreta-tion of socialization, which regardsadolescent independence to be a reac-tion-formation against childhood de-pendency, would predict that adoles-cent boys who are relatively alienatedin one respect would likewise bealienated in all other respects. Thedata, however, do not support such aformulation. For example, low regardfor the father's job seems to sustain

SEPTEMBER 1968

youth-culture activities, but father en-couragement also is associated withyouth-culture activities, especially inrespect to heterosexual functions. . . .

The data suggest, therefore, that ado-lescents turn kr- the father model onlyfor certain resources and incentives."

Another important finding of thestudy suggests that status-seeking andindependence-assertion are among themost important variables that differen-tiate between potential dropouts andcollege-bound boys. Also, success inschool is strongly correlated with pa-ternal encouragement, participation inextracurricular activities, and high vis-ibility among peers.

"Adolescents are frequently report-ed to leave high school because of lowintelligence, lack of interest in- learn-ing, personality disorders, low motiva-tion, limited ambition, etc. Each ofthese reasons, however, is a product oflong-term experience, and during ado-lescence not all individuals enjoy thegood -fortune of having facilitativeparental support."

Among the strategies suggested forschools are the reorganization of ex-tracurricular activities in order that*they include small groupings of boysthat populate every high school. "Thesmall few-friends groups must be di-luted by more committed youth."

Speaking of the need for findingeffective work-role models for poten-tial dropouts, the report states thateducational services for potential drop-outs are not likely to have lastingimpact unless boys seek to emulate amodel and become willing to worktoward his achievement.

There are lessons for educators inthis investigation. First, it becomesincreasingly clear that the disadvan-taged student is in special need ofhaving persons in school, students andfaculty alike, with whom he canrelate. There are implications here forthe guidance process. Certainly, thetraditional program whereby onecounselor is. shared among hundredsof students cannot satisfy the specialproblems of potential dropouts.

*Also, greater emphasis must be giv-en extracurricular activities designedto serve the interests of the dropoutprone sector of the school population.For vocational educators, the benefitsof career-related youth organizations,such as FFA, DECA, VICA, and Fu-ture Homemakers of America, shouldnot be neglected.

British Isles Vs Inked States

1:11 "A COMPARISON OF TECH-1IIQUES FOR THE SOLUTION OF SIMILAREDUCATIONAL - VOCATIONAL PROBLEMSOF DISADVANTAGED YOUTH IN GREATBRITAIN AND THE UNITED STATES" BYROBERT L. GIBSON. INDIANA UNIVER-SITY, BLOOMINGTON, IND. 151 PAGES:

The purpose of this investigationwas to test the hypotheses that: (a)the disadvantaged English-speakingcultures of the British Isles and theUnited States will have similar iden-tifiable youth educational-vocationalproblems, and (b) that solutions

/ found to these problems in one coun-try or culture may be applicable to'any similarly disadvantaged culture.As a pilot study, a further objectivewas to test the feasibility of and pos-sible procedures for a larger scaleinternational study of common educa-tional problems, especially of disad-Ontaged youth.

The communities comprising thesample of the study were selected inaccordance with a basic criterion: thatthe community, or a significant seg-ment of its population, was located inan area identified as economically orculturally disadvantaged. Schools rep-resenting urban, rural and semi-ruraldisadvantaged populations were select-ed. As a further control, communitiesin the British Isles and the UnitedStates were matched on the basis ofsuch Characteristics as population, in-dustry, government, relationships toother communities, and geography.

These paired communities were:Belfast, Northern Ireland, and Mil-waukee, Wis.; Newry, Northern Ire-land, and Paducah, Ky.; Castlewellen,Northern Ireland, andMich.; Aylebury, England, and De-troit, Mich.; Ctipar, Scotland, and OakPark and River Forest, Ill.; Kirkaldy,Scotland, and Coos Bay, Ore.; Glen-rothos, Scotland, and Logan, W. Va.;Cardiff, South Wales, itnd Indianapol-is, Ind.

A problems checklist through whicheducational-vocational problems andtheir relative degree of importancecould be determined* was submitted toadministrators, pupil personnel work-ers and randomly selected faculty ofthe schools under study. Reliabilityfor this instrument was previously ob-tained through test and retestprocedure using alternate forms. Val-idity was further established throughfollow-up interviews.

51

The number one priority problemidentified in both the British Isles andthe United States was "pupils failingto work up to or achieve new capaci-ty." Other problems of major concernto British educators were lack of inter-est and motivation in the academicprogram, pupil home environment,and lack of appropriate job opportuni-ties for pupils upon graduation.United States educators, on the otherhand, were more concerned with pu-pils failing to acquire basic reading,writing and reasoning skills, pupilsengaged in undesirable or delinquentbehavior out of school, and droppingout of school before graduation.

The small sampling of pupils inter-viewed indicated that pupils in theUnited States were most concerned, inorder of importance, with: (a) lack ofappropriate curricular offerings; (b)lack of post-high school vocationaland technical education opportunities,and (c) lack of job opportunities aftergraduation. British pupils were mostconcerned with: (a) lack of job op-portunities; (b) lack of post-highschool vocational and technical oppor-tunities, and (c) inadequate programsof pupil guidance.

Among other concluding remarks ofhis comparative study are statementsthat:

There are identifiable educationalproblems that are the common con-cern of educators in both the BritishIsles and the United States.

Solutions found to common edu-cational-vocational problems of secon-dary school youth, especially thedisadvantaged, in one country or cul-ture may be applicable to other disad-vantaged cultures.

The continued exchange of view-points and techniques for dealing withcomin9n educational problems be-tween English-speaking educator'soffers future promise for reducing theeducational wastage resulting fromsuch problems.

Equal Employment Opportunities

1:12 "EQUAL EMPLOYMENT OPPOR-TUNITIES: SELECTED PAPERS AND AN-NOTATED BIBLIOGRARHIES" AY THE IN-STITUTE OF LABOR AND INDUS.TRIAL RE-LATIONS. UNIVERSITY OF MICHIGAN-WAYNE STATE UNIVERSITY, DETROIT,MICH. 1966. 153 PAGES.

This report contains five projects,each dealing with equal employmentopportunities. These five are:

52

"An Assessment of the,Suitabilityof the Faceted Structure of theWestern Reserve University Thesaurusas a Framework for Preparation of aThesaurus of Economic OpportunityTerms"-24 pages.

"Problems, Research and Recom-mendations in the Employment Test-ing of Minority Applicants"-63pages.

"The Negro and Organized La-bor: A Selected Annotated Bibliogra-phy"-19 pages.

"Testing of Minority Group Ap-plicants: A Selected Annotated Biblio-graphy"-10 pages.

"The Negro and Employment: ASelected Annotated Bibliography"37 pages.

The first project, the Western Re-serve University Education Thesaurus,is comprised of 17 "facets" or clustersof conceptually related terms. Usingthis faceted structure as a guide, 1,779terms relating to economic opportuni-ty were extracted from textual sourcesand sorted into appropriate facets,sub-facets and groups. The thesaurusis included in the report.

Conclusions drawn from the thesau-rus development project are that thefaceted organization of economic op-portunity terms is a satisfactory andefficient method. It is also reportedthat many of the problems of de-veloping an indexing language andsystem for the literature of economicopportunity are analogous to those ofthe literature of education.

The study dealing with employmenttesting of minority applicants reviewsthe growing reliance on standardizedtests for screening job applicants.Here it is pointed out that althoughthe use of tests may reduce the inci-dence of overt discrimination, theyalso tend to "inadvertently discrimi-nate" against the person with socio-economic handicaps.

Also questioned is the current levelof competence in the selection andadministration of tests. "The first stepin initiating a testing program is selec-tion of the tests. Experts agree thatthis is best done by analyzing thespecific job skills and validating testsfor each specific requirement of eachjob. In practice, however, most testsare installed because 'it seemed to lie agood operating practice'only 30 per-cent of the tests in one survey wereinstalled by professionals after jobanalysis, or installed to meet a specificidentified need."

A section of the employment testingstudy that is of particular interest isthat which outlines the types of prob-lems minority applicants have withtests. These problems are grouped un-der the following headings: thosestemming from' the applicant's back-ground; stemming from the testingsituation; relatively low predictivevalue of test results, and problemswith specific types of tests.

The study suggests a number ofsolutions to these problems:

Elimination of culture biases intests

Improvement of testing situationImprovement of test validityTraining minority group mem-

bersSupplementing test results with-

other pertinent data.The final three sections of thii re-

port are annotated bibliographies. Ineach case the annotitions, which onthe average are between 50 and 100words, should help the reader knowthe nature and scope of the document.The titles listed are a mixed bag ofpopular articles, scholarly treatisesand research reports. As such, theymay have limited value for the schol-ar, serving mainly as sources of gener-al information.

Equal Employment Practices

1:13 "THE NEGRO AND EQUAL EM-PLOYMENT OPPORTUNITIES: A REVIEWOF MANAGEMENT EXPERIENCES IN

TWENTY COMPANIES" BY LOUIS A. FER-MAN. UNIVERSITY OF MICHIGAN-WAYNE STATE UNIVERSITY. U.S. DE-PARTMENT OF LABOR 1966. 202 PAGES.

This investigation was conductedfor OMPER, U.S. Department of La-bor, by the University of Michigan.Twenty companies were selected tostudy the application of equal employ-ment practices in company settingsand to assess the impact of these prac-tices on minority group employment.The 20 studies cover a broad spectrumof industrial classifications: heavy andlight manufacturing; public utilities;service; retail and wholesale trade;transportation and distribution. All ofthe companies had publicly pledgedthemselves to a program of action inequal employment opportunity.

Before the study was undertaken, itwas decided that the primary value ofthe inquiry was to solicit a wide rangeof information on attitudes, behaviorand experiences from these individuals

AMERICAN VOCATIONAL JOURNAL

who. were most directly involved in thework integration process. A series offive instruments were designed toachieve this purpose:

A five-part interview was conduct-ed using 67 management executivesand 27 corporate headquartersofficials. _This checklist of clese-endedquestions was designed to solicit viewsfrom corporate officials on the goalsof an EEO program within their com-pany.

An interview, designed:to solicitattitudes and expressions of behavior,was given to 40 local plant officials.This 20-item schedule with checklistand open questions sought informa-tion on such matters as: history ofNegro employment in the plant, realand anticipated problems, sources ofNegro recruitment, and union struc-ture.

An instrument combining open-ended and closed questions was sub-mitted to 205 white workers in non-supervisory positions and to some su-pervisory personnel. The wide rangeof questions covered sueh topics as:job mobility and training attitude%knowledge of EEO policy, interper-sonal relations at work, and images ofthe Negro worker.

The instrument paralleled theprevious one, but was given to 215Negro workers.

The fifth instrument used was de-signed to solicit information on atti-tudes and experiences of local unionlabor leaders on integr-ating the Negrointo the company and the union.

The findings of this investigationare reported in six statements:

1. Progress in Equal Opportu-nities: All of the companies reportedprogress, but _company executives feltthat shortages in adequately trainedNegro workers would hinder any dra-matic change. In most companies rela-tively little had been accomplished inopening jobs to unskilled Negro work-ers.

2. Business Values and EqualEmployment Opportunities: Thereis clear evidence of a set of values inthe business community that has im-plications for the more effective utili-zation of Negro workers: efficiency ofoperation and priority of work stand-ards over equal employment goals;resistance to modifying employmentstandards; resistance to increasing jobmobility for Negroes by any specialquotas for Negro job advancement;and the resistance to any special em-ployment programs that are not inte-grally a part of the present employ.ment structure of the company.

3. Satisfaction with Negro JobPerformance: Negro technicians andprofessionals were highly regardedand Negroes in office jobs were . con-sidered good workers but unwilling totake responsibility. The job capabili-ties of untrained Negro workers inentry level jobs were not regardedhighly.

4. Union Values and EqualEmployment Opportunities: Withthe exception of two large industrialunions in northern cities with large

Negro memberships Negroes faced anumber of problems both in industrialand craft unions. To a very largeextent, these problems reflected unionunwillingness to compromise with long-established sets of institutional val-uesseniority and apprenticeship.The study also suggests that unionleaders give relatively little oppositionto equal employment practices unlessthese come into direct opposition tothe job rights of white workers.

5. The White Worker's Viewof the Negro: Few white workerswere prone to admit that Negroes hadany special job difficulties because ofskin color.,There was a general lack ofawareness of the civil rights issue anda certain puzzlement that 'Negroesshould be dissatisfied. The majority ofwhite workers felt that "special treat-ment of Negroes was not right."

6. The Negro Worker's Viewof Equal Employment Opportu-nities: In contrast to the whites, theNegro workers felt that there was con-siderable job discrimination againstNegroes in hiring, training and pro-motions. One of the major complaintsis that discrimination , is subtle andrarely anything that one can put afinger on. Many of .the Negroes feltthat they received little help fromwhite workers in informal, on-the-jobtraining or in learning job informa-tion that would be valuable for pro-motion. This latter complaint was par-ticularly frequent among lower-skilledblue collar workers who had receivedfew promotions.

TOPIC FIVE: Guidance and Training Centers

Centers for Dropouts

1:14 "OCCUPATIONAL TRAINING CEN-TERS FOR 16-18 YEAR-OLD YOUTH, ADEMONSTRATION PROGRAM FOR Po-TENTIAL OR ACTUAL DROPOUTS" BYLEON L. KAPLAN. 1967. 105 PAGES.

The staff of the Unified School Dis-trict was encouraged to develop aneffective program for potential or ac-tual dropouts through the establish-ment of regional occupational centers.A preliminary study, conducted by theschool district's staff, served as a basisfor the federally funded investigationthat followed.

The task force assigned to conductthe research consisted of a high schoolprincipal, a head counselor and an

industrial arts teacher. The task forceengaged in the following activities incarrying out the investigation:

1. Review of current literature andpreparation of a bibliography.

2. Interviews and conferences withrepresentatives from industry, schools,labor, community organizations, andvovernment.

3. Visits to airport facilities, manu-facturing plants, government offices,selected schools, skill centers, andcommunity action centers.

4. Visits to San Diego, Oakland,Denver, Detroit and New York to ob-serve programs and confer with schooland government representatives.

5. Organization of and consultationwith advisory committees.

6. Organization of a school districtcommittee to consider revisions ofpresent legislation and to prepare newlegislation relative to continuation leg-islation.

7. Interviews with dropout pupils,continuation class pupils and formerdropouts currently enrolled in adultschools.

On the basis of the investigation,two demonstration OccupationalTraining Centers were proposed for16- and 17 year-old pupils who aresubject to compulsory continuation ed-ucation. The behavioral objectives es-tablished for these centers are:

SEPTEMBER 1968 53

1

To develop in pupils positive atti-tudes toward themselves, school,work, and community.

To improve pupils' basic skillsand knowledge in academic subjects.

To improve pupils' occupationalskills and knowledge.

To, identify pupils' health needsand make appropriate referrals. .

To achieve the goals, the Centerswere given a program of work whichincluded the establishment of "a work-study schedule in which academic sub-

jects will play a supportive ratherthan a dominant role; provide job-related experiences designed to assistthe pupil in the transition from school

to work; provide supplementary coun-seling and health services; provide anindividualized educational programleading to a high school diploma, andcontinue to upgrade district efforts byincorporating an evaluation-revision-dissemination procedure designed toaccelerate needed changes."

Job Counseling Center

1:15 "THE JOB COUNSELING CEN-TER: AN EXPERIMENTAL AND DEMON-

STRATION MANPOWER PROGRAM FORDISADVANTAGED YOUTHS" BY RICHARDGREENFIELD, BOARD OF EDUCATION,NEW YORK, N. Y. (U. S. DEPARTMENTOF LABOR) 1966. 141 PAGES.

The Job Counseling Center of NewYork City was operated as a 20-month_experimental and demonstration pro-gram. It was funded by the U.S. De-partment of Labor to test the thesisthat an urban school system couldprovide the services of a manpowerprogram to a population which wasout of school, unemployed and disad-vantaged.

The design of the program was sim-ple. Licensed school personnel wouldoperate centers located in four voba.tional high schools during eveninghours. Centers would provide counsel-

ing, remedial education and short-term vocational training. A full-timeplacement component would developjobs for the clients as quickly as pos.sible, since employment was the mostprevalent need for this population.

"The major program thrust was toencourage youth, by our post-placement activities, to build on thesolid base of continuous employmentthrough involvement in a variety of

kactivities leading to his upgrading."Serious problems associated with in-

itiating the program were reported. It

was found, for example, that the jobcounseling center, having its affiliationwith the Board of Education, was. notcommunity based. "It had to achievecommunity acceptance on its own. If itwere not for the freedom and protec-tion of its experimental and demon-stration status, the program may nothave survived. . . . Because of the Eand D label, no one was ever quitesure what was expected. The happyresult of the ambiguity was that noexisting institution felt threatened bythe program's existence."

The first. step in locating clients wasto open centers in areas designated aspoverty stricken, where they would beaccessible to large numbers of disad-vantaged youths. Lists of dropoutssupplied by schools were used as sour-des for recruitment, Mass media ap-peals were generally avoided becauseof fear that a sudden rush of newcounselees could not be served effec-tively.

Each of the four counseling centerswas a self-contained unit. A personseeking employment, re mediati on,counseling, or some shop experiencecould be served on the spot because ofthe facilities available in the vocation-al high schools. A disadvantage ofusing these quarters was also cited.They were available only during eve-ning hours. "This simple fact can beseen in itself as a selection process,whereby the most alienated youthsjust do not respond to recruitmentappeals."

One of the main variables whichaffected the counseling program wasreported to be the interpretations ofcounselors of their own roles andfunctions. Questions like "How longdo we hold a client?" and "How deepshould we go?" were part of thestaff's introspection and self-evaluation.

The goals of the, counseling werefound to vary from one counselor toanother, and from month to month."When jobs were scarce, and the coun-selors felt they had very little to offertheir clients, the counseling was affect-ed. Conversely, when jobs were plena-ful, or a newly founded program wasopened to our youths, quick movementof the clients out into the job world orprogram often became the only iden-tifiable activity of the counselors."

The remedial reading program hadlimited success. The JCC had the serv-ices of remedial experts from theschool system who worked in the eve-

401111.

tr

,

ning centers. "Their experience indi-cated that remediation is a long, ardu-ous process, and success is determinedprimarily by the youth's motivationand his ability to overcome the emo-tional factors which inhibit learning.

. . The correction of serious readingdisabilities requires the youth to investprobably a year of his time. Most of.our target population would not makethis investment."

As the job counseling program pro-gressed, the counselors increasinglydemanded a range of services for theirclients that the program could notpossibly supply itself. "Needs fortraining, for education, for options todead-end jobs became more and moreimportant as the staff gained sophiai-cation in its self-evaluation."

The services of agencies outside ofthe Center were used to augment thelimited resources of the program.These included evening high schools,trade extension courses, adult educa-tion classes and higher education advi-sory services, all conducted by theBoard of Education. Also involvedwere the New York State EmploymentService, various MDTA operations,and, during the latter part of theprogram, a number of newly de-

veloped community action agencies.Job development and placement ac-

tivities were looked upon as a majorpart of the program. The report statesthat job developers were subjected toconsiderable pressnre to provide jobsquickly, as the counseling functionwould be meaningless without place.ment. "To the youths, the promise of ajob right away was what drew them tothe centers. Tlle counselors knew theycould not hola their clients very longwithout meeting their needs, so theydepended very heavily on the place-ment unit to move quickly."

The summary statement of the jobcounseling report is especially mean-ingful to public school personnel as itsupports the idea that a school systemcan indeed provide a meaningful pro-gram for disadvantaged, unemployed,out of school youth. "Undoubtedly,any large school system could staff aprogram with qualified people. . .

Similarly, no community should bedeprived of the fullest use of thefacilities of its school system. Thephysical plants and the vocationalequipment represent an investment ofthe community, and it is wasteful ifthey are available only six hours a daywhile school is in session."

54AMERICAN VOCATIONAL JOURNAL

IP

"PLAIN TALK"

AMERICA'S RISE to worldprominence has often beenattributed to a unique comebination of fortuitous con-ditions and circumstances,such as climate, soil, sea-ports, and an abundance ofmineral wealth. As time goeson, however, it becomes in-creasingly clear that thegreatest resource of this na-tion is its . peopleall ofthem.

Even as we have tolerated a profligate destruetion of ournatural wealth and beauty, so have we also carelessly per-mitted a devastating wa 5ft.. of human resources, allowing asubstantial proportion of our population to remain in apersistent and self-perpetuating cy,cle of ignorance, apathy,

IIIII II

Completed StudiesTOPIC ONE: Manpower Reports

1:1 "Manpower Report of the President,and A Report on Manpower Requirements,Resources, Utilization and Training" by U.S.Department of Labor. Washington, D.C.1967. 299 pages. (GPO LI. 42/2967 for $1.50from Superintendent of Documents, U.S.Government Printing Office, Washington,D.C. 20402.)

1:2 "Manpower Report of the President,and A Report on Manpower Requirements,Resources, Utilization and Training" by U.S.Department of Labor, Washington, D.C. 1968.323 pages. (GPO LI. 42/2:966 for $2.25 fromSuperintendent of Documents, V.S. Gov.ernment Printing Officc, Washington, VC.20402.)

1:3 "Manpower Requirements for NationalObjectives in the 1970's" by Leonard A.Lecht. Center for Priority Analysis, NationalPlanning Association, Washington, D.C.1968. 476 pages. (U.S. Department of La-bor) (VT 005 233, for ED number, seeNovember 1968 Research in Education).

TOPIC TWO: Training Youthful Offenders

1:4 "Project Challenge: An Experimentaland Demonstration Program of Occupational

SEPTEMBER 1968

unemployment, and deprivation. Whether this waste inhuman potential is measured in social, economic or ethicalterms, this situation must lie looked upon as a major disasterand a mortal danger.

For the vocational or practical arts teacher who thinks ofthe conditions in urban slum or rural backwater of 'povertyas somebody else's responsibility, it can only be said thatsuch a person is out of touch with reality. True enough, theteacher can only deil with a portion of the varied, compi xproblems associated with disadvantaged youth, but his rolein achieving an ultimate solution is pivotal.

Through vocational education lies the key to social change.The potential ward of societythe person who Time maga-zine (May 17, 1968) says can cost taxpayers $140,000 inhis lifetimecan best be served by giving him a footholdon the employment ladder, equipped with the skills andknowledge which will help him become a self-respecting andproductive citizen.

RESEARCH, DEMONSTRATION, INSTITUTESREPORTED IN THIS ISSUE

Training, Counseling, Employment, Follow.Up and Community Support for YouthfulOffenders at the Lorton Youth Center, AnInstitution of the District of Columbia De.partment of Corrections" by The NationalCommittee for Children and Youth. Wash.ington, D.C. 1968. 276 pages. (U.S. Depart-ment of Labor) (VT 005 654, for EDnumber, see October 1968 Research in Edu-cation).

1:5 "Restoration of Youth Through Train.ing" by Clyde E Sullivan and Wallace

-Mandell. Wakoff Research Center, StatenIsland, N.Y. 1967. 409 pages. (U.S. Depart-ment of Labor) (VT 004 320, for EDnumber, see October 1968 Research in Edu-cation).

TOPIC THREE: Curriculum Development Projects

1:6 "Development of a Curriculum andMaterials for Teaching Basic VocationalTalents" by John T. Dailey and Clinton A.Neyman, Jr. George Washington University,Washington, D.C. 1967. 117 pages. (VT 004454, for ED number, see August 1968 Re-search in Education).

1:7 "Project PREP: A Program forRecovering and Extending Academic Poten.tial for High School Underachievers SeekingEntrance at a Regional Community College"

by John J. Shea. Greenfield CommunityCollege, Greenfield, Mass. (Project5-0569) 1966. ERIC # ED 010 120. MF$0.25 HC $2.04. 44 pages.

1:8 "Report on the Conference on theCitizenship Education of the Young Worker"by the Center for Research and Education inAmerican Liberties, Columbia University,New York', N.Y. (Project # 5.1164) 1966.ERIC # ED 012 864. MF $0.50 HC $5.08.125 pages.

1:9 "A Curriculum Development Study ofthe Effectiveness of Upgrading the TechnicalSkills of Educationally Disadvantaged UnionMembers" by Joseph S. Kopas. Negro Amer.ican Labor Council Region IV, Cleveland,Ohio. 1966. ERIC * ED 010 430. MF $0.50HC $3.26.

TOPIC FOUR: Sociological Studies

1:10 "A Study of the Influerces of theFather's Job and Social Status on the Occu-pational and Social Goals of Youth" byRobert E. Grinder. University of Wisconsin,Madison, Wis. 1967. 148 pages. (VT 004 259,for ED number, see July 196G Research inEducation).

1:11 "A Comparison of Techniques for theSolution of Similar Educational.Vocational

55

c

Problems of Disadvantaged Youths in GreatBritain and the United States" by Robert L.Gibson. Indiana University, Bloomington,Ind. 1967. 151 pages. (VT 002 694, for EDNo., see July 1968 Research in Education).

1:12 "Equal Employment Opportunities:Selected Papers and Annotated Bibliograph-ies" by the Institute of Labor and IndustrialRelations, University of Michigan-WayneState University. Detroit, Mich. 1966. 153pages. (VT 002 942, for ED number, seeJune 1968 Research in Education) .

1:13 "The Negro and Equal EmploymentOpportunities: A Review of ManagementExperiences in Twenty Companies" by LouisA. Ferman. University of Michigan-WayneState University. 1966. (U.S. Department ofLabor) ERIC # ED 016 308. MF $1.00 .1-1C$8.16. 202 pages.

TOPIC FIVE: Guidance and Training Centers

1:14 "Occupational Training Centers for16-18 Year-Old Youth, A Demonstration Pro-gram for Potential or Actual Dropouts" byLeon L. Kaplan. 1967. ERIC # ED 010 620.MF $0.50 HC $4.40. 105 pages.

1:15 "The Job Counseling Center: AnExperimental and Demonstration ManpowerProgram for Disadvantaged Youths" byRichard Greenfield, Board of Education,New York, N.Y. 1966. 141 pages, (U.S.Department of Labor) (VT 005 653, for EDNo., see Oct. 1968 Research in Education) .

Studies in ProcessTOPIC ONE: Manpower Reports .

No Studies

TOPIC TWO: Training Youthful OffendersNo Studies

TOPIC THREE: Curriculum Development Projects

"A Pilot Project To Develop a Program ofOccupational Training for School AlienatedYouth" by Becker, Harry A. Norwalk Boardof Education, Norwalk, Conn. (Project #5-0005).

"Experimental Program for Training andRe-Training of Older Workers, UnemployedYouths, and Disadvantaged Sections of thePopulation" by Steele, Theodore K. NewYork Institute of Technology, New York,N.Y. (Project # 5-0006).

"Regional Conferences on Education,Training and Employment" by Bertolaet,Frederick. The Research Council of theGreat Cities Program for School Improve-ment, Chicago, IJI. (Project # 5-0010).

"Learning Laboratory To Teach BasicSkills in a Culturally Deprived Area" byBorata, Nicholas H. County Public Schools,Miami, Fla. (Project # 5-0050).

"An .Experimental Program To CompareEducation Versus Training for Young SchoolDropouts" by Kaufman, Jacob. PennsylvaniaState University, University Park, Pa. (Pro-ject # 5.0060).

"The Re-Education of the Culturally De-prived Dropout" by French, John R. Univer-sity of Michigan, Ann Arbor, Mich. (Project# 5-0075).

"Improved Opportunities for Disadvan-taged Youth Through Vocationally OrientedEducation" by Phipps, Lloyd J. University ofIllinois, Urbana, Ill. (Project # 5-0125).

"Preparation of the Disadvantaged forVocational Training" by Jeffery, C. R. Wash-ington School of Psychiatry, Washington, D.C. (Project # 5-0145).

"The Development of Specialized Educa-tional Programs for Poor Learners for Usein Non-Educational Settings" by Walker,Robert A. Minneapolis Rehabilitation Cen-ter, Inc., Minneapolis, Minn. (Project #5-0191).

"The Develc;ment of a Beginning Read-ing Skills Program" by Gotkin, Lassar G.New York Medical College, New York, N.Y.(Project # 5-0749).

"Training Resources for Youth, Inc."Adkins, Winthrop R., Rosenburg, Sidney,and Sharar, Paul. T. Dineen TrainingResources for Youth, Inc. Brooklyn, N.Y.(Project # 5-1312).

"A Literacy Program for Adult Illiterates"by Brown, Don A. State University of NewYork, N.Y. (Project # 6-1136).

"Utility of Educational Television in Meet-ing the Informational Needs of the Disad-vantaged" by Mendelsohn, Harold. Universi-ty of Denver, Denver, Colo. (Project #6-1231).

TOPIC FOUR: Sociological Studies

"Floundering and Trial After HighSchool" by Super, Donald E. Teachers Col-lege, Columbia University, New York, N.Y.(Project # 5-0065).

"Socioecononiie Background and Occupa-tional Achievement: Extension of a BasicModel" by Duncan, Otis D. University ofMichigan, Ann Arbor, Mich. (Project #5-0074).

"Effects of Field and Job Orientated Tech-nical Retraining on Manpower Utilization ofthe Unemployed" by Bjorkquist, David C.Pennsylvania State University, UniversityPark, Pa. (Project # 5-0085).

"Environmental Influences on Occupation-al Programs of Public Junior Colleges" byHendrix, Vernon L, University of Minnesota,Minneapolis, Minn.. (Project # 5-0120).

"A Cross-Cultural Study of AdolescentSubculture in Vocational Education Pro-grams" by Lesser, Gerald S. Harvard Univer-sity, Cambridge, Mass. (Project # 5-0128).

"Characteristics of Non-College Vocation-ally-Oriented School Leavers and Graduates"by Mallinson, George. Western MichiganUniversity, Kalamazoo, Mich. (Project #5-0142).

"Entry and Job Changing in a LargeMetropolitan Labor Market Arca" by Ul-man, Lloyd. University of California, Berk-eley, Calif. (Project # 5-0176).

"Factors Related to Educational and Oc-cupational Aspirations of Early AdolescentMales from Culturally D-...prived Families"by Dales, Ruth. Florida State University,Tallahassee, Fla. (Project # 5-0197).

"Family and Achievement: A Proposal ToStudy the Effect of Family Socialization onAchievement Orientation and PerformanceAmong Urban Negro College Students" byEpps, Edgar G. University of Michigan, AnnArbor, Mich. (Project # 5-1006).

"Beliefs and Values of Lower and Work-ing Class Boys Concerning Success, Workand Education (Youth Aspirations)" Her-man, Mary W. Health and Welfare Council,Inc., Philadelphia, Pa. (Project # 5-8406).

"Factors Involved in the Decision ToMigrate and tho Impact of Migration uponthe Individual and the Sender and ReceiverCommunity" by Hausken, Chester A. Univer-sity of North Dakota, Grand Forks, N.D.(Project # 6-1663).

"An Evaluation of the Impact of theUnion Leadership Academy on the Occupa-tional and Citizenship Roles of Unionists" byWells, Keddie H. Pennsylvania State Univer-sity, University Park, Pa. (Project #6-2398).

"Barriers to Employability of Non-WhiteWorkers" by Howard, Lawrence C. Universi-ty of Wisconsin, Madison, Wis. (Project #6-2410).

TOPIC FIVE: Guidance and Trah;ing Centers

"A Pilot Study of a Work OpportunityCenter" by Nord, Raymond V. MinneapolisPublic Schools, Minneapolis, Minn. (Project# 5-0187).

"The Application of a Special CounselingTechnique to Maladjusted Underachievers"by Winger, Leland J. State Board for Voca-tional Education, Oquirrh School Project,Salt Lake City, Utah. (Project # 6-8902).

"Raleigh-Durham Arca VocationalGuidance Institute for Counselors of Minori-ty Youth" by Coltrane, David S. NorthCarolina Governor's Good Neighbor Council,Raleigh, N.C. (Project # 7-8456).

AVAILABILITY OF REPORTS FOR FURTHER STUDY

Reports which are followed by the letters ERIC and an acquisition number like ED 010 000, usually may be purchased from theERIC Document Reproduction Service (EDRS), Microphoto Division, The National Cash Register Co., Box 2206, Rockville, Md. 20852.The letters (M11) indicate the availability of microfiche copies; and (BC) for hardbound copies, at the prices given. Reports whichcannot be obtained from EDRS show appropriate source of availability.

56 AMERICAN VOCATIONAL JOURNAL