A comparative study of white and negro children

Dagny Sunne
1917 Journal of Applied Psychology  
As New Orleans offers unusual opportunity for comparative study, an investigation was begun last year to compare white and negro children of nearly similar social and economic status by means of the Binet and Yerkes Point Scales and other tests. All the white children above grade II in a school situated in one of the very poorest districts were selected for examination in order to have environmental and school conditions as nearly similar as possible to those of n egro children of corresponding
more » ... en of corresponding age and grade. It was hoped that the results would indicate whether the ordinary school program is as well adapted to the negro children as to the white. The purpose was not so much to get a general intelligence quotient, as to find out specific points of similarity and difference. The children, white and negro, attend public schools in the same district. The white children were t ested fir st and then an almost equal number of negro children of as nearly the same age and grade as possible. Each child was examined individually by the investigator. The superintendent, principals and teachers cooperated heartily in the investigation, and the children, who assumed that it was merely a new kind of school exercise, were eager for the tests and seemed to do their best. Both principals and teachers were unaware that the tests were made for a comparative purpose. No children below the second grade were examined as it was desired to employ other tests that required the ability to write and to use colored crayons. The white children are mainly of Irish, German, Italian and French ancestry, but all are natives of New Orleans. In only two familie s is a foreign tongue used to any extent in the home, and few of the children can understand even a word of the language of their parents. Consequently all of these boys and girls may be considered English-speaking children. The white children tested by both scales numbered 112, 47 girls and 65 boys, from grades II to V inclusive; n6 negro children of corresponding
doi:10.1037/h0073489 fatcat:fnofitbccncjfkjl5uxuqzuixm