FURTHER ACTIVITIES OF STUDENTS

 

 

    
   
 
  
  
    
  
  
  
  

CASE STUDY OF “A”

Before the School—She had supplemented her tenth grade education by class work in
a workers’ school and in the Young Women’s Christian Association. She was a leader
in a student-industrial council, a city inter-racial council, and a Negro industrial council
within the Y.W.C.A. She was a member of the Baptist Church. Her trade was that of
a finisher of women’s dresses.
- Atthe School—She attended the summer session in 1928, when she was 32 years of age.
She was a very good student, a thoughtful group member, and a hard worker. Through-
out the session, she displayed a willingness to co-operate in all activities, and she pro-
gressed consistently in her work. Her teachers recommended her for second year work.
After the School—She found it very difficult to secure employment. Many members of
5 t community attributed her unemployment to the reaction of employers against her

  

participation in labor organizations.
In the Y.W.C.A.—She became a member of the Central Industrial Committee and of
the City-Wide Industrial Committee. She visited the homes of Negro women workers
and invited them to the Industrial Club, with the hope of starting an inter-racial indus-
_ trial group. She also stimulated the organization of an economics class at the Y.W.C.A.
In the School's Alumnae Group—tIn holding the position of secretary, she attended
- state-wide conferences of alumnae and was a member of a state-wide committee. She
endeavored to interest other alumnae in legislative work for the State.
c She became interested and active in workers’ education in her city. In 1934 she
served on an educational policy committee which devised plans for workers’ education
in the city. She helped plan for a conference sponsored by the Affiliated Schools in
1935. At this conference she led the singing for all members and she led the discussion
in a unit for industrial workers. As a teacher in the present workers’ education pro-
_ gram of the Work Projects Administration, she conducts classes for Negro and white
men and women workers in various organizations. She has been an instructor in a
_ summer training camp for teachers on the program. Her special subjects are current
events and labor dramatics. At times she functions as a leader of forum discussions, In
_ a letter to the investigator, her supervisor wrote, “She has a high value in this program.
She has had splendid training and an extensive experience which, coupled with her
native intelligence and aptitude, provide a background that is somewhat rare. She is
an able leader of discussions, a quick thinker, and possesses essential qualities of good
humor and tolerance that make her acceptable in any group.”

She is an active trade union member. As a member of the American Federation of
Teachers in the Work Projects Administration local, she serves on a social committee,
an educational committee, and on the executive board. She contributes articles to the
Periodical of the organization.

Miscellaneous Activities—She is a member of the State Committee on Social Security
| __ aind of the Executive Board of the Future Outlook League. She formerly was active in
the Consumer’s League.

“A,” clearly, has not only maintained her leadership in the Y. W.C.A. but

____ has extended her interest to many other groups.
125