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"Program for Negro Youth"
"Program for Negro Youth"
"Program for Negro Youth"
"Program for Negro Youth"
1964
1964
African American Students
Cooperative education
Equal Opportunity
African American Students
Cooperative education
Equal Opportunity
http://hdl.handle.net/2047/D20222324
http://hdl.handle.net/2047/D20222324
African American Students
Cooperative education
Equal Opportunity
"Program for Negro Youth"
"Program for Negro Youth"
program for negro youth
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"Program for Negro Youth"
1964
African American Students
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BY ASA S. KNOWLES PRESIDENT PROGRAM FOR NEGRO YOUTH TO BE CONDUCTED ON CAMPUS Teacher Aides to Enhance Language and Reading Skills HE Fund for the Advancement of Education, established by the Ford Foundation, has approved a grant of $150,000 to Northeastern University to conduct a new program designed to expand business and professional career opportunities for Negro young people through study under the Co-operative Plan of Education. During the next three years, 75 metropolitan Boston Negro students, who might otherwise not have gone to college, will be enrolled in curricula offered by Northeastern's full-time undergraduate colleges. Twenty-five students will be enrolled as freshmen next fall, and 25 additional Negro students will be enrolled in each of the two succeeding years. To assure that Negro students selected to participate in this program are properly prepared to undertake a college education, we are including a plan to utilize undergraduate co-operative students in our College of Education as teacher aides in public schools to help enhance the language and reading skills of potential enrollees. An intensive pre-college summer study program will be conducted for those enrollees who may find themselves inadequately prepared in certain subject matter areas important to success in higher education. In addition, scholarship aid will be given according to individual financial need, not only during the freshman year, but during the entire five years at Northeastern. The most pressing need of the Negro today, of course, is for more and better jobs. The rate of unemployment T �Applications Already Being Received Negroes Always Part Of N.U. Freshman Classes Faculty Members To Conduct Weekly Seminars 2 is twice as high among Negroes as it is among whites, and the average Negro earns approximately 40 per cent less than his white counterpart. Sensing a lack of opportunities for employment as junior executives in administrative, managerial, technical, and sales positions, as well as in certain professions requiring advanced education, relatively few Negroes in the past have tried to prepare themselves to become part of the white collar work force of the nation. We are convinced that the Co-operative Plan of Education, with its alternating periods of study and onthe-job training, offers a particularly meaningful solution to the problems faced by young Negroes as well as by employers seeking to hire Negroes. The Department of Admissions has been working with school officials and other people dealing directly with Negro young people, and 50 applications have been received to date for the program. The Northeastern program for Negro youth is a unique one, for it requires the University to seek out Negro boys and girls who are capable of doing good college work, but who would not otherwise go to college; it is designed to encourage Negro youth to enter the professions for which too few Negroes usually prepare-engineering, science, business, education, pharmacy, nursing, and medical technology. Because of Northeastern's unique work-study program, the students are guaranteed a job assignment in business or industry, an aspect of the program which removes the fear that many Negro youths have of not gaining employment in their chosen field, even though they obtain the necessary educational qualifications. The University has every confidence that this pilot program will be a success. We have always welcomed Negro youth seeking an education on the co-operative plan, and there have always been several of these students in every entering class. As I've mentioned, the University will also help cultivate language and reading skills of the students through a special adaptation of the co-operative plan in the College of Education. Undergraduate co-operative students will serve as teacher aides in public high schools located near Northeastern in communities largely populated by Negroes. The students will be selected on the basis of their interest in helping disadvantaged pupils and their demonstrated ability to serve effectively in the cultivation of language and reading skills. These "teacher interns," who will be paid for their services from the overall grant for the program, will be given intensive training in basic concepts of reading and language instruction and specific training in the use of materials to be employed in the participating schools. They will also attend weekly seminars at the University, conducted by faculty members, and will work under the guidance of regular staff members of participating schools and of Northeastern. �
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"Program for Negro Youth"
"Program for Negro Youth"
"Program for Negro Youth"
"Program for Negro Youth"
1964
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African American Students
Cooperative education
Equal Opportunity
African American Students
Cooperative education
Equal Opportunity
http://hdl.handle.net/2047/D20222324
http://hdl.handle.net/2047/D20222324
African American Students
Cooperative education
Equal Opportunity
"Program for Negro Youth"
"Program for Negro Youth"
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African American Students
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BY ASA S. KNOWLES PRESIDENT PROGRAM FOR NEGRO YOUTH TO BE CONDUCTED ON CAMPUS Teacher Aides to Enhance Language and Reading Skills HE Fund for the Advancement of Education, established by the Ford Foundation, has approved a grant of $150,000 to Northeastern University to conduct a new program designed to expand business and professional career opportunities for Negro young people through study under the Co-operative Plan of Education. During the next three years, 75 metropolitan Boston Negro students, who might otherwise not have gone to college, will be enrolled in curricula offered by Northeastern's full-time undergraduate colleges. Twenty-five students will be enrolled as freshmen next fall, and 25 additional Negro students will be enrolled in each of the two succeeding years. To assure that Negro students selected to participate in this program are properly prepared to undertake a college education, we are including a plan to utilize undergraduate co-operative students in our College of Education as teacher aides in public schools to help enhance the language and reading skills of potential enrollees. An intensive pre-college summer study program will be conducted for those enrollees who may find themselves inadequately prepared in certain subject matter areas important to success in higher education. In addition, scholarship aid will be given according to individual financial need, not only during the freshman year, but during the entire five years at Northeastern. The most pressing need of the Negro today, of course, is for more and better jobs. The rate of unemployment T �Applications Already Being Received Negroes Always Part Of N.U. Freshman Classes Faculty Members To Conduct Weekly Seminars 2 is twice as high among Negroes as it is among whites, and the average Negro earns approximately 40 per cent less than his white counterpart. Sensing a lack of opportunities for employment as junior executives in administrative, managerial, technical, and sales positions, as well as in certain professions requiring advanced education, relatively few Negroes in the past have tried to prepare themselves to become part of the white collar work force of the nation. We are convinced that the Co-operative Plan of Education, with its alternating periods of study and onthe-job training, offers a particularly meaningful solution to the problems faced by young Negroes as well as by employers seeking to hire Negroes. The Department of Admissions has been working with school officials and other people dealing directly with Negro young people, and 50 applications have been received to date for the program. The Northeastern program for Negro youth is a unique one, for it requires the University to seek out Negro boys and girls who are capable of doing good college work, but who would not otherwise go to college; it is designed to encourage Negro youth to enter the professions for which too few Negroes usually prepare-engineering, science, business, education, pharmacy, nursing, and medical technology. Because of Northeastern's unique work-study program, the students are guaranteed a job assignment in business or industry, an aspect of the program which removes the fear that many Negro youths have of not gaining employment in their chosen field, even though they obtain the necessary educational qualifications. The University has every confidence that this pilot program will be a success. We have always welcomed Negro youth seeking an education on the co-operative plan, and there have always been several of these students in every entering class. As I've mentioned, the University will also help cultivate language and reading skills of the students through a special adaptation of the co-operative plan in the College of Education. Undergraduate co-operative students will serve as teacher aides in public high schools located near Northeastern in communities largely populated by Negroes. The students will be selected on the basis of their interest in helping disadvantaged pupils and their demonstrated ability to serve effectively in the cultivation of language and reading skills. These "teacher interns," who will be paid for their services from the overall grant for the program, will be given intensive training in basic concepts of reading and language instruction and specific training in the use of materials to be employed in the participating schools. They will also attend weekly seminars at the University, conducted by faculty members, and will work under the guidance of regular staff members of participating schools and of Northeastern. �
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Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
African American Students
Career Development
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Career Development
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Career Development
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
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Pilot Program* to Expand Career Opportunities For Negro Students Initiated by Northeastern Reprinted from March 1964 issue of INDUSTRY official publication of Associated Industries of Massachusetts ��Pilot Program to Expand Career Opportunities For Negro Students Initiated by Northeastern Today the Negro's greatest need is for jobs. More and better jobs. The unemployment rate among Negroes is about twice that among whites; the median Negro family income is about half that of whites. And automation. which destroys unskilled jobs and creates new ones only for the educated, is making the Negro's serious economic disadvantage rapidly worse. The reasons why so many Negroes drop out of high school or do not go on to college are not hard to find. For some, inadequate academic preparation, economic necessity, or an unfavorable home environment make further schooling unthinkable. Others wonder why they should prepare themselves for fields where they feel few jobs are available or where discrimination has existed. And even if they do go on to college, the nagging fear remains that they will not be able to find a job commensurate with their education after graduation. Growing racial strife has pointed up the relatively small number of Negroes employed in so-called "white collar" jobs for which either a high school education or education beyond the high school level is required. Sensing a lack of opportunities for employment as junior executives in administrative, managerial, technical and sales positions. as well as in certain professions requiring advanced education, relatively few Negroes in the past have even tried to prepare themselves to become part of the white collar work force of the nation. . The Northeastern program will encourage 75 Negro youths to choose professions which too few Negroes enter today A new, pioneering program designed to expand business and professional career opportunities for Negro young people through college study under the co-operative plan of education has been launched by Northeastern University. Dr. Asa S. Knowles, President of Northeastern, said a pilot program to increase the number of Negro youths who are available and qualified for employment in positions requiring education beyond the high school level will be conducted under a $150,000 grant from the Fund for the Advancement of Education. First Group in Fall A total of 75 Metropolitan Boston Negro students who otherwise might not go to college will be enrolled during the next three years in the co-operative curricula offered by Northeastern's full-time undergraduate colleges. The first of the three 25-member groups of Negroes will be enrolled as freshmen this fall. An additional 25 Negro students will enter the freshman class at the outset of the 1965 and 1966 academic years. Several steps have been initiated by the University to make sure that Negro students selected to participate are properly prepared to undertake a college education. These include: a plan to utilize undergraduate co-operative students in Northeastern's College of Education as teacher aides in public schools to help enhance the language and reading skills of potential enrollees; and, launching of an intensive pre-college summer study program for enrollees who may find themselves inadequately prepared in certain subject areas important to success in higher education. Scholarship aid under the pilot program will be given to students according to individual financial need, not only in their freshman year, but throughout their entire five years at Northeastern. Job Opportunities Northeastern officials became acutely aware of the urgent need to increase the number of Negro youths who are available and qualified for employment in positions requiring education beyond the high school level through the University's wide contacts in business and industry. Leaders of the Greater Boston business and industrial community have informed Northeastern that numerous job opportunities are available for Negroes in positions requiring a college degree, but few, if any, qualified applicants can be found. Northeastern's plan to increase the number of Negro youths enrolled in its co-operative educational program. through use of the $150,000 grant from the Fund for Advancement of Education is an effort to develop qualified Negro applicants for these positions. "The most pressing need of the Negro today is for more and better jobs," Northeastern's President Knowles pointed out. "The rate of joblessness is twice as high among Negroes as it is among whites. The average Negro earns approximately 40 per cent less INDUSTRY- March, 1964 �than his white counterpart. "Sensing a lack of opportunities for employment as junior executives in administrative, managerial, technical and sales positions, as well as in certain positions requiring advanced education, relatively few Negroes in the past have even tried to prepare themselves to become part of the white collar work force of the nation. "We are convinced," Dr. Knowles continued, "that the co-operative plan of education, with its alternating periods of study and on-thejob experience, offers a particularly meaningful solution to the problems faced by young Negroes as well as by employers seeking to hire Negroes." A Unique Program The Northeastern President said the University's program for Negro youth is unique in that it requires the University to seek out Negro boys and girls who are capable of doing good college work but who would not otherwise go to college. It is not designed for Negro youth who would come to college if the program did not exist. Moreover, Dr. Knowles said, the program is designed to encourage Negro youth to enter professions for which too few Negroes usually prepare. These include engineering, science, business, education, pharmacy, nursing and medical technology. Because of Northeastern's co-operative program of alternating work-study . periods, students are guaranteed a job assignment in industry or business related to the field in which they are studying. This aspect of the program removes the fear of many Negro youths that they will be unable to obtain employment in their chosen field even though they possess the necessary educational qualifications. Northeastern, with more than 50 "Co-op" jobs ore a favorite topic for Northeastern students. Comparing work experience notes ore: (standing) James Collins of Mamaroneck, N.Y., employed as on accounting clerk with Warren Brothers Roods Co., Cambridge; (seated, left to right) David Wilson of Dorchester, employed in the notional advertising deportment of the Boston Globe; Emery Springer of Combridge, on electrical engineering student whose "co-op" assignment is with Boston Edison Co.; and Barbaro Hebert of Rochester, on arthritis research technician in Boston University's medical research program. INDUSTRY- March, 1964 years of experience in placing and supervising students on co-operative work assignments, has working relationships with 1,277 employers who now employ the school's co-operative students. The co-operative work assignments begin with the sophomore year. During these work periods, students are under the close supervision of faculty co-ordinators. In addition to visiting the student on the job periodically and talking to his superiors, the co-ordinators receive written reports from both the student and the employer at the end of each co-operative work period. Throughout the four upperclass years, the faculty co-ordinator provides valuable instruction in such matters as proper job attitudes, manners, dress, and personal conduct. Twenty Firms Interested The co-operative work assignments for Negro students in the program will be selected only after careful consideration as to their relevance to the student's field of study and the prospects of permanent employment after graduation for the student in that type of work. Approximately twenty companies in the Greater Boston area have already indicated to the University that they will employ Negro students on co-operative work assignments, and several companies have discussed with the University the type of job sequences that they would develop for the Negro students. Northeastern is convinced that the co-operative plan of education offers a particularly meaningful solution to the problems faced by young Negroes as well as by employers seeking to hire Negroes. Not only do co-operative work periods offer Negro students the opportunity to gain experience related to their field of study, but more importantly, work periods offer on-the-job experience, under actual work conditions, that for many of them will lead to permanent jobs with the same employer after graduation. During their co-operative work periods they will have the opportunity to try various assignments and to test their vocational objectives in the fire of first-hand ex- �perience. F acuity co-ordinators will instruct them in such matters as proper job attitudes. Their earnings will contribute substantially toward the cost of their college education. But most important, cooperative jobs will make it possible for them to have a respectable job beginning in their sophomore year and thus overcome the fear of not being able to find employment as a college graduate. "Co-op" Benefits At Northeastern, experience has demonstrated that nearly 50 per cent of all students employed as co-operative trainees are offered good jobs with their co-operative employers at graduation. In some companies, as many as 80 per cent remain with their co-operative employers, and it is not uncommon for employers to pay a salary as much as 20 per cent higher than is paid to conventional college graduates. This premium recognizes the two years of experience the co-operative trainee has gained in his field of specialization as a result of co-operative employment. lor on a part-time basis. Both have been thoroughly trained in the field of student personnel and in working with community agencies. To locate promising applicants for the proposed program, the counsellors will work with high school guidance counsellors and teachers, social agencies, neighborhood groups, and churches. They will be aided by the Assistant to the President for Community Relations who has established many useful contacts with the Negro community and with interested community agencies, because of the University's close proximity to the Roxbury area where many of Boston's Negroes make their homes. The admissions counsellors will also draw upon the resources of the University's Occupational Information Service. Thorough Screening Once promising Negro applicants have been identified, the admissions counsellors will make thorough studies of each student's educational background, including the need for special prepara- tion, as well as of each student's home situation. Special visits to the homes of the prospective applicants will be made whenever necessary. Through means such as these, the University seeks to insure that each Negro enrolled in the program will have the best possible chance of completing it satisfactorily. In selecting the 75 students who will study under the program, Northeastern will make use of all standard testing devices and will draw upon the judgment and experience of its admissions office, which maintains contact with 780 secondary schools. In addition, the University will utilize the resources of its Testing and Counselling Center, which provides information, testing, and counselling concerning educational objectives, vocational objectives, and special aptitudes. Aware that some who may be desirable candidates for admission to the program may be deficient in certain subject matter areas and/ or in reading ability at the time of application, N ortheat- Because the work experience provides the employers with an opportunity to observe the effectiveness of their trainees in the work situation, it is hoped that, if Negroes are carefully placed, employers will quickly realize that they are equally competent and as reliable as employees of different racial origins. Early Identification Recognizing the need to identify promising Negro students before they reach their senior year in high school in order to give them the encouragement and assistance necessary, if they are to become potential college applicants, the University will work with appropriate student personnel and community agencies to discover and encourage promising applicants for the proposed program at the ninth and tenth grade level. To achieve this goal, Northeastern recently added to its staff an admissions counsellor whose primary responsibility will be to seek out promising Negro youngsters for the program. He will be assisted by another admissions counsel- Northeastern, the nation's largest university operating under the co-operative plan of education, currently numbers more than 26,000 students on its rolls. INDUSTRY- March, 1964 �ern will admit these students upon condition that they attend a preliminary summer program at the University prior to matriculation, with the expectation that they will be prepared to do college level work upon completion of the summer program. Open to All The preliminary summer program will be designed for any student, regardless of race, who plans to enroll at the University the following fall and who needs additional instruction to prepare him for college level work. The program will draw upon superior high school teachers from the Greater Boston area and will make use of the latest teaching techniques, including programmed instruction. In addition the program will utilize Northeastern's own resources, including the Testing and Counselling Center, the Occupational Information Service, and the Center for Reading Improvement which is staffed by highly trained specialists with extensive experience in reading improvement and in the development of vocabulary and study skills. This summer seminar will also consider sociological and psychological factors affecting the attitudes of children from underprivileged communities. Lack of Resources The University recognizes that not only do many young Negroes not have the resources to meet tuition costs, but that often they can not even buy the basic necessities of life and frequently live under crowded conditions and in environments not conducive for college study. For these reasons, the University must have funds to provide full scholarships for the freshman year, as well as allowances for tuition, books and supplies, room and board, and clothing when needed. During the upperclass years, the University must have funds to pay tuition and cover other costs of attending college with the expectation that the earnings during the cooperative work periods will cover INDUSTRY- March, 1964: all or nearly all of the students' living expenses. Students attending the summer preparatory program prior to entering the University will also require scholarship assistance. Northeastern estimates that it will be necessary to provide some financial assistance for every N egro student enrolled in the program. Most of the selected students will probably need funds to help meet the tuition costs of the preliminary summer program and of ing the funds for scholarships and living expenses. Others may require careful preparation of special and lengthy programs. As this program is carried out, additional obstacles to Negro ambition may be uncovered. These discoveries may justify increases in the financial scope of the program, or they may point to major modifications in order to achieve the defined objectives. A special adaptation of the Northeastern co-operative plan offers a promising means of encour- Community leaders discuss Northeastern University's new program of scholarships for Negro youths who might not otherwise have been able to attend college with Dr. Asa S. Knowles, N. U. President. Shown above, left to right, are Melvin King, director of the United South End Settlements; President Knowles; Paul Parks of the N.A.A.C.P. Education Committee; John E. Verson, director of education and youth incentives for the Urban League of Boston; and, Rev. Gilbert Avery Ill of St. John's Episcopal Church, Boston. the freshman and four upperclass years. In addition, it is anticipated that Northeastern should be prepared to assist a number of the students in meeting their living costs, in purchasing books and supplies, and even in providing personal needs such as clothing. Negroes Face Barriers Educators are just beginning to appreciate the barriers which discourage Negro ambition. One example is that books written for suburban youngsters may have little meaning for Negroes. Another example is that of a Negro student who lost his courage as college graduation approached because he lacked funds to purchase an appropriate suit to wear at the ceremony. Some of these obstructions can be overcome by increas- aging children from disadvantaged areas to make the most of their abilities. Accordingly, the University has arranged to carry on a pilot project in 1964-65 and 1965-66 to explore the possibilities for using undergraduate co-operative students in the College of Education as teacher aides in public high schools located near the University in areas largely populated by Negroes. These "co-ops" who are preparing for careers in teaching, will be selected from the fourth and fifth year classes on the basis of their interest in helping disadvantaged pupils and their demonstrated ability to serve effectively in the cultivation of language and reading skills. There is much evidence that language development is crucial to �effective school adjustment. For children reared in underprivileged areas the acquisition of reading skills is often particularly difficult. They usually come from homes which place little value upon education and are virtually surrounded by negative influences which discourage the growth of competent command of language skills. Language Development These "teacher interns," who will be paid for their services from the overall grant for the program, will be given intensive training in basic concepts of reading and language instruction and specific training in the use of materials to be employed in the par- ticipating schools. The following year ( 1965-66) it is proposed to add two more pairs of juniors to the program and continue the four "co-ops" who began in 1964-65. More than one school could be served in the second year of the program if this should be desirable. Training the "Interns" This program will be designed to test whether the use of "co-ops" is a fruitful approach to the problem of developing language skills among pupils from disadvantaged areas. The four "co-ops" who are to begin the project in 1964-65 will be selected from the fourth year (Junior) class in the College of Education and will have had at least one year's work in the field of reading. During the summer of 1964 they will be given an intensive course of training in basic concepts of reading. Now the largest university in the free world operated on the co-operative basis, Northeastern is confident that its pioneering efforts in applying the co-operative plan to Negro education will attract nation-wide attention as well as wide-spread imitation, not only by the sixty other co-operative colleges and universities in the United States, but also by those in other countries. INDUSTRY- March, 1964 United States of America· Vol. 110
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Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
African American Students
Career Development
African American Students
Career Development
http://hdl.handle.net/2047/D20221303
http://hdl.handle.net/2047/D20221303
African American Students
Career Development
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
pilot program to expand career opportunities for negro students initiated by northeastern
Pilot Program to Expand Career Opportunities for Negro Students Initiated by Northeastern
African American Students
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Pilot Program* to Expand Career Opportunities For Negro Students Initiated by Northeastern Reprinted from March 1964 issue of INDUSTRY official publication of Associated Industries of Massachusetts ��Pilot Program to Expand Career Opportunities For Negro Students Initiated by Northeastern Today the Negro's greatest need is for jobs. More and better jobs. The unemployment rate among Negroes is about twice that among whites; the median Negro family income is about half that of whites. And automation. which destroys unskilled jobs and creates new ones only for the educated, is making the Negro's serious economic disadvantage rapidly worse. The reasons why so many Negroes drop out of high school or do not go on to college are not hard to find. For some, inadequate academic preparation, economic necessity, or an unfavorable home environment make further schooling unthinkable. Others wonder why they should prepare themselves for fields where they feel few jobs are available or where discrimination has existed. And even if they do go on to college, the nagging fear remains that they will not be able to find a job commensurate with their education after graduation. Growing racial strife has pointed up the relatively small number of Negroes employed in so-called "white collar" jobs for which either a high school education or education beyond the high school level is required. Sensing a lack of opportunities for employment as junior executives in administrative, managerial, technical and sales positions. as well as in certain professions requiring advanced education, relatively few Negroes in the past have even tried to prepare themselves to become part of the white collar work force of the nation. . The Northeastern program will encourage 75 Negro youths to choose professions which too few Negroes enter today A new, pioneering program designed to expand business and professional career opportunities for Negro young people through college study under the co-operative plan of education has been launched by Northeastern University. Dr. Asa S. Knowles, President of Northeastern, said a pilot program to increase the number of Negro youths who are available and qualified for employment in positions requiring education beyond the high school level will be conducted under a $150,000 grant from the Fund for the Advancement of Education. First Group in Fall A total of 75 Metropolitan Boston Negro students who otherwise might not go to college will be enrolled during the next three years in the co-operative curricula offered by Northeastern's full-time undergraduate colleges. The first of the three 25-member groups of Negroes will be enrolled as freshmen this fall. An additional 25 Negro students will enter the freshman class at the outset of the 1965 and 1966 academic years. Several steps have been initiated by the University to make sure that Negro students selected to participate are properly prepared to undertake a college education. These include: a plan to utilize undergraduate co-operative students in Northeastern's College of Education as teacher aides in public schools to help enhance the language and reading skills of potential enrollees; and, launching of an intensive pre-college summer study program for enrollees who may find themselves inadequately prepared in certain subject areas important to success in higher education. Scholarship aid under the pilot program will be given to students according to individual financial need, not only in their freshman year, but throughout their entire five years at Northeastern. Job Opportunities Northeastern officials became acutely aware of the urgent need to increase the number of Negro youths who are available and qualified for employment in positions requiring education beyond the high school level through the University's wide contacts in business and industry. Leaders of the Greater Boston business and industrial community have informed Northeastern that numerous job opportunities are available for Negroes in positions requiring a college degree, but few, if any, qualified applicants can be found. Northeastern's plan to increase the number of Negro youths enrolled in its co-operative educational program. through use of the $150,000 grant from the Fund for Advancement of Education is an effort to develop qualified Negro applicants for these positions. "The most pressing need of the Negro today is for more and better jobs," Northeastern's President Knowles pointed out. "The rate of joblessness is twice as high among Negroes as it is among whites. The average Negro earns approximately 40 per cent less INDUSTRY- March, 1964 �than his white counterpart. "Sensing a lack of opportunities for employment as junior executives in administrative, managerial, technical and sales positions, as well as in certain positions requiring advanced education, relatively few Negroes in the past have even tried to prepare themselves to become part of the white collar work force of the nation. "We are convinced," Dr. Knowles continued, "that the co-operative plan of education, with its alternating periods of study and on-thejob experience, offers a particularly meaningful solution to the problems faced by young Negroes as well as by employers seeking to hire Negroes." A Unique Program The Northeastern President said the University's program for Negro youth is unique in that it requires the University to seek out Negro boys and girls who are capable of doing good college work but who would not otherwise go to college. It is not designed for Negro youth who would come to college if the program did not exist. Moreover, Dr. Knowles said, the program is designed to encourage Negro youth to enter professions for which too few Negroes usually prepare. These include engineering, science, business, education, pharmacy, nursing and medical technology. Because of Northeastern's co-operative program of alternating work-study . periods, students are guaranteed a job assignment in industry or business related to the field in which they are studying. This aspect of the program removes the fear of many Negro youths that they will be unable to obtain employment in their chosen field even though they possess the necessary educational qualifications. Northeastern, with more than 50 "Co-op" jobs ore a favorite topic for Northeastern students. Comparing work experience notes ore: (standing) James Collins of Mamaroneck, N.Y., employed as on accounting clerk with Warren Brothers Roods Co., Cambridge; (seated, left to right) David Wilson of Dorchester, employed in the notional advertising deportment of the Boston Globe; Emery Springer of Combridge, on electrical engineering student whose "co-op" assignment is with Boston Edison Co.; and Barbaro Hebert of Rochester, on arthritis research technician in Boston University's medical research program. INDUSTRY- March, 1964 years of experience in placing and supervising students on co-operative work assignments, has working relationships with 1,277 employers who now employ the school's co-operative students. The co-operative work assignments begin with the sophomore year. During these work periods, students are under the close supervision of faculty co-ordinators. In addition to visiting the student on the job periodically and talking to his superiors, the co-ordinators receive written reports from both the student and the employer at the end of each co-operative work period. Throughout the four upperclass years, the faculty co-ordinator provides valuable instruction in such matters as proper job attitudes, manners, dress, and personal conduct. Twenty Firms Interested The co-operative work assignments for Negro students in the program will be selected only after careful consideration as to their relevance to the student's field of study and the prospects of permanent employment after graduation for the student in that type of work. Approximately twenty companies in the Greater Boston area have already indicated to the University that they will employ Negro students on co-operative work assignments, and several companies have discussed with the University the type of job sequences that they would develop for the Negro students. Northeastern is convinced that the co-operative plan of education offers a particularly meaningful solution to the problems faced by young Negroes as well as by employers seeking to hire Negroes. Not only do co-operative work periods offer Negro students the opportunity to gain experience related to their field of study, but more importantly, work periods offer on-the-job experience, under actual work conditions, that for many of them will lead to permanent jobs with the same employer after graduation. During their co-operative work periods they will have the opportunity to try various assignments and to test their vocational objectives in the fire of first-hand ex- �perience. F acuity co-ordinators will instruct them in such matters as proper job attitudes. Their earnings will contribute substantially toward the cost of their college education. But most important, cooperative jobs will make it possible for them to have a respectable job beginning in their sophomore year and thus overcome the fear of not being able to find employment as a college graduate. "Co-op" Benefits At Northeastern, experience has demonstrated that nearly 50 per cent of all students employed as co-operative trainees are offered good jobs with their co-operative employers at graduation. In some companies, as many as 80 per cent remain with their co-operative employers, and it is not uncommon for employers to pay a salary as much as 20 per cent higher than is paid to conventional college graduates. This premium recognizes the two years of experience the co-operative trainee has gained in his field of specialization as a result of co-operative employment. lor on a part-time basis. Both have been thoroughly trained in the field of student personnel and in working with community agencies. To locate promising applicants for the proposed program, the counsellors will work with high school guidance counsellors and teachers, social agencies, neighborhood groups, and churches. They will be aided by the Assistant to the President for Community Relations who has established many useful contacts with the Negro community and with interested community agencies, because of the University's close proximity to the Roxbury area where many of Boston's Negroes make their homes. The admissions counsellors will also draw upon the resources of the University's Occupational Information Service. Thorough Screening Once promising Negro applicants have been identified, the admissions counsellors will make thorough studies of each student's educational background, including the need for special prepara- tion, as well as of each student's home situation. Special visits to the homes of the prospective applicants will be made whenever necessary. Through means such as these, the University seeks to insure that each Negro enrolled in the program will have the best possible chance of completing it satisfactorily. In selecting the 75 students who will study under the program, Northeastern will make use of all standard testing devices and will draw upon the judgment and experience of its admissions office, which maintains contact with 780 secondary schools. In addition, the University will utilize the resources of its Testing and Counselling Center, which provides information, testing, and counselling concerning educational objectives, vocational objectives, and special aptitudes. Aware that some who may be desirable candidates for admission to the program may be deficient in certain subject matter areas and/ or in reading ability at the time of application, N ortheat- Because the work experience provides the employers with an opportunity to observe the effectiveness of their trainees in the work situation, it is hoped that, if Negroes are carefully placed, employers will quickly realize that they are equally competent and as reliable as employees of different racial origins. Early Identification Recognizing the need to identify promising Negro students before they reach their senior year in high school in order to give them the encouragement and assistance necessary, if they are to become potential college applicants, the University will work with appropriate student personnel and community agencies to discover and encourage promising applicants for the proposed program at the ninth and tenth grade level. To achieve this goal, Northeastern recently added to its staff an admissions counsellor whose primary responsibility will be to seek out promising Negro youngsters for the program. He will be assisted by another admissions counsel- Northeastern, the nation's largest university operating under the co-operative plan of education, currently numbers more than 26,000 students on its rolls. INDUSTRY- March, 1964 �ern will admit these students upon condition that they attend a preliminary summer program at the University prior to matriculation, with the expectation that they will be prepared to do college level work upon completion of the summer program. Open to All The preliminary summer program will be designed for any student, regardless of race, who plans to enroll at the University the following fall and who needs additional instruction to prepare him for college level work. The program will draw upon superior high school teachers from the Greater Boston area and will make use of the latest teaching techniques, including programmed instruction. In addition the program will utilize Northeastern's own resources, including the Testing and Counselling Center, the Occupational Information Service, and the Center for Reading Improvement which is staffed by highly trained specialists with extensive experience in reading improvement and in the development of vocabulary and study skills. This summer seminar will also consider sociological and psychological factors affecting the attitudes of children from underprivileged communities. Lack of Resources The University recognizes that not only do many young Negroes not have the resources to meet tuition costs, but that often they can not even buy the basic necessities of life and frequently live under crowded conditions and in environments not conducive for college study. For these reasons, the University must have funds to provide full scholarships for the freshman year, as well as allowances for tuition, books and supplies, room and board, and clothing when needed. During the upperclass years, the University must have funds to pay tuition and cover other costs of attending college with the expectation that the earnings during the cooperative work periods will cover INDUSTRY- March, 1964: all or nearly all of the students' living expenses. Students attending the summer preparatory program prior to entering the University will also require scholarship assistance. Northeastern estimates that it will be necessary to provide some financial assistance for every N egro student enrolled in the program. Most of the selected students will probably need funds to help meet the tuition costs of the preliminary summer program and of ing the funds for scholarships and living expenses. Others may require careful preparation of special and lengthy programs. As this program is carried out, additional obstacles to Negro ambition may be uncovered. These discoveries may justify increases in the financial scope of the program, or they may point to major modifications in order to achieve the defined objectives. A special adaptation of the Northeastern co-operative plan offers a promising means of encour- Community leaders discuss Northeastern University's new program of scholarships for Negro youths who might not otherwise have been able to attend college with Dr. Asa S. Knowles, N. U. President. Shown above, left to right, are Melvin King, director of the United South End Settlements; President Knowles; Paul Parks of the N.A.A.C.P. Education Committee; John E. Verson, director of education and youth incentives for the Urban League of Boston; and, Rev. Gilbert Avery Ill of St. John's Episcopal Church, Boston. the freshman and four upperclass years. In addition, it is anticipated that Northeastern should be prepared to assist a number of the students in meeting their living costs, in purchasing books and supplies, and even in providing personal needs such as clothing. Negroes Face Barriers Educators are just beginning to appreciate the barriers which discourage Negro ambition. One example is that books written for suburban youngsters may have little meaning for Negroes. Another example is that of a Negro student who lost his courage as college graduation approached because he lacked funds to purchase an appropriate suit to wear at the ceremony. Some of these obstructions can be overcome by increas- aging children from disadvantaged areas to make the most of their abilities. Accordingly, the University has arranged to carry on a pilot project in 1964-65 and 1965-66 to explore the possibilities for using undergraduate co-operative students in the College of Education as teacher aides in public high schools located near the University in areas largely populated by Negroes. These "co-ops" who are preparing for careers in teaching, will be selected from the fourth and fifth year classes on the basis of their interest in helping disadvantaged pupils and their demonstrated ability to serve effectively in the cultivation of language and reading skills. There is much evidence that language development is crucial to �effective school adjustment. For children reared in underprivileged areas the acquisition of reading skills is often particularly difficult. They usually come from homes which place little value upon education and are virtually surrounded by negative influences which discourage the growth of competent command of language skills. Language Development These "teacher interns," who will be paid for their services from the overall grant for the program, will be given intensive training in basic concepts of reading and language instruction and specific training in the use of materials to be employed in the par- ticipating schools. The following year ( 1965-66) it is proposed to add two more pairs of juniors to the program and continue the four "co-ops" who began in 1964-65. More than one school could be served in the second year of the program if this should be desirable. Training the "Interns" This program will be designed to test whether the use of "co-ops" is a fruitful approach to the problem of developing language skills among pupils from disadvantaged areas. The four "co-ops" who are to begin the project in 1964-65 will be selected from the fourth year (Junior) class in the College of Education and will have had at least one year's work in the field of reading. During the summer of 1964 they will be given an intensive course of training in basic concepts of reading. Now the largest university in the free world operated on the co-operative basis, Northeastern is confident that its pioneering efforts in applying the co-operative plan to Negro education will attract nation-wide attention as well as wide-spread imitation, not only by the sixty other co-operative colleges and universities in the United States, but also by those in other countries. INDUSTRY- March, 1964 United States of America· Vol. 110