‘ ‘ \ ‘A‘l‘i“| : ll “ Ml‘ ‘. lxile I w I A I 91‘ ll iwiH‘ & A I 4 1 | 1 l I N W ‘ A \ I ‘ I l w ‘1 U f H “I l H I THS OCCUPATEONAL STATUS OF THE 3READ“\X-’ENNER 1N RELM‘EON EC} THE- ADEUSTMENT C'- THE ADSLESCENT AND H15 FARENTS Thesis for £113 Degzaa "‘1 EA A HIGH? {CAN STAEE COLLEGE I 9" mLi‘i‘é’ifi 2.. o'M. I" H \t 3310 141:3 ’ :- tag: Jam “a“; HESIS This is to certify that the thesis entitled OCCTTPATIOEYAL STATUS 01“ THE BREAD-WINNER IN RELATION TO THE ADJUSTMENT OF 33”. ADOLESCENT AND HIS PARENTS presented b1] Lennah K. Backus has been accepted towards fulfillment of the requirements for MastergfeAzggdegree iniqne_t«_iar_,a.gement and Child DeveIOpment Date ,-J_Qn_9_1£2___1_9.‘il___ M1795 OCCUPATIONAL STATUS OF 'IHE BREAD-RENE IN RELATION '20 EB ANUSI‘MENT OF THE AIDLESCEM‘ AND HIS PARENTS OCCUPATIONAL STATUS O'!‘ m BREAD-WINNIE. IN RELATION TO SEE ADJUSTMENT 01‘ EB AmLESCENT AND HIS PARENTS Lanna}: Ky“ Backus A mars mbnittcd to the Gracia“. School of lichigan State College of Agriculture and Applied Seine. in partial fulfilment of the requirements for the degree of mm OF ARTS Dlparbont of Home Wt and Child 11070101330111: 1947 THESIS ACKNOWLENMENTS mhe writer wiehee to express her appreciation to Doctor Irma H. Gross tr her interest and unper- vleion in the study, to Doctor Leland H. Mott for permission to nee the qheetionneire. end.to lite mule: I. Xenon, I1“ Bernice D. Bergman and Doctor Charles P. Leo-1e for their helpful nggeetione. TABLI 01' OOMEM'S warm I. IMODJCTION............................................. dungee in the herican Family and Society..................... Structure of the Preeent American I'-11.7....................... Purpoee of file Preeent Stnw.. Problel Stated................................................. cam II. REVIEW OF LITERATURE...H............................... Iteaenring Adjustmente to bail: Life........................... Occupation and Conduct......................................... CHAPTEIII. EMBODS ANDMATE!ALS.................................. Deecription of Attitude meetionneire.......................... Description of Occupational Classification..................... Selection of Sample............................................ canm IV. ANALYSIS OF DATA . Deecription of sample.......................................... Iindinge....................................................... Difference in the Obtained Ileana............................... Percentage Differencee Between the fleeponaee to Certain Selected Qneetione............................................. Education of the Perente end the Adjustment Scoree of the Adolescente.................................................... unwary of findings............................................ cam V. DISCUSSION AND CONCLUSIONS"............................. BIBLIOQAPHYoeeeeeeeeeeeeeeeeeeeeeeoeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee mmILOOOOO00.00.000.000.COOOOOOOOOOO00.000.000.000...00.0.0000... Page OOUIQQSHH 11 14 14 16 19 24 34 8318b 0! O WEB I INTRONCTION The family of the early herican period. well integated ae a social and economic inetitution, is far different frcn the fanily of today. mangee have been occurrixg inch have coneiderably altered patterne in fanily living. he extra-family inetitutione which have taken over nany of the functione of the hone, vhile canoe fer nuch con- can by new. have come to be accepted ae a part of our eecial eyeta. Ogburn 1. credited with ehoving that (1) the fanily in Antican eociety hae leet or is losing ite historical function - health, economic. recreational, religicue. and protective. It etill retaine three eignificent function” affection, rearing of children. and infernal edication of ite label's. Along with changee in the family have one changea in our eocial etrueture. One of the inpcr tent changee affecting fanily and papulatien in an econony uch ae cure ie that of urbanisation. It he been thought that urbanisatim meant eecial progreee, that hopes for a better life were in the city. ht in the nidet of theee beliefe new factore have appeared - traffic congeetien, increaeed coat of living, and an increaeed enphaeie on the phychclegical factor which nirkheia characterizee ae l'anenie (2). Indivi duale tended to become loet in their vaet eecondary eocial ailiaie so that the increeee of indivichal vitaliw needed to nrneunt diffi aaltiee in life nae held to bring about a decreaee in eocial vitality. Ellie individial became ee intereeted in living for the preeent that he nae unwill- ing. at leaet tenporarily. to contribute to the future tip-building of the papnlation. -2- Complexity in the division of labor, fluctuations in the busi- ness cycle, social mobility, and alteration of beliefs, are some of the factors in this social change. 'Ihis stidy niggests the importance of understanding the rela- tions between the family and its members, and in so doing (3) an understanding of the kinship system is of the greatest inportance to the under- standing of the American family, its place in the more general social structure and the strains and psychological patterning to which it is subject. The Ancican family is best characteri zed as an open, multi- lineal. conjugal veto. A distinction of our system is he absence of any recognized units vhidi cut across conjugal families including some families and excluding others. In common speech "family" refa‘s to the conjugal unit. Ihe “onion principle" which implies preportionately in- creasing distance with each circle of linked conJugel families is a dis- tinctive feature. Ihe typical conjugal family lives in a home segregated from those of the parents. is economically independent of then, is de- pendent upon the hisband's occupation for economic support and to a large extent for social stable. This isolation of the conjugal unit in this country is in strong contrast to much of the historic structure of wrapean families whose method of inheriting home. economic support, and occupation was definitely laid down. more are several deviations from this main kinship structure. In well established rural areas it is more common for occupation and status to pass from one generation to another. his would also be true in the upper class group in our country where considerable importance is placed on ancestral home and family property. In lower class groups. both rural -3— and urban. a different type has deve10ped from the main structure. This type. characterized by a “mother-centered type" of family structure is connected to the instability of marriage. A fourth type has also been noted in the upper middle class emphasizing the "moan-centered type” sometimes referred to as the "mburban matriarchy,‘ in which case the father is out of the home a va'y large preportion of the time and thus leaves the responsibility for the children to his wife. Many studies have suggested the importance of early childhood ties to memba‘s of the family of orientation. And yet in our kinship system where there is little continuity in kinship ties. this breaking away from the family of orientation is considerably more drastic than in most kinship systems. Add to this fact tso others: 1. Since the kinship unit is small the average intensity in family relations is high. 2. Because the child's relations outside the home in play and in school are to a great extent of a comPetitive nature. his need for security in the hane is increased. So have then a situation where at the same time the inevitable importance of family ties is intensified and a necessity to be- come anancipated from them is imposed (4). Prominent also in our society is the presence of what has been called a "youth culture", a distinctive pattern of values and attitudes of the age groups betIeen childhood and the assumption of full adilt responsibilities. Ii'his youth culture is characta'ized by irresponsibility, the desire for a good time. and has a strong tendency to develOp in directions which are on the borda‘line of parental approval or beyond the pale. The -4- fact that adults often have mnbivalent attitudes in regard to many of the things of which they disapprove in youth is significant. These situations then would seem to have much to do with the fact that adolescence is often a difficult period in the process of growing up. Occupational status is another feature of our social struchsre which assumes particular importance. To be the main bread-winner in the family in an approved occupational role is in general the goal of an adilt man if he is to enjoy the respect of the members of his community. Occupa- tion determines not only his economic support and social status. acquired through his individual abilities and achievemmts. but determines as well the prestige and standard of living of his wife and children (5). Hon one point of view the emergence of occupational status into his primary position can be regarded as the principal source of strain in the sex role structure of our society since it deprives the wife of her role as a companion in a common mterprise. On the one hand the masculine occupational role seems to absorb more and more of his time and energy and to leave his little time for other interests. the domestic pattern for the adult women. however, has seemed to require less time in terms of a full time Job and consequently has come a permit of cultural interests and oftentimes serious interest in connin- ity projects. A resort to the 'glemor girl' pattern or to a nmrotic ill- ness are less approved methods of compensation. me purpose of the present study is to determine if possible whether there is any relationship between occupational status of the bread- winner and the adjustment of the adolescent to his parents. Since we count as exceedingly important initiative and achievement and the results which -5- they bring, does this effort to attain an acceptable role as a bread- winner impose an noticeable strain on the adolescent? Is the ease with which the adolescent grows to maturity hindered or helped by his environ- ment. determined quite largely by occupation and status. Problem 1. Ihes the adjushent of the adolescent relate in an way to the occupation of the bread-winner of the family? 2. met variance is there in the adjustment scores in cer- tain areas Itch as: a. Hobbies b. Influence of the fatha' c. Influence of the mother d. Importance of money in the gas of the adolescent 3. Is the edication of the parents a determining factor in the adjustment of the adolescent? GARTH? I I REVIEW OF LITERA'EIRI ihe attitude which a child has toward his parents has long bed considered a probla of great importance. In order to understand the development and quality of these attitudes it is necessary to study the environment in which the child lives. namely. the commity. church. playground. school. and home. As a first step in the study of this en- vironment it is natural to attempt to measure home environment for it is bra that attitudes are first formed and it is here that conduct has its beginning. For the adolescent, home environment plays a vital role as emphasised by Caroline Zachry in an article. "Strains and Stresses of Adolescence. I published in 1944, in which she stated that (s), Adolescence is fraught with emotional difficulties where environmental con- ditions are wholly favorable: and when they are unfavorable the resulting pressures my product disturbances of serious preportions. Not only is the attitude of the child toward his parent a factor in determining home environment hit the attitudes of parents toward their children affect considerably in atmosphere of the home. Patridge (7) in 1946 studied the effects of parental attitudes on elemen- tary school children and found mat what the teachers as a group con- sidered 'inferier and superior' parental attitudes had a very definite effect either directly or indirectly on personal inventory scores ob- tained by the children. be children whose parents were rated by the tenders as having superior attitides toward the child and the home did -7- as a group obtain more desirable scores on the personal inventory scores than did those whose parents were rated as having inferior attitudes toward the child and the home. Adequacy of home envirozmient is not easily described or readily adaptable to a definite classification. But in are words of Symonds (8), as is usual in the problem of measuring human affair s, a search has been made for that item or those itens which corollate most highly with themore gen- eral thing which .we want to meamre. in this case the adjustment of the adolescent to his family. Insuring Adjustments 22 Family Life An attempt was made in 1934 by Matthews to discover children's ideas of and attitudes toward conditions cmsed by the mother's out-of- home aployment. This study was so arranged that both home conditions and children's attitudes toward them were indi ated on a Home Blank question- naire of one hundred itens. his blank carefully checked as to validity and reliability was administered undu‘ standardized conditions to 568 children of grades five to nine, inclusive. me hundred blanks of children whose mothcs worked full time away from home were carefully paired with an equal umber of children of non-working mothers. Findings from the study did mow significant differences between the homes of workers and non- workers for both conditions and attitudes with a slight disadvantage to the worker group, but the differences were small and the conclusion was reached (9) ‘ that the worker's child is not em- bittered by his condit ion. A study was renorted in 1935 by Stagner and taught on the atti- tudes of college students toward their parents. One tnndred twenty state- -8- nonts expressing various degrees of affection or antagonism were keyed on an eleven-point scale by fifty Judges. This scale was used for both faiths and mother and was given to slightly over one hundred college students of each sex. In addition. these college students were asked to make a graphic self-rating on authority. affection. and confidence. ‘me validity of the scales was also checked by autobiographical material. In the course of the biography numerous questions were asked about both parents and mean attitude scores were then computed for those giving positive and negative answers. In these scales a low score meant a favorable attimde. A comparison of the scores made by these students on this scale with those which they made on the Bernreuter personality inventory indicates that those making high (antagonistic) scores toward each parent scored high on self-sufficiency. Ihe either concluded (10): This fact. taken in connection with the positive correlation of the two attitude scales leads us to infer that self-sufficient children are likely to take a less favorable atti- tude toward both parents than children lacking in this characteristic. and as a corollary. that one of the important factors determining the attitude of the child toward his parent in his own personality. In 1936 Freidheim completed a study of attitudes of high- school girls enrolled in home economic classes (11), to discover their attitudes on certain personal. social. and economic problems. to determine whether their attitudes in the Opinion of a group of experts. tended to be those of well adJusted individuals. and to find «it what factors affected their attitudes. Twenty-one atti hides wa'e checked in the above mentioned studv by a group ”of graduate students and a small group of experts with the intent of making -9- a five-point scale. hfter recommended changes a questionnaire was made has this check list and the reports of 664 girls were studied. In gene- ral this study showed large percentages of girls checking many attitude levels considered desirable from the standpoint of social adjustment, there were nevertheless many reaponsss indicating unsatisfactory ones. Intelligence is an important factor in developing certain attitudes. Girls who have superior intelligence show a greater tendency to enjoy the conpany of older people. are more successful in finding their own amoe- ments. are less likely to feel themselves socially inadequate. Socio- economic stains also affects certain attitudes. the girls of low economic stable find it more difficult to amuse themselves than do those on the bignest level and have a much greater desire to have .jobs where there are many peeple. hey have. moreover. little inclination to break home ties: they show a stronger tendency to become homesick when any from home over nigit and have less inclination to go away toschool than do the girls on a higher socio-economic level: they are more likely to weep when thqP make mistakes than are the girls of either of the higher levels. Size of the comunity in which they live and maturation were other factors found to affect certain attitudes. Iibler (12) made a study on 300 11th grade girls and boys in nine Georgia High Schools in 1942. he 300 pupils included 100 girls who had studied home economics, 100 girls who had not. and 100 boys with no home economic training. he study was made to determine what the eleventh grade boys and girls in these schools thought about some major issues in family life. namely. (1) division and use of the family income, (2) use of leisure time. (3) division of home responsibilities. (4) use of common -10- preperty in the home. (5) philosOphy of home life. he test prepared for this study was composed of 52 pairs of statements in regard to these naJor issues and represented opposing opinions in regard to family life. hese opposing opinions. separated and appearing at random throuhout the test. were used to measure the consistenq of the pupil's responses and. there- fore, the reliability of the test. he validity of the test was established by giving it to a group of well, known high school girls and then comparing their responses to the statement with their known behavior tendencies. About so per cent of the total responses made by the 330 pupils were desirable, about 10 per cent wa'e undesirable and another 10 per cent were uncertain. The attitudes expressed by this group was more desirable with regard to the use of money and the use of leisure time than to the. other issues studied. here was almost no difference between the attimdes toward family relationships held by girls who had studied home economics and those who had not. he attitudes held by the girls were in all re- spects more desirable than those held by the boys. Altogether their atti- tudes were more undesirable, the boys were more certain than the girls about their beliefs concerning the use of money. he Home Life scale by 11‘. Leland Stott. used in the present study was used also by Essig in 194.5 (13) to determine whether or not the girls whose mothm's worked outside the home full time were more poorly adjusted to family life than were the girls whose mothers did not work and to use this information as a basis for suggesting improvements in home economics educa- tion. he scale accompanied by a questionnaire. designed to secure information about the community. the home of the girl. and the wa'k of the mother, was -11- presented to 332 ninth and tenth grade girls in home economics classes. These girls. half of whose mothers worked full time and half of whose mothers did not work were from eleven different communities in Missouri. In all of the communities the girls whose mothers did not work seemed better adjusted. Responses seaned to indicate a geater feeling of lack of love, understanding. interest, and cooperation, between parents and daughters of the group of mothers who worked. Home life appeared not to be so happy when the mother worked as when she did not. Essig found a greater disadvantage to the children of working mothers than was found by Matthews (page 7 of this study). It is noted, however. that the Ess'ig study was concerned with an older group of girls and carried on in a later economic period. Occupation and Conmct Adequacy of home environment is often measured by home fur- nishings and possessions, father's occupation and family income. he following studies suggest the importance of the social and economic level of the home as a factor in determining conflict. Children were selected on the basis of their fatha's occupa- tion from two widely divergent groups in a study by Maddy in 194:3 (14). he divergent groups chosen were the professional and semi-skilled. de- termined ly the occupational classification by Edwards. Bureau of the Census. he ubJects consisted of 319 children in the sixth grade. of which number thm‘e were 92 boys and 74 girls. whose fathers were pro- fessional men and 61 boys and 92 girls whose fathers were semi-skilled workers. he other selective factor was that the parents of the children wore herican born. Although the above mentioned study was concerned with -12.. four phases of relationship between socio-economic groups and the intelli- gence and «notional make-up of children one phase only is of concern to the present study. that of the relationship between personality traits and attitudes of children. and parental occupation. In general the results indicated a reliable differaice between the two occupational groups in personality traits with a greater difference being found between girls than boys. Children from the professional group scored higner for the characteristics of dominance. extroversion. and emotional stability. these differences being determined largely by differences between the girls. with girls of the semi-skilled families rating consistently lowest. nfferences in attitude tests showed a tendency for children of the semi-skilled group to have agreater number of worries than children of the professional group. he Aspects of Personality Inventory by Pinter. a recently standardized test was used to measure personality traits while the Prusq x-o rest for Investigating the Motions. was used in an attempt to measure attitudes and peculiarities of Judgent rather than definite personaliv character- istics. In 1943 Freeman (16) studied social class as a factor in family group relations of twelve farm families in New York hiring prestige ratings between upper-middle and lower-lower class. hree types of data were used: family histories obtained throng: interviews with parents and community members. observations of family interaction gathered while living in the community and participating in family activities. statements aboutfamily grasp behavior obtained through formal interviews with parents at the close of the field work. rm areas of behavior were selected for study as to mounts. patterns, and expectations. Affection and hostility. parental con- trol. individualistic and cooperative behavior. and adJustive behavior. -13.. According to this very limited study the lower-middle class families ful- filled their socializing function more adequately than did the upper- middle and lower-lower class families. ‘lhese lower-middle class family members were cooperative, unselfish. responsible. appreciative, and con- sida'ate. syntpathetic with lower-class families. compliant with mthority, and made adjustment to problems with a minimum of evasion or use of de- fense mechanisms. aich behavior was not typical of the upper-middle and lower class families. One of the large occupational studies was that of the Yankee City Series in 1941 (16). This study was made in a town of 17,000 13001319 in law England. characterised by a fundamental similiarity to our American towns. Occupations were classified according to: Professional and Preprietary. Wholesale and Retail Dealers, Clerks and Kindred Workers, Stilled Workers. Semi-skilled Workers. and Unskilled Workers. Class divi- sions used were: Upper-upper class, Lower-Upper, Upper-Middle, Lower- Middle. Upper-Lower. and Lower-Lower. It was found that there was a bid: oorellation between type of occupation and class position. If a person was a professional man or a proprietor he tended to be upper or middle class, if he was an unskilled worker he tended to be lower class. There were no skilled or semi-skilled workers higier than the upper-middle group. -14- mum III umons AID umxus the question arises as to the possibility of neaenring atti- tudes and to wht extent an opinion is an index of attitude. It has been suggested that a man‘s action is a safer index of his attitude than what he says. nurstone (17) believes. however. that his actions my be . distortions of his attitude. so that we met ruain content to use ex- pressed opinions. or other forms of behavior. merely as indices of atti- tude. misting again from Synonds (18). be objective data show evidence that a person's verbal expression of his opinion may be taken as a fair index of his atti- tude....... If you tell a person directly that you are measuring his prejudice he will at once be on his guard. do those attitudes tests or questionnaires ought to be aost successful which make a person divulge his preference or choice when he is apparently intuit on some otha' activi- ty. However. the direct (pestion or ballot also seens to yield satisfactory neasures of attitude when there is no inediate and personal isne at stake. for the purpose of naming the adjustment of die adolescent to his parats sevu‘al published scales we examined and the Home Life scale by n-. Leland Stott. Herrill-Palmer School. was selected as the one best adapted to this stub (19). ihis scale. a refinement of his I‘__a_n_i_]_:y_ gig scale consists of 80 questions on family life worded so as to be answerable in terms of three alternative responses: I (hequently). O (Occasionally). ad I (Rarely or lever). ~15- Concerning his tail: L1fe scale. m. dtott said: It indicates the extnt to whidi the inter- actions between himself (child) and his family. from his standpoint, involve 'ccn- fidence, mutial trust. and companionability', and hence are satisfying to him personally... be variable ranges from mutual affection. companionability. a sencs of fairness. help- fhlnsss. and a feel ing of sympathy between adolescent and parents at one extras of the scale. to a feeling that the parents are un- thir and dictatorial. that they are not worthy of confidence and tint little affec- tion or congeniality is present in the rela- tionship at the “he extras............... In order to study further the nature of are variable. correlations were computed between it and the scores on the California Test of Personality-Second Beries. he family-life variable was found to be related to “total adjustment" and to ”social adJustnent' sad! to the extent of + .62. She correlations with "family relations“. a component of. I'social adJustnent'. was 1- .65 and when this coefficient was corrected for attenuation me to the unreliability of the scales. it became + .81. he correlation wit 'self-adJustment' was 4- .50. ihese correlations. in connection with the fairly high reliability and insignificant sibling correlation of the family-life scores were interpreted to mean fiat our scale is also a measure of adjustment- It is a measure of the personal addustnent of the individual ado- lescent to his parents and family situation. It migt be regarded as a measure of the adequacy of the adolescent-parent relationship from the standpoint of the adolescent. It midit further be regarded as a measure of parent- al succeu or failure so far as that particular child is concerned. he Home Life scale is the same as the Family Life scale except that it is somewhat more refined. It includes only these it-s that were found to be most closely related to the attitude measured. i'hs reliability. as well as the validity. of the scale was improved. With both high school ~16- and college students the reliability coefficient based on the present eighty itans were about - .94. Included in the fine Life scale was a questionnaire designed to obtain information necessary for classification of the occupations of the Bread-Winner of the family and space for indicating the education of the parents. lilo Dictionary of Occupational Titles. published 15* the U. S. Departmait of labor and the U. S. Enployment Service was selected for classifying the occupations (20). Published in 1939, the Dictionary de- fines l'7.452 separate Jobs. i‘hese are also lmown 1y 12.292 alternate titles. making a total of 29,744 titles defined. In general the Job titles appear in the Dictionary worded the same as when they are used in common practice. hch Job definition has been given an "indzstrial designation," for the purpose of indicating the type of economic activity with which the Job is associated. and of differentiating among the uses of identical titles in different types of activi ty. EVery Job engaged in a specific type of activity. regardless of the indistry in which the Job occurs is given the industrial designation of the type of activity engaged in. un- less the title of the Job is peculiar to the industry in which file Job cows. in which case the industrial designation of the industry is assigned. To illustrate - a ll‘ypist in a retail store receives the industrial designa- tion “Clerical," as the type of activity in which she engages is covered by the indistrial designation ”Clerical" and the Job title is not peculiar to "Retail Trade." No single criterion has been followed in determining what con- -17- stimtes a Job classification. rer some it is the anties of the Job. for others the industrial mrreundings or circumstances in which the Job exists. However. the gencal principle followed througwut is that Jobs that re- quire the saae experience. techniques. or abilities on the part of the worker are classified together. he structure of the classification is aich that all occupations are divided into seven ”or occupational groups. which in turn are divided into sealler groupings at diffcat levels of detail. he seven anor ocmpaticnal yeups are differentitated by the first digit of the code amber. Individual occupations are assigned five-digit and six-digit code Ian-baa. llaJor divisions of these anor groups are indicated by fine second digit of the code meters of the occupations in the first four of the anor 90°43. In this stuw no attespt was ads to classify the occupations bqond the seven ancr divisions. ths subdivisions being used only as an aid in raking the assigment to a particular division. Below are the anor occupational amps. their naor subdivisions. and the first and second digits used to identify each: 0 - Professional and leaagerial occapations O-O throng: 0-3 Professional occupations 0-4 thragh 0-6 deli-Professional occupations 0-? thread: 0-9 Ianagerisl and official occupations l - Clerical and Sales Occupations l-O thraxg 1-4 Clerical and kindred occupations 1-5 threigh 1-9 mes " '2 - Service occupations 2—0 Domestic service ocmpations .2-3 thread: 2-5 Pcsonal service " 2-6 Protective service 2-8 and 2-9 Building service worka's and porters -13- 3 - Agricultural. fishery, forestry. and kindred occupations 3-0 through 3-4 igrimltural. horticultural. and kindred occupations 3-8 Fishery occupations 3-9 Forestry (except loging) and hunting and trapping occupations Skilled occupations Sui-tilled occupations .. Unskillod occupations SEE he first digit positions have been assigned to the skilled group. two to the seniskilled group. and two to the unskilled. bee-us of the large numbers of individual occupations in these groups. The occupations in the skilled. sci-skilled and unskilled divisions have been consi dared to fall into three categories - craft compations. process occupations. and non-process occupations. Graft occupations are those skilled occupations that require the exercise of considerable initiative. independent Judgnent. and trade knowledge. Those abilities and this knowledge typically are acquired through a fornal pro- gram of apprenticeship training. mess Jobs other thancraft Jobs that are directly concerned with the fabrication of the promct are process Jobs. All occupations that are not craft or process are non-process occupations. ldwords (21) distimidies beheon those three groups as follows: ihose occupations are considered skilled for the pursuance of which a long period of training or apprenticeship is usually necessary and in which their pursuance calls for a degree of Judgment and namal dexterity. one or both. above that required in semi-skilled occupations. Salli-skilled require only a short period or no prelimi- nary training and only a moderate douse of Judgment or manual dexterity. "he un- skilled group reQuiros no special trainirg. Judgment or dexterity. only auscular strength for the performance of coarse. heavy work. ~19- The ample for this study was obtained fi'on 222 Home Life questionnaires. secured from the three high schools in Lansing. lichigan. namely. lBasta'n 3141 School. Sexton Higi School. and Technical Rig: School. Digit of the returned questionnaires were found to be unusable. both becaiso of insufficient description of the occupation and because the tone of the giestionnaire indicated unreliability. mirteen. having to «b with only one parent. either dead or sqiarated, were not included in the body of the study. asking a total usedlin the sample of 201. Of this nnnba' 93 w¢e obtained from hstern in tho Hone-making classes. 80 Ron Sexton nostly in Grade 123. and 28 fron Technical. a... tires schools present rather divergent groupings. In the l'all of 1946 Eastern 5161 School. located on the east side of the city. had an enrollment of 1,525 students. while Sexton Hid: School. lo- cated on the west side of the city hd an enrollnent of 1.248. the students from Data'n High School have a greater concentration in socio- ocononicgroupings tinn do the studa ts from Sexton, while the wider dis- tribution of socio-econonic backgrounds at Sexton scene to encourage the formation of indqaendent social coups. Technical H1gh School. centrally located. was established for the purpose of providing an opportunity for young peeple to prqare thasolvss for entry into tilled and seal- skilled occupations and ins an stroll-out of 250 of which number so are girls. In obtaining data. free these three schools it was hoped that a rgresentative group of mg: school students in an urban situation was included. both as to socio-econonic background and sex distribution. -20- Before the mestiennaires were presented to the schools a small oanple was obtained from a Girl Scout troop of hid: school age to ascertain if possible ay defects in the mechanics of securing the data. his revealed a lack of infwnation necessary fa' classification of occupations and this part of the questionnaire was accordingly restated in an attupt to raedy this situation. In addition to the instructions on the mestionnaire the persons who administered these forms appraised the students of the pur- pose of the shidy and assured the that the information would be treated in a confidential manner. this last since no names appeared on the questionnaire. -21- CHAPTER IV ANALYSIS OF nun he data for fliis study on ocmpatioml stains and adJustment' of the adolescent were obtained in April and lay of 1946 from question- nairos and Home Life scales which were given in three high schools in Lansing. Iichigan. As a first step in organising the data. the adJustmont score for each adolescent was computed and the ocmpation of the broad-winnc. as described on each questionnaire. was assigned to one of the seven occupational groups. ‘lho data have been organised under the following headings: description of the sample. differences in the obtained means of the ad- Justment scores of the six occupational groups (the farm occupational group. although listed is not analysed. since this study concerns urban groups). the percentage differences between the responses to octain questions. selected because of their pertinence to this study. and the coefficient of correlation eomutod both for the edication of the father and the mother and the adJustment scores. Description of the haple TABLI I. DISEIHH‘ICI 01‘ GIRLS AID BOYS INCLUDID IN THE SAIPLE B! SQOOLS hotern ' Sexton technical Intel Girls 85 52 - 137 3m .2 29. .29. _“ Intel 93 so as am -22.. EARL] II. slum DISIBIBU‘I'ICII OF GIRLS AID BOIS BI SCHOOLS on ten Sexton Technical i'otal 103 as -- 10 so 10A so 2 16 44 113 9 - 1 10 11A 12 3 . - is m 3 74 - 77 12A is .1 __ lg rot-1 93 so 27 200 IABLI III. AG] UMIBUTION 0! GIRLS AID BOIS B! SCHOOLS hs tan Sexton ITechnical Iliotal 14 8 -- -- S 15 29 -- 10 39 16 31 21 12 64 17 21 52 2 75 18 6 7 2 15 19 1 - 1 2 ’0 ...1. .1: .1: 5. Total 92 SO 27 199 he seals of an questionnaires fun the three hig schools contained 93 from nests-n Hid: School. so fru Sexton High School. and 28 from i'echnical High School. Of the total numbc there are 137 girls -23- and 94 boys. be largest number of students from hstern was age 16. from Sexton age 17. and from Technical age 16. 1s to grade distribution fie largest number from hstcn was in grades 10A and 1013. Rem Sexton in pads 123. and from i'echnioal in pades 10A and 103. we student did not indicate grade and two did not indi cats ago. TABLE IV. OCCIJPATIONAL CLASSIFICATION BI SCHWLS hetern Sexton technical ibtal Professional and Managerial 10 22 2 84 Clerical and Sales 5 12 4 21 Service 4 8 2 14 Aaiculturo 5 1 O 6 killed. 33 16 9 58 Sui-tilled 22 12 S 42 Unskillod _l_d_: J ___§ 22 lbtal 93 so 28 201 the divergent peepings in the three Rig Schools referred to on page 19 are aphasised in fable Y on occupational classification by schools. i‘here were more thn twice as may in the Professional and Ianagerial group from Sexton than from lastorn althougi Sexton had only 12 loss in the number in the sample. In the next group. Clerical and also. Sexton still had more than twice as nony as rosters. fiilo Eastern had a center lumber in the fires lewu' occupational groups. havilg slight- ly more fian twice as my as Sexton in the killed occupational group. -34.. In Technical High School, established for training in Skilled and Sui-Skilled occupations. these same two groups. record the higiest mber of compaticns. findings EASE! V. OCCUPATIONAL CLASSIFICATION AND OCRRESPONDING ADIUS'MM SCCRES OF INDIVIDUAL CASES BY SCHOOLS Intern o - Professional and lingerie]. (1o) Occupation 8392 Ianager - tavern . 12 Promc tion nanager - factor: 36 Ila-agar - repair store 36 lanagsr - block comany 41 htonotiwe mgineer - factory 43 huge - electrical appliance 49 Manager - restaurant 50 Vice-President - store 51 uperintendent of the Michigan School Service SS Ianagsr - Jewelry store __§_g_ Octal 433 1 - Clerical and Sales (5) Goggation m Civil Sgrvice wcrker . 17 Selective Ssrvice - United States Govern-ant 33 -5- Bookkeeper - United States Government Dealer - used cars Saleem - potato chip factory Iretail. z - Service (4) chzgtion Detective - City riruan - 01w Detective - City Iirenan - 61v Iotal 3 - Ayimltnral (5) chEt ion rarnsr 4 and 5 - killed (33) Occupation hintenance hgineer - factory Iaintenance m - City fire dqartnct fool and Die-flaker Repair-an - store Soon Repair fool and Die-lam §l288 Score 10 13 14 IS 19 ‘8 8 hintenance nan - factory Brick layer fool and Die-Hater Painter lechanio - service station Radio repair-nan Painter - factory rorsun - factory ne-Setter - factory Electrician - factory foreman. Electrical - factory Orprwisor - factory lachinist - factory llactrieian llactrician felsphone Engineer Yard Hanager tor-Ian - City Iachinist - factory fool and me-Ilaker fool and Die-Ha“ tor-an . factory [elder - factory [elder Interior Decorator lleotrician - City Core Ilaker - factory Total N (b ooooooa'aacc o o 51 54 54 58 61 72 1338 Compation worker - hotel Assenbler - factory Asseabler - factory truck driver - railroad usable Presses - factory -27.. s and 7 - Semi-killed (22) Blue print machine opa'ator - State Assubler - factory Inspector - factory Assenblsr - factory friner - factory his driver Lssanbler - factory Assaublu' - factory bosses - factory truck driver Inspector - factory Inspector - factory Presses - factory Inspector - factory Less-bier - factory Iris-er - factory Total 28 29 £8 47 51 53 53 54 55 59 53 55 94:3 -23.. 8 and 9 - Unakillod Oofltion 3.3.919. Laborer - factory 4 Laborer - factory 16 Laborer - factory 25 Laborer - factory 25 Laborer - factory 29 Laborer - factory 33 Stock rooa work: - store 34 Laborer - factory 3‘7 Laborer - factory 37 Stock rocn work: - factory 43 Laborer - factory 54 Laborer - school 59 Laborer - factory 65 General worker __§_5_ fetal 525 Sexton O - Profesaional and “serial (22) Occupation 9.29.2 waist 1? Engineer - factory 18 Owner service station 30 Ianager - Recreation establishment ' 31 Teacher - Physical odlcation 38 Pnrcha sing agent 39 -29- Manager service station finalist - lichigan State College hdi tor motor Lowe and stordreeper Officer - bank Hangar - Telephone Company Pharnacist n'aftsnan llerchant - store owner Owner - book store Ianager - hotel Advertising Dentist Civ Assessor Ianager - store Octal 1 - Clerical and Sales (12) Occupation Salesagent Salesnan flailun - Post Office Clerk - factory Salesman - tobacco firs Service representative - Chrysler Bookkeeper. Real Estate broker 86635568 33 - 30 - Internal Beveme - Post Office Mg Saleem Clerk - bank Sales agent l'otal 2 - SerVice (8) Occupations traffic nanagu‘ Beuticin Plant protection liter - hotel Plant protection Plant guard Janitor - farn store Safety director ll'otal 3 «- Agricultural (1) Occupation Owner of fan total 4 and 5 - Skilled - (16) Occupation Welder Telephone installer Morgan - shop Service an - Connnsrs Power Elaaoo Score 37 Bookbindd' [achiniet hporviscr - factory fool grinder Tool naker Iibol and die nah: Iachiust nectrician - electricial store Ioraan - paint shop Painter ibol naku' Cabinet naker total 5 and 7 - Semi-killed (12) Occupation Iorker - disposal plant assenbler mnanonoter worker Chauffer Laseablc lillcnn buck driver Worker paper nill Milk-an letal finisher letal finisher Crane operator and truck driver Io tal larassaocrtcr 4 6 Score $356883 8 8 74 545 -32.. a and 9 - Unsk'illed (9) Ocarpatien M factory worker 21 Laborer - factory 22 Laborer - city 22 Laborer - factory 24 Laborer - factory 30 Laborer - factory 31 Laborer - rin shop 43 Laborer - factory 48 factory worker _4_§ fetal 286 fechnioal o - Professional and [augerial (2) Occupation Score lanager - nagasine store 32 Ianager - auto supply store __4_.2_ fetal 74 4 1 - Clcical and Sales (4) Occupation Score Chief clerk 19 hlesnan - tholeeale house 25 Clerk - post office 36 Clerk - furniture ___§_2_ fetal 132 Occupation Jani tor Jani tor fetal Ocarpation Occupation Inspector fool naker Iachiai at fool nakor Carpenter hporvi sor - factory [achiniat Paintc Carpenter fetal Occupation frock driver Aesonbler any nan - auto factory fruck driver 2 - Service (2) Score plo :2 6:5 :5 - Agricultural (o) 92!: None 4 and o - nun-e (9) § 865'33833} (I .a 8 we 5 and 7 - sci-sun“ (a) 10 21 34 Lathe operator 34 Leseabler 4S Set-up nan 49 Les-bler __§Z fetal 279 o and 9 - Unskillod (3) Occupation Score Laborer ac Inchine tender - dairy ecnpany 4S factory worker _5_l; fetal 114 nfferonoe in the obtained loans TABLE VI. m ANUS'IMIT SCORES B! SQOOLS luster lean flgstnent Score Sexton High School 89 42.15 hetern Kid: School 93 41.35 fechnical High School __§;_ _3_§:_§_2_ fetal and loan 201 41.04 By a comparison of the noan adJustnent scores by schools it is noted that Sexton Sig School had the highest adJustnent score with 42.15, Eastern the next hi3: with 0.35 and Technical the lowest with 36.82. According to fable 1' Sexton also had the largest number in the Professional and hanagerial group while fechnical had the lowest nanber in this group. -5- By _a simple comparison thai it waild seen that occupation of the bread-winner night have some relation to the adjustment of the adolescent. TABLE VI I . VARIOUS COWARISONS 0F AMUSEMENT SCCBES BY OCCUPATIONS (three Schools Conbined). Occupat ional Group lhnber Percent Median lean Standard of of Score Score Deviation Cases Car on Professional and Ianagerial 34 16.9 43.5 43.09 12.01 Cleri cal and $1 cs 21 10. 4 35.0 37. SS 13. 90 ~ Servi cs 14 7.0 42.5 39. 43 12. 71 Agriculture 6 2.9 47.5 49.50 5.98 . Srillod 58 28. 9 43.0 42. 28 13.61 Semi-skilled 42 20. 9 4S. 5 42.07 14. 41 Urn-mm .32 .1122 can .2122. 2.2.0. fetal and average m1 100.0 43.0 41.04 13. 90 for the purpose of further examining the relationship betweai the completion of file bread—winner and the adjustment of the adolescent. the significance of the difference between two scene was computed. In this corputatien 2 was considered significant 2.6 as higily significant L Significance of the difference betwaen the scans of the ad- Juetnent scores of tho adolescents of the Professional and Managerial Group and the Unskilled Group = 2.11 Significance of the difference between the means of the adJushent scores of the adolescents of the Stilled Group and the Unskilled Group = 2.19 morefore since the difference beheen the means of these two groups is greater than 2 one can conclude that the results are not due to random sampling or to chance. but are due to an inherent difference in the sample, in this case to a difference between the occupational groups, and the results are sliditly significant. lore specifically. we can conclude that adolescents whose parents belong to the Hefessional and Managerial group asks a slightly better adJustnent to fanily life than those adolescents whose parents belong to the Unskillod group. And likewise we w conclude tint those adolesctn ts whose parents belong to the Skilled youp sake a slightly better adJustnsnt to family life than those whose parents belong to the Unskilled group. Con‘oinatiens of the other occupational groups were computed for significance but failed to show a significant difference between the scans. Porcentgge differences between the responses to certain selected ggestiens. five questions free the questionnaire were selected for special shady. By the selection of these particular questions it was hoped to gain an insig1t into fanily living as regards the opportunity or desire to participate in hobbies in the various occupational groups. the influence of the father and of the nothc in the hose. the inportance of song in the eyes of the adolescent. and a further study of the question which n'. Stott considers the key question - more your affairs are concerned do you think 'lhat ny folks don't know won't hurt than?“ ’ It was also hoped that a detailed study of these particular questions would give additional neaning to certain aspects of the various occupational youps. TABLE VII. PIECENTAGE O! ESIRABLI RESPONSES BI OCCUPATIONS TO CERTAIN QUESTIONS. Do the mes your Is your Where your Do'you nenbers notha' father affairs think onJoy like to too busy are con- your hobbies? listen to to pay corned do perm to (frequently) what you any atten- you think are (2) tell her tion to I'whnt ny stingy when you the family? folks don't in not got home (Barely) know won't giving ft‘on (36) hurt them?" you nore school ? (Rarely) spendi ng (20) (47) money? (Rarely) ( 70) Percent Percent Percent Percent Percent 0 Pro fessional and lanagorial 29. 4 67. 7 71. 4 43.1 67. 7 1 Clerical and Sal es 9. 4 57. 2 42. 8 38. 1 70.0 2 Service 21. 4 64.3 61.5 38. 4 69. 2 3 Agriculture 33. 3 66.6 63. 3 66. 6 83. 3 4-5 killed 37. 5 64. 3 70.0 33.9 66. 1 6c? Sm i- killed 29.5 61 . 4 76. 8 38. 7 69. 9 8-9 Unskilled 15. 4 53. 8 55. 6 S4. 6 73. l -38- Mostion 2. b the nonbars onJoy hobbies? 'Ihe highest percentage of desirable answers was given by the tilled group with a response of 37.5 percent. the Semi-Skilled coup with 29.5 percent. and the Hofessienal and Managerial group with 29.4 percent. he lowest percentage of desirable answa‘s was given by the Clerical and Sales group with a response of 9.4 percent. 'Ihe'three groups (tilled. Semi-Skilled. and Professional and Managerial) indicat- ing the highest percentage of participation in hobbies, are the sane three groups. although not in the sane order. in which the adolescents rated the higiest nean adjustant scores. On the basis of those figures alone. one niyit conclude that the extent to which families participate in hobbies is an important factor in the adJus tnent of the adolescent. And. since the ability to participate in hobbies dqends upon the interest, skill, tine, or financial resources or a combination of these factors in the individual fanily. the three high groups ccnccned probably have floater Opportunity for participation in hobbies in terns of these factors. Question 20. Does your nether like to listen to what you tell her when you get hone from school? he percmtage of desirable answers differed slig1tly among occupational graips. with the Professional and lunagerial group having a high response of 67.7 percent. no Skilled group naintained its relatively hid: position with 64.3 percent of desirable answers, the sane as the service group. the two groups having the lowest percentage of desirable responses were the Unskilled poup with 53.8 pacent and the Clerical and files Group with 57.2 parent. However. all of the responses were high. above 50 per cent. his chould be interpreted to nean that the influence -39- cf the nether in the hone appears to be strong: this fact gives further credence to the "nether-centered' type of family referred to on page 3 of Chapter I of this study. Differences in these scores could in part be attributed to the fact that the nothorwho did not have to work or who had better facilities for home nanagaent would have greater opportunity to be relieved of some of the routine in the hens and thus have more time to spend with her children. Question 36. Is your father too busy to pay an attention to the fanily? The highest percentage of desirable responses was given by the Seni-Scilled coup with 76.8 per cent. the Professional and llanagerial coup with 71.4 percent. and the Skilled group with 70.0 percent. The lowest percentage of favorable responses was given by the Clerical and Sales group with 42.6 percent. Iith this exception all of the responses were high, above 50.0 percent. These data would soon toindicate that the adolescents feel that their fathers pay at least as nuch attention to the fanily as their tine permits. ‘Ihis could relate to an acceptance in our altars of the fact that the father is out of the bone a large part of the tine and therefore only has a limited anount of the to devote to the fanily. be closer approach of the lower occupational groups to the de- sirable responses of the upper occupatioml groups night reflect the de- mands which are often made after working hours upon the professional or nanagerial person. Many Jobs in the lower occupational classifications do not demand as much tine after working hours. therefore the father in this group would have the element of tine as an advantage to balance against other cultural advantages which fathers of different occupational classes night possess. -40- mesuon 47. more your affairs are concerned do you think What ay folks don't know won't hurt than?" Since this is the question selected by n‘. Stott (19) as the key question lost clerely concerned with some important aspect of the “confidence. affection. and conpanicnability" pattern. it was presumed that the answer I'frequently'I to this question indicated a lack of maul confidence between the youngster and his parents (the negative aspect of the variable) and that the answer "rarely“. on the other hand. indicated a closeness of relationship - a tendency to share confidences and ex- periences with the paruts (thspositive aspect). The percentage of de- sirable responses by all groups was exceedingly low. under 50 per cent. be three high groups were the Professional and Managerial group wi lb 0.1 percent. the Bani-Skilled group with 38.7 per cent. and the service group with 38.4 percent. For the first tine the Grilled group showed the lowest percent response with 33.9 percent. This generally low score could be attributed to several factors: too rich control on the part of the parents, standards set by the parents are difficult to attain. confusion as to standards, further proof of the fact that adolescence is often a difficult time in the process of gowing up. or a lack of understanding on the part of the parents as to the needs of adolescents. Qnestion 70. b you wink your parents are stingy in not giving you acre spending money? A desirable answer of "rarely'| to this question would seem to indicate a feeling of accqtance on the part of the adolescent as to money aanagesent within the family. he desirable psrcentage responses were high for all groups, well above 50.0 percent. The three hid: groups were the -41- Untilled group with 73.1 percent. the Clerical and Sales group with 70.0 pu'oent. and the Sui-Skilled group with 69.9 percent. The two low groups were the Skilled youp with 66.1 per cent and the Professional and Mann- gerial poop wit: 67.7 percent. Ihese are the seas two groups in which the adolescents were found to be neat affected by occupation of the parents in their adJustment to family life. The hid: percentage of desirable re- sponses to this question by all groups is perhaps a reflection of financial opportuni ties for both parent and child today. It might in part be inter- preted to mean that the anount of noney available in the hone is a natter of record and readily understood. It need not be interpreted to scan sat- isfaction as to the anount of money available but a general acceptance as to the disposition of the noney by the parents. ficntion of the parents and the adluptmut scores of the adolescents. As an added part of this study the students was asked to indi- cate at the end of the Bone L, fe questionnaire, the highest year of schooling completed both for the fathu' and the nether. Of the 201 Question- naires. 191 students indicated their father's education and 192 students indicated their mother's station. A correlation coeffici at was computed between the student's adjustnent score and the fathc's mention and between the student's adJustnnt score and the nother's edication. A correlation coefficient of + .139 was found between file ado- lescent's adJushent score and the father's education. and a correlation coefficient of 1- .016 was found betna the adolescent’s adJushent score and the nothsr's edication. 0n the basis of these data it appears that as the mnber of years of schooling ef the parents increase. the adjust-at of the adolescent in- -g- creases very little. ls w conclude tint in this stub the education of the nether affected the adJu shent of the adolescent very little while the emcation of the father was. only of slightly nore importance. the average years of schooling for the nether was 11.44 years and for the father 11.06 years. Mary of findings 1. According to the Bone Life scale, occupation of the Bread-Winner appears to be a factor in the adjustment of the adolescent. or here was a slightly significant difference in the adjustment M of the adolescent in two different groupings: between the Prefeslional and Managerial and Unslrill ed group of 2.11 and between the Skilled group and Unskilled coup of 2.19 2. A cannery of the selected questions indicated that the extent of participation in hobbies by all groups was rather linited. (the groups which recorded the greatest participation in hobbies also attained the highest nean adJustment scores. A large percent of the adolescents seemed to feel that nether was geminely interested in their affairs. that father devoted as such tine as he was able to fanily affairs. and that noney nanaguent as it affected the adolescent was acceptable. A smaller percent. however. answered favorably to the question, “where your affairs are concerned do you think what u folks don't know won‘t hurt them?“ A larger percent of the group failed to show a pattern of close relationship or a willingess to share confidences with the par-Its. this indicates a tendency toward -43.. inadequate adolescnt-parent relationship from the standpoint of the adolessnt. 3. Education of the parents appeared to be of little conse- quence in the adjustment scores of the adolescents. A correlation co- efficient conputed between the adjustment scores of file adolescent and the father's education was found to be + .139. Between the adJustnent scores and the nother's edication it was «0- .016 CHAPTE! V DISCUSSION AND CONCLUSIONS the purpose of this study was to deters ine whether the occupa- tional status of the bread-winner was related to the adJustment of the adolescent: to study the adjustment scores in certain areas. such as. hobbies in the family. influence of the notha' in the hone. influence of the father in the hone. inportance of noney in the eyes of the adolescent, and a furthc examination of the question, Where your affairs are con- cerned do you think 'what ny folks don't know won't hurt then'?‘: and to deternine whether the edication of the parents was a deter-wining factor in the adJustnsnt of the adolescent. he data were obtained from 201 Hone Life questionnaires fro- high school students in an urban community with a pepuation of 78,479. he study was concerned with two important aspects incur culture. the fact that adolescence is often a difficult period in the process of growing up. and the fact that great inportance _is attached to compational status of individuals. It is recognised that saw factors are involved in fanily ad- Justnent and if association was found between occupation and adjustment it could not be interpreted to lean that ocmpation alone prouced the type of adJu stment recorded. The findings obtained. however. from the Bee Life scale tended to show that scapation of the bread-winner does have sass relation to the adjust-ant of the adolescent. he adolescent whose parents belong to the -45.. Professional and Managerial greup or the killed group made a somewhat better adJustnent to faaily life than the adolescent whose parents be- longed to the Unskilled group. Iron this it can be asamed that the advantages possessed by parents in certain occupational groups whether they be the advantages of noney. abilities. or status. or a combination. raise the adolescent's view, of this particular situation. Becmsc of these advantages he is able to rake a better adjustment to this fanily group (15). In our society. connitted to the democratic philosophy. faily adequacy can be measured in terns of the aggregate socialized be- havior of its nanbers. Iron the adolescent's point of view as denonstrated in the findings of this study. the Professional and Managerial group fulfilled their socialising function nore adequately than did the other occupational coups. his conclusion is borne out by the fact tht the Professioml and Managerial coup rated higher in all areas studied than did the other occupational groups. but is. they obtained the bignest nean adJustnsnt score. the highest figure for significance. and the higiest percentage of favorable responses to three of the five questions studied, nanely 20. Does your nether like to listen to what you have to tell her when you get hone fron school? 36. Is your father too busy to pq an attention to the family? 47. there-your affairs are concerned do you think ''what to folks don't know won't hurt then?" the low percentage of desirable answers to the question, there -“- your affairs are concerned do you think "that ay folks don't know won't hurt the-'7 - indicated a tendency toward inadequate adolescent-parent relationship to faaily life. this tendency seeas all the acre pointed in view of the adolescent's favorable expression in regard to the interest of the notha'. the tine which the father devoted to the fanily. and the acceptance of nonq manage-eat. Pn'haps it emphasises factors within the adolescent or within cur culture which add to this difficult period of growing up. ihe findings indicated that the echo-ation of the parats was not a determining factor in the adJustaent of the adolescent. If one asmes that are Professional and lanagerial group contains the largest nunber of paralts with greater nuaber of years schooling. these. findings in regard to edscation night appear contradictory. since this group had the highest aean adjustment score. It is not within the scope of this study to deteraine the required nnaba' of years of schooling for a partic- ular occupation. But it can be said in regu'd to education that the president of a bank is not necessarily the nan with a college education and again a college edication hes not insure a position in a certain occupational group. gpnclusions 1. Values in the hone need to be re—exaained with a view to developing the semrity and serenity of family nenbers. 2. Parents should strive for a greater understanding of the adolescent and his needs so that better relationships within the faaily nay be brought about. 3. Things which families can do togeflier need cultivating, -47- as a means of increasing the interaction among family aembers and time help to create a better understanding. «I. A greater participation in hobbies would be desirable be- cause of valne to the individual and to the family group. 6. Adolescents in families unable to improve their financial or social status would be at a disadvantage. since improved financial or social stauis scene to ease the adJustnent of the adolescent. According- ly. in our culture. less aphasia should be placed on these factors in order to reduce the strain and striving in families in lower occupational groups. 6 6. A yeata' request for and appreciation of the skills and training necessary for engaging in various occupations should be gained. 7. Education should include education for home and faily living. so that the education of parents will be a greater factor in the adjustment of the adolescent. 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New York: he Cenuiry Co. 1931. Pg. 553. Matthews. Sella it. The Iffect of Ii other's Out-of-Home laployaent upon Children's Ideas and Attiuides. Jr. of golied PgChOlog. V01. 18. ”b.1934. Pas - 3 e Stagner. Ross and n‘eugit. Neal. [ensuring Children's Attitudes Toward Their Parents. Jr. of Mentioned Psycholo cg. Vol. 26.1936. larch No. 3. Pgs. 169-176. l'reidheia. Clarabelle. A Study of Secondary School Girls with Reference to 1'3in Relationships. Haster's ihesis, 1936. Univ. of Min. 118 Pgs. Kibler. Zone. A. lhat Students mink of l'anily Relationships. Jr. of HQne 1c. 34: 31-2. Jan. 1942. Pg. 74. lssig. lary. AdJustmmts of Girls in Hone-Making Classes to Paaily Life. lastt' s mesis. 1946. Colorado Agicultnrsl and Mechanical College. Pg. 76. 94 Pgs. -49- (14) Maddy. Nancy nun. Comparison of Children's Personality Traits. Attitudes. and Intelligence with Parental Occupation. Genetic Psycholoiflonogaphs. Vol. 27. Feb. 1943. Pgs. 3-65. (15) Freeman. Edith Jeffers. 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APPENDIX - 50 - EAR DIAGRAMS SHOWING PERCENTAGE RESPONSES TO THE QUESTIONS SELECTED FOR SPECIAL STUDY. NUMERICAL DESIGNATION OF OCCUPATIONS USED IN THE CHARTS. O - Professional and Managerial l - Clerical and Sales 2 - Service 3 - Agriculture 4 and 5 - Skilled 6 and 7 - Semi-skilled 8 and 9 - Unekilled Question No. 2 Do the Members Enjoy Hobbies? Desirable Answer - Frequently. Frequently ’Occasion- ally Rarely Question No. 20. Does your mother like to listen to what you tell her when you get home from school? Desirable Answer - Frequently. Frequently . *Occasion- V ally 'Rarely _____—--IIIIIIIIIIIIII'IIIIII'IIII Is your father too busy to pay any attention to the family? Desirable Answer - Rarely Question No. 36. , I, Occasion- V. V ally *Rarely 2 3 4 ‘6 8* and and and 5 7 9 Question No. 47. Where your affairs are concerned do you think "what my folks don't know won't hurt them? Desirable Answer - Rarely Frequently 'Occasion- ally -Rarely .. ,. .. '1 n I|l ' ,a 4' t N . " ‘5 ‘u I I I . r - f .. 5 ‘ 3 - . , r .y r .‘. I I l‘ -. q | g 9' ,4 I ,‘ ‘.. I, I l' ' ‘. . ,l l .‘ | . . :1. . . I' ' I . , i 3 _ l’ ,, ' r. .l I 1 V. \ I . I ‘ ' g. f. L)’ -' 9‘ f ', .' l I I ' ‘ ' O . n. I . I ' . - W" .' _r ' ' . II F .‘ i I I , :" ' , I I" .. l ‘ 1| v 'E i I — ' I . . I. I I v! I 9 I I, -. 1 . ' ' I . ' I i ‘ g] .' ‘ t I ' (‘. ) t ' f l ‘1 ,V “ " Question No. 70. Do you think your parents are stingy in not giving you more spending money? Desirable Answer - Rarely ’Frequently Occasion- ally Rarely g ' ” Home Life Questionnaire Age Grade_ ' ‘Sex May. 1945 Directions: The questions below are about yourself and family. Please do not hesitate to answer them honestly and correctly for your answers will be held in the strictest confidence, your name does not appear. This information will be used in a scientific study of home life. Occupation of the Bread-Winner of your family Please enter both Occupation and Place of Employment Examples: (Nanirm names) - Occupation Place of Employment Assembler - - - - - — - - — Automobile Factory Bookeeper — - - - - — - - i Dept. Store Laborer - - ~ - - — - - - — Saw Mill Registered Nurse- - - - — - Hospital . Sales Agent --— - - — - — - Patent Medicine Co. 1. What did the Bread-Winner of your family do for a living before the war? Occupation Place of Employment 2. What does the Bread—winner of your family do for a living now? Occupation Place of Employment she (Check one) Own a business? Work for someone else?__ KN U 0 (D m :3" (D O *‘5 at the end of each of the following questions are the letters F O R E means frequently, usually, most of the time, pearly always, etc. 9 means occasionally, once in_a while, sometimes, etc. 3 means rarely, vepy seldom, almost never, etc. ‘ Answer every question by putting a circle around the letter that comes nearest to the truth in your case. 1. Is meal time a happy time in your family?.... ................. F O R 2. Do the members enjoy hobbies?.. ............ ........ ..... .....F O R 3. Are birthdays special days in your family?........ ........... F O R 1+. Does your father attend the school programs and after school activities in which you take part? ...... . .................. ..F O R 5. Is your family breakfast a gloomy affair?,. .................. F O R 6. Is your father a good sport?. ........ .. ............... .......F O R 7. Is your mother a good sport? ..... . .............. .... ...... '...F 0 R 8. IDoes it seem as if your family treats you like a child?......F O R 9. IDoes your family talk over future plans together? ...... ......F O R lC>.Do your parents listen to your side when you disagree with them? ..................... ...... ........... . ................ ..F O R #11. Do your parents ever admit they have been wrong?. ..... ......F 12. Do you ”talk back" to your father?. ............. . .......... .F 13. Do you "talk back" to your mother? ......... .................F 14. Do your parents stay home because they have so much work to do? ......... .... ..... ............................... ..... F 15. Do you leave the house without telling anyone where you are 801n8? 00000000000000 QC. ........ ODOCOOOOOOOOIOOOOOOIOOOOOOOOOF 13/ Do you hesitate to talk frankly with your father about personal problems?......... ...... .......... ....... ..........F _17. Do you like to do e tra little things to please the members Of your family?00 00000000 00.0.00.0....OOOOOOOOOOIOOOOOOOOOOOF 18. Would you be more proud of your mother if she would change some 0f herway8?000000000000000.0.0....OOOIOOOOOIOOOOO..0.0F 19. Would you be more proud of your father if he would change some of his ways?...........................................F 20. Does your mother like to listen to what you tell her when you get home from school?.. ......... ........................F 21. Does your father resent it when you disagree with him? ..... .F 22. Does your mother resent it when you disagree with her?......F 23. Do you have "a say" as to how and where the family spends its hOlidaYS?IOOOIOOOOI0.0.0..0.000000000000.00000000IOOCOOOF 24. Do you think "Oh what is the usei" after you have tried to explain your conduct to your parents?.......................F 25. Do you think your mother gives pretty sound advice?.........F 26. Do you think your father gives pretty sound advice?.........F 27. Do you try out what your parents advise?....................F 28. Do you turn down chances to go out with others in order to cap your appointment to do something with your family?.....F 29. Do you feel that your mother likes.you?.....................F 30. Do you feel that your father likes you?.....................F 31.‘When.you go to another town, do you buy souvenirs or gifts for'persons in your family?.................................F 32. Do either of your parents read your pers0nal mail without your'permission?........................... ...... ...........F 33. In) you let your parents in on your ”big moments"?...........F 34. In: you feel rebellious around your family?..................F 0000 O :0 SJWL'UIU l 35- 536. ¥37. ‘58. 39. 1 ii 40. 41. ._._... ..I.r"-— '43. g 44. -— . - . v—ur- 47. 48. 42. 45. 46. -3- Do you get your information on sex from your parents?.......F Is your father too busy to pay any attention to the family?.F Do you think your family picks on you?......................F Do you enjoy being shut in with your family on a stormy day?F Do your parents trust you to behave when you are away from them? ......... 0 ..... 00.0.... ........ IIOOOOOOOOOOOOOOOOOO0.00F Does your father complain?. ....... . .......... ...............F Do your parents and you talk over your future?..............F Do the members of your family openly express by word or action their affection for one another?.....................F Does your mother attend the school programs and other school activities in which you take part?.;.................F Is your mother at home when you get home from school?.......r Do you seem to get scolded for every little thing?..........F Do your parents allow you to ”act your age”?......... ...... .F Where your affairs are concerned, do you think "what my folks don‘t know wonit hurt them"?......................:...F Do other young peeple seem to have more fun with their _families than you do with yours?............... ...... .......F 19. Would your parents make fun of you if you told them about 50. your pet peev08?.000000.0000.000......COCOIOOOOO’OOOOOOOOOOOOF Does your family go on little holiday trips and picnics together?eeeeooo eeeeeeeeee cotee00000000000000000.0000...OOOOF 51. Are you told to keep still.when you try to argue with your 52. 53. 54. 55. 56. 57. 58. 59. H father?.. OOOOOOOOOOOOOOOOO O. ........ 0......OOOOOOOOOOOCOOOOOD Are you told to keep still when you try to argue with your mother? ......... .0000...OCOOOOOOIOOOOOOOOOOCOOOOOOOOOOOOOOOOF Do your parents make fun of your mistakes?.. ............. ...F Do they help you to overcome your mistakes?.................F Do your parents overlook your mistakes?.....................r When your parents refuse to allow you to do something, do the"! give y‘ouar08.son?.00.0......O...IOOOOOOOOOOOOOOOIOOOOOF iDo you.think you deserve the punishment you get?. ....... ....F Does every member in your family have ”his say" in what the family does as a group?.....................................F Does your family enjoy working together?....... ..... ........F 0000 0000- SUE-UCDW 0000 0 DJ wmww ?1 www :13 64. 65. 66. 67. 690 70. 71. 72. '73. 74. '75. 76. 77. 78. 79- 80. . Are there times when some member of your family ”won't speak" to other membGPS?....OOOOCCCOOCOOOV'.O......C..........O..O0.0F Do either of your parents disapprove of your friends? ....... F Are your friends uncomfortable around your parents?.........F Do other parents seem to like their children better than yours like you?000000000COOOOOOCOOIOOOOIOOOOOOOO-OOOOOOOOOOOOF Do you disagree with your mother?...........................F Do your parents change their plans to suit yours?...........F Do you have more fun-away from home than at home?...........F Do either of your parents do things that make them appear f00118h?0000000000OOOIOOOOO‘OOOOOOOO0....‘CIQOOOOOCOOOOOOO... Does your family have good times together at home?..... ..... F. Do you think your parents are stingy in not giving you more spending money?...........;............................F When you ask your mother why you must do a certain thing, does she say, "Because I told you to”?......................F Do you get disgusted with the way your father acts in DUblic?OOOOOOOO0.000.0‘0000000'0‘00000000OOOOOOOOOOOOOOOOOOOOO00F Do you get disgusted with the way your‘mother acts in pUbliC?OOOOOO0.00.0000... COCOOOOOCCOCOC0.00CO0.00..0.....OOOF Doyou go to shows,parties, or entertainments together as afall-T1113,aroup?‘....O...’.......‘0.....‘.....................F Do you think that either of your parents hold grudges 3&2}.nSt 3,0117. oooooo ...........o...‘o.........o....ooo.......oF Do you like to spend long winter evenings with your family group?ee oooooooooo eeeoeooeeoooeeeooeeo ...6..............._.6F Does your mother nag and scold?..... ...... ....... ..... ......F Does your father nag and scold?............... ........ ......F Do you celebrate the birthdays in your family?..............F When you are.in trouble, can you depend upon your parents being loyal tonOU?..‘............. ..... ...O....I............F Education of Parents Highest year of schooling completed (Use a number) Father Mother Elementary (1—8) High School (9-12) College (13-16) Other training after H.S. O 0.0 O O . Do your parents like to have your friends around?...........F O 0000 23:11:03” 3133111} :0 madman RDDM USE ONLY :3 ‘ ' _ n ) ~ 3103?}; USE 3M1 l'f I . MICHIGAN STATE UNIVERSITY LIB RARIES 3 1193 03082 5438