Date of Award
Master of Science (MS)
Excerpt: "The adjustment of boys and girls during their adolescence to the realities of their environments is a major function of the secondary school, or of education in all grades. In conventional practices, the high school has conceived its function to be that of subject matter teaching. It has to some extent disregarded any adjustment other than obedience and learning the subjects. [...] The education of boys and girls should be more than mere completion of the subjects offered by the schools. Adjustments should be social as well as educational, because many high school students do not receive formal education beyond the eleventh or twelfth grades. [...] The problem confronting principals and teachers is how to best reduce or eliminate maladjustment. One method sometimes used is the organization of after-school classes. [...] This study has been made to determine and evaluate the purposes, advantages and disadvantages of having after-school classes in Negro high schools. The important point to keep in mind is that adjustments are not reached by merely holding these after-school classes. These classes are not ends in themselves but only a means to an end; consequently the problem of adjustment is never complete, but is constantly going through the stages of development and improvement. This study was limited to eighty-six outstanding Negro high schools throughout Missouri, Kansas, Texas, Arkansas and Oklahoma, but information was actually secured from only sixty-three of these schools. [...] The questionnaire technique was used in making this study. [...] these main points were used as guides in planning the questionnaire: What were the purposes for having these classes; who was in charge of the classes; and what were the advantages and disadvantages of these classes?"
Heath-Shaw, Florence, "A Study of after-school classes in Negro high schools" (1935). Electronic Theses & Dissertations. 418.