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There are over three million Negro teen-agers in the United States, three-fourths of whom live in the South. Their position in the American social structure is decisively conditioned by race, inferiority, deprivation, and youthfulness. Within Negro society, they are differentiated into high-prestige and low-prestige categories on the basis of contrasting cultural heritages. Negro teen-age culture is a melange of general adolescent patterns and unique ethnic practices. Two modes of aggression tend to distinguish this group of teen-agers. Low-prestige youths exhibit unusual personal aggression; the college teen-agers have created the racial protest movement. Racial protest takes several forms and constitutes one of the most positive elements of current American teen-age culture. Negro teen-age behavior is an indigenous part of the American cultural heritage. Future developments, like current mani festations, are likely to be conditioned by social trends already in evidence. Among other things there will be measurable increase of the protest theme. It is to be hoped that the protest will continue to be disciplined and constructive.

There are over 3 million Negro teen-agers in the US, 75% of whom live in the South. Their position in the Amer soc structure is decisively conditioned by race, inferiority, deprivation & youthfulness. Within Negro society they are differentiated into high-prestige & low-prestige categories on the basis of contrasting cultural heritages. Negro teen-age culture is a melange of general adolescent patterns & unique ethnic practices. 2 modes of aggression tend to distinguish this group: low-prestige youths exhibit unusual personal aggression; & the Coll teen-agers have created the racial protest movement. Racial protest takes several forms & constitutes one of the most positive elements of current US teen-age culture. Future developments, like current manifestations, are likely to be conditioned by soc trends already in evidence. Among other things there will be measurable increase of the protest theme. AA.

The 'civilization process' in the US South is examined from the perspective of instit'al change & its effect on soc role. Ur'ization of soc life, resulting from the transition to an industr economy, is seen as accounting for a high degree of instit'al centralization & weakening traditionally close fam ties; additional changes in instit'al structure are brought about by growing integration throughout the South. Signif modification of role types reflecting these changes are sketched: (1) the exploitative paternalism of once-powerful fam's & figures has given way to absentee ownership, creating a constellation of new SE types(a) farmers who deal for the first time on an impersonal, contractual basis with merchants & may work part time in factories, (b) a new secular, self-conscious industr worker, (c) a new managerial Me which is rationalistic, efficiency-minded & highly specialized, (d) an expanding professional Me which finds a growing market among the new Southern workers. (2) A 'mass' oriented individual has appeared in the new Southstripped of his former identifications he has become part of an emerging pattern of mass soc action. He tends to develop many novel & segmented soc roles with corresponding status categories & may be defined as a new regional type: isolated, independent, directly active, & 'Amer' rather than 'Southern' in outlook. With the addition of the caste factor, southern Negro civil rights movements are seen as a manifestation of the same phenomenon. L. Tumin.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- INTRODUCTION TO THE TRANSACTION EDITION -- ACKNOWLEDGMENTS -- INTRODUCTION -- Chapter I: The Background -- The Pattern of the Plantation -- The Tradition of the Plantation -- The Community -- The People -- Chapter II: The Family -- Countship and Marriage -- The Children -- Separation and Divorce -- What is Respectable? -- Shelter and Food -- Chapter III. Economic Lif of the Community -- The Division of Labor -- The Pressure of the System -- Chapter IV: The School and the People -- Education of Parents and Children -- The Influence of Schooling on Social Changes -- Chapter V: Religion and the Church -- The Church as a Social Institution -- The Changing Church -- Chapter VI: Play Life -- Chapter VII: Survival -- Chapter VIII: Conclusion -- Index