Princeton-Educated Blacks and the Black Community

by

Michelle LaVaughn Robinson

A thesis
presented to Princeton University
in partial fulfillment of the
requirements for the degree of
Bachelor of Arts
in
Department of Sociology.

1
 Princeton, New Jersey, 1985

(c) Michelle LaVaughn Robinson, 1985

2
I hereby declare that I am the sole author of
this thesis.
I authorize Princeton University to lend this
thesis to other institutions or individuals for
the purpose of scholarly research.

Michelle LaVaughn Robinson

I further authorize Princeton University to

reproduce this t h e s i s b y p h o t o c o p y i n g o r b y o t h e r
m e a n s , i n t o t a l o r i n part, at the request
of other institutions or individuals for the
purpose of scholarly research.

3
Michelle LaVaughn Robinson

4
Princeton University requires the signatures of
all persons using or photocopying this thesis.
Please sign below, and give address and date.

5
 CONTENTS

D E D I C AT I O N ........................................................................................ iv

A C K N O W L E D G E M E N T S .......................................................................

Chapter page

I. I N T R O D U C T I O N .................................................................. 1

H. H Y P O T H E S I S ...................................................................... 4

Dependent Variables ................. 4

Interaction Attitudes ............. 4
Comfort and its Relationship to
Interaction Attitudes . . . 5
Separationism/Pluralism and
Integrationism/Assimilationi
sm . . 6
Benefit Attitudes ................. 9
Change Over Time in the Dependent
Variables 11
Independent Variables .............. 15
Causal Model ......................... 18
Hypotheses ........................... 18

III.M E T H O D S 2 2

6
 Ouestionnaire ...................... 22
Measures of the Dependent Variables .
22
Measures of the Independent Variables
. . 24
The Sample ........................... 25

IV: F I N D I N G S A N D D I S C U S S I O N
2 6
Description of the Sample .......... 26
General Attitudes of Respondents 27
Background of the Respondents . . . . 33
Explanatory Findings ................ 36
Time vs. Ideologies .............. 36
Time vs. General Comfort and
Motivation
to Black Community ........ 37
Association Between Time and
Ideologies . . .................... 39
Time and its Correlates .......... 40
Association Between Ideologies and
Schools Attended .......... 43
Associations between Ideologies and
the Dependent Variables . . . 44

7
 V. SUMMARY AND CONCLUSIONS ................. 51

Revised Causal Model ................ 51

Major Conclusion .................... 53
New Hypothesis ....................... 57
VI. APPENDIX ............................................................................. 65

B I B L I O G R A P H Y ................................................................................ 66

8
 DEDI CATION

To Mom, Dad, Craig, and all of my special

friends:

Thank-you for loving me and always making me feel

good about myself.

9
 ACKNOWLEDGEMENTS

This thesis would not have been possible

without the help and guidance of my advisor,
Professor Walter Wallace. Thank-you Professor
Wallace you have made me a much better student.

I would also like to thank my respondents,

members of the ABPA, who participated in my
study. It is good to know that Black Princeton
students can count on the support of the As-
sociation.

Special thanks to Mr. Steve Dawson, President of

the ABPA, and Mr. Richard Roper for their time
and support.

Finally, I would like to thank Pat Larue and the

10
Alumni Records Office fo r a ssistin g me in

mailing my que stionn ai re s.

11
 Chapter I

INTRODUCTION

The purpose of this study is to examine

various attitudes of Black Princeton alumni in

their present state and as they are perceived by

the alumni to have changed over time. This study

tries to examine the following attitudes of

alumni: the extent to which they are

comfortable interacting with Black and with

White individuals in various activities; the

extent to which they are motivated to benefit the

Black community in comparison to other entities

such as themselves, their families, God, etc.;

the ideologies they hold

-
with respects to race

12
relations between the Black and White commu-

nities; and feelings they have toward the Black

lower class such as a feeling of obligation that

they should help improve the lives of this

particular group of Blacks.

As a future Black alumnus, this study is

particularly interesting because often times I

take my own attitudes about such issues for

granted;. never pausing to reflect upon how my

experiences at Princeton may somehow have caused

my attitudes to change. This is important for

Blacks in contemporary society because as more

Blacks begin attending predominately White

universities it will be helpful to know how

their experiences in these universities affect

their future

13
 2

attitudes. In years to come if their attitudes

do change, is it possible, for example, that

they will become more comfortable interacting

with Blacks or with Whites in various activities?

Will they become more or less motivated to

benefit the Black community? If there is a

change in their attitudes to what might it be

attributed? Will they feel any obligation as a

member of the Black community to help other

Blacks in particular who are less fortunate than

themselves?

Earlier in my college career, there was no

doubt in my mind that as a member of the Black

community I was somehow obligated to this

community and would utilize all of my present

and future resources to benefit this community

first and foremost. My experiences at Princeton

have made me far more aware of my "Blackness"

14
than ever before. I have found that at Princeton

no matter how liberal and open-minded some of my

White professors and classmates try to be toward

me, I sometimes feel like a visitor on campus;

as if I really don't belong. Regardless of the

circumstances underwhich I interact with Whites

at Princeton, it often seems as if, to them, I

will always be Black first and a student second.

These experiences have made it apparent to me

that the path I have chosen to follow by

attending Princeton will likely lead to my

further integration and/or assimilation into a

White cultural and social structure that will

only allow me to remain on the periphery of

society; never becom-

15
 3

ing a full participant. This realization has

presently, made my goals to actively utilize my

resources to benefit the Black community more

desirable.

At the same time , however, it is

conceivable that my four years of exposure to a

predominately White, Ivy League University has

instilled within me certain conservative values.

For example, as I enter my final year at

Princeton, I find myself striving for many of the

same goals as my White classmates--acceptance to

a prestigious graduate or professional school or

a high paying position in a successful cor-

poration. Thus, my goals after Princeton are

not as clear as before.

Is it possible that other Black alumni share

16
these feelings? Do most alumni experience a

change in their attitudes; and, if so, how

are they likely to change? This study will try

to provide some answers to these questions.

However, before discussing the findings, it will

be necessary to define the variables of the

study and explain the methods used to measure

these variables.

17
 Chapter II

HYPOTHESIS

D E P E N D E N T VA R I A B L E S

This study focuses on four dependent

variables which may be divided into two

attitude categories: 1)the extent to which

respondents to the questionnaire feel personally

and ideologically comfortable interacting with

Blacks and with Whites; and 2)the relative

degree of motivation these respondents have to

benefit various entities--including the Black

community, themselves, their families, and the

American community at large (which is, of course,

18
predominately White). Let us call these two

categories "Interaction Attitudes" and "Benefit

Attitudes".

interactio n At titudes
There are two basic variables in this

category. By inquiring about the relative comfort

that the respondents feel when interacting with

both Blacks and Whites in various activities, the

study tries to provide some idea of the re-

spondents' personal preferences when interacting

with Blacks and with Whites, and thus measures

their degree of attach-

19
 5

ment to individuals of different races. In

addition, the study also inquires about

respondents' ideological preferences regarding

relations between the Black and White commu-

nities. Let us consider these two variables more

closely.

Comfort and its Relationship to Interaction

Attitudes
Webster's Dictionary of English offers several

key synonyms for "comfort", some of which are

ease, pleasure, and enjoyment. When one speaks

of being "comfortable with" someone or

something, one often thinks of environments which

promote feelings of ease and with which one is

familiar, such as being in one's own home or

with one's family and close friends. More often

20
than not, one finds comfort in things with

which one is familiar rather than in unfamiliar

things. It is also more likely that one is more

attached to to things with which one is

familiar than to things with which one is

unfamiliar. Therefore, in the case of the re-

spondents, I argue that the relative sense of

comfort they may feel when interacting with

Blacks in comparison to Whites (and vice

versa) in various activities reflects the

relative ease and familiarity the respondents

feel with Blacks in comparison to Whites which,

in turn, indicates the extent to which the

respondents are personally attached to Blacks as

individuals in comparison to Whites as individu-

als.

21
 6

I t is important to point out that one's

attitudes about race relations on an individual

level have an important degree of logical

independence from one's attitudes about race

relations on a community level. An individual who

is more personally comfortable with Blacks than

with Whites on an individual level need not hold

political ideologies which support the

separation of Blacks and Whites on a community

level. Likewise, an individual who is personally

more comfortable with individual Whites than with

individual Blacks may or may not hold ideologies

which support the integration of Blacks and

Whites on a community level. Therefore, it is

necessary to measure attitudes towards

relations between Blacks and Whites on a

22
community level (to be referred to as

"ideologies") independently from personal

attitudes towards relations between Blacks and

Whites on an individual level. The variable to

be discussed next tries to accomplish this by

mesauring the extent to which the respondents are

separationist and/or pluralist or integrationist

and/or assimiliationist (to be referred to as

sep/plur and int/assim).

Separationism/Pluralism and
Integrationism/Assimilationism
Unlike the discussion of "comfort",in the

previous section, literature defining concepts of

sep/plur and int/assim was found. Therefore, in

order to demonstrate the role of

23
 7

these concepts in this study, the following

section will draw on the writings of such

authors as van den Berghe, Billingsley, and

Carmichael and Hamilton, to name a few, whose

writings utilize these concepts.

van den Berghe (1967), discusses the

possibility of two types of pluralism:
1)cultural structural pluralism in which one
finds different ethnic groups with their own lan-
guages, values, etc., but participating in a
common social structure (things people do
together); and 2)social structural pluralism in
which one finds shared languages and values
across different ethnic groups each participating
in its own separate social structure.' These
definitions of pluralism utilized by van den
Berghe serve as a basis for using the term
"pluralism" as a measure of the respondents's

24
 attitudes about race relations between Blacks
and Whites on a community level.
The idea of separationism and pluralism
(both cultural structural and social structural)
is also discussed by Billingsley (1968) who
believes there is a need for Blacks to build up
their own communities; define themselves by new
"Black" standards different from the old White
standards; and exercise power and control over
their on institutions and services within the
Black community.

1
Pierre van den Berghe, Race and Racism, (New
York: Wiley), 1967: p. 35.

25
 8

Stokely Carmichael and Charles Hamilton's

(1967) developed definitions of separationism

in their discussion of Black Power which guided

me in the formulation and use of this concept in

the study.

The concept of Black Power rests on

the fundamental premise: Before a
group can enter the open society, it
must close ranks. By this we mean
that group solidarity is necessary
before a group can operate effectively
from a bargaining position of strength
in a pluralistic society.'
Thus, Carmichael and Hamilton define separationism

as a necessary stage for the development of the

Black community before this group integrates into

the "open society".

The idea of creating separate social

structure and cultural structures as suggested

by these authors serves to clarify definitions

of separationism/pluralism as they function in the

dependent variable which tries to measure the

26
respondents' ideologies concerning political

and economic relations between the Black and

White communities.

Conyers and Wallace (1976) embody the idea

of Blacks working with Whites as a plausible

political and economic ideology about relations

between the Black and White communities. Their

discussion focuses on representative integration

which is the integration of Black official into

various aspects of politics. They discuss

problems which face these Black officials who

must persuade the White community that they are

above issues of race and that they are

representing

2
Stokely Carmichael and :Charles Hamilton, Black
Power: The Politics o f L i b e r a t i o n i n A m e r i c a , (New
York: Vintage Books),. 1967: p. 44.

27
 9

all people and not just Black people. The idea

of working with Whites to form a common social

structure and cultural structure as opposed to

creating two separate social structures and

cultural structures discussed in the writings of

Conyers and Wallace have aided in the

development of concepts of integrationism and

assimilationism as they function in this study.

Benefit Attitudes
The second set of dependent variables in this

study tries especially to measure the extent to

which the respondents were motivated to benefit

various social groups. The first variable was

designed to provide some idea of how interested

28
the respondents are in positively contributing to

the Black community relative to other social

groups such as the White community, their

families, their occupations. The second

variable in this category was designed to measure

the nature of the respondents' attitudes not

toward the Black community as an undifferentiated

whole, but specifically toward members of the

lower class in that community. Let us consider

these variables a little more closely.

The study examines the respondents'

motivations to benefit various individuals and

groups of individuals, thereby,

29
 1

0 measuring their value priorities. The study

inquires about the respondents' motivations to

benefit him/herself, and the following social

groups: the family, the Black community, the

White community, God and church, the U.S.

society, the non-White races of the world, and

the human species as a whole.

In an individual's lifetime, it is necessary

that the individual focus his/her interests on

benefiting a limited number of things at a time

.

because it is impossible to help everyone and

everything eaually at the same time. There-

fore, the individual must create a motivational

hierachy from which the individual can determine

which social groups are most important to

benefit. Some individuals may place the highest

value on benefiting themselves or their fami-

lies. Others may value their occupational fields

30
most highly. Others may place God before

everything else. In still other instances, one's

motivation to benefit either the U.S. society, the

non-White races of the world or the human species

as a whole could be most powerful.

The desire to benifit the Black community as

previously mentioned, is also included in the

list of subjective motivations. However, this

dependent variable did not differentiate the

Black community in any way because it tries to

measure the level of interest the respondents

have in the Black community as a whole in

comparison to other possible social groups as a

whole. The variable discussed next tries to make

up for that.

31
 11

The second benefit variable examines the

respondents' desire to benefit specifically the

Black lower class rather than examining

attitudes towards the Black community as a

whole. This identification is useful because

there is a large segment of the Black community

that is lower class and as a result of the

strong likelihood that respondents now belong to

classes higher and more powerful, politically and

economically, than the lower class largely because

they have graduated from Princeton University,

it is interesting to see what their attitudes

are towards a large majority of Blacks unlike

themselves. Feelings of obligation to improve

the life of the Black lower class, feelings of

guilt for betraying the Black lower class, as

32
well as feelings of shame or envy toward the

Black lower class are investigated in this

study.

CHANGE OVER TI ME IN THE DEPENDENT VARIAB LES

By adding a measure for change over time the

dependent variables may be.studied both in

their present perceived state and as they are

perceived by the respondents to have changed

over time. The study accomlishes this measure

of change by dividing the respondents' lives

into three periods: "Pre-Princeton" (years

before entering college), "Princeton" (years

in college), and "Post-Princeton" (years

33
 12

after graduating from college).'

It is important to realize that the change

measured is that which is perceived by the

individual; an introspective measure of change.

For example, the individual answering the

question may believe that he/she has changed in

no way at all, however, if someone else, possibly

a family member, were asked the same auestion

about the individual, it is possible that they

would believe that the individual has

drastically changed over time.

The measure for change over time is

focused around Princeton because the study

attempts to examine the effects of a Princeton

education on Blacks. Respondents are repre-

sentative of a small number of Blacks who

attend predominately White universities and they

also represent an even smaller portion of Blacks

34
attending Ivy League universities. Unversities

such as Princeton only began admitting Blacks in

the 1960's and presently Blacks comprise only

about 10% of total enrollment. Due to the small

number of Blacks in attendance, the University

does not often meet the social and academic needs

of its Black population because these univer-

For this study, change was computed for first,

the Pre- Princeton to Princeton period (to be
referred to as "Preto-Prin") and then for the
Princeton to Post-Princeton period (to be
referred to as "Prin-to-Post"). By calcu-
lating the difference between the number
indicated by respondents for Pre-Princeton
point and the number indicated by respondents
for the Princeton point, it was possible to
estimate the change during the Pre-to-Prin
period.. Likewise the difference between the
number indicated by the respondents for
Princeton point and the number indicated for
the Post-Princeton point shows the change
during the Princeton to Post-Princeton period.

35
 1
3 sities focus their attentions on
accommodating the White students who comprise
the majority of their enrollments.
Dejoie discusses the claims of the negative
effects of predominately White universities on
the Black students attending those universities.
Although I was unable to find empirical support
for Dejoie's essay, I feel the ideas she
expressed are worth some discussion.
Dejoie believes that "Institutional policies

of predominately White universities have

established practices which favor the prefered

groups and have ranked priorities which are

meant to facilitate the tasks and improve the

conditions of White students while ignoring the

needs of the Black students".' Dr. Dejoie goes

on in her study to discuss the effects of biased

curricula which does not encourage,"...The

contribution of Blacks, the study of Blacks, as

36
a group".' She states that Departments of Black

Studies are kept very separate from White

university curricula. Dejoie also discusses the

negative aspects of social and non-academic ac-

tivites at these schools: "Fraternities,

sororities, homecoming activities and student

government maintain the White status-auo. As in

academic areas, the social aspects of

university life systematically follow the

interests of the White students--the majority

group". 6

4
Dr. Carolyn Dejoie, "Low Morale in Higher
Education: Blacks in Predominately White
Universities'', (source of article unknown).
s

37
.

38
 14
As a result of such biases, both academic and

non-academic, it is often difficult for some

Black students to adjust to Princeton's

environment; and unfortunately there are very few

adequate support groups which provide some form

of guidance and counsel for Black students having

difficulty making the transition from their home

environments to Princeton's environment. Most

students are dependent upon the use of their own

faculties to carry them through Princeton.

Therefore, it is important to understand exactly

what kinds of changes Black students undergo, if

any, while in Princeton.

For this study, the Pre-Princeton measure

provides a rough idea of what kinds of beliefs

respondents held with respects to the dependent

variables before entering college and the Post-

39
Princeton measure provides some idea of what

respondents' beliefs are after college. Thus,

if findings show consistency between the two

periods (Pre-Princeton and Post-Princeton), it

may be possible that no change occured as a

result of their Princeton education, or

possibly in this case, Princeton's effect on

the respondents' beliefs lasted for a short time

and then no longer effected their attitudes, thus

making these effects temporary. If findings show

some change through the periods, it may be

possible that their Princeton education

influenced these changes.

40
 15

INDEPENDENT VARIABLES
By measuring a number of independent
variables, this study will try to determine
some correlates of the respondents' interest in
interacting with Blacks and Whites on an
individual and a community level, as well as
their interest to benefit various social
groups; the Black community in particular. The
independent variables of this study include the
following: the actual time the respondents spent
interacting with Blacks and Whites (to be
referred to as "time"); and the racial make-up of
the individual's primary and secondary schools,
in addition to the racial make-up of the in-
dividual's neighborhood; the race of the person
whom the individual most admired throughout
his/her lifetime; the individual's image of God;
the number of books in the individual's home

41
while growing up and presently; and the age and
sex of the individual. Therefore, although this
study examines several independent variables, as
will be shown in a later chapter, only a few
independent variables were found to have strong
relationships to the dependent variables. This
section will discuss the independent variables
found to have the strongest relationship to the
dependent variables first, and will discuss the
independent variables of the study which are
found to have no relationship to the dependent
variables last.
As will be demonstrated, the independent
variables which measure the actual time the
indivdual spent with Blacks in

42
 1

6 comparison to Whites throughout Pre-

Princeton, Princeton, and Post-Princeton years

will be used as an independent variable. This

variable is related to several other independent

variables which measure the racial make-up of the

individual's neighborhood in which he/she grew up

as well as the individual's primary and secondary

schools.

The individual's past and present socio-

economic status is measured by the independent

variable which asks for the economic class in

which the individual's family belonged when

growing up, in addition to the individual's

career mobility in comparison to the individual's

parents' socio-economic status.

Another independent variable measured in

this study is the race of the person whom the

individual most admired thoughout his/her

43
lifetime. This variable enables one to examine

the influence of the race of the individual's

role models on their attitudes with respect to

the dependent variables of the study.

A rough measure of literateness (tendency for

an individual to include reading and writing as

a major part of his/ her life) is attempted by

the variable examining the number of books in the

individuals home while growing up and presently;

and finally, age and sex of the individual will

also be measured.

The study contains a set of questions examining

the individual's belief in God. This measure has

been used in place

44
 1

7 of the traditional measure which asks simply,

"Do you believe in God? "requiring a "yes" or

"no" response or "Which bests describes your

religious beliefs? Check one: Protestant,

Catholic, Jewish, Athiest, none of the above,

other." Instead of examining whether or not the

individual believes in God, Piazza and Glock

(1979) demonstrated that examining the specific

content of the individual's beliefs as opposed

to measuring whether or not the individual

believes in God provides greater insight into

the individual's ideas about God. The study

found that when people answer "yes" or "no" to

the traditional measure of Belief in God, they do

not all mean the same thing; their conception of

God varies. "Most Americans Believe in a God,

but this does not necessarily imply that they

have the same thing in mind". 7

45
 In order to obtain a clearer idea of the

content of the individual's religious beliefs,

Piazza and Glock developed a auestion that

depends on three interrelated measures: the

extent to which the individual does or does not

believe in a God, the degree to which the

individual believes God influences the way

society is organized, and the degree to which

the individual believes God influences the

individual's own life.

Piazza and Glock, "Images of God and Their

Social Meani n g " , R e l i g i o u s D i m e n s i o n s , (New
Jersey: Prentice Hall,
Inc.), 1979: p. 69.

46
 18
CAUSAL MODEL
The diagram below represents the original

hypothesized relationships between the

independent and dependent variables.

Ideologies

Comfort interacting with

Blacks
(+)
Time

Motivations to benefit the

Black community Attitudes

towards the Black lower

class

(Diagram 1)

HYPOTHESES
It is my belief, as seen by the above

causal model, that the independent variable

which measures the actual time the

respondents have spent throughout the three

47
periods of their lifetime with Blacks and

with Whites will have a strong effect on

the dependent variables of the study

because the more the individual spends time

with a group of people, the more the

individual will be familiar with that

particular group of people. For example, if

the study shows that more respondents spend

time with Blacks than with Whites during

each period of his/her lifetime, the study is

likely to show more respondents tend to be

comfortable with Blacks than with Whites

when interacting in various activities.

48
 19
I also further hypothesize that this sense

of comfort with Blacks will be greatest in all

the activities measured by this dependent

variable except intellectual activites.

Intellectually, Blacks may be more comfortable

with Whites as a result of a greater amount of

exposure to Whites in an academic setting while

at Princeton. Attending Princeton has probably

forced the respondents to compete intellectually

with Whites more than with Blacks and, thus,

they have probably become more familiar with

Whites intellectually, but in other activities

they are not likely to have gained familiarity

with Whites if they did not spend time with

Whites in other activities besides intellectual

ones.

As a result of this greater sense of comfort

felt by respondents with groups with whom they

49
have spent more time, more respondents will be

interested in benefiting these particular groups

in comparison to others. Thus, the variable

measuring time spent with Blacks or Whites will

also influence the dependent variable measured by

the respondents' motivation to benefit various

social groups. For example, respondents who have

spent time with Blacks are likely to be more

comfortable with Blacks and will, therefore,

take a great interest in benefiting this group

in comparison to other social groups.

Consequently, it is also likely that these

respondents are motivated to benefit self, their

loved ones (who are also likely to be Black) and

the Black community in comparison to other social

groups indicated by this

50
 2
0 variable. While Blacks who are more comfortable
with Whites than with Blacks will probably be
less interested in benefiting the Black
community.
The more respondents spend time with Blacks,
the more positive and compassionate they will be
in their attitudes towards lower class Black
Americans, expressing strong feelings of
obligation to take part in improving their
lives. Feelings of obligation will also tend
to be strong for Blacks who have spent more
time with Whites because of a general sense of
compassion towards all underprivileged people.
However, the feelings of pride in remaining apart
from their lives will be much stronger than
their feelings of pride in not remaining apart
from their lives because these respondents will
show tendencies of downplaying the relationship
between themselves and other Blacks.
The socio-economic status of the respondents'
parents in addition to the individual's career

51
mobility are likely to place these individual's
in social and economic arenas more compatible
with Whites, who make up a large segment of mid-
dle class Americans, because they will be able to
afford all of the luxuries typical of the White
middle class. Thus, the higher the class and
the.more upward the career mobility, the more
comfortable these Blacks will be with Whites
than with lower class Blacks. Class and upward
mobility will probably influence the dependent
variables in the same way that time spent
influenced the independent variables.

52
 21
My overall hypotheses described in this

section focuses on the group with whom the

respondents identify most. The independent

variables measure identification through such

questions as time spent with Blacks and Whites,

socio-economic class, career mobility, etc. The

individual's degree of identification with

either Blacks or Whites will determine his/her

motivations to benefit various social groups,

his/her ideologies about race relations between

the Black and White communites, relative comfort

felt by him/her when interacting with Blacks and

Whites, and his/her interest in the Black lower

class. The more the individual identifies with

the Black community the more his attitudes will

sway towards a positive relationship with the

Black community, however, the more the

53
individual identifies with the White community

the more his attitudes will sway towards a neg-

ative relationship with the Black community. This

idea of identification will be discussed further

in the Summary and Conclusions chapter of this

study.

54
C

55
 O

QUESTIONNAIRE

The first part of the questionnaire,

q u e s t i o n s 1 , 3, 4 , and 5 measure the dependent

variables, interaction and benefit attitudes. The

s ec ond part of the ques tion naire , ques tions 2 and

6 through 19, measure the independent variables.

M e a s u r e s o f t h e D e p e n d e n t Va r i a b l e s
Using a scale varying from feeling "much more

comfortable with Blacks" through feeling "about

equally comfortable with Blacks and Whites", to

feeling "much more comfortable with Whites", the

first question of the study asked respondents to

indicate the relative degree of comfort they

felt while interacting with Blacks and Whites

in various activities during the three life-

56
periods. The activities referred to were as

follows: "intellectual (discussing

philosophical, scientific, technical or artistic

ideas"; "social (partying, dining, going to shows

and sports)"; "religious (sharing religio us v iew s,

worshipping)"; "political (participating in

demonstrations, political campaigns and

organizations)"; "business (working on a paying

job, as 'subordinate and/or

57
 2

3 superordinate)"; "dating (including all

specifically sexual activities)"; "sports and

athletics (including keeping in shape and

competing)"; and "in general (considering all ac-

tivities)".

Ouestion 3 asked alumni to rate the

contributions to their behavior, during the

three life-periods, of motivations to benefit

various individuals and social groups. The scale

used for this question varied from feeling the

motivation made "no" contribution to their

behavior through feeling the motivation made a

"moderate" contribution to their behavior to

feeling the motivation made a "very strong" con-

tribution to their behavior. The individuals

and social groups referred to were as follows:

self; loved ones; occupation; God and church;

local residential community; the Black American

58
community; the USA as a society; the non- White

races of the world; and the human species as a

whole.

A similar scale was used to measure the

respondents' views during the three life-periods

about relations between the Black and White

communities in the U.S. in question 4. In this

scale, alternatives ranged from being "very

strongly separationist and/or pluralist" through

being "undecided" to being "very strongly

integrationist and/or assimilationist.

Question 5, the last measure of the dependent

variables asked respondents about their

personal attitudes towards lower class Black

Americans. This question was broken into a

series of statements to which the respondents

were asked

59
 24

to indicate if they felt the statement was " very

true",

"false" or if respondents were "undecided".

Some of the statements measured were as

follows: "I feel proud that I have been strong

enough to avoid remaining in or falling into,

lower class life"; "I feel obligated to help

improve their life"; "I feel they must help

themselves".

Measures of the Independent Variables

The second part of the questionnaire consists

of fourteen questions aimed at measuring the

independent variables of the study (e.g., how

much time spent with Blacks vs. Whites).

These auestions are very straightforward and

try to provide a general description of the

respondents. For example, question 9 asks "Which

60
of the following describes your primary and

secondary schools?" The choices are, all or

almost all Black, mostly Black, about equally

Black and White, mostly White, and all or

almost all White. This question, in addition to

others like question 5 which asked for the

predominate racial make-up of the neighborhood

in which the respondents grew up, provide a

general idea of the types of racial associations

the respondents had before entering Princeton.

Others such as those questionning respondents'

current living arrangements, age, sex, and career

mobility in auestions 16, 17, 18, provide a

general picture of the respondents' ,present

lifestyle. Questions 6, 7, and 8

61
 2

5 measure the content of the respondents' belief

in God. These questions asked the following: the

respondents' belief in "God", the influence of

"God" in the respondents' personal life, and the

respondents' belief in the influence of "God" on

the way society is organized. These variables

may be combined to create new independent

variables if desired.

THE SAMPLE
The sample of 400 Black Princeton alumni was
obtained from the Alumni Records Office at
Princeton University. With the permission of
Steve Dawson, the President of the Association,
of Black Princeton Alumni (ABPA) and his office,
the staff at the Alumni Records Office assisted
the study by selecting every fourth name on a

62
mailing list of approximately 1200 names until
400 names were collected.
The cruestionnaire was sent through U.S. mail
along with a letter from the President of the
ABPA, encouraging subjects to participate in the
study, and a stamped, self-addressed envelope
for the return of the questionnaire. The sample
consists of Black Americans who graduated from
Princeton's undergraduate program. The total
number of returned questionnaires was 89; thus,
the response rate for this questionnaire was
approximately 22%.

63
 Chapter IV

FINDINGS AND DISCUSSION

DESCRIPTION OF THE SAMPLE

The following section intends to provide an

idea of how the alumni responded to the

questionnaire in general. In order to fully

appreciate such a discussion one must keep in mind

the uniqueness of the individuals upon which this

study focuses. Not only are these respondents

representative of middle class Black

Americans, but as some of the first Blacks to

be integrated into Princeton University(infamous

for being racially the most conservative of the

Ivy League Universities).

With 73% of respondents indicating that they

were between the ages of 25 and 34 years (see

table 1), it is also probable that the majority

of the respondents were attending Princeton

during the 1970's when affirmative action which

provided numerous opportunities for Blacks

64
economically, educationally, and occupationally

was put into effect. For the first time since

reconstruction Blacks were beginning to be

properly represented in such fields as politics,

government, medicine, education, etc. The Black

Power Movement was also strong during this time

and as I have mentioned earlier in the study,

such leaders as Stokely Carmichael

65
 2

7 were stressing the need for Blacks to separate

themselves from White society in order to

strengthen the Black community. Thus, it will be

fascinating to find out what types of Blacks

decided to attend a prestigious, White

university, and how this education may have

affected them.

G en e r a ! At t i t u d es o f Res p o n d en t s
In table 2, during the Pre-to-Prin period, the

percentage of respondents who reported spending

more time interacting with Blacks than with

Whites rose sharply from 43% to 61%. Yet, during

the Prin-to-Post period, the percentage of re-

spondents spending time with Blacks dropped back

down from 61% to 39%.

Data in Table 2 only show percentages of

respondents spending time with Blacks and Whites

66
for what shall be regarded, for the purposes of

this study, as particular points in time, i.e.,

Pre-Princeton, Princeton, and Post-Princeton. One

cannot know from these data, how individual

respondents changed between these points. This

type of information is available, however, by

examining Table 2a which shows the percentage of

respondents that (1) changed in the direction of

spending more time with Blacks, (2) made no

change in this respect, and (3) changed in the

direction of spending more time with Whites

during the Pre-to-Prin and the Printo-Post

periods. Thus, Table 2a shows that during the

Pre-

67
 2

8 to-Prin period 46% of the respondents changed

toward spending more time with Blacks, while

only 26% changed toward spending more time

with Whites. During the Prin-to-Post period,

however, the percentage of respondents who

changed toward spending more time with Blacks

dropped drastically by 15%.

Thus far in the findings, an interesting

trend has already appeared which shows that the

changes and differences in the tables are related

to something that happened to the respondents

while at Princeton. This belief will be dis-

cussed further in the conclusion section of the

study.

Just as the percentage of respondents who spent

more time with Blacks than with Whites (and vice

versa) appeared to change during Princeton, the

percentage of respondents who reported holding

68
sep/plur ideologies regarding relations between

the Black and White communities also changed

during Princeton. In Table 3, from the Pre-

Princeton point to the Post-Princeton point the

percentage of respondents who held sep/plur

ideologies greatly increased from 26% to 40%.

Yet, from the Princeton point to the Post-

Princeton point this percentage of respondents

declined from 40% to 31%.

In Table 3a which shows the individual-level

change in ideologies over time, it is clear that

45% of the respondents changed toward becoming

more sep/plur in comparison to only 16% who

changed toward becoming more int/assim during

the Pre-to-Prin period. However, during the

Prin-to-Post

69
 2

9 period this 45% of respondents who changed

toward becoming more sep/plur dropped to 19%,

while the 16% of respondents who changed toward

becoming more int/assim rose to 32%.

The data in tables 3 and 3a demonstrate that

not only did the percentage of respondents who

spent more time with Blacks than with Whites

increase during Princeton, but there was also an

increase in the percentage of respondents who

held sep/plur ideologies.

Interestingly enough, the percentage of

respondents who were motivated to benefit the

Black community increased from 46% at the Pre-

Princeton point to 63% at the Princeton

point, and remained drastically unchanged (64%)

Post-Princeton (see Table 4.3).

The change over time as seen in Table 4.3a

shows that the 35% of the respondents becoming

70
more motivated to benefit the Black community

during the Pre-to-Prin period decreased to 13%

during the Prin-to-Post period, and similarily,

the 10% of respondents becoming less motivated

to benefit the Black community increased to 20%

during the same two periods. Thus, even though

Table 4.3 shows roughly the same percentage of

respondents were motivated to benefit the

Black community Post-Princeton as Princeton,

Table 4.3a shows that during the Pre-to-Prin

period the individual-level change was away from

this motivation.

Findings in tables 4 and 4.1 are roughly

similar to findings in Table 4.3 for.

respondents' motivations to benefit

71
 3

0 self and loved ones. However, for individual-

level change tables 4a and 4.1a, a larger

percentage of respondents became motivated to

benefit self and loved ones during the Pre-to-

Prin and Prin-to-Post periods than they become

less motivated to benefit themselves and their

loved ones. Thus, becoming increasingly

motivated to benefit self and loved ones during

both periods, but especially during the Prin-to-

Post periods, and especially toward benefiting

self.

Occupational motivations, in table 4.2 show

that during Princeton, there was a larger

percentage of respondents who were not motivated

to benefit their occupations in comparison to the

percentages of respondents who are moderately mo-

tivated and motivated to benefit occupation.

During Post- Princeton, however, the percentage

72
of respondents who were strongly motivated to

benefit occupation increased greatly from 31% to

59%.

Tables 4.4 and 4.4a which show the percentage

of respondents who are motivated or were

motivated to benefit God, and the individual-

level change in this motivation respectively

demonstrate an increase in the percentage of

respondents not motivated to benefit God; during

the Pre-to-Prin period; 40% during Pre-Princeton

to 45% during Princeton, which decreases during

Post-Princeton from 45% to 41% (see table 4.4).

Table 4.4a shows that during Pre-to-Prin period

a larger percentage of respondents reported

becoming unmotivated to benefit God, than they

were becoming motivated to

73
 3

1 benefit God, but during the Prin-to-Post

period a larger percentage of respondents

reported becoming motivated to benefit God than

they were becoming not motivated to benefit God.

Tables 5 and 5.1 which show the percentage of

respondents feeling comfortable interacting with

Blacks and Whites in both intellectual and

social activities provide data which also appear

to change during Princeton in comparison to Pre-

Princeton and Post-Princeton. Even though the

change is not drastic for intellectual

activities, the 26% of the respondents who were

comfortable with Blacks rose to 37% from Pre-

Princeton to Princeton, and dropped back to 22%

during the Post-Princeton point. The pattern of

group-level change for social activities was

similar: the change from the Pre- Princeton to

the Princeton point (64% and 73% felt more com-

74
fortable with Blacks at these times) was followed

during the Princeton point to the Post-Princeton

point by an opposite change (73%, and 62% felt

comfortable with Blacks).

In tables Sa we find that 36% of the

respondents reported becoming intellectually

more comfortable with Blacks, in contrast to the

16% of the respondents who reported becoming

intellectually more comfortable with Whites

during the Preto-Prin period. During the Prin-

to-Post period, however, these figures were

reversed, with only 10% becoming more

comfortable with Blacks while 31% became more

comfortable

with Whites.

75
 32

Similar individual-level changes in feelings

of comfort in social activities appear in table

5.1a. The 31% of respondents who reported

becoming comfortable with Blacks during the Pre-

to-Prin period decreased to 10% during the Prin-

to-Post period, and the 11% who reported

becoming more comfortable with Whites during

the Pre-to-Prin period increased to 31% during

the Prin-to-Post period.

In table 5 we find that a larger percentage of

the respondents reported feeling equally

comfortable with Blacks and Whites in

intellectual activities during each of the

three periods than reported feeling more

comfortable with Blacks or more comfortable with

Whites. Indeed, comparing intellectual comfort

(table 5) with social comfort, dating comfort,

political comfort, and general comfort

76
respondents feel interacting with Blacks and

Whites in tables 5.1, 5.2, 5.4, and 5.6, table 5

shows a greater percentage of respondents who

felt equally comfortable with Blacks and Whites

than in any of these other ta bl e s ( wh ic h is

closer to feeling more comfort with Blacks) and

also shows a smaller percentage of respndents who

felt comfortable with Blacks in comparison to any

of the other comfort tables. The latter

supports the hypothesis that the comfort

respondents feel with Blacks will be greater in

all activities accept intellectual ones.

However, it must be noted that for business

and sporting (see tables 5.3 and 5.5),

percentages of respondents reporting comfort with

Blacks are also small in comparison to tables

(5.1, 5.2, 5.4, and 5.6).

77
 33

Respondents
Background o f the
There was a split between the sexes; 60% of

the respondents were male and 40% were female

(see table 6). Fifty- one percent of the

respondents were raised in homes which were

lower middle class; while 24% of the respondents

were raised in lower or under class

households, and 24% were raised in upper to

upper middle class households (see table 7).

Table 8 shows that reading and writing became

more apart of the respondents' lives after they

left Princeton. The seventy-four percent of

respondents who indicated having 51 to over 100

books in their homes during the time they were

growing up increased to 89%, while the 25% of

respondents indicating living in homes with less

78
than 50 books while growing up decreased to 11%.

Sixty-five percent of respondents said they

grew up in all or mostly Black neighborhoods,

20% said they grew up in all or mostly White

neighborhoods, and 15% of the respondents

reported growing up in neighborhoods that were

equally Black and White. Fifty-one percent of

the respondents reported that they grew up in

cities, 40% grew up in suburbs, and only 9%

reported growing up on a farm or in "open coun-

try".

79
 34
Even though more respondents reported growing

up in Black neighborhoods many attended secondary

schools whose population was becoming less Black

than White in comparison to their primary

schools. For example, the percents for re-

spondents who reported attending Black primary

schools and White primary schools were almost

equal; 46% Black, 45% White and 9% Black and

White. However, for the secondary schools, the

percent of respondents reporting that they at-

tended White schools increased to 63%, while the

percent of respondents who reported they attended

Black schools dropped to 24%, and 13% attended

schools that were equally Black and White.

Although the schools the respondents attended

during the Pre-Princeton point became more White

than Black, this trend did not appear with respect

80
to their present living arrangements. Fifty-four

'percent of respondents reported living with one

or more Blacks, only 5% reported living with one

or more Whites, 4% reported living with one or

more Blacks and Whites, and 38% lived alone.

At all three times investigated in this

study, respondents reported admiring Blacks more

than Whites. During the Pre-Princeton point; 58%

reported admiring a relative, while 30% reported

admiring a Black friend, or Black fictional or

non-fictional person; and only 11% reported

admiring a White friend, or White fictional or

non-fictional person. During the Princeton point,

SO% of the respondents reported admir-

81
 3

5 ing a Black friend or fictional/non-fictional

person, while 39% reported admiring a relative,

and once again, only 10% reported admiring a

White friend or fictional/non-fictional person.

During the Post-Princeton point, 47% reported

admiring a relative, 44% reported admiring a

Black friend or fictional/non-fictional person,

and 9% reported admiring a White friend or

fictional/non-fictional friend (see table 9).

Seventy-one percent of the respondents

reported being in careers that have made them
upwardly mobile from their parents' socio-
economic class, while none of the respondents
reported being downwardly mobile from their
parents' socioeconomic class, and only 17% of the
respondents reported remaining even with their
parents' socio-economic class; 12% did not know
yet how they were moving (see table 10).

82
 With respect to belief in God, it appears that
their general belief in some kind of God was
relatively h igh . Sixty- two percent of the
respondents said they definitely believe in God,
while only 6% reported that they do not believe
in God; -24% are uncomfortable with the word
"God" but believe in a transcendent force; and
9% either do not know or are uncertain.
Seventy-one percent of the respondents believe
God influences their own lives, but only 43% of
the respondents believe that God influences the
way society is organized.

83
 36

E X P L A N AT O RY FINDINGS

The strongest relationships found in this

study focus on two variables. The amount of
time the respondents spent with Blacks in

comparison to Whites over the three periods of

the respondents' lifetimes was found to be
stongly related to most of the dependent

variables. However, it was also found that the

ideologies held by the respondents about de-
sirable race relations between the Black and
White communities was also strongly related

to m os t of the dependent variables. Thus, it

was helpful to determine which of these variables
was more closely related to the dependent vari-
ables.

84
Time vs. Ideologies

In order to determine which came first, time

or ideologies, a new analysis was performed to
obtain the relationships in tables 11-11.3.
Tables 11 and 11.2 show how closely time is
related to'ideologies, while tables 11.1 and 11.3
show how closely ideologies is related to time.
This analysis is done to determine whether time
is a better predictor of ideologies or whether

ideologies is a better predictor of time. The

comparison of the relationships in these tables
demonstrate that there is no great difference
between them. For example, the difference
between the 62% of respondents

85
 3

7 who reported spending time with Blacks and

holding sep/plur ideologies and the 48% of

respondents who reported spending time with

Whites and holding sep/plur ideologies in Table

11 was not much smaller than the difference

between the 74% of respondents who reported

holding sep/plur ideologies and spending time

with Blacks and the 56% who reported holding

int/assim ideologies and spending time with

Blacks in Table 11.1. Thus, it is not possible

to determine which variable is a better

predictor of the other.

Although the data of this study do not permit

us to determine the primacy of time over
ideologies or vice versa, I have chosen to
examine time as the major controlling variable
of the study as demonstrated by the causal model
in diagram 1. Thus, it is my hypothesis that the

86
actual time the respondents spent with Blacks
and Whites throughout the three periods of
their lifetime will have a strong effect on the
dependent variables of the study.

Time vs. General Comfort and Motivation to

Black Community
Support for the hypothesis discussed in the
previous paragraph may be found in the
relationships between change in time and change
in general comfort the respondents feel when
interacting with Blacks and Whites in various
activites. In Table 12, there is a strong
relationship between change in time from the
Pre-to-Prin period and change in

"general comfort" for the same period. The more

respondents

87
 3

8 increased the time they spent with Blacks

during this period, the more comfortable

respondents became, in general, with Blacks;

and the more respondents increased the time

they spent with Whites during this period, the

more comfortable respondents became, in

general, with Whites. This same positive

relationship is also shown in Table 12.1 for the

period Prin-to-Post.

The motivation to benefit the Black community

is also influenced by time (see table 13). The

more respondents increased the time they spent

with Blacks the more motivated they became to

benefit the Black community; and the more the

respondents spent time with Whites, the more

unmotivated the respondents became to benefit the

88
Black community.

The relationship between change in time and

change in motivation to benefit the Black

community for Prin-to-Post period in Table 13.1

is more ambiguous than the other relationships

for time. A strong relationship is indicated in

the top portion of the table which shows that

the more respondents began spending time with

Blacks, the more respondents became motivated to

benefit the Black community. Yet, the

relationship in the bottom portion of the table

shows no relationship at all.

It is possible that the disappearance of this

relationship in the bottom portion of the table is

correlated to the inability to determine which

of the variables, time or ideologies, is more

closely related to the dependent vari-

89
 3

9 ables. As opposed to Table 13.1, tables 19 and

19.1 demonstrate that the relationship between

ideologies and motivation to benefit the Black

community provides a less ambiguous finding. In

these tables, it is clear that for both the Pre-

to-Prin and Prin-to-Post periods there is a strong

positive relationship which shows that the more

respondents became sep/plur, the more

respondents would become motivated to benefit

the Black community, and the more respondents be-

respondents became to
came int/asim, the more unmotivated
benefit the Black community. Thus, for certain cases and
periods of time, it is possible that ideologies is more in-
fluential than time.

Association Between Time and Ideologies

90
 The relationship between change in time and

change in ideologies is demonstrated by tables

11-14.1. For each time period, it was found that

the more respondents increased the time they spent

with Blacks, the more they became sep/plur; and

the more the respondents increased time they

spent with Whites, the more respondents became

int/assim. Thus, it may be understood that the

more respondents increased the time they spent

with Blacks or Whites greatly influenced their

sense of comfort with Blacks and Whites, in

general, in addition to influencing their desire

to benefit the Black community, and their

ideologies.

91
 40

Before discussing the relationship between

ideologies and the other dependent variables of

the study, let us examine the actual percentage

of respondents spending time interacting with

Blacks and Whites in the three periods in order

to gain an understanding of how these

respondents' attitudes may have been affected by

the change in time.

Time and its Correlates

The frequencies from the data (see tables 2 and

2a) indicate that a smaller percentage of

respondents spent time with Blacks during Pre-

Princeton, in comparison to Princeton. During

Princeton, this percentage increased greatly,

but declined during Post-Princeton.

92
 The percentages in tables 2 and 2a, in addition

to the relationships between change in time and

the dependent variables in tables 12-14.1 show

interesting findings about the respondents. It is

clear that during Princeton, as a result of the

greatly increased percentage of respondents who

spent more time with Blacks than with Whites, it

is very likely that the percentage of respondents

who 'indicated that they spent more time with

Blacks than with Whites was more comfortable with

Blacks than with Whites in various activities

while at Princeton in comparison to before

entering Princeton and also in comparison to the

percentage of respondents

93
 4

1 who spent more time with Whites or equal time

with Blacks and Whites.

Tables 15-16.1 support this idea by examining

relationships between change in time and two

activities in particular, namely intellectual and

social ones. The tables demonstrate that for

both the Pre-to-Prin and the Prin-to-Post

periods, the more respondents increased the time

they spent with Blacks, the more comfortable

respondents became while engaging in

intellectual and social activities with Blacks

and the less comfortable they became with

Whites. The more respondents increased time spent

with Whites, the more comfortable respondents

became while engaging in intellectual and social

activities with Whites and the less they became

94
comfortable with Blacks. Thus, the respondents

who spent more time with Blacks during the Pre-

to-Prin period were uncomfortable when interacting

with Whites in social and intelectual activities.

Tables 14 and 14.1 show that during the Pre-

to-Prin period, respondents' ideologies became

sep/plur as opposed to int/assim. Therefore,

not only did respondents who began spending

time with Blacks prefer interacting with Blacks

in comparison to Whites on a' one-to-one basis,

but they increasingly held ideologies which

support sep/plur. This observation indicates a

likelihood that the high percentage of respondents

who began spending time with Blacks during the

Pre-t6-Prin period did so consciously as

opposed to being

95
 4

2 forced to do so as a result of discrimination on

the part of the University forcing Blacks and

Whites apart.

Also, given relationships shown in tables 13

and 13.1, it may be seen that the respondents

who increased time spent with Blacks during the

Pre-to-Prin period also became more motivated to

benefit the Black community than respondents

who increased the time they spent with Whites.

As we have seen, the findings discussed in

the previous paragraphs seem to support the

hypothesis that respondents who were increasing

the time spent with Blacks were becoming more

attached to the Black community during the Pre-

to-Prin period both in their individual

interactions and in their political ideologies

about Black and White relations on a community

level. Respondents who were increasing time spent

96
with Blacks were also becoming interested in

positively contributing to the Black community.

As a result of the huge decline in the

percentage of respondents who began increasing

time spent with Blacks during the Prin-to-Post

period demonstrated earlier in Table 2, it seems

probable that as respondents became, attached to

the White community with respects to their

attitudes, they became detached from the Black

community.

Evidence to support the hypothesis previously

discussed may be seen in Table 2a which shows

the percentage of respondents who began

spending time with Blacks and Whites. During

the Prin-to-Post period, as respondents

reported

97
 4

3 spending time with Whites (an increased from 26%

to 31%), respondents also began spending less time

with Blacks (a decrease from 61% to 39%).

However, it must be noted that these

findings could be the result of the

questionnaire design. Respondents were asked

to rate their attitudes by comparing Blacks

and Whites, thus, as certain attitudes towards

Blacks increase, it is inevitable that these

attitudes towards Whites will decrease and vice

versa.

Association Between Ideologies and Schools Attended

The study tries to examine ideologies as it

relates to the dependent variables. Table 17

demonstrates change in ideologies during the

98
Pre-to-Prin period is not only related to change

in time but also to another independent variable,

namely, "schools attended", which measures change

in the racial make-up of the primary and

secondary schools attended by the respondents

before Princeton.

The variable, schools attended, was created by

calculating the difference between the racial

make-ups of each respondents' primary school

and his/her secondary school. "Schools

attended" was crosstabulated with ideologies

only for the period Pre-to-Prin and not the

period during Printo-Post because too much time

elapes from before Princeton

99
 4

4 and after Princeton to consider any

relationship between these two variables. Table

17 shows the more the respondents went to

secondary schools whose populations were be-

coming more Black than that of their primary

schools, the more the respondents would become

sep/plur; and the more respondents went to

secondary schools whose populations were becoming

more White than that of their primary schools,

the more the respondents would become int/assim.

Thus, ideologies during Princeton are not only

related to time during Pre-Princeton, but to a

combination of time and schools attended.

Associations between Ideologies and the Dependent

Va r i a b l e s

100
 It is my hypothesis that ideologies held by

the respondents will be positively related to

attitudes, comforts, and motivations of

respondents. However, tables 18 and 18.1., which

show relationships between change in ideologies of

respondents and the change in comfort felt when

interacting with Blacks and Whites in general on

an individual level for the periods Pre-to-Prin

and Prin-to-Post, indicate an unexpected finding.

In Table 18, it is clear that a strong re-

lationship exists which demonstrates that as

more respondents became sep/plur, more

respondents became comfortable with Blacks in

general; and as more respondents became int/

ti

101
 4

5 assim, more respondents became comfortable

with Whites in general. This table shows the

variables moving together, yet, after Princeton,

these variables move in different directions.

Table 18.1 shows that the previous relationship

disappears.

In order to explain this disappearance it

would be helpful to find some third variable

having the same relationship to ideologies and to

general comfort during the Pre-to-Prin period but

would have different relationships to these vari-

ables in the Prin-to-Post period.

Unfortunately, I have been unable to find such

a variable in this study. Ideologies and

"general comfort" were crosstabulated with

every variable in this study and no such

relationship occurred to explain the

disappearance. Thus, in this instance, I will

102
not venture to speculate beyond the limits of my

data.

Despite this peculiar occurance, ideologies and

other dependent variables show relatively strong

relationships with few inconsistencies. For

example, tables 19 and 19.1 demonstrate that the

more respondents became sep/plur, during the Pre-

to-Prin period, the more respondents became

motivated to benefit the Black community; and the

more int/assim they became, the more unmotivated

they became to benefit the Black community.

ne possible explanation for this occurance may be

that both integrationist and separationist strive

to benefit the Black community because supporters

of these ideologies may

103
 4

6 believe that their ideologies best serve to

benefit the Black community. However, it is

possible that while a Black separationist may be

solely concerned with the particular community

he/she chooses to work within, a Black integra-

tionist may be equally concerned with the Black

and White communities, thus must divide his/her

motivations between these communities. In

essense, a Black integrationist who is dividing

motivations between two groups is less concerned

with benefiting the Black community

specifically than a Black separationist who is

placing his/her energies into the Black community

only. Such reasoning could account for the

findings which show separationists becoming more

motivated to benefit the Black community in

104
comparison to integrationists.

With respect to their attitudes towards the

Black lower class, during both the Pre-to-Prin

and the Prin-to-Post periods, the more

respondents became sep/plur, the more respondents

became obligated to help improve the lives of the

Black lower class (see tables 20 and 20.1).

However, the relationship between the change in

ideologies during the Prin-to-Post period and

the change in feeling of obligation to the Black

lower class in table 20.1 is much weaker than the

relationship during the Pre-to-Prin period.

Relationships in the previous tables could be the

result of the respondents' increased occupational

motivation during

105
 4

7 the Prin-to-Post period as discussed earlier.

This table shows that the percentage of

respondents who became motivated by their

occupation increased from 28% during the Pre-to-

Prin period to 50% from the Prin-to-Post period,

while table 4.3a shows that more respondents

lost their motivation to benefit the Black

community during the Prin-to-Post period.

These findings make it possible to speculate

that at the Post-Princeton point, as more

respondents were becoming increasingly motivated

by their occupations, they had less attention to

divide among their other priorities. As a re-

sult, some of their motivations to the Black

community may have become withdrawn in order to

place more emphasis on occupational attainments.

106
Consequently, their feelings of obligation to the

Black lower class were decreased as well.

Tables 21 and 21.1 demonstrate that a different

relationship exists for both periods when change

in ideologies was crosstabulated with the

feeling of pride the respondents have in

avoiding remaining in or falling into the life

of the Black lower class. It was found that the

more respondents became int/assim, the more

proud they were of this fact; and the more

sep/plur they became, the less proud they were.

But, it should be noted that the relationship

during the Pre-to-Prin period, in this case, is

a little weaker than the Prin-to-Post period

relationship.

With some speculation, these findings may be

attributed to the idea that in order for an

individual to be int/assim,

107
 4

8 that individual may hold the belief that Blacks,

as a whole, should strive to become integrated

into , as opposed to segregated away from the

White community, while a Black who is sep/plur

may believe in striving for the opposite goal.

Therefore, an int/assim may not be achieving

his/her goals by falling into a life with other

Blacks, and thus, be more proud of avoiding their

life. A sep/plur, however, may feel that falling

into a life led by other Blacks is a step to-

wards achieving his/her goal and, thus, be less

proud of avoiding the life of the Black lower

class.

When the relationship between change in

ideologies and guilt of betraying the Black

lower class is analyzed in tables 22 and 22.1, it

108
is evident that respondents who became sep/plur,

felt more guilt of betrayal and those who became

more int/assim, felt less guilt.

In this instance it is possible that

respondents who became sep/plur face some

conflict that may produce feelings of guilt for

betraying the Black community. This conflict

may result from actively integrating in a

predominately White environment by attending

Princeton. If separtist ideologies are based on

total separation from the White community, a

certain level of guilt is more likely to be felt

by a respondent who became sep/plur than by those

who became int/assim. An integrationist is not

opposing any of his/her ideologies by attending

Princeton. On the other hand, the respondent is

acting in the best interest of integrationist

109
 4

9 ideologies and, thus, is faced with no

conflict to cause feelings of guilt.

Table 23, however, shows this same

relationship but considerably stronger than the

relationship in table 22. For the Pre-to-Prin

period, when respondents were asked if they felt

that the Black lower class must help themselves, a

very weak relationship showing that the more

sep/plur the respondents became, the more the

respondents felt that the Black lower class must

help themselves appeared; and the more int/ assim

they became, the more they felt that the Black

lower class must not help themselves. This same

relationship was present for the Prin-to-Post

period in Table 23.1, but it has become

stronger.

110
 Integrationist and separationist ideologies

both encourage the active participation of the

Black community in working towards self-help.

Integrationism and separtionism may both be ways

for the Black lower class to help themselves.

Thus, it is not surprising that the idea of self-

help by the lower class continued to increase

through the life periods of the respondents.

Finally, tables 24 and 24.1 demonstate a strong

relationship for the change in ideologies

during the Pre-to-Prin period and the feeling

that the situation of the Black lower class is

hopeless, such that the more respondents became

sep/plur, the more respondents felt hopeless;

and the more respondents became int/assim, the

less hopeless they felt.,

111
 S

O However, once again, this relationship was very

weak for the same relationship in the Prin-to-

Post Table 24.1.

My speculation for this finding is based on

the possibility that a separationist is more

likely to have a realistic impression of the

plight of the Black lower class because of the

likelihood that a separationist is more closely

associated with the Black lower class than are

integrationist. By actually working with the

Black lower class or within their communities as

a result of their ideologies, a separationist may

better understand the desparation of their

situation and feel more hopeless about a

resolution as opposed to an integrationist who is

ignorant to their plight.

112
 Chapter V

SUMMARY AND CONCLUSIONS

The original hypotheses of the study as

demonstrated earlier by the causal

models in diagram 1, stated that time

would have a positive relationship to

the dependent variables such that the

more respondents began spending time

with Blacks, the more they would become

attached to Black individuals and the

Black community in several respects; and

the more respondents began spending time

with Whites, the more they would be

attached to Whites in several respects.

113
The findings as demonstrated by the

revised causal Models below in diagrams 2

and 3, were not far off from these orig-

inal hypotheses.

REVISED CAUSAL MODEL

Comfort interacting with Blacks

Motivation to benefit the Black community

Ideologies Attitudes towards the Black lower class

(Diagram 2)

114
 5

2 The causal model in diagram 2

demonstrates that there is still a positive

relationship between time and the dependent

variables. Ideologies, however, was found

to have the same relationship to the

dependent variables. Unfortunately, the data

do not provide a way of determining

whether time or ideologies is more closely

related to the dependent variables for

reasons discussed earlier. However, I have

chosen to examine the time respondents spent

with Blacks and Whites as it determines

later ideologies and attitudes because I am

more interested in this relationship as

opposed to examining how ideologies

determines time.

115
 sep/plur Comfort interacting with Blacks
Time Motivation to benefit the Black community

T;i"9int/assim - ""j . 7
Attitudes toward the
Black lower class

(Diagram 3)
The causal model in diagram 3 demonstrates

that the study examines the respondents

who spent time interacting with Blacks and

Whites on an individual level as the major

causal variable of the study. As discussed

earlier, the time spent has a positive

relationship to all the dependent variables

of the study which show that the more

respondents began spending time with

Blacks, the more respondents became sep/

plur and,the more respondents became

attached and interested in the Black

community. However, the more respondents

began spending time with Whites, the more

they became attached to and interested in

116
the White community.

117
 53
The causal model goes on to argue that the

relationships between ideologies and the

variables which measure attitdues, i.e., towards

the Black lower class, comfort felt on an

individual level with Blacks and Whites , and

the desire to benefit the Black community is as

follows: the more respondent became sep/plur,

the more respondents became comfortable with

Blacks, the more respondents became motivated to

benefit the Black community, and held more

positive attitudes towards the Black lower class

in general. The more respondents became

int/assim, the more they became comfortable with

Whites, the less motivated they became to

benefit the Black community, and the less

positive their attitudes became towards the Black

lower class in general.

118
MAJOR CONCLUSION
The major conclusion to be drawn from the

findings of the study is as follows: despite the

respondents' sense of comfort with Blacks and

Whites, their motivation to benefit the Black

community, or their attitudes towards the Black

lower class before Princeton, more respondents

tended to identify with Blacks during Princeton

in every measured respect. However, after

Princeton this identification decreased dras-

tically. Before discussing this finding in more

detail, I feel it is necessary to clarify this

idea of identification as it is used in this

study.

119
 5A

When I first set out to examine the

attitudes of the respondents towards Blacks and

Whites, I believed that the extent to which a

respondent identified with the Black community

would determine that individual's attitudes. In

defining the concept of identification or the

ability to identify with the Black community, I

based my definition on the premise that there is

a distinctive Black culture very different from

White culture. Elements of Black culture which

make it unique from White culture such as its

music, its language, the struggles and a

"consciousness" shared by its people may be

attributed to the injustices and oppressions

suffered by this race of people which are not

comparable to the experiences of any other race

of people through this country's history.

However, with the increasing integration of

120
Blacks into the mainstream society, many "inte-

grated Blacks" have lost touch with the Black

culture in their attempts to become adjusted and

comfortable in their new culture--the White

culture. Some of these Blacks are no longer able

to enjoy the qualities which make Black culture

so unique or are unable to openly share their

culture with other Blacks because they have

become so far removed from these experiences

and, in some instances, ashamed of them as a

result of their integration.

There are other Blacks who, in being

integrated have not lost touch. They have

maintained an awareness and a sincere

appreciation for the uniqueness of the Black

culture. Un-

121
 5

5 like those who have lost touch, these Blacks

have not become ashamed of Black culture.

It is with these ideas that I formulated my

conception of identifying with the Black

community. Thus, I believe that a respondent who

did not identify with the Black community would

be less likely to spend time with Blacks and be

less motivated to benefit the Black community.

However I encountered several problems following

this line of reasoning.

I now believe it is incorrect to assume that

just because a Black individual does not enjoy

or choose to participate in the culture of his

people, that that individual is not interested in

benefiting that group of people. For example, a

Black may not enjoy the music, or language of

122
the Black community because his preferences lead

him to other interests, but this same individual

may actively work to improve employment for

Blacks because of a sincere interest in ame-

liorating this condition. Therefore, the

inability to identify with one aspect of the

Black culture does not necessarily cause apathy

towards Blacks in general.

Also, a Black individual may be unable to

understand or appreciate the Black culture because

that individual was not raised in that culture,

yet still be able to,identify as being a Black

person. For example, a Black person may have

all White friends and prefer these friends and

their activities to those with Blacks without the

individual believing that he/she is White. It

is possible that the individual

123
 5

6 identifies with being a Black person and

chooses to benefit the Black community because

he/she is a Black person, but does not

necessarily identify with the culture.

Thus, defining identification as an

appreciation and an enjoyment found in the Black

culture is not complete enough for the purposes

of the study. However, through my study I was

able to redefine the concept of identification.

Earlier in the discussion of "comfort" in the

Hypothesis Chapter, the concept of familiarity

was introduced. Until this point familiarity

only served to explain the role of comfort in

this study. However, after completion of my

study, it is clear to me that familiarity or the

extent to which respondents are familiar with

124
the Black community is helpful in redefining the

concept of identification. It is my belief that

a respondent's sense of familiarity with the

Black community or with the White community will

result in the respondent's inclination to become

attached to Blacks or Whites on an individual and

on a community level.

By measuring relative comfort respondents feel

interacting with Blacks and with Whites as well

as the time spent actually interacting with

Blacks and Whites, the respondents ideologies,

motivations, and'attitudes towards the Black

lower class, the study is providing an idea of

the respondents' familiarity with Blacks and

Whites, which will influence the extent to which

respondents are attached to Blacks or Whites,

thereby indicating the extent to which the indi-

125
 5

7 vidual identifies with Blacks or Whites. For

example, a respondent who spends increasingly more

time with Blacks in comparison to Whites or feels

comfort with Blacks in comparison to Whites or

holds ideologies that are sep/plur rather than

int/assim, or is more motivated to benefit the

Black community as opposed to being unmotivated,

or is more obligated to the Black lower class, is

more likely to be familiar with Blacks as

opposed to Whites, be more inclined to become

attached to Blacks as opposed to Whites and,

thus, identify more with Blacks as opposed to

Whites.

NEW HYPOTHESIS
Many questions arise from these findings. For

instance,

126
 why did some respondents tend to become more

attached and

interested in the Black community during

Princeton? What

influence did their Princeton environment have on

their at-

titudes and why were these influences not present

before and

after Princeton? The findings provided by this

study leave

these questions unanswered because the

questionnaire was not

designed to investigate these surprising

occurances. How-

ever, it is possible to develop new hypotheses

which might

explain these findings and suggest methods for

testing them.

One possible hypothesis explaining why some

127
 respondents

become attached to Blacks during Princeton was

derived from

some ideas Dejoie brought out in her report

discussed earli-

128
 5
8 er in the Hypothesis Chapter. Predominately
White universities like Princeton are socially
and academically designed to cater to the needs
of the White students comprising the bulk of
their enrollments. At Princeton, for example,
presently their are only five Black tenured
professsors on its faculty; and the program of
Afro-American studies is one of the smallest and
most understaffed departments in the University
only offering four courses during the spring
semester of 1985; and there is only one major
University recognized organization on campus
designed specifically for the intellectual and
social interests of Blacks and other Third World
students.
Activities organized by University groups such
as Student Government rarely, if ever, take into
account the diverse interests which exist at a
University that is not 100% White. If Black
students want to have certain speakers or

129
programs, catering to their interests, they must
form separate groups within the University, i.e.,
the Organization of Black Unity, the Princeton
University Black Thoughts Table, the Society of
Black Engineers. Several Black students
within the past four years, have even organized
a Food Cooperative which provides these students
with an inexpensive alternative to University
eating facilities and Eating Clubs which are very
expensive by comparison. Thus, it is not
surprising that, in their attempts to satisfy
their own intellectual, social, and also
economic needs, some respon-

130
 5
9 dents became attached to Blacks during the Pre-
to-Prin period.
In order to study this hypothesis which, in
essence, is saying that the more respondents
became attached to Blacks during the Pre-to-Prin
period, the more respondents became dissatisfied
with the social and academic environment at
Princeton, one might measure the degree of
satisfaction respondents felt in their
experiences at Princeton. By creating a scale
from being "very satisfied" to being "not satis-
fied at all", respondents could be asked to
rate numerous Princeton experiences, i.e.,
social life, academic diversity, eating options,
and in general on this scale. From such a
auestion, one could discover how satisfied Blacks
were at Princeton and what satisfied them most
and least.
Another possible hypothesis created from
this study's findings explaining why
respondents became attached to Blacks at

131
Princeton is that the mood of Black students at
Princeton during the time that most of the
respondents were attending Princeton was more
separationist. As discussed earlier, most
respondents were attending Princeton during the
70's, at a time when the Black Power Movement was
still influencing the attitudes of many Blacks.
It is possible that Black individuals either
chose to or felt pressured to come together with
other Blacks on campus because of the belief that
Blacks must join in solidarity to combat a White
oppressor. As the few Blacks in a White en-

132
 6

0 vironment it is understandable that

respondents might have felt a need to look out

for one another.

One can contrast the mood of the campus years ago

and the level of attachment to Blacks to that of

the present mood of the campus, which is more pro-

integrationist, and the level of attachment to

Blacks. Presently, with the Black Power

Movement behind us and with the implementation

of CURL (College Undergraduate Residential

Life), the mood of the campus has been shifted

in such a way that Black students are

discouraged from forming separate groups because

of a fear that they are segregating themselves

from mainstream campus life by doing so. Thus, if

a survey were to be made today of the level of

133
 Black involvement in minority organizations and

their involvement in campus organizations, there

would be a larger percentage of Blacks involved

in mainstream life in comparison to the years

when these respondents were at Princeton. But,

on the other hand, the percentage of involvement

in Third World organizations would be much lower

now than then. It appears, that the present mood

of the campus is one that encourages the

integration and assimilation of Blacks, whereas

the mood of the campus and even society in

general several years ago encouraged the

separation of Blacks. Thus, the mood of the time

may have contributed its influence to more

respondents becoming attached to Blacks.

134
 61
So far, I have discussed a few characteristics
of Princeton and the time at which respondents
were attending the University which may account
for some of the main findings of this study.
However, it is still necessary to discuss why
the respondents' Princeton experiences were
different from their Pre and Post-Princeton
experiences. It is important to remember that
before Princeton, a large percentage of the
respondents were attending secondary schools whose
population was more heavily White in comparison
to their primary schools.
After Princeton, one may speculate that
respondents were also in predominately White work
environments or attending graduate or
professional schools that were also predominately
White. Thus, a discussion of the differences
between these experiences in predominately
White environments and Princeton experiences
that prevented Pre and Post environments from
changing their attitudes will be interesting.

135
 What I believe distinguishes Pre-Princeton from
Princeton experiences accounting for the
respondents' tendencies to identify more with
Blacks during Princeton, is the presence of a
support group, i.e., family or home, during Pre-
Princeton that was absent during Princeton.
Ddring Pre-Princeton if respondents became
frustrated or discouraged as a result of their
experiences in a predominately White academic
environment the respondents could always escape
from these frustrations when they left these
environments to go home.

136
 6

2 Thus, respondents' families and homelives

provide relief from any problems or tensions

encountered in predominately White environments.

However, when respondents enter college, many,

if not most, are unable to go home for support

from families readily when they are frustrated

or discouraged by their Princeton environment

usually because their familiies are far from

them and telephoning home may be restricted

because of the expense. Thus, in their attempts

to find a substitute support group, respondents

turn to individuals in their environments who

most resemble their old support groups;

individuals who share the same problems as

themselves and understand their complaints.

Consequently, many respondents find themselves

spending more time with other Blacks while at

Princeton because it is likely that other

137
Blacks are more sensitive to respondents'

problems, and it is also likely that respondents

are identifying more with Blacks.

hat distinguishes Post-Princeton from Princeton

experiences, accounting for the respondents'

tendencies to identify more with Blacks during

Princeton are the respondents' increased

motivations to benefit their occupations. Assum-

ing that most of these respondents are working or

attending schools during Post-Princeton that are

predominately White, most of their time during

Post-Princeton will be spent interacting with

their White co-workers or classmates. Thus, the

increasing amount of time spent with Whites

resulting

138
 6

3 from the respondents' occupational pursuits can

account for the increased attachment to Whites

during Post-Princeton. In essence, in order to

advance in their careers or postgraduate

studies, respondents realize they must be able

to get along with their co-workers or classmates

who are likely to be White, thereby identifying

more with Whites.

I began this study questionning my own attitudes
as a future alumnus. I wondered whether or not
my education at Princeton would affect my
identification with the Black community. I hoped
that these findings would help me conclude that
despite the high degree of identification with
Whites as a result of the educational and
occupational path that Black Princeton alumni
follow, the alumni would still maintain a certain
level of identification with the Black community.
However, these findings do not support this
possibility.

indings show that some respondents did

experience a change in their attitudes over the

139
periods of time indicated in this study. By

studying respondents who did change, it was

shown that respondents' experiences while

attending Princeton caused their identification

with Blacks and the Black community to increase

as their' identification with Whites and the

White community decreased. However, after

Princeton, respondents' experienced the opposite

change in attitude; their identification with

Blacks and the Black community decreased as

their identification with Whites and

140
 6

4 the White community increased. Thus, these

findings suggest that respondents who experience

change as a result of their Princeton

experiences are likely to identify less with

Blacks and the Black community in comparison to

Whites and the Whites community.

It is important to note that it is impossible

for me to generalize these findings for all Black

Princeton alumni because the sample for this

study was much too small to make any kind of

generalizations. Therefore, I am only able to

draw conclusions from these findings for the

respondents to my questionnaire.

What is left to be done now is a further

examination of this issue to determine if a

Princeton education has uniaue effects on Blacks

141
or if the effects are common for all college-

educated Blacks in general. It is my belief

that such a study should be undertaken by

developing a new questionnaire to be distributed

to Black alumni of several different types of

universities. Such a study could prove to be

invaluable to bettering the educational

environments for Blacks who are able to attend

college, thereby improving the overall quality of

a college education for Blacks.

142
C

143
 N

Table 1.
"Age of Respondents (percent)"

AGE PERCENTAGE OF RESPONDENTS

20-24 9

25-34 73

35-40 over 18(89)

Table 2.
"Time Spent (percent)"
TIME SPENT TIME PERIOD
Pre-Prin Prin Post-Prin
More Black 43 61 39

Equal Blk/Wht 20 12 24
More White 36 26 38
(89) (89) (89)

144
Table 2a. TIME PERIOD
"Change in Time (percent)"
CHANGE
Pre-to-Prin Prin-to-Post
Toward Black 46 15

No Change 24 33
Toward White 26(89) 52(89)
- 65 -

145
Table 3.
"Ideologies (percent)" Pre-Prin TIME PERIOD Post-Prin

IDEOLOGIES
Prin
More sep/plur 26 40 31

Undecided 9 14 12
More int/assim 64 (89) 45 ( 56 (89)
89)

Table 3a.

"Change in Ideologies (percent)"

CHANGE TIME PERIOD
Pre-to-Prin Prin-to-Post
Toward sep/plur 45 19

No Change 38 51

Toward int/assim 16(89) 32

(89) (89)-

Table 4.
"Motivation to Self (percent)"

146
MOTIVATION Pre-Prin TIME PERIOD Post-Prin
Prin
None 9 4 3

. Moderate 16 16 10
(89) (89) 86 (89)
Very Strong 75 79

147
 Table 4.1.
"Motivation to Loved Ones (percent)"
MOTIVATION TIME PERIOD
Pre-Prin Prin Post-Prin
None 12 13 8

Moderate 16 18 22
(89) (89) (89)
Very Strong 70 69 70

Table 4.2.
"Motivation to Occupation(percent)"
MOTIVATION TIME PERIOD
Pre-Prin Prin Post-Pr
None 40 30 11

Moderate 33 39 29

Very Strong 26 31(89) 59

(89) (8

Table 4.3
"Motivation to Black
Community(percent)"
MOTIVATION Pre-Prin TIME PERIOD Post-Pr
Prin

148
None 25 13 16

Moderate 30 24 20
(89) (89) (8
Very Strong 46 63 64

149
Table 4.4.
"Motivation to God(percent)"
MOTIVATION TIME PERIOD
Pre-Prin Prin Post-Prin
None 40 45 41

Moderate 20 20 14

Very Strong 38(89) 34(89) 46(89)

Table 4a.
"Change in Motivation to Self"
CHANGE Pre-to-Prin TIME PERIOD
Prin-to-
Stronger 19 Post
30

No Change 68 62
(89) 8(89)
Weaker 13

Table 4.1a.
"Change in Motivation to Loved Ones(percent"

150
 CHANGE TIME PERIOD
Pre-to-Prin Prin-to-Post
Stronger 13 18

No Change 76 71

Weaker 11(89) 10(89)

able 4.2a.

"Change in Motivation to OccuDation(percent)"

P
P
re-to-Prin
Stronger rin-to-Post

No Change
Weaker

Table 4.3a.

"Change in Motivation to Black

151
Community(percent)"

Stronger T
P P
No Change

Weaker 1 0 2
0(89)

Table 4.4a.

"Change in Motivation to God(percent)"

P
P
re-to-Prin
Stronger rin-to-Post

No Change

Weaker

152
153
 T

able 5.

"Intellectual Comfort(percent)"

OMFORT TIME PERIOD

With Blacks 37
P P P
With Eilks/Whts 55
With Whites

Table 5.1.

"Social Comfort(percent)"

OMFORT TIME PERIOD

P
With Blacks rin
P P

154
 With Blks/Whts

With. Whites

6 2
Table 5.2.

"Political Comfort(percent)"

COMFORT

P P

re-Prin P ost-Prin
With Blacks rin

With Blks/Whts

With Whites

155
 i
Table 5.3.

"
Business Comfort(percent)"

P P
ost-Pri
re-Prin rin

1
2

able 5.4.

"Dating Comfort(percent)"
C

OMFORT TIME PERIOD

156
 P

re-Prin

Prin

Post-Prin
With Blacks 70
70
With Blks/Whts 66
25
26
30
With Whites 6(89)
4(89)
3(89)

able 5.5.

"Sporting Comfort(percent)"
C

OMFORT TIME PERIOD

re-Prin

Prin

Post-

157
 Prin
With Blacks 26
25
24
With Blks/Whts 72
0
74
With Whites (89)
3 (89)
2
(89)

158
 7

159
 T

able 5.6.

"General Comfort(percent)"

OMFORT TIME PERIOD

Pre-Prin Prin

Post-Prin

With Blacks 51 5349

With Blks/Whts 35 4350

With Whites 13(89) 1

(89)

(89)

1(89)

Table 5a.

"Change in Intellectual Comfort(percent)"

160
 C

HANGE

Toward Blacks

No Change

Toward Whites

Table 5.1a:

"Change in Social Comfort(percent)"

Toward Blacks T P
P P
No Change

Toward Whites 1 3
1(89) 1

161
Table 5.2a.

"Change in Political Comfort(percent)"

C

HANGE TIME PERIOD

Toward Blacks
P P
No Change

Toward Whites 2 2
3(89) 0

Table 5.3a.

"Change in Business Comfort(percent)"

CHANGE

Toward Blacks
P P
No Change 8
Toward Whites 1 1
0(89) 4

Table 5.4a.

"Change in Dating Comfort(percent)"

162
 CHANGE

P
P
re-to-Prin
Toward Blacks rin-to-Post

No Change

Toward Whites

163
 T

able 5.5a.

"Change in Sporting Comfort(percent)"

C

HANGE TIME PERIOD

re-to-Prin

Prin-to-Post

Toward Blacks 8 8

No Change 76 86

Toward Whites 16(89)

5(89)

able 5.6a.

"Change in General Comfort(percent)"

164
 C

HANGE TIME PERIOD

re-to-Prin Prin-

to-Post

Toward Blacks 26 11

No Change 60 74

Toward Whites 17(89) 14

'(89)

able 6.

"Respondents' Sex(percent)"

EX PERCENTAGE OF RESPONDENTS

Male 60

emale 40

165
 (

89

Table 7.

Respondents' Class(percent)"

LASS PERCENTAGE OF RESPONDENTS

Uppermid to Upper 24

Low mid 51

Under to Lowermid 24(89)

166
 1

T
5 B P
able 8. ooks(percent)"
0 T ERIOD

l 2 1
ess than 4 1
51-over 100

167
 T
R
able 9.
espondents(percent)"
"Person Admired
Relative 39 47

Black person 50 44
White person 1 10(89)

1
9
Table 10.

"Respondents' Career Mobility(percent)"

MOBILITY OF
Upward 71
RESPONDENTS

Even 17

Downward

Don't Know. 12(89

168
 Table 11.

"

Distinction Between Time vs.

Ideologies(percent)" PRINCETON

IDEOLOGIES PRE-PRIN TIME

ore Black More

White

More sep/plur 62 48

More int/assim 38 52

37) (50)

able 11.1.

169
 "

Distinction Between Ideologies vs.

Time(percent)" PRINCETON TIME PRE-PRIN

IDEOLOGIES

ore sep/plur More

int/assim

7
2 4
Table 11.2.

"Distinction Between Time vs.

Ideologies(percent)"

OST-PRINCETON IDEOLOGIES PRIN TIME

ore Black

More White

170
 M

ore sep/plur 48 36

M
ore int/assim 52 (54)
64(33)

Table 11.3.

"Distinction Between Ideologies vs.

Time(percent)"

OST-PRINCETON TIME PRIN IDEOLOGIES

ore sep/plur More

int/assim

More Black 44 32

More Whites 55 (45) 68

(40)

171
 Table 12.

"Change in Time vs. Change in General

Comfort(percent)"
P

RE-TO-PRIN COMFORT PRE-TO-PRIN TIME

M
ore Black No
Change More
White

M
ore Black 40 5 8

N
o Change 55 81 56

M
ore White 5(4Q) 36

(40) (21)
(25)

T
able 12.1.

"

172
Change in Time vs. Change in General
Comfort(percent)" PRIN-TO-POST COMFORT
PRIN-TO-POST TIME

More Black No Change More

White

M 4 (
11 7
ore Table 13.
Black 6 13)

"Change in Time vs. Change in Motivation to

Black Community(percent)"
P

RE-TO-PRIN MOTIVATION PRE-TO-PRIN TIME

ore Black No

Change More

White

173
Motivated 58 5

20

No Change 38 85
60

U n m o t i v a t e d 1 0 ( 2 0 ) 20(25) (25)

174
 Table 13.1

"

Change in Time vs. Change in Motivation to Black

Community(percent)" PRIN-TO-POST MOTIVATION PRIN-TO-

POST TIME

ore Black No Change

More White

Motivated 38 11 9

No Change 38 78
68
Unmotivated 23(13) 23
(13) (27)

(44)

Table 14.

"Change in Time vs. Change in

Ideologies(percent)"

175
RE-TO-PRIN IDEOLOGIES PRE-TO-PRIN TIME

ore Black No Change

More White

More sep/plur 62 5
28
No Change 31 62
32
More int/assim 8(39) 40
(39) (21)

(25)

able 14.1.

"Change in Time vs. Change in

Ideologies(percent)"

RIN-TO-POST IDEOLOGIES PRIN-TO-POST TIME

ore Black No Change

More White

More sep/plur 31 29

176
 18

No Change 54 57
48

More int/assim 15 (13) 14

(28) 34 (44)

177
 T

able 15.

"
Change in Time vs. Change in Intellectual
Comfort(percent)"
P

RE-TO-PRIN INTELLECTUAL PRE-TO-PAIN TIME

ore Black No

Change More

White

More Black 58 10
12

No Change 38 71

48

More White 5
19(21) 40

178
(25) (21) (40)
Table 15.1.

"
Change in Time vs. Change in Intellectual
Comfort(percent)" PRIN-TO-POST INTELLECTUAL
PRIN-TO-POST TIME

More Black No Change More White

More Black 31 21
34

No Change 54 71
59

ore White 15 7 M
(13) (28)
7
(44)

179
 Table 16.

"
Change in Time vs. Change in Social
Comfort(percent)" PRE-TO-PRIN SOCIAL PRE-
TO-PRIN TIME

More Black No Change More White

ore Black 50 5 8

N
o Change 4.5 76
68
M

o r e W h i t e 1 9 24

(40)

(21)

180
24(25)

181
 Table 16.1.

"Change in Time vs. Change in Social

Comfort(percent)"
PRIN-TO-POST SOCIAL PRIN-TO-POST TIME

M
ore Black No Change
More White
More Black 46

25 7

No Change 46
75
54

ore White 8
(13) (23)

39 (43)

able 17.

"Change in SchoOl vs. Change in Time Pre-to-

Prin(percent)"

PRE-TO-PRIN IDEOLOGIES SCHOOLS ATTENDED

182
 ore Black No Change

More White

More sep/plur 33 18
47

No Change 56 38
35

More int/assim 11 (9) 45

(40) 18 (34)

able 18.

"Change in Ideologies vs. Change in General

Comfort(percent)"
PRE-TO-PRIN GENERAL PRE-TO-PRIN TIME

More sep/plur No

Change More int/assim

ore Black 33 3

N
o Change 54 76
50
13
More White (16) 21

183
(33) 43 (14)

184
 Table 18.1.

"Change in Ideologies vs. Change in General

Comfort(percent)"

RIN-TO-POST GENERAL PRIN-TO-POST IDEOLOGIES

M
ore sep/plur No
Change More
int/assim
More Black 25 9

20

No Change 56 81

78

More White 19 9

15

(
16)

(43)

15(77)

185
able 19.

"
Change in Ideologies vs. Change in Motivation
to Blk Community (percent)"

RE-TO-PRIM MOTIVATION PRE-TO-PRIN IDEOLOGIES

M
ore sep/plur No Change
More int/assim

Motivated 45 27

No Change 53 61 2
Unmotivated 3 12
9

Table.19.1.

hange in Ideologies vs. Change in Motivation

to Elk Community (percent)"

186
RIM-TO-POST MOTIVATION PRIN-TO-POST IDEOLOGIES

M
ore sep/plur No Change
More int/assim

Motivated 19 16

No Change 62 • 68
65
Unmotivated 19(16 27

16 ) (44)

(26)

187
 T

able 20.

"
Change in Ideologies vs. Obligation(percent)"

RE-TO-PRIN OBLIGATION PRE-TO-PRIN IDEOLOGIES

M
ore sep/plur No
Change More
int/assim

O
bligated 90
90
71

able 20.1

188
 "
Change in Ideologies vs. Obligation(percent)"
P

RIN TO-POST OBLIGATION

-
PRIN-TO-POST IDEOLOGIES

M
ore sep/plur No
Change More
int/assim

O
bligated 85
86
93

able 21.

C
hange in Ideologies vs. Pride(percent)"

RE-TO -PRIN PRIDE PRE-TO -PRIN IDEOLOGIES

M
ore sep/plur No
Change More
int/assim

189
 P

roud 49

21

57

able 21.1.

"
Change in Ideologies vs. Pride(percent)"
P

RIN-TO -POST PRIDE PRIN-TO -POST IDEOLOGIES

M
ore sep/plur No Change
More int/assim

roud 40

32

54

190
 N
ot Proud 60 (15)
68(44)
46(26)

191
 Table 22.

"Change in Ideologies vs. Guilt(percent)"

P

RE-TO-PRIN GUILT PRE-TO-PRIM IDEOLOGIES

More sep/plur No

Change More int/assim Guilt 16

27

No Guilt 84 (37) 73
(33) 93 (14)

able 22.1.

"Change in Ideologies vs. Guilt(percent)"

RIN-TO-POST GUILT PRIN-TO-POST IDEOLOGIES

More sep/plur No

Change More int/assim Guilt 20

192
 25

No Guilt 80 (15)
75
(44) 92
(26)

able 23.

"Change in Ideologies vs. Seles(percent)"

RE-TO-PRIN SELVES PRE-TO-PRIN IDEOLOGIES

M
ore sep/plur No
Change More int/assim
H

elp selves 86 94

86

Table 23.1.

Change in Ideologies vs. Sevles(percent)"

193
 P

RIN-TO-POST SELVES PRE-TO-PRIN IDEOLOGIES

M
ore sep/plur No
Change More int/assim

Help selves 73 93
92
Not help selves 27

15)

(44)

(26)

194
 Table 24.

"Change in Ideologies vs. Hopeless(percent)"

PRE-TO-PRIN HOPELESS PRE-TO-PRIN IDEOLOGIES

M
ore sep/plur No Change
More int/assim

Hopeless 11 6

Not hopeless 89 (37) 94

(33) 100 (14)

able 24.1.

"Change in Ideologies vs. Hopeless(percent)"

PRIN-TO-POST HOPELESS PRIN-TO-POST IDEOLOGIES

M
ore sep/plur No
Change More
int/assim

Hopeless 7
7
8

N
ot hopeless 93 (15)
93 (44)
92 (26)

195
 t
i

196
 D

epartmen t of Sociology

P
rin ce ton Un iversity
PRINC ETON-EDUCAT ED BL ACKS AND THE BL ACK COMMUNITY

his questionnaire is part of a study of the attitudes of Black

Princeton

alumni toward the Black community. Th e study is bein g

con du cted by a Prin ceton
senior Black woman in par ti al f u l fi llm en t of h er th es is
requ irem en t (Pro f es so r
Wal t er L. Wal la ce D epa rt me n t of So ci ol ogy , adv is or ).

The questionnaire i s a n o n y m o u s ( d o n o t w r i t e y o u r n a m e on i t ) , so
please

a
n s w e r e a c h q u e s t i o n a s f re e l y a n d t r u t h f u l l y a s p o s s i b l e . I a m s u re y o u
w i l l find the questionnaire both interesting and brief (it takes about 20
minutes to complete).

Pieas e re turn you r completed qu estion n aire as soon as possible(by March

15 at t h e l a t e s t ) i n t h e e n c l o s e d s t a m p e d , s e l f- a d d re s s e d e n v e l o p e . I a m
s u re y o u remember the extreme time-pressure under wh ich seniors write
their theses, and I h o p e y o u w i l l s y m p a t h i z e w i t h m y p l e a f o r p r o m p t
r e t u r n o f y o u r c o m p l e t e d qu estion n aire.

When the study is completed in May, I will provide th e Association of Black

Prin ce ton Alu mn i (A BPA) w i t h a s u m m a r y o f i t s f i n d i n g s f o r
their use and
d
istribution. -

h an k you ver y mu ch for you r time an d in terest.

197
 M
ich
ell
e
Ro
bi
ns
on
22
4
Py
ne
Ha
ll

P
rincet
on
Unive
rsity
Princ
eton,
NJ
0854
4

. Please recall your interactions in various activities with

Blacks and

Whites during the three periods of your life listed below as

"Pre-
Princeton" (years before en tering college), "Princeton" (years in college),
an d " Po st - Prin ce t on " ( ye ar s a ft er gr adu a ti n g from c ol le ge ). Indicate how
you felt about these interactions by writing one of the following
c o d e nu mbers in each box according to th e scale below. Please do not

198
 skip any
boxes. Ignore the nu mbers next to the boxes.

This number: Mean s you felt, on th e average:

Mu ch more comfor table with Blac ks

Intellectual (discussing philosophical, scientific, technical, or

artistic ideas) . .
P
S
ocial (partying, dining, going to shows and sports e v e n t s ) . . . . . . .

Religious (sharing religious [1::

views, worshipping) . . .

Political (participating in demonstrations, political (14)

campaigns and organizations)

(
1
5)

(
16)

199
 E
9
(

6)

C 9

(98) (99)

11) (

9L J ( 1 2 )

5)

200
 B
usiness (working on a paying

ob, as subordinate and/or j

[
::](17)

uperordinate) s

D
ating (including all speci-

ically sexual activities). . f

[
::] (20)

ports and athletics (includ- S

201
 i
ng keeping in shape and

1
--] (23)

ompeting) .............................. c

I
n general, considering all activities

q
9 (18) r--1 (19) '

q (21)

22)

202
 (
25)

2/94) [1]

:
::] (27) 71
- (28)

9
(
26)

I
i

2
. Now consider the amount of time you actually spent directly
interacting with

B
lacks and Whites, in any capacity, during the three

203
 periods. Please indicate how that time was divided by
circling one number for each period below.

P
a rinceton P

verage: Princeton rinceton

M
uch more time with Whites

9 9

3
. Here are some subjective motivations whose combinations may
account for a

p
erson's behavior. Using the following scale please state tne
contributions

o
f each motivation to your own behavior, on the average, during
the three

204
 p

eriods of your life so far. Remember: think of your

subjective

m
otivations, not the objective outcomes of your behavior.
Please do not
skip any boxes, and again, ignore the numbers next to the
boxes.

T
his number: Means that, on the average, the

m
otivation made the following

P
re- Post-

P
rinceton Princeton Princeton

1
r
--
(32) [::1 (33)
r1
-- (34)

9 .

9 9

205
 M

otivation

(
i.e., the desire to benefit:)
M

yself, personalty.

ri(
M
y loved ones . . 35) I (36) [1:1 (37)

9 9 9

3 9 ) ( 4 0 )

9
Ei j
-
9

__________9

206
 (
42) n(43)

q 9

M (
y local residential
r

207
 T
American (4) (46)
he Black E:1 (44) [::] [IT]

ommunity wherever it 9 9c

m
ay be ...

(47) ( 4 )
[} E ] [ J C o d ; m y c h u r c h 9

he USA as a society . ] (50)[::]' (5 1 )

ED (52)

9
9

T
( 5 5 )
he non-White races of [::] (53) [----](54) E

he world ........................................................... ........9 9 t

.............................................................. ......................9

208
 T
he Auman species D (56)

--1 (57)
r
[
:5 :8 ]) (

s a whole . 9 9 9a
4.How would you describe the views you held during the three periods
about

r
elations between Blacks and Whites in the U.S.? ( C i rc l e o n e n u m b e r
for
each period).

P
re- Post-

P
rinceton Princeton Princeton

V
ery strongly separationist

209
nd/or pluralist. . . . ... 0 0 0

M
oderately separation ist

a
nd/or pluralist .................................. .................1 1 1

U
ndecided ......................................................... ....2 2 2

M
oderately in tegration ist

a
nd/or assimilationist . .......................................3 3 3

V
ery strongly in tegration ist

a
nd/or assimilationist .................................... ..4 4 4

(
59) (60) (61)

210
9 9 9
5.When you think of lower class Black Americans and the life
they lead, how

t
rue for you personally are the following statements?(Please circle
o n e number in each row).

Very Somewhat

True True Undecided Fa I se

I feel proud th at I h ave

been strong en ou gh to
avoid remaining in, or (62)

falling into, that life 0 1 2

3 9
I
feel lucky that I
was given
opportu nities
th at th ey are

not given ...................................... ..............0 1 2

............................................................. .......3 (63)

211
 9

I feel gu ilt y th at I may be

betraying them in some way. . 0 1 2
3 (64)
.
9
I feel ash amed of th em; th ey
re flect badly on th e rest of

us............................................... ................. 0 1 2
............................................................. .......3 (65)
9

I feel th eir life is more h on est

than mine; I would become part (66)

of it if I could ............................................0 1 2
............................................................. .......3 9

I feel obligated to help improve (67)

their life .............................................. .......0 1 2

............................................................. .......3 9

I feel they must help them- (68)

selves............................................... ........... 0 1 2
............................................................. .......3 9

I feel th ey are th e Wh ite

community's problem; not (69)

mine.......................................... ..................... 0 1 2
...................................................... .................3 9

I feel th ere is no way th ey

can be helped; their situ- (70)
ation is hopeless .............................. ...........0 1 2 9

212
6.Which of the following statements come closest to
expressing your

belief?(Circle one number).

I don't believe in God .................................................................................... ...0

I don't think it is possible for me to know whether

there is a God ............................................................................... ....................1

I
am .uncertain but lean toward not believing ..................2

I definitely believe in God............................................................ ................ 3

I am u ncomfortable with th e word " Cod" bu t I do

b eli ev e in so me kin d o f tr an sc en d en t fo rc e
4
or energy.............................................................................................. .............
...................................................................................................... .2(5)

7.Do yuu believe God influences the wa y s o c i e t y i s o r p n i z e d ? (Circle

one

number.)

Yes, Cod det ermin es th e way society is oroan ized

almost entirely.............................................. ........ 0

Y
es, God has a stron g in flu en ce................................................................... .. 1

Yes, God has a small influence ..................................................................... 2

o, God has no influence at all ........................... 3

........................................................( 6 )

213
6.Do you believe Cod influences your own life?(Circle one
number.)

Y
es, God determines my life almost entirely............. 0
Y
es, God has a strong influence.......................... 1
Y

es, God has a small influence ............................2

o, God has no influence at all ................................................................. 3 (7)

214
6.

Whichof the following describes y s 9

our primary and econdary

s
o
chools?(Circle
0
ne number in each column.)
1
0

2
1
A

ll or almost all Black........ 2 3

M 4
3
ostly Black................................... ...................
z
t (
A
bout equally Black and White..... 9 )
M

ostly White .................... (

8 )

A 9

ll or almost all White .......

1
0. Which of the
one number.)
I f d l

l w o o m B 2

l a 3
(

215
 9

216
 15. Which of the following best describes the neighborhood you
lived in while

you were growing up?(Circle one number in group A, and one

n u m b e r i n g r o u p B.)

(A)

A l l o r a l m o s t a 4 I B l a c k ...................0

M o s t l y B l a c k ................................................................................... 1

A b o u t e q u a l l y B l a c k a n d W h i t e ................................................2

M o s t l y W h i t e ................................................................................. 3

l l o r a l m o s t a l l W h i t e .......................................................4 (17)

(
B)

F a r m o r o p e n c o u n t r y ................................................................. 0

Suburb in metropolitan area of. ..

l e s s t h a n 1 m i l l i o n .................................................................. 1

1 million or more.

Central city in metropolitan area of...

217
l e s s t h a n 1 m i l l i o n .................................................................. 3

1 m i l l i o n o r m o r e ...........................................................................4 (18)
9

16. What is your sex?(Circle

o n e n u m b e r. ) Male....... 0

F
emale........................ 1 (19)

15. What is your age at last birthday?(Circle

one number.) Under 20. . 0

0-24.........................1

2
5-29..........................2

3
0-34..........................3

3
5 39...........................4
-

4
q o r o v e r. 5 (20)

17. Which of the following best describes your career so far?

218
 (Circle one

number. )

I
have been upwardly mobile fr o m my
p are nt s' s o ci o e c o n o m i c
c l a s s 0

ave kept even with my parents' socioeconomic class. .T

have ben downwardly mobile from my

p a r e n t s ' s o c i o e c o n o m i c c l a s s .....................................2

I don't know yet how I am moving, with respect to my

p a r e n t s ' s o c i o e c o n o m i c c l a s s ........................................................................... 3
....................................................................................................................
..................
(21)

h a n k y o u v e r y m u c h f o r c o m p l e t i n g t h i s q u e s t i o n n a i r e . I hope

yo u round

it interesting and not too time-consuming.

lease place your questionnaire in the stamped, self-

219
 addressed envelope

provided and drop it in a mailbox no later than March 15.

T
hanks again.
M

ichelle Robinson

609)734-0243

11. W
ho was the person whom you most admired during the

ifferent periods of

A 0 t 0 w

relative (whether close he ere growing

1 1

2 2

o
3 3
r distant) .........................0

A 4 4
12.
Black friend or acquaintance. .1 5 5

one. . .0

220
 1

-5. . . 1

-10. . . .2

1-25. . 3

6-50. . 4

1-100. . .5
o
ver 100. .6 (14)

13. About how many books do you have in your home at present?
(Circle one

umber.)

-5. . .1 0

221
 6
-10. . .
2 11-25.
. . 3 26-
50. . . 4
51-100.
. .5
over
100. .6
(15)

14. Which of the following best describes your family while you
were growing up?(Circte one number.)

U
pper class...............................0
U
pper middle class. 1
L

ower middle class. 2

ower class.......... 3
U
nderclass............ 4 (16)

222
 B

IBLIOGRAPHY

illingsley, Andrew, Black Families in White

America, (New Jersey: Prentice-Hall), 1968.

armichael, S. & Hamilton, C., Black Power: The

Politics of Liberation in America, (New York:

Vintage Books), 1967.

Conyers, J. & Wallace W., Black Elected

Officials, (New York: Russell Sage
Foundation), 1976.

ejoie, Carolyn, "Low Morale in Higher Education:

Blacks in Predominately Whites Universities",

(source of article unknown).

223
 H

avemann, E. & West, P., They Went to College: The

College Graduate in America Today, (New York:

Harcourt, Brace & Co.), 1952.

iazza & Glock, "Images of God and Their Social

Meaning", Religious Dimensions, (New Jersey:

Prentice-Hall, Inc.), 1979.

Thomas, Gail E., Black Students in Higher

Education, (Connecticut: Greenwood
Press), 1981.

van den Berghe, Pierre, Race and Racism, (New

York: Wiley), 1967.

224
 -
66 -

225