Content area
Abstract
The Problem. Most current social research tended to see the Black community as unidimensional. The purpose of this dissertation was to examine the subgroupings and subcultures which constituted the culture. This study used the Hannerz subculture concept method. By using this method, this investigator hoped to offer a more meaningful overview of Black social structure, and a more detailed analysis of varying educational attitudes within each subcultural group.
Procedures. A survey questionnaire design was used for this study, and two instruments were developed. The first gathered family background and subcultural information; the second was a five point Likert-type scale that measured educational attitudes. The population for this study were youth from 12-24 who were then students or former students of the Omaha Public School System.
Findings. Results of this study indicated that: (1) There were no substantial differences in the attitudes of Black youth toward education in the Omaha Public School System and those projected by Hannerz. (2) "Mainstreamers" had more positive attitudes toward education and school. (3) Females in the sample were consistently more positive than males. (4) Twelve to 14 year olds were the most positive. (5) Particular school or institutional models made no difference in Respondents' attitudes. (6) There were no substantial differences in the attitudes of athletes as compared to non-athletes. (7) More positive attitudes were held by those Respondents from smaller families. (8) Subgroup membership determined interest in subject majors and curricular activities. (9) Subject majors or curricular activities offered inconclusive evidence of variation of attitudes. (10) Future career plans were dependent on subcultural group membership.
