Multidimensional Comparison of the Attitudes of Superintendents and Teachers in Majority Negro School Districts of the South

Abstract

Ten concepts were scaled by teachers and superintendents of six majority Negro school districts in the South. Over a 6-week period, four of the ten concepts perceived by the teachers shifted significantly in semantic space: (a) this summer's institute, (b) the white child, (c) the Negro child, and (d) the Negro teacher. Plots of the attitudes perceived by the superintendents were significantly distant from semantic plots by the teachers. The Negro teacher concept, however, was perceived by all as very low in ability and overall value to the public school system.