xt76m902228x https://exploreuk.uky.edu/dips/xt76m902228x/data/mets.xml Kentucky University of Kentucky. Center for Developmental Change 1968 Other contributors include Caudill, Morris K. Photocopies. Unit 1, copy 2 is a photocopy issued by the clearinghouse for Federal Scientific and Technical Information. Report of a study by an interdisciplinary team of the University of Kentucky, performed under Contract 693 between the University of Kentucky Research Foundation and the Office of Economic Opportunity, 1965-68. Includes bibliographical references. Part of the Bert T. Combs Appalachian Collection. books  English  Contact the Special Collections Research Center for information regarding rights and use of this collection.  Community Action Program (U.S.) Economic assistance, Domestic--Kentucky--Knox county. Poor--Kentucky--Knox County Community Action in Appalachia: An Appraisal of the "War on Poverty" in a Rural Setting of Southeastern Kentucky, August 1968; Unit 6: The Youth Development Program text Community Action in Appalachia: An Appraisal of the "War on Poverty" in a Rural Setting of Southeastern Kentucky, August 1968; Unit 6: The Youth Development Program 1968 2016 true xt76m902228x section xt76m902228x · I I
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 _ COMMUNITY ACTION IN APPALACHIA
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 I An Appraisal of the "War on Poverty"
: in a Rural Setting of Southeastern Kentucky
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I (Report of a study by an interdisciplinary team of the University
I of Kentucky, performed under Contract #693 between the University
I- of Kentucky Research Foundation and the Office of Economic
  " Opportunity, 1965-68) (
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E; THE Y()U'l`Il Dl§VEL()I’MEN’l` PROGRAM
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  HI   by
 in  Morris K. Caudill
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 W Contents of Entire Report:
COMMUNllY ACTION lN APPALACHIA
This is GDC unit of a report which includes the following units,
each separately hound as is this one;
Unit l—·Paul Street, lptroduction and Synthesis
Quality of Life in Rural Poverty Areas
Unit 2——Lowndes F. Stephens, Economic Progrep§_in an Appalachian
County: _The Relationship Between Economic
_ apd_§pcial Change
Unit 3——Stephen R. Cain, A Selective Dppppiption of a Knox County
Mountgip Neighborhood
Unit Q——James W. Gladdon, Family Lifp_Stvlesp_Socia] Participation
apd_Sopio—Cplpural Changp
Change and lmpacts of Community Action
Unit 5——Herbert Hirsch, Povertyl_Participation, and Political
Sociglizption: A Study of the Rplationship
Qotwoon Participation in the Community Action
Program and the Political Socialization of
pho Appalachian Child.
Unit 6——Morris K. Caudill, The_Eppph Develppment Program
Unit 7——Lewis Donohew and E. Krishna Singh, Modernization pj
Life Styles
Unit 8--Willis A. Sutton, Jr., Leadership and Community Relations
Unit 9--Ottis Murphy and Paul Street, Ihe "Image" of the Knox County
Cpmmunity Action Program
Specific Community Action Programs
Unit lO—-Ottis Murphy, ipe Knox County Economic Opportunity Anti-
Poverty Arts and Crafts Store Project
Unit ll——Paul Street and Linda Tomes, The Early Childhood Program
Unit l2-—Paul Stroet, gpg Health Education Program
Unit l3-—Thomas P. Field, Wilford Bladen, ana Burtis Webb, Recent
homo Construction in Two Appalachian Counties
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AI5S'I‘RAC'1`
h THE YOUTH DEVELOPMENT PROGRAM
{
  Morris K. Caudill
  V College of Education
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P`? ACKNOWIJEIJGMENTS
This study could not have been made without the cooperation and
assistance of numerous persons. The writer is especially indebted to
the following: Dr. Paul Street, director of the evaluation project,
i who provided direction for the study, read the rough draft, and offered
many helpful suggestions; Dr. Ottis Murphy, who served very capably as
C liaison officer for the project and helped secure the needed data;
Dr. Thomas Collins, who completed the first phase of the Youth Activities
Program evaluation; the Knox County Public Schools which granted the
needed time for the students to answer the questionnaire; and finally
i`M to the youths who participated in the study, without whose cooperation
this study would not have been possible.
 
11

 TABLE OE CONTENTS
Paw
ACIw1.I·ZIJCMl·ZN'I'S ........................... ; j
1AST'OE TABLES ........................... Vi
LIST OF ILLUSTRATIONS ........................ viii
Chapter
I. INTRODUCTION ........................ 1
Statement of Problem .................. 2
Delimitations . . .4 ................... 3
Selection of Samples .................. 3
Basic Assumptions .................... 7
Research Procedures ................... 8
Literature ..................... 8
Questionnaire .................... 8
QW Interview Guide ................... 14
Treatment of Data .................... 14
II. REVIEW OF THE LITERATURE .................. 16
Concomitants of Poverty, Isolation, and Suspicion .... 18
Participation ................. , . . 18
Alienation ..................... 19
Empa thy ....................... 2 1
Vocational Aspirations ............... 23
Dropout Rate .................... 25
Delinquency ..................... 29
Major Mechanisms Used in Knox County to Break the Cycle 1
of Poverty ....................... 32
  Fami ly ....................,.. 32
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 Chapter page
School ....................... 33
•)` V
J · Community Action Program .............. 36
Summary ......................... 38
Ill. ANALYSIS OF QUHSTIONNAIRH DATA ............... au
lnlrncluction ...................... L10
Comparison of Tl and T2 Variables by Use of the T·test. . Qi U
Summary of T-test Analysis of Data ........... é9
Comparison of Tl and T2 Variables by Use of Chi Square
Test of Significance .................. 50
Chi Square Treatment of "Time l" vs. "Time 2" Data. . 50
Summary of Chi Square Analysis of "Time l" vs.
"Time 2" Data .................... 62
Chi Square Treatment of "Time 2" Center vs. Non-
Center Data ..................... 65
Sunmmry of Chi Square Analysis of T2 Center vs. Non-
I Center Data ..................... 72
Summary of Chi Square Analysis of Data ......... 74
Factor Analysis Treatment of Data ............ 75
Summary of Factor Analysis Results ........... 89
IV. DESCRIPTION AND ANALYSIS OF TUTORING PROGRAM DATA ...... 92
Participation ...................... 95
Matched Group Study ................... 99
Tutor Interview ..................... 103
Summary of the Impact of the Tutoring Program on the
Participating Youth ................... 107
V. DESCRIPTION AND ANALYSIS OF CONTROL COUNTIES DATA ...... l09
Failure Rate ...................... 109
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 Chaptvr Page
Dropout R:1tc· ...................... 112
  4
’))· .1lIV(‘lI11(‘ !)c·Ii1‘1qu0m·y .................. I I6
In/Out Migration .................... 122
Summary of Analysis of Control Counties Data ...... 125
VI. SUMMARY AND CONCLUSIONS ................... 126
Summary ........,................ 126
The First Six Questions Answered .......... 128
Summary of Tutoring Program ............. 134
Summary of the Analysis of Control Counties Data . . 135
Conclusions ....................... 135
APPENDICIGS ............................. 137
BIBLIOGRAPHY ............................ 166
all-
v

 LIST OF TABLES
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'Vahlc Page
1. Participation by Individuals and Crades ............. 42
2. Knowledge Concerning Economic Practices by individuals and Grades 43
‘ 3. Empathy index for Individuals and Grades ............ 44
4. Aspirational Level by Individuals and Grades .......... as
5. Knowledge about Health and Sanitary Practices by Individuals and
Grades ............................. 46
6. Alienation Index for Individuals and Grades ........... 47
7. Forces Which Shape Attitudes Toward School and Education for
Individuals and Grades ..................... 48
8. Knox County Youth's Knowledge about Place to Find Job ..... . 51
9. Knox County Youth's Willingness to Move from County ....... 52
10. Knox County Youth's Attitude Concerning Use of Installment Buying 52
wu 11, Major means Knox County Youth Would Use to Spend $2,000 ..... 53
12. Expected Vocations of Knox County Youth ............. 55
13. What Best Friends of Knox County Youths Are Doing ........ 56
14. Knox County Youth's Opinion Concerning Advice on Taking Person
to Doctor ............................ 57
15. Knox County Youth's Opinion about Migrated People ........ 58
l6. Knox County Youth's Views about What Pleases God Concerning
Persons' Ambitions ....................... 59
17. Second—Subject Preference by Knox County Youth ......... 61
18. Participation in Center Activities by Center Area and Non-Center
Area Youth ........................... 65 ,
19. Knowledge about Place to Find Job by Center Area and Non—Center
Area Youth ........................... 66
20. The Ability of Knox County Youth to Dmpathize ....... 4. . . 67
€*·» 21. Expected Pay Per Hour by Center Area and Non-Center Area Youth. . 69
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 Table Page
yp 22. Expected Income at 30 Years of Age by Center Area and Non-Center
of
Area Youth ........................... 69
23. Extent of Health Knowledge by Center Area and Non-Center Area
Youth .............................. 70
24. Length of Time Since Treated or Checked by a Doctor by Center
Area and Non—Center Area Youth ................. 71
25. Opinions about Seeking Advice on Taking Person to Doctor by
Center Area and Non—Center Area Youth .............. 7l
26, Correlation Matrix for Variables Tested, Grade 6(T1) ...... 77
27. Correlation Matrix for Variables Tested, Grade 7(T2) ...... 78
28. Factor Structures According to Grade 6(Tl) vs. 7(T2) ...... 80
29. Correlation Matrix for Variables Tested, Grade 7(Tl) ...... 83
30. Correlation Matrix for Variables Tested, Grade 8(T2) ...... 84
31. Factor Structures According to Grade 7(Tl) vs. 8(T2) ...... 85
32. Correlation Matrix for Variables Tested, Grade 6(T2) ...... 87
`” 33. Factor Structures According to Grade 6(T1) vs. 6(T2) ...... 88
34. Number of Persons who Participated in Tutoring Program by Month . 97
35. Days Absent from School by Tutored and Control Groups ...... 102
36. Dropout Rate for Control Counties ................ 115
37. Number of Commitments to Child Welfare from Control Counties
Sample ............................. 118
38. Number of Commitments to Child Welfare from Control Counties
Sample by Sex .......................... 118
39. Juvenile Delinquency Rates for Control Counties and Ranks of
Counties, 1962-65 Average .................... 119
40. Juvenile Delinquency Rates for Control Counties and Ranks of T
Counties, 1966-67 Average .................... 120
4l. Referrals to Court as Delinquent from Control Counties Sample,
1967 ,............................. l21
42. Out-Migration for Knox and Control Counties for Base- and
{gil CAP-Periods ........................... 123
43. Loss for Knox and Control Counties for Base- and CAP—Periods . . 124

 LLST OF ILLUSTRATIONS
Q,
Figure Page
1. Placement of Knox County within Control Counties Group ..... 6
2. Participation in Tutoring Program by Month ........... 98
3. Participation in Tutoring Program by Three—Month Periods ,... 100
4. Failure Rates for Knox County Schools, Base—Period vs.
CAP—Period ........................... lll
5. Failure Rates for Control Counties Schools, 1963-66 Average . . . 113
6. Failure Rates for Control Counties Schools, 1966-68 Average . . . 114
  l
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 I CHAPTER I
iN‘l'R<>l)U()'I‘ [ON
There are two Americas. One is the middle—class euphoria. The
other America is a land ol dirt and despair, missed meals and sudden vio-
lence, crowded rooms and empty days. The inhabitants of this second land
are our 35 million poor.l There is a high statistical probability that
this number will increase since poverty tends to breed poverty. Late in
l964, the Council of Economic Advisors issued a statement attesting to
this fact:
A poor individual has a high probability of staying
poor. Low incomes carry with them high risks of illness;
limitations on mobility; and limited access to education
- and training .... Lack of motivation, hope, and incen-
tive is a more subtle but no less powerful barrier than
lack of financial means. Thus the gruel legacy of poverty
is passed from parents to children.
One "subdivision" in the land of poverty is Appalachia, an area
about which so much has been written recently that no geographical
data are included here.
Appalachia is a land of contrast for its people. The beauty of
its richly wooded slopes shelter valleys of want. The families which
inhabit the area do so, not because they necessarily love the area, but
because they cannot compete successfully in the urban world of work. The 4
very close-knit, clannish family structure that symbolizes Appalachia is
 
lmorton R. Engelberg, "The Other America," Michigan Education
Journal, Vol. XLII, No. 14 (March l, 1965), p. 9.
Q 21pm., pp. 9-10.
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rent asunder when the youth of Appalachia must migrate to urban areas
  Lo find employment.
As il result oi` the migration ol- the group oil people of "work-iorce"
age Irom Appzmlacliia, il graph ol the numbers ol people hy age remulninpg
in Appalachia would take a U—shaped form. The iirsi high prong would
represent the youth; the "valley" of the graph would represent the
"work—force" age; and the second high prong would represent the aged.
This study is concerned with a selected group of the representatives
of the first prong of the graph, youth, in a selected section of
Appalachia. How significant is the impact of government—sponsored
attempts to change certain facets of youths' lives in order to break
the cycle of poverty? This is the big question around which the study
is designed.
' Statement of Problem
What has been the impact of the Knox County Community Action
Program on the youth of Knox County through the "Youth Activities
Program" conducted in the community centers?
To measure this impact, answers to the following questions
were sought:
l) To what extent, and in what direction, has there been
change in the empathy, alienation, and vocational levels
of the respondents from "Time l" to "Time Z"?
2) Do the youth of Knox County participate more in various [
areas as a result of the Youth Activities Program? A
3) Has there been a positive change in the youths' attitudes l ,
toward school and education as a result of the program?
4) Has a greater awareness of economic practices resulted
  from participation in the program?
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5) What has happened to the altitudes ol youth concerning
leaving home for employment?
· 6) Has a greater understanding of health and sanitary prac-
tices resulted from participation in the program?
7) How do the youth involved in the tutoring program compare
with a similar group of youth, who were not tutored, on ,
the following variables:
a) End—of—year grades?
b) School attendance?
c) Out—migration?
8) How does Knox County compare with the four counties which
surround it on the following variables:
a) School dropout rate?
b) Delinquency rate?
c) In/out migration?
Delimitations
l) This study is primarily concerned with the "Youth Activities" section
of the O E O —sponsored Community Action Program in Knox County.
7 2) This study is limited to those youth aged 10 through l7 who attend
the public schools in Knox County.
3) No information, other than possible delinquency records, will be
treated concerning those youth who have dropped out of school.
4) The method of administering the questionnaire, in a group situation
in the school buildings, may have caused a respondent's answer to
have been influenced by a "neighbor,”
5) Pronounced feelings by the classroom teachers regarding the community
action programs, pro or con, possibly influenced the responses of the
r
y students a great deal.
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Selection of Samples
i} The major youth-group tested is comprised of those youths who
were enrolled in the sixth and seventh grades of the Knox County public 7

 -4- I
schools when the "Time l" questionnaire was administered in October, 1966.
· 'l`he group was enlarged to include a new group of respondents, sixth
graders, when a "Tlme 2," iollow-up questionnaire was administered in
l·`el>ruury, |*1urch, and April oi I‘)6H. 'l`his means that the "'|'im<· Z"
questionnaire was administered to the total population ol the sixth,
seventh, and eighth grades of the Knox County public schools.
Two additional samples were selected for study. One of these was
a group of students who participated in a tutoring program sponsored
by the Community Action Program.
The method used for selecting the sample for this particular
study consisted of securing the names of those youngsters who had
participated in the tutoring program at the various centers and collecting
certain control data concerning each participant. Once this was done,
each tutoring program participant was matched with a non—participant
i according to the following control criteria;
1) Age
2) Sex
3) Grade in school during school year 1964-65
4) Teacher during school year 1964-65
5) End-of-year grades for school year 1964-65
The other sample selected for study was a group of counties
surrounding Knox County, having federal programs, but not having community
action programs. Because of these facts, they acted as~a filter to
screen out the effect of federal aid from the impact of the Community
Action Program in Knox County.
The counties selected to act as the control group include the A
following:
i
1) Bell
2) Clay
· 3) Laurel
D 4) Whitley
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The first reason for selecting the above-mentioned counties was
· the fact that they all met the criterbn of lacking a community action
program; therefore, the filtering process could operate.
The second reason for the selection of these counties was the
fact that they surround and are contiguous to the boundaries of Knox
County. (See Figure l.) Because of this fact, one can surmise that
conditions within each county are roughly the same as those which exist
within Knox County. The people are basically the same; the economy is
similar; and social patterns do not vary a great deal.
The differences which do exist within the totality of the sample,
do so in a definite pattern, which acts to delete any objections to the
selection of a particular county. Examples can be given which should
clarify what is meant by the "pattern" of differences and why these
should have no effect on the sample,
' By looking at the map, (Figure l), one can note the sample
counties' geographical location. The western half of the sample tends
to depend to a greater degree upon service industries and tourism to
bolster its economy than does the eastern half. The mainstay of the
economy in the eastern half of the sample is the mining of coal.
The social pattern of the eastern half of the sample would tend l
to center around more closely knit groups than would be found in the
western half, because of the topography of the area. The eastern half of
the sample is more mountainous, and cultures are formed along the V
r
"hollows" or drainage basins. As these are generally narrow in this i
area, the social groups are smaller and more closely knit. Because of this, i
group ideas become especially important; hence, an effect upon variables
· to be tested by this study.
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9 FIGIRE l—··PLACENi£NT OF KNOX COUNTY WITHIN CONTROL COUNTIES GROUP
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The point to be made is the fact that these and other differences
· which exist in the different halves (East and West) cancel each other
out where this study is concerned. By referring to the map once again,
we can see that any imaginary line drawn to divide the sample into
eastern and western halves would necessarily bisect Knox County in the
middle. This means that the eastern half of Knox County would tend to be
representative of the eastern half of the total sample, and the western
half of Knox County would tend to be like the western half of the total
sample. Therefore, the differences which exist would serve to cancel each
other out as far as our study is concerned.
Basic Assumptions
l) The areas studied are sufficient in scope to measure adequately the
V impact of the Youth Activities Program on the youth of Knox County.
2) The indices used, questionnaires, interviews, education records,
are adequate measuring devices for these particular studies.
3) The respondents to the questionnaire are literate enough to respond
correctly to the questions asked.
4) Two years is a sufficient period of time for measurable changes in
youth to occur.
5) A comprehensive community action program would include the schools in
some form or another.
6) "Much of human development is sequential in nature so that individual i
characteristics in the present are built on preceding ones that are l
similar or associated."3 This means that the impact of the Youth l
Activities Program would tend to have a long-range effect.
  `
3Catherine S. Chilman, Growing Up Poor (Washington, D.C.: U.S.
Government Printing Office, 1966), pp. 52-53.
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Research Procedures
I Literature
Books, pamphlets, and periodicals, which related to the variables
to be studied, in the College of Education and Margaret I. King Libraries
at the University of Kentucky were reviewed and analyzed. Furthermore,
studies and/or information from other sources, such as personal libraries
and federal government publications, were used.
Questionnaire
A sixteen page questionnaire was prepared and administered in
October, l966. The instrument was designed to measure the impact of
the Knox County CAP on the youth of that county concerning, among other
things, the following variables:
l) Mass media as an agent of change
2) Empathy
3) Political efficacy
4) Sources of information
5) Vocational aspirations
6) Participation in "Youth Activities" in Community centers
` 7) Attitudes toward government programs
8) Attitudes toward school and education
9) Church participation
10) Standards of living
ll) Economic knowledge and practices
l2) Attitudes toward leaving home
l3) Knowledge about health and sanitary practices
When the "Time l" reports were compiled, it was learned that
some of these variables had been treated by two or more researchers.
After consultation with researchers who were treating the same l
I
variables and after meeting with the project director, this researcher i
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deleted the following variables from the youth questionnaire, because E
  I
they were found to be an integral part of another section of the evaluation:
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l) Mass media as an agent of change
• 2) Political efficacy
3) Sources of information
4) Attitudes toward government programs
5) Church participation (with the exception of one question)
6) Standards of living
The eight major variables contained in the "Time 2" questionnaire
are as follows:
l) Empathy
2) Vocational aspiration
3) Participation in "Youth Activities" in community centers
4) Attitudes toward school and education
5) Economic knowledge and practices
6) Attitudes toward leaving home
7) Knowledge about health and sanitary practices
8) Alienation
The questionnaire contained rather simply constructed questions
concerning all but two variables, empathy and alienation. These two
variables were tested by use of scales which were borrowed from the
literature.
The empathy scale was a modification of the nine-item scale
developed by Lerner." Substantiated by the results of his scale, Lerner
presented evidence to illustrate that literacy, mass media exposure,
opinionatedness, and urbanization, were related to empathy. He found that
the more literate respondents, the more urbanized and opinionated, exposed
themselves more to media and ranked higher on his empathy scale.
The empathy scale used in the youth questionnaire consisted of
eight items. Their purpose was to determine the extent to which the
respondent possessed or lacked empathy. The questions presented in the 1
scale are as follows: g
    .
LI, l
Daniel Lerner, The Passing of Society (Glencoe: The Free Press,
1958). A
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l) What are the biggest problems that people like yourself
’ face in life?
2) What d0 you think people like you can do to help solve such
problems?
3) If you were the director of a government center (CAP Director)
for this neighborhood, what would you do in order to make
things better around here?
4) What would you try to get done if you were the county judge
of Knox County?
5) If you were governor ol Kentucky, what are the most important
things you would do first?
6) Suppose you were elected President of the United States,
what are the most important things you would do first?
7) lf for some reason you could not live in the United States,
what other country would you choose to live in?
8) Whether or not the respondent names a country, ask; Suppose
that I could tell you anything that you wanted to know
about this other country--what two questions would you be
most interested in asking?
The first two questions were designed to see if the respondent
could identify with roles assumed by others of his own level and
peer group. The subsequent questions were designed to see if the
respondent could identify with the roles assumed by persons at the county,
state, national, and international levels. The scale, as it were, was
designed to measure the extent and range of roles with which an individual
could identify--the scope of his empathic inclinations.
The question of whether or not the responses to these questions
were indicative of the presence or lack of empathy was left up to the
individual researcher coding the questionnaire. These researchers had
i
been instrumental in making out the empathy questions and were familiar 1
»
4
with the various studies in which an empathy scale was used. The T
researchers also weighed the responses on the basis of the degree of
’ empathy that the question reflected. If the person was very adamant
1
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 -l1-
and direct about the procedures he would follow if he were president or
· a county judge then the response was weighted in favor of high empathy.
If the person responded with little enthusiasm or imagination then his
response was not weighted as heavily. The person who failed to answer
the questions at all was given a zero. There were no negative weights
assigned to any response. The decision about the degree of empathy that
each question reflected was left up to the individual researchers who, as
a team, had a standard set of criteria for ascertaining the extent of em-
pathy. Included in this set of criteria were the following: (except for
the last two questions)
l) Person visualizes himself in this role: (What I would do
rather than what "others" might do).
2) Mentions specific behavior.
3) The behavior should apply to more people than just the
respondent.
( 4) Indicates knowledge of an ideology which could be associated
with the role.
5) Indicates knowledge of the role: What behaviors are required.
For the penultimate question, the following were used:
l) If lists country>—codc 2.
2) If lists anywhere other than a country—code l.
3) No response or don't know—code O.
' The criteria for the last question were:
Are there rational reasons for wanting to live there? Response
on this question should indicate a desire to improve one's lot.
The weights picked by the researchers for each question were
totaled and then divided by eight to yield a mean score. Once again the W
individual researchers determined whether or not the respondent was empathetic. ;
  `
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T. l
j The statements used in the alienation scale were developed by l
Dean5 to measure the level of powerlessncss and social isolation felt
'% by people. As used ln the youth questionnaire, the statements attempted
l to measure the level of receptiveness of the youth in Knox County.
QQ The questions included in Dean's powerlessness and social isolation
i § scale are as follows;
é Introduction; Different people see life differently. I am going to
E— make some statements which show some of the ways of looking at life.
{ From the way you feel about things, would you please say Yes or No to
Q these statements. (Interviewer; Do not encourage "Don't Know" responses,
`Q although they Swans be noted whenever necessary. Check in appropriate
Q space.) There are no right or wrong answers. what we want to know is
5 how ou feel.
E No
EQ Agree Opinion Disagree
m l) Sometimes I feel all alone in the world. 2 0 l
Q 2) Today's children face a wonderful future. 0 2 l
g 3) Sometimes I have the feeling that other
Jpg people are taking advantage of me. 2 O l
.@ 4) Real friends are as easy as ever to find. O 2 l
Ei 5) It is frightening to be responsible for
Qi the raising of a little child. 2 0 l
§ 6) Everybody can do at least a little some-
T} thing that will help prevent another
·f world war. O 2 1
E 7) Most people today seldom feel lonely. 0 2 l y
~§ 8) The world in which we live is, in I
g} general, a friendly place. O 2 1
2; 9) There are so many things that have to be
ig decided these days that sometimes I feel
EQ that I just can't take it any longer. 2 O l l
  ‘
Tg 5Dwight G. Dean, "Alienation and Political Empathy" (Unpublished [
Q doctoral dissertation, Ohio State University, 1956).
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No
D Agree Opinion Disagree
10) You can depend on most people these days. 0 2 1
ll) There is little chance for a man to get
a better job unless he gets lucky. 2 O 1
12) It is hard to find friends these days
even if a person tries to be a friend. 2 O 1
13) We're told so much what to do these days
that there's not much room for choice
even in personal matters. 2 0 1
14) People really aren't very friendly. 2 O 1
15) The future looks dark and gloomy. 2 O 1
16) I don't get to visit friends as often
as I'd really like. 2 0 1
The powerlessness and social isolation scale was scored by adding
the total for the sixteen items in the scale and dividing that by
sixteen. The highest rating for any single item was 2 with the lowest
as O. Thus, a respondent with a high feeling of powerlessness and social
isolation would have a score nearer 2 (after the division by 16); while
one with relatively low feeling of powerlessness would have a total
approaching O. The coding sequence then ran as follows:
O = D0n't Know
1 = Low Alienation .
2 = High Alienation (Powerlessness)
This scale was also recorded into quartiles, so the respondents'
score would fall into one of four approximately equal categories. These
were the categories: 1
1 = 0.01 - 0.50 11
2 = 0.51 - 1.00 [
3 = 1.01 - 1.50 l
L+ = 1.51 - 2.00
K
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The "Time 2" questionnaire was administered to sixth-, Seventh-,
F and eighth-grade students in Knox County during February, March and
April of 1968.
Interview Guide
An interview guide was constructed to aid an interviewer in
discerning the attitudes of tutors toward the tutoring program sponsored
by the Knox County Community Action Program.
The guide was constructed so as to elicit their attitudes toward
the following aspects of the program;
l) Purposes of the program
2) Relationship of program to child's needs
3) Process used in hiring tutors
4) Qualifications needed to work as a tutor
5) Training of tutors
6) Selection of tutees
7) Organization of tutoring process
8) Means of evaluating program
Treatment of Data
Three statistical treatments were used to analyze the data
obtained by the various instruments. These treatments are as follows: l
1) T-test
2) Chi square
3) Factor analysis
The t—test was used to show differences in means of group
responses by grades and mean individual responses from "Time l" to l
{ "Time 2." A "two-tailed" test of significance was used in order to i
ascertain whether the change in means was positive or negative from l
"Time l," and to what level of probability the change occurred.
l The chi—square test of independence was used to determine the
l
l -

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levels of confidence within which there existed s real difference
D between obs