ABSTRACT CRYSTALLIZATION TRENDS IN THE LEVELS OF OCCUPATIONAL ASPIRATION OF ELEMENTARY AND SECONDARY SCHOOL STUDENTS by Jon Hill Rieger The general problem under study in this thesis is the nature of the development of occupational aspirations in young people. The specific task is to investigate "crystallization trends” in the levels of occupational aspiration of elementary and secondary school students. The term crystallization refers to the consistency with which an individual is able to select a particular status levellwithin the occupational hierarchy of the society toward which he is striving. It was anticipated that as a child grows up, the level of his occupational aspirations will become more precise and consistent (more crystallized), as a result of experience during his elementary and secondary school years. Moreover, it was anticipated that the degree of crystallization at any stage would be directly related to socio-economic status, intelligence, and performance in school work, for a high rank on any of these indexes ought to bring with it more rapid perception of the job structure, more accurate knowledge of the entrance requirements of various levels within it, and greater insight into one's own abilities with respect to it. Hypotheses were constructed embodying the foregoing expectations, and a research design was set up for testing them. The particular technique used was a cross-sectional comparison of sample groups of boys and girls from the fifth through the twelfth grades in a public school system. Crystallization was measured by a modification of a Jon Hill Rieger standardized instrument for assessing levels of occupational aspirations, intelligence and socio-economic status by standardized instruments, and grade point average from school records. The hypotheses were tested by comparing observed trends with a hypothesized trend line. In general the hypotheses were supported by the evidence: 1) There is apparently a trend to increased crystallization in levels of occupational aspiration with increasing grade. 2) The degree of crystal- lization at any stage appears to be directly related to a person's socio- economic status, intelligence, and academic performance. The thesis concludes with a statement of problems needing further investigation: 1) an analysis of the young person's perception as it relates to the occupational prestige hierarchy, to the entrance require- ments of various occupational prestige levels, and to his own abilities, and 2) a further analysis and description of boy-girl differences in crystallization. CRYSTALLIZATION TRENDS IN THE LEVELS OF OCCUPATIONAL ASPIRATION OF ELEMENTARY AND SECONDARY SCHOOL STUDENTS BY Jon Hill Rieger A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Sociology and AnthrOpology 1961 AC KNOWLEDGMENT Perhaps no thesis is consummated without a community of effort and support. This one has been developed under the patient indulgence and supervision of Dr. A. O. Haller, and to the degree that it epitomizes the rigor and discipline of scientific methodology in social science, it is due largely to his careful counsel and influence. , From a purely monetary point of view, the progress of the research depended on the occasional support of the Michigan State Agricultural Experi- ment Station and their assistance is much appreciated. Furthermore, appreciation is extended to Donald Fink, Director of Pupil Personnel of the Grand Rapids School System, the Grand Rapids School Board, and the participating principals, teachers, and students, without whose cooperation this study could not even have been initiated. ************* ii TABLE OF CONTENTS CHAPTER I. INTRODUCTION ..... . ............... Introduction . . . . ................. The Problem ..................... The Importance of the Problem ........... Conceptual Definition of Terms ........... Rationale and Hypotheses . ............. Organization of the Thesis ............. II. RESEARCH DESIGN . . . . ............... Introduction ...................... Research Design ................... Instruments ...................... Crystallization in Levels of Occupational Aspiration (LOA) .............. Socio-economic Status (SES) .......... Intelligence .................. Academic Performance ............ Site and Sample . . . . . . . ........... Summary of Operational Definitions of the Variables .................... Operational Statements of the Hypotheses ...... Form for Testing Hypotheses ............ Summary . . . .................... ‘ III. RESULTS ......................... Introduction ........... . .......... Results ........................ Crystallization and Socio-economic Status . . Crystallization and Intelligence . . . . . . . . Crystallization and Grade Point Average . . . Combined Effects of SES, I.Q. , and GPA Factors on Crystallization ........ General Conclusions ..... . .......... Summary of the Chapter .............. iii 31 38 45 52 53 59 TABLE OF CONTENTS - Continued CHAPTER Page IV. SUMMARY AND CONCLUSIONS ............. 60 Introduction ...................... 60 Summary of the Research . . ............ 60 Conclusions ...................... 61 Problems for Future Research ............ 63 BIBLIOGRAPHY ........................... 64 APPENDICES ........................... 65 iv TABLE 10. ll. 12. 13.. LIST OF TA BLES . Conversion Table for OAS Scoring ............ . OAS Component and Summary Crystallization by Grade, Mean Scores ........................ . Variances of OAS Crystallization Responses by Grade . Crystallization Means and Variances by Grade; Boys, Girls .......................... . . . Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Socio-economic Status . . . . . . .7 Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Low Socio-economic Status ........... . Grand Variances of OAS Responses by Grade, Boys, Girls, and Boys and Girls of High and Low Socio- economic Status ...................... . Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Intelligence . ........... . Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Low Intelligence ............... . . Grand Variances of OAS Responses by Grade, Boys, Girls, and Boys and Girls of High and Low Intelligence, Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Grade Point Average ...... Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Low Grade Point Average .......... Grand Variances of OAS Responses by Grade, Boys, Girls, and Boys and Girls of High and Low Grade Point Average ............ . ............. Page ll 24 27 28 32 34' 34 39 41 41 46 48 48 LIST OF TABLES — Continued TABLE Page 14. Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Low SES, 1. Q. , and GPA ............ 53 15. Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low SES, 1. Q. , and GPA ....... 54 LIST OF FIGURES FIGURE Page 1. Occupational ASpiration Scale Mean Scores by Grade; Boys, Girls, Boys and Girls ............... 18 2. Hypothetical Crystallization of RS by Grade . _. ...... 21 3. Crystallization by Grade, Boys and Girls . . . . . . . . 25 4. Summary Crystallization of LOA by Grade . ...... Z6 5. Crystallization by Grade; Boys, Girls .......... 30 6. Crystallization by Grade, Boys and Girls of High and Low Socio-economic Status ..... . .......... 35 7. Crystallization by Grade, Boys of High and Low Socio- economic Status ...................... 36 8. Crystallization by Grade, Girls of High and Low Socio- economic Status ............... . . . . . . . 37 9. Crystallization by Grade, Boys and Girls of High and Low Intelligence . .................... 42 10. Crystallization by Grade, Boys of High and Low Intelligence .............. . . . . ...... 43 11. Crystallization by Grade, Girls of High and Low Intelligence ................ . ...... . 44 12. Crystallization by Grade, Boys and Girls of High and Low Grade Point Average ........ . . . . . . . . 49 13. Crystallization by Grade, Boys of High and Low Grade Point Average ....... . . . . . . . ..... . . . 50 14. Crystallization by Grade, Girls of High and Low Grade Point Average ........... . . . . . . . . 51 vii LIST OF FIGURES - Continued FIGURE Page 15. Crystallization by Grade: Boys and Girls of High and Low Socio-economic Status, Intelligence, and Grade Point Average . . . . . . . . . . . . . . . . ...... . 56 16. Crystallization by Grade, Boys of High and Low Socio- economic Status, Intelligence, and Grade Point Average. 57 17. Crystallization by Grade, Girls of High and Low Socio- economic Status, Intelligence, and Grade Point Average. 58 viii LIST OF A PPENDIC ES APPENDIX Page I. ' Occupational Aspiration Scale ............. 67 IPAT Test of G: Culture Fair, Scale 2a ....... 73 IPAT Test of G: Culture Free, Scale 3a ....... 81 Student Information and Occupational Plans Question- naire ......................... 89 Student Academic Record Information Form ..... 90 II. Crystallization Trends in the Levels of the Occu- pational Aspiration of Elementary and Secondary School Students--IBM Punch Card Coding Key . . . 92 ix CHAPTER I INTRODUCTION Introduction The following thesis consists in the development and testing of hypotheses concerning the levels of occupational aspiration of secondary and elementary school students. The Problem The problem is to trace crystallization trends1 in the levels of occupational aspiration (LOA)2 of secondary and elementary school students at successive stages in school, and, further, to investigate the possible effects of socio-economic status, intelligence, and academic performance variables on this crystallization process. 1Crystallization will be fully discussed conceptually on page 3 and operationally on page 17 . Basically, it refers to the consistency with which an individual is able to identify and designate a particular level within the occupational hierarchy of the society toward which he is striving. ,zFor research exposition of this concept see A. O. Haller and I. W.- Miller, The Occupational Aspiration Scale: Theory, Structure, and Correlates of an Instrument Designed to Measure Differential Levels of Occupational Aspiration, Mimeo. ,- Michigan State University, East Lansing, Michigan, 1961; W.‘ E. Sewell et a1. ,' "Social Status and Edu- cational and Occupational Aspirations, " Amzrican Sociological Review, Vol. 22, Feb. 1957; A. O. Haller and C. E. Butterworth, "Peer Influences on Levels of Occupational and Educational Aspiration, " Social Forces, Vol. 38, May 1960° The Importance of the Problem The importance of this inquiry into crystallization is that it will further elucidate the nature of occupational aSpiration processes, to wit; 1) it will show the extent to which levels of occupational aspiration tend to become stable as a child grows older, 2) it will expose the influence of certain other factors (viz. , the person's socio-economic status, intelligence, and relative academic excellence) on this developmental process, and 3) by implication, it will have consequences for our supposition that an individual's perception of the status hierarchy under- goes important changes--becomes more precise--as a function of his increasing knowledge and experience during elementary and secondary school years. Such information is needed to fill a gap in our empirical knowledge about the basic development of individual occupational aspira- tions, including whether or not these aspirations _d_o in fact become more precise and stabilized over time and whether or not this process is related to other important characteristics of the individual. Conceptual Definition of Terms The popular ability to rank-order the occupations in the society rather easily and consistently in terms of desirability or prestige implies that it is possible, and, in fact, routine, to abstract from an occupation to its particular "status level" within the whole structure. This process is evidently fundamental and is an important part of the technique by which persons evaluate the social status of others. ‘ In such an occupational structure, some occupations are very close to each other in the amount of prestige accorded them, and can be considered, therefore, to have very nearly the same status level. By the same token, other occupations may have widely differing status levels. The socialization of the young includes learning to a greater or lesser degree this pOpular adult evaluation of occupations. It can thus be expected that if a child is examined at progressive stages during his development, he will be found to have an increasingly accurate per- ception of the relative rankings of occupations. In the development of his serious occupational aspirations the individual is confronted with this grand series of alternatives.(the occu- pational hierarchy), and we may presume that his intent to enter one or another of these occupations is based significantly on his perception of whether or not he can meet its "entrance requirements. " And he rapidly learns that the higher the level of an occupation the more difficult it is to meet these qualifications. Insofar as the individual's knowledge of what it takes to enter the various occupations is borne largely of his learning and experience during his elementary and secondary school years, it is logical to conclude that his various occupational choices will be more consistent in terms of level as he approaches adulthood. This relative degree of precision which the individual has in his perception of the occupational hierarchy and the differential entrance requirements of various levels within it, and the relative degree to which he is therefore able to designate consistently a particular level within the structure toward which he is striving, may be thought of as the relative crystallization of his level of occupational aspiration. The ascertainment of the existence of a crystallization process is perhaps most easily executed at the group level. Hence, it is on such a level that this statistical inquiry is made. The effort here is to expose trends in crystallization for the group, from which prediction can be made about individuals. Rationale and Hypothe s e s If the reasoning in the previous section is valid, there should be an increase in crystallization of the levels of the occupational choices of students, proceeding through elementary and secondary school, and reflecting these students' increasingly precise knowledge of: l) the relative rankings of the various occupations in the society, 2) the dif- ferential entrance requirements for these occupations, and 3) their own differential abilities to meet such requirements. - This increase in crystallization should prevail irrespective of socio-economic status, intelligence, and academic performance factors. ‘ It is easily argued, however, that the highly intelligent individual will perceive the social structure, the requirements of various levels within it, and his own relative abilities faster and more accurately than will the less intelligent one. Furthermore, it is known that both socio- economic status and academic performance are directly correlated with intelligence. (High socio-economic status is associated with high intelligence and high academic performance.) Hence, it is anticipated that there will be differentials on the basis of these variables. Persons ranking high in these indexes should show a higher degree of crystal- lization at any stage than their lower ranking contemporaries. On the basis of the above rationale the following hypotheses are made: I. The degree of crystallization in the levels of occupational aspiration of young people will increase progressively, though perhaps not uniformly, as these people proceed through their elementary and secondary school years. 11. The degree of crystallization in the levels of occupational aspiration of young people during their elementary and secondary school years will be directly related to their socio- economic status. a. At comparable stages in school upper class persons will tend to show greater crystallization in their levels of occupational aspiration than will lower class persons. III. The degree of crystallization in the levels of occupational aspiration of young people during their elementary and secondary school years will be directly related to their intelligence. a. At comparable stages in school persons of higher intelligence will show greater crystallization in their levels of occupational aspiration than will persons of lower intelligence. IV. The degree of crystallization in the levels of occupational aspiration of young people during their elementary and secondary school years will be directly related to their academic performance. a. At comparable stages in school persons of higher academic performance will show greater crystallization in their levels of occupational aspiration than will persons of lower academic performance. Organization of the Thesis The foregoing sections of Chapter I have: 1) introduced the problem under examination, 2) proposed an explanation, for this problem, and 3) provided a set of hypotheses to test the validity of the explanation. In Chapter II the research design for testing the hypotheses will be presented, listing and describing the instruments to be used, describ- ing the site of the research and the sample, and stating exact operationali- zations of the hypotheses. Chapter III contains the results of the research and includes graphs and tables showing the crystallization trends. Finally, in Chapter IV will be presented a summary of the research and the conclusions drawn from it, as well as a discussion of problems for future investigation. CHA PT ER II RESEARCH DESIGN Introduction In the previous chapter the specific problem under examination was stated. Then a series of hypotheses were formulated to explain it. The purpose of the present chapter is to present the design of the research aimed at testing those hypotheses. Included here will be information about the instruments to be used, the research site and sample, the important variables, operational statements of the hypo- theses, and a description of the form for testing the hypotheses. Research Design The ideal method of analyzing the problem posed in Chapter I would be to conduct a longitudinal study of the actual crystallization process in the levels of occupational aspiration of a cohort of students. This would involve taking measurements on these students annually for a period of perhaps five to ten years as these students proceed through their elementary and secondary school years. Substituting for the ideal method in this research is another technique, the use of which allows for an approximation of longitudinal research without the time expense, namely a cross-sectional study. In this technique the instruments are administered simultaneously to a sampling of each grade in elementary and secondary school and infer- enc es are made about longitudinal trends on the basis of these data. The utility of this quasi-experimental1 design depends to a large extent on the degree to which the several groups used duplicate in composition the character of a single group observed over the longer timespan. ‘ It is not necessarily true that a cross-sectional design such as is used in this research should seek to obtain exactly equated groups because it may be the experience of a single cohort to vary up and/or down on any given index. Hence, the real need is to preserve as much as possible the integrity of the "historical equation" rather than to ensure presently equated groups. On the basis of the above reasoning, it is easy to see that this research, utilizing a cross-sectional approach, is going to allow some error to creep in through the fact that the drop-out of some students in high school will alter the composition and thus the ”historical equation" of these groups. ‘ In the earlier grades the cross-section method will allow for the inclusion of data for certain types of persons who are not present in the later high school grades. This kind of error notwith- standing, it is still feasible to provide from such an experiment2 as this a sufficient approximation of a longitudinal study as to warrant its execution. . Having already discussed the broad character of the technique of the research, it is now in order to describe the specific plan. The basic independent variable in this experiment is schooLgrade, and the experiment was set up for obtaining measurements on the fifth through the twelfth grades in a public school system. The purpose is 1See D. T. Campbell, "Factors Relevant to the Validity of Experi- ments in Social Settings, " Psychological Bulletin, Vol. 54, July 1957. This type of design is discussed under the heading. "Static Group Com- parisons. " .zRe the term experiment: Insofar as no experimental manipulation of the independent variable is part of this design, it is a ”natural experi- ment" and the term will be used in this specific sense. to measure in persons in each grade the degree of crystallization shown in their levels of occupational aspiration. Secondary independent variables include sex, socio-economic status, intelligence, and academic performance. ' Instruments For the purpose of measuring dependent and the relevant inde- pendent variables the following instruments were used.- Copies Of each are to be found in Appendix I. Crystallization in Levels of Occupational Aspiration (LOA) To measure crystallization in the occupational aspirations of the elementary and secondary school students the OccupationalAAspiration Scale (OAS) developed by A. O. Hallerl was used. The OAS is described by Haller and Millerz as . an eight item multiple choice instrument. ' It includes items permitting responses at both the realistic and idealistic expres- sion levels of LOA, each at two time dimension periods, short range (end of schooling) and long range (at age 30). The four possible combinations of these components are each assessed twice, thus giving a total of eight questions. . The alternatives for each item consist of ten occupational titles drawn fromamong the ninety occupations ranked by the NORC (1947)3 study of the prestige of occupations. . . . Each occupation is presented as a possible response only once on the form. Alternative responses for each item systematically span the’ entire range of occupational prestige, and are scored from zero to nine. Operationally, an item score 1A. O- Haller, Occupational Aspiration Scale, Copyright 1957 by A. O. Haller, Michigan State University, East Lansing, Michigan. A modified version of the OAS was used. This will be described below. 2A. o. Haller and 1. w.- Miller, 2p: 5:33., pp. 70,74. 3National Opinion Research Center, ”Jobs and Occupation: A Popular Evaluation, " Opinion News, Vol. 9, 1947. of 9 indicates that the respondent has chosen an occupation from among the eight highest prestige occupations on the NORC scale, and an item score of 0 indicates that one of the eight lowest prestige occupations has been chosen. Thus, the total possible score for all eight items ranges from zero to seventy-two. This score is used to measure the individual's general LOA. Data for the 1957 edition of the OAS reported by Haller and Miller indicate that it has a reliability of about .801 and a concurrent validity of . 62.2 Since the development of the OAS, Haller and Miller3 have made suggestions as to how the instrument might be improved, to wit: 1) shift the sets of response alternatives such that the means of the prestige levels represented in those alternatives are the same for each of the four basic questions in the instrument, thus giving it completely balanced response alternatives, and Z) randomize the order in which the response alternatives for each question are presented, remedying any possibility of a bias in item scores due to ”response set. " ' For use in the present study these changes were accomplished and on 8 May 1961 the revised form4 was administered immediately after the original to twenty—five high school seniors (fifteen boys and ten girls) at Union High School in Grand Rapids, Michigan. The corre- lation between responses on the two forms was +. 88. The way in which the Occupational Aspiration Scale can be used as a means of assessing the crystallization of LOA lies in the manner of its construction. Since it uses the four basic questions twice, in each 1A. o.‘ Haller and 1. W.‘Miller, pp. 533., p. 100. zIbicl., p. 102. 3Ibid., pp. 83-84. 4'A. O. Haller,‘ Occupational Aspiration Scale, Revision 1. - Copy- right 1961 by A. O. Haller, Michigan State University, East Lansing, Michigan. 10 case with a different set of response alternatives, the degree of crystal- lization in the response will vary inversely with the discrepancy in status level between the individual's choices with respect to identical questions. For example, the greater the difference in terms of level between his answers to the two realistic short range (RS) questions, (What job are you really sure you can get by the time your schooling is over?) the lower is the person's crystallization of his realistic short- range LOA. The fact that eighty occupations in the hierarchy were reduced to ten different ranks (8 titles per rank) for scoring purposes in this instrument introduces some difficulty in measuring precisely the crystal- lization in LOA. To overcome this difficulty a conversion table (see Table 1) was developed, allowing the OAS item scores to be coded according to the values listed in the original NORC study. 1 Thus the possible item scores range from 33 to 96, and the potential crystal- lization discrepancies from 0 to 63. By the above method a crystallization score was rendered for each of the four basic components: realistic short-range (RS), idealistic short-range (IS), realistic long-range (RL), and idealistic long-range (IL). Socio- economic Status (SES) Socio-economic status was assessed on the basis of father's occupation; the source of information for this purpose was twofold. 2 ' Firstly, a questionnaire was constructed for the students to fill in and this included a question inquiring about what the father did at his job. 1NORC, _o_p. gi_t. 2Student Information and Occupational Plans Questionnaire. See Appendix I. Table 1. L 11 Conversion Table for OAS Scoring Question 1 Question 2 Question 5 Question 6 RSI ISl RLl 1L1 OAS NORC OAS NORC OAS NORC OAS NORC core Score Score Score Score Score Score Score 0 47 O 46 O 45 G 44 1 52 1 52 l 50 l 49 2 6O 2 6O 2 59 2 58 3 67 3 67 3 66 3 65 4 73 4 72 4 71 4 69 5 77 5 77 5 75 5 75 6 82 6 81 6 81 6 81 7 86 7 86 7 86 7 85 8 89 8 88 8 87 8 87 9- 96 9 93 9 93 9 92 Question 3 Question 4 Question 7 Question 8 R52 ISZ RIQ ILQ OAS NORC OAS NORC OAS NORC OAS NORC Score Score Score Score Score Score Score Score 0 33 O 34 O 35 O 40 1 47 1 48 1 48 1 49 2 53 2 54 2 54 2 58 3 62 3 62 3 62 3 63 4 67 4 68 4 68 4 68 5 73 5 73 5 74 5 74 6 78 6 79 6 80 7 80 7 82 7 83 7 83 8 84 8 86 8 86 8 86 8 86 9 89 9 89 9 90 9 92 12 The students were asked to tell as specifically as possible what their fathers did. Secondly, a form was constructed for use by the experimenter in recording academic gradesl which included a section on parents' occu— pations. Hence, corroborating information was culled from the school records to confirm the student’s perception of his father's occupation or to supply such information where the student gave no response or did not know what his father did for a living. The information was then coded on the basis of O. D. Duncan, "A Socio-economic Index for All Occupations. "2 The validity correlation between this scale and the NORC prestige scale mentioned earlier is listed by Duncan at +. 72.3 The possible SES scores ranged from zero to ninety-six. Where there was a major discrepancy between the student's response and the school record, the records were presumed to be obsolete and the student's answer was used for evaluating SES. In cases where neither the school records nor the student was sufficiently specific to render possible an exact identification of the nature of the father's occupation, the score for the general classification in which it fitted was assigned. Thus, for example, where the available information included only that the father was "labor in a factory" [sic], the individual was scored for the general category "operatives and kindred workers" and given an SES score of 18. Where there was no information at all, the case was simply omitted in the analysis of SES influences. The inter-coder reliability 1Student Academic Record Information Form. See Appendix I. The recording and evaluating of academic performance will be dis- cussed below. 2O. D. Duncan, "A Socio-economic Index for all Occupations. " (Two chapters of a forthcoming book by Albert Reiss.) 31bid. l3 coefficient for a sample of 55 cases (every seventh case when the sample was arranged by boys -girls, in alphabetical order, by increas— ing grade) was +.98. The cut-off between high SES and low SES individuals was made by rank-ordering the cases in terms of SES and halving the total sample. The cut-off point was located as near the median as possible, at score 31, which on the NORC scale is at the status level of millwrights. 7 Trained machinists are just above this cut-off point and bus and street railway conductors are just below it on the same scale. Intelligence The instrument used for the measurement of intelligence was selected on the basis of its short administration time, its careful standardization and the availability of some evidence for its reliability and validity, and its relative freedom from class bias° Published by the Institute of Personality and Ability Testing, it is the Test of G, Culture Free.1 This test was developed by R. B. , Cattell and A. K. S. Cattell and is a non-verbal instrument, the total testing time for which is 12%— minutes. Scales 2a and 3a were used for the apprOpriate age groups. The validity of this test is listed by IPAT at .73 and the reliability between .70 and .9.2.2 Test raw scores were converted to I. Q- Classical Scores by use of tables provided by IPAT.3 These were then rank-ordered and the entire sample halved, yielding high I. Q. and low I. Q. sub-samples. 1R. B. Cattell and A. K. S. Cattell, IPAT, Test of G: Culture Free, Scales 2a and 3a. ZIPAT, Handbook for the Individual or Group, Culture Free Intelligence Test, 1959. ‘ 3Ibid. 14 The cut-off point was located as near the median as possible, at score 98.‘ I. Q. data were available for all students in the total sample. Academic Pe rfo rmanc e The students' grade point averages (GPA) in the four basic sub- jects1 were used as the measure of academic performance.- These averages were computed by the experimenter from the school records and were listed for two or‘more years for each student. (The Student Academic Record Information Form, used for this purpose, will be found in Appendix I.) The students in each class were rank-ordered on the basis of their most recent grades, earlier grades being used to break ties. These rank-order positions were then converted into per- Rank N . The whole sample was then rank-ordered on the basis of GPA centile rankings by the formula 1 - percentile rankings and halved to provide high GPA and low GPA sub- samples. The cut-off point, just above the median, was at rank 49. Those persons for whom there was no academic information available were omitted from consideration in the analysis of GPA influences. The use of grade point averages is assumed to be valid means of assessing academic excellence. Courses such as shop and physical education were not considered in computing GPA, for these were con- sidered extraneous in assessing academic excellence. Site and Sample The research site selected for this study was Grand Rapids, Michigan. This community was chosen as satisfactory for the reasons that: 1) with a population of 177, 3132 a wide status range would be 1Mathematics, science, English, and social science. 2U. 5. Census of Population 1960, Final Report PC(1)-24A. l5 represented in the school system, 2) in composition the population itself is fairly representative of communities of this size, and 3) there are no peculiar conditions or social problems (e.g. , a serious Negro- white conflict) which could conceivably, and perhaps deceptively, affect the process to be investigated. The effort in sampling was to obtain balanced representation from all socio-economic classes. For the fifth and sixth grade samples two separate schools were selected, one of which served a middle class neighborhood and the other of which served a lower class neighborhood. These schools, Westwood Hills School and Turner School respectively, channeled students into Union High School. These three schools, then, constituted the most nearly ideal site for this research within the Grand Rapids school system, and classes in each grade were selected in these schools to provide the widest and most evenly balanced repre- sentation possible. The plan was for a sample size of about fifty persons per grade from the fifth through the twelfth grades in school. The decision to limit the study to the last eight grades was arbitrary and based on the reasoning that apart from the question as to whether the younger children could negotiate the instruments satisfactorily, it is questionable whether such children contain anything in the nature of what could seriously be called "occupational aspirations. " A pilot administration of the instruments was completed in the fifth grade class at Straight School prior to the conduct of the experiment for the purpose of checking estimates of the time needed for the experi- mental schedule and for familiarizing the experimenter with the adminis- tration procedure and classroom management technique. , It was evident immediately from this preliminary administration that the written vocabulary of many students in the earlier grades was inadequate for them to handle the OAS. . For this reason it was concluded that the instructions, questions, and response alternatives should be 16 read aloud. The instructions for the intelligence test were abbreviated from the IPAT Test Manual and were given orally and the student information questionnaire was also read aloud with the necessary pauses for the students to fill in the answers. For the purpose of standardization, the same procedure was followed for all eight grades. In each case the class teacher had been previously informed of the fact of the study and, on the arrival of the experimenter, provided an introduction and assisted in the administration. The introductory remarks of the experimenter consisted of the following: My name is Mr. Rieger, and I am from Michigan State University. Today we have two questionnaires for you to fill out and a short test for you to take. The purpose of these is to give us a better understanding of you young people and how things look from your point of view. By carefully answering the questions on the sheets of paper, and by taking the short test, you will give us a better picture of things as a grader sees them. This information may help to make student counseling better. The instruments were then administered in the following order: 1) the Occupational Aspiration Scale, 2) IPAT Test of G: Culture Free, 3) Student Information and Occupational Plans Questionnaire. The logic of the particular order in which these were given is as follows. The OAS was administered first because the nature of this instrument is such as to arouse interest, especially on the part of the younger students. The utility of such interest in overcoming any anxieties about strangers in the room, etc. , is obvious. Furthermore, it was important to avoid any confusion that the OAS was a test, and this was most easily accomplished before any testing atmosphere was established. The intelligence test was given next. It was anticipated that the younger students would fatigue rapidly, and testing should be done as soon as possible in the schedule. (The rapid fatigue of the younger students was correctly anticipated.) 17 Since the questionnaire sought only rote information it fell last in order of administration. If there were high fatigue in the students or if there were insufficient time left, it was probable that the study would suffer least from the failure to complete the information question- naire. As it happened, the students were able to complete this form easily within the time allowed. After the collection of all the materials was completed the experimenter answered questions from the students and then departed. The character of the sample in terms of OAS mean scores by grade is presented in Figure 1. The mean LOA of the sample varied only slightly from the fifth through the twelfth grades. Differences between boys and girls virtually disappeared by the eleventh grade. There is a definite U-shape to the curve for the sample, the lowest point of which occurs in the ninth grade. It is not known at present how to explain this dynamic. However, it may be that the upward trend which begins at the tenth grade is due to the possible increasing tendency of low aspirers to drop out of school, which they may elect to do after reaching the age of sixteen. The SES, 1. Q. , and GPA variables for the total sample were correlated1 as follows: SES - LQ. T +. 141 (significant at the . 01 level) SES - GPA T 1.0. - GPA T +. 220 (significant at the . 001 level) +. 272 (significant at the . 001 level) Summary of Operational Definitions of the Variables The concepts used in this study are operationalized as follows: Crystallization of Level of Occupational Aspiration: The dis- , crepancy in points between the NORC levels of the (two) responses to lThese correlations were rendered by the method described in M. J. Hagood, Statistics for Sociologists (New York: Holt, 1941),, pp. 513—514, a technique which will tend, if anything, to underestimate the degree of association between variables. 18 Figure l OCCUPATIONAL ASPIRA TION SCALE MEAN SCORES BY GRADE; BOYS, GIRLS, BOYS AND GIRLS —Boys ---- Girls ———Boys and Girls _N \ \\ \ \\ \\ -o \ r—i \ ‘ \ \ l \ -o~ \ \ \ \ / \ \ > Poo / I / / / / / ,4 .. / / // / / / < r-\O \ \ \ \ \ \ \ \ 'LO 7 l I 1 LO Q LO Q LO Q" <1“ M M N Grade 19 identical questions on the Occupational ASpiration Scale. The lower the number of points discrepancy, the higher the degree of crystalli- zation. Zero discrepancy is the equivalent of complete crystallization. Socioaeconomic Status: The score assigned to an individual as a result of his father's occupation as ranked on the basis of O. D. Duncan, "A Socio-economic Index for All Occupations. “1 The sample is divided into high SES and low SES sub-samples with a cut-off point at score 31. ' Intelligence: The score assigned to an individual based on his performance on IPAT Test of G: Culture Free. The sample is divided into high I. Q. and low I. O. sub-samples with a cut-off point at score 98. Grade Point Average: The percentile rank assigned to an individual Rank resulting from the application of the formula 1 - to the rank-order positions of all members of a particular grade in the sample. The rank- order positions were arrived at by the computation and comparison of academic averages in mathematics, science, English, and social science. The total sample is divided into high GPA and low GPA sub- samples with a cut-off point at percentile rank 49. Operational Statements of the Hypotheses The hypotheses proposed in Chapter I are operationalized as follows: I. The mean discrepency in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational Aspiration Scale made by students in the fifth through the twelfth grades in school will show a declining trend as grade increases. 2 IO. D. Duncan, _o_p_. git. th is to be noted that the inverse relationship proposed in this and the following hypotheses signifies a direct relationship of crystallization in LOA. II. III . IV. 20 The discrepancy in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational Aspiration Scale made by students in the fifth through the twelfth grades in school will be inversely related to the level of their fathers' occupations on O. D. Duncan, "A Socio-economic Index for All Occupations. " a. At comparable stages in school high SES persons will tend to have smaller group mean discrepancies than low SES persons. The discrepancy in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational Aspiration Scale made by students in the fifth through the twelfth grades in school will be inversely related to these students' scores on IPAT Test of G: Culture Free. a. At comparable stages in school high LQ. persons will tend to have smaller group mean discrepancies than low I. Q. persons. The discrepancy in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational Aspiration Scale made by students in the fifth through the twelfth grades in school will be inversely related to these students' grade point average percentile rankings. a. At comparable stages in school high GPA persons will tend to have smaller group mean discrepancies than low GPA persons . Form for Testing Hypotheses Since the purpose of the study is to show trends in crystallization, the form to be used in presenting the results will consist of tables and graphs. An example of the graph presentation of crystallization follows. Crystallization [RSI-R521 21 Figure 2 HYPOTHETICAL CRYSTALLIZATION OF RS BY GRADE 25-4 20- 15- 10- Grade In Figure 2 above, the dependent variab"¢= crystallization, is read on the ordinate and the independent variable, grade, is read along the abscissa. The crystallization scale is calibrated in terms of the number of points of discrepancy between responses to the two realistic short-range questions on the OAS. -Hence, the lower the score, the higher the degree of crystallization of LOA for this component. The tables accompanying the graphs will contain the data from which the graphs were constructed. Variances of crystallization responses for each sub-sample will be presented in tabular form to provide additional insight into the pattern- ing of the crystallization process. 22 Summary This chapter has dealt with the technique for testing the hypotheses proposed in Chapter I. The basic research design has been discussed, the instruments have been specified, and the research site and sampling, as well as the data gathering process, have been described. Finally, the variables and hypotheses have been translated into operational statements and the form for testing the hypotheses has been illustrated. The next chapter will present the results of the experiment, showing in detail the findings with respect to the hypotheses already proposed. C HA PT ER III RESULTS Introduction The purpose of the present chapter is to present the results of the research project outlined in the previous two chapters. These results will be presented in the consecutive order of the hypotheses. Results The basic hypothesis concerning the existence of a crystallization process is restated below: I. The mean discrepancy in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational ASpiration Scale made by students in the fifth through the twelfth grades in school will show a declining trend as grade increases. Table 2 contains the data for the crystallization trends by grade of each of the four components of the OAS; realistic short-range (RS), idealistic short-range (IS), realistic long-range (RL), and idealistic long-range (IL). These data are plotted in Figure 3. . Table 2 also contains summary data which are plotted in Figure 3 as an overall crystallization trend. Comparing Table 2 and Figure 3 with the hypothetical trend pre- sented in Figure 2, it can be seen that Hypothesis I is supported. There is a general tendency for a decrease in the discrepancy between the NORC levels of the responses given for each of the four sets of 23 24 Table 2. OAS Component and Summary Crystallization by Grade, - Mean Scores. (Lower Means Indicate Greater Crystallization) Hypothesis: Crystallization Will increase by grade. GradeA C°mP°nent 5 6 7 8 9 10 11 12 E 446 579 528 533 533 484 417 418 RS N 35 45 49 51 51 50 48 51 3? 12.74 12.87 10.78 10.45 10.41 9.68 8.69 8.19 E 589 771 770 678 678 613 823 588 15) N 35 45 49 51 51 50 48 51 3? 16.83 17.13 15.71 13.29 13.29 12.26 17.14 11.53 E 540 612 718 727 609 646 627 611 RL N 35 45 49 51 51 50 48 51 3?' 15.43 13.60 14.65 14.25 11.94 12.92 13.06 11.98 E 451 458 527 497 615 582 475 452 IL N 35 45 49 51 51 50 48 51 3? 12.88 10.18 10.75 9.74 12.06 11.64 9.89 8.86 =17 'f >* E 2026 2420 2543 2435 2435 2325 2342 ‘ 2069 m . g N 140 180 196 204 204 200 192 204 32 __ 5)) X 14.47 13.44 12.97 11.94 11.94 11.63 12.20 10.14 25 Figure 3 CRYSTALLIZA TION BY GRADE, BOYS AND GIRLS Hypothesisz' Crystallization will increase by grade. N = 380 N N b H (- H m .—1 :31 H C b H V (- H 9 336 go _ o 9' t o (d H £1 H m . I no .. 1: F o g 0* o 8 .13 4 o _ 00 “3 .3 b 00 .... H +4 u D 0') 0‘) 'H .H h I‘ .—4 1. [s .—4 (0 (0 <1) 0) . '0 g - \o H l— \o I- Ln " In r r v I T— ' r to o m 0 Ln 0 m o to o m o N N --« v—a N N F4 F4 . IZSI'ISII I‘T'II-"III‘ uotieztu'eisAJQ uop'eztu'eisfixg t N - N .-—4 H '13 ,_. A ,_, ad I .—4 D!" r .-1 v V o no _ o ‘36 . o G H c: H rd «3 ad m 45 *- O\ 60 - o t‘ c: ,2 c0 0 U) 7 00 g '4 " 00 U H U 3 (D S (D L- I‘ U) b Is "4 'H ,...| o—4 n3 «1 q) Q) m 7 \o a: ' *0 m r in T A: l T t "'7— ' ' ' I m o m o m o m o m o m o N N .—. .—4 N N H H Izs‘d-‘SHI IZ'TH‘I'IHI uoneztneiszixg uoti'eztn'eisAJQ Grade Grade 26 Figure 4 SUMMARY CRYSTALLIZATION OF LOA BY GRADE (Lower Scores Indicate Greater Crystallization) N = 380 Hypothesis: Crystallization will increase by grade. 25-3 20- 15- <11 “w \ 10~ 1* l i 7 8 9 10 ll 12 Grade U14 0‘— Crystalllzatlon I RSI-RSZH- I ILl-n-ISJLI +| RLl-RLZI + I ILl-ILZI N of identical questions on the OAS. The reduction in this discrepancy is notably more regular in the case of the realistic short-range questions than in the others. In the case of the idealistic short-range questions there is sharp upsurge in the trend, followed by a return to the general slope. ' In Figure 4 the downward trend in the overall mean is clear; there is only one slight (positive) reversal, at the eleventh grade. . This reversal is the result of the IS upsurge mentioned earlier. The mean discrepancy of the fifth graders is 43% greater than that for the twelfth graders, indicating a net increase in crystallization between the fifth and twelfth grades of about 30 per cent. ._ The pattern of variation by grade in the crystallization of the four components of LOA is shown in Table 3 below. 27 Table 3. Variances of OAS Crystallization Responses by Grade 5 6 7 8 9 10 11 12 RS 112.97 81.39 63.48 74.66 88.44 47.24 35.45 40.36 IS 175.62 220-65 196.00 182-14 125.42 150-20 199.40 134.26 RL 151.03 170.93 167.23 156.32 101.46 119.39 108.32 100.14 IL 81.47 93.57 81.64 51.68 69.54 53.71 63.45 36.00 From the above table it is easily seen that the variance in crystal- lization is substantially greater in IS and RL components than it is in RS and IL components of LOA. Boy-girl differences are presented in Table 4 and these data are plotted in Figure 5. The pattern of crystallization for the boys differs from that for the girls: 1) in terms of the regularity of the trends, and 2) in terms of the absolute degree of crystallization. ‘ It appears that the means for the boys are slightly less erratic than those for the girls, and it is hence easier to detect a trend to in- creased crystallization. The girls show greater absolute crystallization in RS and IL than boys, the opposite being true for IS and RL. Another interesting fact is that, as will be noted from the last column in Table 4, the greatest mean crystallization is consistently associated with the lowest grand variance. This seems to imply that those persons, regardless of sex, who have high crystallization of LOA also show the least variation among themselves with respect to their degree of crystallization.1 1The distance of the means from zero does not seem to suggest that any such reduction in variation inheres in the mathematics of crystallization. 28 Table 4. Crystallization Means and Variances by Grade; Boys, Girls. (Lower Means Indicate Greater Crystallization) . === Grade 5 6 7 8 9 10 11 12 3? z: 361 261 272 373 343 336 195 288 2429 g; Boys N 23 17 24 34 27 30 20 33 208 (:0 3? 15.70 15.35 11.33 10.97 12.70 11.20 9.75 8.73 11.68 a _ 3:: £2 52 132.1 130.4 80.6 88.8 82.9 65.7 32.3 54.3 83.1 I , 4.3 H g z 85 318 256 160 188 148 222 130 1507 U) U GirlsN 12 28 25 17 24 20 28 18 172 if; 35 7.08 11.35 10.24 9.41 7.83 7.40 7.93 7.22 8.76 ",3 . =3 § 52 31.7 49.1 49.0 48.4 85.4 12.5J 37.6 14.9 43.8 2 343 248 267 394 315 307 242 325 2441 ,7; Boys N 23 17 24 34 27 3o 20 33 208 H — j; x 14.91 14.59 11.12 11.59 11.67 10.23 12.10 9.85 11.74 01) G :1: or; s2 117.2 129.9 79.2 130.6 53.5 83.1 89.8 70.4 92.3 I 4.: 8 z 246 523 503 285 363 306 581 263 3069 A: f GirlsN 12 28 25 17 24 20 28 18 172 33 32' 20.50 18.68 20.12 16.76 15.13 15.30 20.75 14.61 17.84 :3 * g s?- 286.1 276.1 274.9 281.2 205.5 244.3 251.6 246.8 251.7 >1: This value is not an average of the foregoing eight values but a separate statistic computed for the eight grades as a single population. 29 Table 4 (Continued) Crystallization Means and Variances By Grade; Boys, Girls., (Lower Means Indicate Greater Crystallization) Grade 5 6 7 8 9 10 11 12 3? A 2 337 200 268 405 279 335 215 426 2465 .1 513 Boys N 23 17 24 34 27 30 20 33 208 8. 3'5 14.65 11.76 11.17 11.91 10.33 10.17 10.75 12.91 11.85 C'. «3 :1: Of 52 106.6 116.2 96.0 137.0 83.6 109.8 54.7 82.2 98.0 DD :2 3 z 203 412 450 322 330 311 412 185 2625 .3 GirlsJN 12 28 25 17 24 20 28 18 172 U) _. :53 x 16.91 14.71 18.00 18.94 13.75 15.55 14.71 10.28 15.26 0) ‘3‘ s-’- 249.9 206.3 218.7 170.9 119.6 128.2 143.3 135.1 167.4 2 332 175 334 369 375 338 220 310 2453 ,v-j Boys N . 23 17 24 34 27 30 20 33 208 6’0 2 14.43 10.29 13.92 10.85 13.89 11.27 11.00 9.39 11.79 G GS * 0'4 52 96.0 76.4 119.9 62.8 111.4 50.3 94.5 43.7 74.4 0.0 g z 119 283 193 128 240 244 255 142 1604 ,g GirlsN 12 28 25 17 24 20 28 18~ 172 H— — .3 x 9.92 10.11 7.72 7.53 10.00 12.20 9.11 7.89 9.33 3 4 '2. s2 45.2 107.2 28.8 24.1 59.1 61.2 42.4 22.0 51.8 ='.< This value is not an average of the foregoing eight values but a separate statistic computed for the eight grades as a single population. Idealistic Short- Range (IS) Realistic Short-Range (RS) 30 Figure 5 CRYSTALLIZATION BY GRADE; BOYS, GIRLS (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade. —— Boys (N = 208) --- Girls (N = r- 10- I Ln ,4 25 «1 20 - IZSI'ISII uon'eztn'eisrizf) I 288 - ‘su I uoti'eztueisfiag 172) N H H 10 8 Grade 12 ll 10 8 Grade Idealistic Long- Range (IL) Realistic Long-Range: (RL) Ln 0 Ln 0 Ln N N H H 1211-1111 uoti'eztn'eiszixg I l I N? I Ln 0 m 0 Ln N N I'" H lam-"ml uoueztnmsfizg 12 ll 10 9 12 ll 10" Grade Grade 31 With our expectations about the basic crystallization process confirmed, it is now in order to examine the influences of other factors on this process. Crystallization and Socio-economic Status The sample was divided into high SES and low SES subusamples as described in Chapter II, and for this dimension, the hypothesis was as follows: 11. The discrepancy in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational Aspiration Scale made by students in the fifth through the twelfth grades in school will be inversely related to the level of their fathers' occupations on O. D. Duncan, "A Sociom economic Index for All Occupations. " a. At comparable stages in school high SES persons will tend to have smaller group mean discrepancies than low SES persons. The SES differences are shown in Tables 5, 6, and 7, and these data are plotted in Figures 6, 7, and 8. The results are erratic but the means show the basic declining trend specified by Hypothesis 1. The last column of Table 5 shows that of the twelve sets of grand means, eleven follow the SES hypothesis and only one, the RL component for high and low SES boys, does not. There is partial support, then, for Hypothesis II. It is no doubt true that the relatively small cell size (see Table 6) in many cases contributed to the erratic ups and downs in the means. There is no satisfactory explanation at present, however, for the rather consistent reversal of the relative crystallization of the RL component . for boys. ‘ In general, girls tend to evidence greater absolute 32 Table 5. Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Socioeeconomic Status. (Lower Means Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, persons of high SES showing the greater crystallization. Grade 5 6 8 9 10 11 12 32' RS Boys 13.86 14.67 10.18 12.33 11.33 12.87 8.36 7.74 10.88 High Girls 6.00 11.18 6.00 9.66 5.81 7.37 7.34 7.64 7.62 SES All 10.58 12.41 8.30 11.65 8.18 11.04 8.06 7.70 9.39 RS Boys 16.50 15.73 12.50 9.47 13.80 7.83 13.00 10.00 12.35 Low Girls 7.86 11.47 12.20 9.18 11.87 7.54 8.71 6.57 9.87 SES All 13.87 13.14 12.33 9.36 13.13 7.69 10.69 8.74 11.23 IS Boys 16.71 10.83 11.27 11.80 11.75 7.37 11.50 10.21 10.97 High Girls 22.60 11.45 26.11 4.40 14.00 16.37 21.05 12.72 16.56 SES All 19.17 11.24 17.95 9.95 13.03 10.37 17.00 11.13 13.52 IS Boys 14.12 16.63 10.92 11.94 11.60 14.83 13.50 7.92 12.58 Low Girls 19.00 23.35 14.87 20.18 17.37 15.73 18.86 17.57 18.58 SES All 15.61 20.71 13.11 15.18 13.61 15.26 16.38 11.47 15.29 Table 5 (Continued) Girls of High and Low Socio—economic Status. Indicate Greater Crystallization) Hypothesis: will increase by grade, persons of high SES showing the greater Crystallization by Grade, Boys, Girls, and Boys and 33 (Lower Means Crystallization crystallization. Grade 5 7 3 9 1o 11 12 35 RL Boys 15.71 13.67 13.09 11.13 11.00 12.00 11.78 13.05 12.40 High Girls 7.80 14.91 14.22 14.60 11.81 10.00 11.52 11.36 12.11 SES All 12.42 14.47 13.60 12.00 11.46 11.33 11.63 12.43 12.27 RL Boys 14.19 10.72 9.58 13.00 9.80 10.58 8.33 12.33 11.41 Low Girls 23.43 14.59 19.13 21.82 17.62 19.09 21.00 8.57 18.04 SES All 17.00 13.07 14.89 16.46 12.52 14.65 15.15 10.95 14.40 IL Boys 14.14 6.00 11.54 13.26 12.42 10.75 10.50 9.32 11.06 High Girls 10.80 8.00 5.78 5.20 9.31 13.50 9.37 9.54 9.05 SES All 12.75 7.29 8.95 11.25 10.64 11.66 9.85 9.40 10.14 IL Boys 14.56 12.64 16.83 9.00 15.07 13.58 12.17 9.25 12.87 Low Girls 9.28 11.47 9.07 8.36 11.37 10.36 8.00 5.28 9.47 SES All 12.96 11.93 12.52 8.75 13.78 12.04 9.92 7.79 11.34 34 Table 6. Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Low Socio-economic Status Grade 5 6 7 8 9 10 11 12 2 (L3 Boys 7 6 11 15 12 16 14 19 100 U) IL‘ Girls 5 11 9 5 16 8 19 11 84 O 53' A11 12 17 20 20 28 24 33 30 184 Boys 16 11 12 17 15 12 6 12 101 U) a Girls 7 17 15 11 8 11 7 7 83 8 ,4 All 23 28 27 28 23 23 13 19 184 >'.< Table 7. Grand Variances of OAS ReSponses by Grade, Boys, Girls, and Boys and Girls of High and Low Socio-economic Status _ RS 15 RL IL Varlances‘ High Low High Low High Low High Low SES SES SES SES SES SES SES SES Boys 77.6 89.8 78.5 105.0 94.5 107.2 72.0 76.1 Girls 37.6 49.2 225.3 265.3 129.9 188.9 37.6 67.7 All 61.7 72.6 152.4 185.2 110.1 154.1 57.0 74.8 =:< These varlances are computed for all cases 1n each cell con81dered as a single population. Figure 6 CRYSTALLIZA TION BY GRADE, BOYS AND GIRLS OF HIGH AND LOW SOCIO-ECONOMIC STATUS (Lower Scores Indicate Greater Crystallization) 1 Hypothesis: Crystallization will increase by grade, boys and girls of highrsocioo'economic status showing the greater crystallization. —-- High SES Boys and Girls (N = 184) --— Low SES Boys and Girls (N = 184) Idealistic Short-Range (IS) IZSI-‘SI I uon'eztu'eisfilg Realistic Short- Range (RS) F 7 m o in o in o N N 1—1 H less "SH I uotieztueisfixg N ,_I ll 10 11 12 10 Grade Grade Id ealistic Long- Range (IL) Realistic Long- Range (RL) __ N 0.4 III-1 ’ H 1. o H [- 0‘ o " m “U «I H O ' h - \O " in F " I fir T m o m o m ' o N N H .4 "TH-“III uop'eztu'eisAJQ N I, P "‘ _ H H . o H P C» 0 u D - 1~ *- o m 1 I \ 1 l m o in o m o N N H H 12111-118! uoti'eztu'elsflzg Figure 7 CRYSTALLIZATION BY GRADE, BOYS OF HIGH AND LOW SOCIO-ECONOMIC STATUS (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, boys of high socio-economic status showing the greater crystallization. Ideali s tic Shor t- Range (15*) in o m o m o N N H .-I IZSI-‘SII uoti'eztnsisrixg Realistic Short- Range (RS) I 233 - ‘38 I uop'eztn'eisfixg N H 11 10 12 11 10 High SES Boys (N = 100) -—- .Low SES Boys (N = 101) Grade Grade o=N<10 1. 23 d b 0) 1%” ('0 L— a: I no 1— $3 0 r-l U - '5‘ U} 0H p—I .— <0 4) "o H .— I I l I T‘ m 0 m o m o N N H H [311-1'11] uon'eztnei 314.13 3 5 . o on a P ('0 “5 00 D c: o .-l . o '13 U) -H I- H <11 4) m I f I r in o m o N N IZ'IH'I'IH I uoneztneisfixg 11 12 10 11 12 10 Grade Grade 37 Figure 8 CRYSTALLIZA TION BY GRADE, GIRLS OF HIGH AND LOW SOCIO-ECONOMIC STATUS (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization willincrease by grade, girls of high s’ocio-economic status showing the greater crystallization. -— High SES Girls (N = 84) 0 ~_- N < 10 --- Low SES Girls (N = 83) ' N _ N L ._. l H A A 93, _ H d - H V .—t V H a) Q) 20 . O 210 .. o a! "‘ “3 "" a: 9‘ ‘ . I +4 ,. 3 °‘ 3° F ° .2: ,3 3 U H .H -H H *5 O “’ :5 - z» 3:, — z» m (U o o) "d - "U H r- \O H ., \O r- m ' m r V F I 1 O in o m o m o 4 N N H H IZSI-ISII lz'II-“TII uoti'eztn'eisAJQ uoti'eztn'eisxixg i N ' N F4 A H A A U) m F4 H r 25 - ,4 v H a) 30 g P O (‘3 " o as "‘ m H M' I 4; r' o 2:0 P 0‘ o o 4: q, A U) '- 00 'U 0 F’ m U ‘3 .5 g o .59. .H p 1‘ I—i ' P H (d “’ 82’ a) a: lo. ' ‘° .. Ln "’ m r' I l I l ' ' ' ' ' Ln 0 m o m o m o m o m o z - I 33 Is‘eil firm-“ml uopeztn'eisAJQ uop'eztneisAJQ Grade 38 crystallization in RS and IL components than boys, the opposite being true for IS and RL components. Again it is to be noted (see Table 7) that without exception the smaller grand variances are associated with the greater mean crystal- lizations: persons who have high crystallization of LOA consistently show less variation among themselves than persons with low crystalli- zation of LOA . C rystallization and Intelligenc e Our expectations with reSpect to the relation between crystalli- zation and intelligence read as follows: III. The discrepancy in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational Aspiration Scale made by students in the fifth through the twelfth grades in school will be inversely related to these students' scores on IPAT, Test of G: Culture Free. a. At comparable stages in school, high 1.0. persons will tend to have smaller group mean discrepancies than low I. Q. persons. The results for crystallization as it related to differential intelli- gence appear in Tables 8, 9, and 10,- and in Figures 9, 10, and 11. ' Except in the case of the realistic short-range component, the appearance of a declining trend in crystallization (as predicted by Hypothesis I) seems, at best, argumentive.1 An examination of Figures 9, 10, and 11, shows that the crystallization trends are very erratic, perhaps more so for the IS component than for any other. ‘ It is neverthe- less probable that the erratic behavior of the mean is, again substantially lHowever, if the reader will visualize in each graph the probable mean of the two juxtaposed statistics for each grade, the overall trend to increased crystallization will become apparent. 39 Table 8. Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Intelligence. (Lower Means Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, persons of high I. Q. showing the greater crystallization. . Grade 6 8 9 10 11 12 3'5" RS Boys 17.78 5.00 8.44 10.80 10.92 12.00 9.06 9.00 10.60 High Girls 5.60 10.50 10.44 4.50 7.00 7.67 7.60 5.92 7.62 LQ. ‘ All 13.43 9.40 9.45 10.13 9.32 10.56 8.25 8.05 9.41 RS Boys 14.36 16.73 13.07 11.21 14.36 10.00 12.50 7.50 12.99 Low Girls 8.14 11.70 10.13 10.921 8.33 7.18 8.75 9.83 9.67 1.0. , a All 12.29 13.86 11.55 11.07 11.24 8.65 10.00 8.67 11.31 IS Boys 18.44 19.00 8.56 12.15 13.62 6.56 10.63 10.00 11.04 High Girls 24.00 11.38 18.67 6.25 12.89 11.22 18.65 13.92 15.27 1.0. ' All 20.43 12.90 13.61 11.17 13.22 8.11 15.08 11.21 12.74 15 Boys 12.64 14.00 12.67 10.79 9.86 15.75 18.00 9.17 12.57 Low Girls 18.00 21.60 20.94 19.92 16.47 18.64 26.00 16.00 19.88 1.0. All 14.43 18.34 16.94 15.18 13.28 17.13 23.33 12.58 16.26 Table 8 (Continued) Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Intelligence. Hypothesis: 40 Greater Crystallization) increase by grade, persons of high I. Q. showing the greater (Lower Means Indicate C rystallizati on will crystallization. Grade 5 6 8 9 10 11 12 ‘3? RL Boys 14.33 10.00 8.44 13.05 7.07 9.61 10.44 12.19 10.94 High Girls 14.20 11.12 11.22 12.50 9.44 17.89 13.30 6.50 11.99 1.0. A11 14.28 10.90 9.83 12.96 8.04 12.37 12.03 10.69 11.35 RL Boys 14.86 12.00 12.80 10.29 13.36 13.50 12.00 16.16 12.96 Low Girls 18.85 16.15 21.81 20.92 16.33 13.64 18.25 16.16 17.85 1.0. A11 16.19 14.37 17.45 15.41 14.89 13.56 16.17 16.17 15.43 IL Boys 13.56 2.50 11.56 9.40 13.77 11.00 9.87 10.15 10.77 High Girls 8.20 6.38 7.11 4.50 7.00 8.44 8.70 7.58 7.61 1.0. All 11.64 5.60 9.33 8.58 11.00 10.15 9.22 9.36 9.51 IL Boys 15.00 11.33 15.33 12.92 14.00 11.67 15.50 6.00 13.03 Low Girls 11.14 11.60 8.06 8.46 11.80 15.27 10.12 8.50 10.69 LQ. A11 13.71 11.48 11.58 10.78 12.86 13.39 11.92 7.25 11.84 Table 9. Low Int ellig enc e 41 Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Grade 5 6 7 8 9 10 11 12 Z d Boys 9 2 9 20 13 18 16 27 114 5:: Girls 5 8 9 4 9 9 20 12 76 o E A11 14 10 18 24 22 27 36 39 190 0': Boys 14 15 15 14 14 12 4 6 94 1—i Girls 7 20 16 13 15 11 8 6 96 3 3 A11 21 35 31 27 29 23 12 12 190 Table 10. Grand¥ Variances of OAS Responses by Grade, Boys, Girls, and Boys and Girls of High and Low Intelligence A Variances: Boys Girls All -RS IS RL IL High - Low High Low High Low High iLow I.Q. LO. LO. LO. LO. LO. ' 1.0. 1.0. 70.7 96.0 86.5 99.1 88.7 108.1 65.7 83.0 26.0 56.5 215.0 273.9 145.9 183.3 29.4 65.9 54.7 78.4 141.4 199.8 104.9 151.4 53.4 75.3 These variances are computed for all cases in each cell considered as a single population. Figure 9 42 CRYSTALLIZATION BY GRADE, BOYS AND GIRLS OF HIGH AND LOW INTELLIGENCE (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, boys and girls of high intelligence showing the greater crystallization. Ideali stic Short- Range (IS) in o IZSI-ISII uoneziumsAxg A t U) 95 1 a) an £1 «5 A m 1': o f ' '9 1 m 1 U 1 73 ,' 1 m 1 I: l . 1 63 a) a: ( 1- \ T i l f I in o m o in o N N H .—-4 IZSH"SHI uoii‘eziu'eisrixg High 1.0. Boys and Girls (N = 190) --- Low I. Q. Boys and Girls (N = 190) Idealistic Long- Range (IL) Realistic Long- Range (RL) m o m o N N H H lz'II-I'III uoii'eznmsfizg in o m o N m .4 H 1271114111! uoti'eztn'eisrilg 11 12 10 12 11 10 Grade Figure 10 CRYSTALLIZA TION BY GRADE, BOYS OF HIGH AND LOW INTELLIGENCE - (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, boys of high intelligence Showing the greater crystallization. High I.Q. Boys (N = 114) Low 1.0. Boys (N = 94) Idealistic Short- Range (IS) 25' IZSI-‘SII uo tieztu'ei SA: 3 Realistic Short-Range (RS) Ist-‘su I uoti'ezrn'eisfixg) N ,._1 ll 10 11 12 10 Grade Grade o=N<10. Idealistic Long- Range (IL) Realistic Long- Range (RL) _ N H H " .—1 .. o r-C — o~ - co ~ t~ - >0. - m T 1 I F ' m o m o m o N N -—c .—-n _ WWI-"II! noti'eztn'eisAxg - N H ._ P4 III-i _. o H ' o~ - co - [- - o I- Ln 1' j I I m o m o m o N N H H IZ'm-‘le uop'eztn'eisfixg Grade Grade bigure CRYSTALLIZATION BY GRADE, GIRLS OF 'HIGH AND LOW INTELLIGENCE 11 (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, girls of high intelligence showing the greater crystallization. High 1.0. Girls (N = 76) --- Low I.Q. Girls (N = 96) o = N < 10 N 1' .—. {3 P. :1 ' .—4 a) no 0 G v H (d n: J. - 0‘ p o ,c. U) - C!) o -H i.) .3 - I‘ F" (d a.) E ' o _ Ln W i . u . m o m o m o N N u—a 1—4 leI-ISII uotieztn'eisfixg )— N ,—q (0 m _ F. V H a) 2:” _ o “I r-1 0: I «54 u- “ o o 63 - oo o '33 U) "-1 - F 0—4 (6 a) m P- \o F Ln T— l j \ Ti m o m 0 Ln 0 N N 0'" F4 IZSH'ISHI uop'eztneisfixg Grade Grade Idealistic Long- Range (IL) Realistic Long-Range (RL) . l 1 0 12 ll 25i I O N IZ'II'I'IIl uop'eztn'eisAlg 15- O 5 IZ'IH'I'IHI uotieztn'eisfizg Grade ' Grade 45 the result of small cell sizes (see Table 9). In the sixth grade, for example, the cell size is only 2 for the high LQ. boys, and the effect their responses has on the appearance of the graphic trends is easily seen from Figure 10. Apart, here, from the issue of trends as they bear on Hypothesis I is the question of the validity of Hypothesis III. v From the tables and graphs it is evident that in all four components and for both boys and girls the hypothesis is supported. The grand mean discrepancies for low I. Q. persons are consistently greater than for their high I. Q. counterparts. Girls show a greater absolute crystallization in RS and IL components than boys, the contrary tendency prevailing in IS and RL components. ' Examination of Table 10 reveals that, as shown before, high mean crystallization of LOA is associated with low grand variance of responses. Crystallization and Grade Point Average The hypothesis made about the influence of GPA on the crystalli- zation process was as follows: IV. The discrepancy in points between the NORC levels of the (two) responses to each of four sets of identical questions on the Occupational Aspiration Scale made by students in the fifth through the twelfth grades in school will be inversely related to these students' grade point average percentile rankings. a. At comparable stages in school high GPA persons will tend to have smaller group mean discrepancies than low GPA persons. The data for the grade point average differentials in crystallization are to be found in Tables 11, 12, and 13. These results are plotted in Figures 12, 13, and 14. 46 Table 11. Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Grade Point Average (Lower Means Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, persons of high GPA showing the greater crystallization. Grade 6 7 8 9 10 11 12 "SE RS Boys 15.09 16.36 11.00 9.94 10.75 15.67 9.62 8.87 11.98 High Girls 5.83 8.09 8.30 14.50 5.71 6.77 8.47 5.73 7.16 GPA All 11.82 12.23 9.83 9.43 8.04 11.04 8.87 7.54 9.72 RS Boys 16.25 13.50 11.00 12.29 14.27 8.22 8.54 8.61 11.27 Low Girls 8.33 13.47 11.57 9.00 10.80 8.57 5.36 9.57 10.10 GPA All 13.61 13.48 11.33 11.33 12.88 8.32 6.95 8.88 10.77 IS Boys 17.09 12.54 7.46 13.63 11.83 7.42 8.37 9.40 11.02 High Girls 25.17 13.63 20.90 15.00 13.86 13.15 20.47 14.64 16.64 GPA A11 19.94 13.09 13.30 14.04 12.92 10.40 16.26 11.61 13.66 IS Boys 12.91 18.33 15.70 9.94 11.53 12.11 15.09 10.22 12.45 Low Girls 15.83 21.94 18.64 19.43 16.90 19.28 21.45 14.57 19.07 GPA All 13.89 21.00 17.42 12.71 13.68 14.12 18.27 11.44 15.26 47 Table 11 (Continued) Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low Grade Point Average. (Lower Means Indicate Greater Crystallization) Hypothesis; Crystallization will increase by grade, persons of high GPA showing the greater c rystallization. Grade 5 9 10 11 12 32' RL Boys 18.36 10.45 7.92 6.81 9.83 10.17 11.. 37 13.07 10.77 High Girls 10.33 10.18 12.70 12.14 8.50 18.62 11.33 5.91 11.29 GPA All 15.53 10.32 10.00 8.43 9.12 14.56 11.35 10.04 11.02 RL Boys 11.25 14.17 16.10 16.00 10.73 11.83 11.00 12.78 12.88 Low Girls 23.50 17.65 20.36 23.00 21.10 9.86 18.54 17.14 18.87 GPA All 15.33 16.74 18.58 18.04 14.88 11.28 14.77 14.00 15.42 IL Boys 12.00 8.54 11.69 10.87 9.08 9.92 8.37 7.60 9.81 High Girls 11.00 5.27 7.60 6.43 8.00 10.69 9.67 8.73 8.47 GPA All 11.65 6.91 9.91 9.52 8.50 10.32 9.22 8.08 9.18 IL Boys 16.67 13.50 16.60 10.94 17.13 12.17 11.27 10.89 13.44 Low Girls 8.83 13.23 7.64 9.00 12.80 15.00 9.09 6.57 10.47 GPA All 14.06 13.30 11.37 10.37 15.76 12.96 10.18 9.68 12.18 48 Table 12. - Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Low Grade Point Average 33 Boys 11 11 l3 16 12 12 8 15 98 (:12; Girls 6 11 10 4 14 13 15 ll 87 o '5 All 17 22 23 23 26 25 23 26 185 4; Boys 12 6 10 17 15 18 11 18 g 107 D. (3 Girls 6 17 14 7 10 7 11 7 79 3 g All 18 23 24 24 25 25 22 25 186 * Table 13. Grand Variances of OAS Responses by Grade, Boys, Girls, and Boys and Girls of High and Low Grade Point Average Va rianc e s: Boys Girls All RS IS RL IL High Low High Low High Low High ‘ Low GPA GPA GPA GPA GPA GPA GPA GPA 90.8 76.6 97.7 89.6 96.8 98.0 66.4 75.1 30.0 52.1 226.1 284.4 100.5 197.7 38.9 67.0 67.7 66.2 165.1 182.0 98.1 149.6 53.6 73.5 :1: These variances are computed for all cases in each cell considered as a single population. 49 Figure 12 CRYSTALLIZA TION BY GRADE, BOYS AND GIRLS OF HIGH AND LOW GRADE POINT AVERAGE (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, boys and girls of high GPA showing the greater crystallization. High GPA Boys and Girls (N: 185) ,----Low GPA Boys and Girls (N = 186) N 1~ ~21 A A 12 "4 :4, H V ’.—1 F' H a) 8., no a Pg 3 b o a“! n1 " ' a. 1': -°‘ 1:: < . o .9. .3 (0 co 0 u U .- 'U «H w or. (U +9 2; 5 2 :2. ~z~ 73 5 ~ 8 a) "U :9. H ”\D '0 pm I'm I 1 I I I I I I T I m o In or Ln 0 Ln 0 m 0 In 0 N N H .—4 N N r-c :—a IZSI'ISII 1211-1111 , uotlezrnelsAxg) uotl'eztn'eisAJQ I-N :- N F... a .-1 A 1—4 m ”H E " F4 0 0) on -o 90 to c: .—-1 G .—l m «1 m a: .1 -. s. 1.. H a . o a) o 8 .. 7. a .. o n o .5 O '13 m 'f‘ .59. 1- l~ '5' :3 ‘3 a) m _\0 E ”O .- m 1' m I l l I 1 1 I m o m o m o N N H H :8 In C Izsu-ISHI IZ'IH'I'IHI uori'eztu'eislixg uop'eztueisAJQ Grade Grade 50 Figure 13 CRYSTALLIZATION BY GRADE, BOYS OF HIGH AND LOW GRADE POINT AVERAGE (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, boys of high GPA showing the greater crystallization. o=N<10 N TH ’03 :1 r- : :1) no t: . o “5 1—1 01 l t t 0* o .G U) o oo '33 U} :1 — 1~ (d a) "U H he . m If I I 7 I m o m o m o N N H r-I IZSI'ISII uotieztn'eislilg ' N i 1" it? I H 25 l .. I Q’ 1 no 8 2 .3 m’ I +3 .- 3.. o o .11 U] --00 o "-1 13 :1 “7 «3 <12 m —. - Ln 1 T f f l in o m o m o N N PI PI Izsu-‘sul uoti'eziuelsfixg High GPA Boys (N = 98) --- Low GPA Boys (N = 107) Grade Idealistic Long- Range (IL) Realistic Long- Range (RL) 20. 15‘ 10" [211-1111 uoti'eztnei SAID 11 12 10 PO 254 J m c'. N u—c r—I firm-I'm I uoii'ezin'eisfixg Grade Grade 51 Figure 14 CRYSTALLIZATION BY GRADE, GIRLS OF HIGH AND LOW GRADE POINT AVERAGE (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, girls of high grade point average showing the greater crystallization. High GPA Girls (N = 87) o = N < 10 --- Low GPA Girls (N = 79) N 1.2 ".—4 A A v-I 8 ~: 21 -~ g Q) . 3 2° .2 £2 $2 l O\ | O‘ +3 F 00 r H C. 8 . o 10 ~00 "g "1 '00 u H U .3 L D .5 .2 [7 ~33 "‘ '3 78‘ 0 '8 :3 -o H no mo rm 1 1— I T I I r 0 Ln 0 Ln 0 Ln 0 Ln 0 2 .1 ISI SII IZ'II'I'TII uop‘eztu'eisflxg uoti'eztn'eisxixg N N PH PH 63‘ A a: "‘ "1 --~ 1: “" 5 7 DD 0 Q) I: P's—1 00 4O «1 9 "" a .1 44 -.O‘ I . In no C7~ 0 C1 ,7: a) o (I) .oo '5 v-J L'00 U 03 ,3 H o a: O I! .H LI‘ U) "F 'H '3 '3 g a.) to M P'\‘3 -m FLO I T l I I I I j V I In O LO 0 Ln 0 Ln 0 In 0 Ln 0 2 .. I SH Is‘dl 1318-11111 uoti'eztn'eisAJQ uotl'eztn'eisAJQ 52 In general, the support for Hypothesis I is more apparent in these results than in the case of the breakdown by intelligence. Again, also, it is true that the trends in the RS component are perceptibly less erratic than for the other OAS components. With one reversal, in the RS component for high and low GPA boys, the data support Hypothesis IV. In all but the instance just mentioned, the grand means (see last column, Table 11}- :ndicate greater crystallization for high GPA persons than for low GPA persons.‘ It is admitted that the small cell sizes will have had the same consequence for this as for the other dimensions. Consistent with the previous pattern of boy-=girl differences, the absolute crystallization of RS and IL for girls is greater than that for boys, and the girls‘ IS and RL crystallization less than the boys'. The tendency of the grand variances generally replicates the previous pattern, but with some reversals. ‘ In the crystallization of both the RS and IS components, boys of low GPA show less variation among themselves than do high GPA boys. The reason for this exception is not known. Combined Effects of SES, 1. Q. , and GPA Factors on Crystallization For the illustration of the combined influence of SES, 1. Q. , and GPA on the degree of crystallization in OAS responses, those cases in which an individual ranked high on all three indexes or low on all three indexes were sorted out and compared. The cell size (see Table 14 below) was understandably even smaller than under the original condi= tions; hence, only the grossest inferences may be made from the data. 53 Table 14. Cell Size by Grade, Boys, Girls, and Boys and Girls of High and Low SES, I.Q. , and GPA Grade 5 6 7 8 9 10 11 12 2 Boys 5 2 3 5 2 7 5 6 35 '50 Girls 3 6 5 2 8 4 10 7 43 a All 8 8 8 7 8 11 15 13 78 Boys 7 5 2 3 5 4 1 1 28 5 Girls 4 13 9 5 5 4 2 2 44 A All 11 , 18 11 8 10 8 3 3 72 The results of the comparison of high and low groups are presented in Table 15 and in Figures 15, 16, and 17. Despite the Small cell“ size, the increase in crystallization is apparent in a majority of the graphs as predicted by Hypothesis 1. Moreover, the differentials predicted by Hypotheses II, III, and IV are even more dramatically shown when the effects of these factors are combined. Persons who rank high in SES, - I. Q. , and GPA have notably smaller group mean discrepancies than persons who rank. low. The over- all crystallization mean for the high SES-I. Q. -GPA group is 10. 23 while that for the low SES-I. Q. -GPA group is 15. 25, making the effects of these factors very clear. General Conclusions From the foregoing presentation of the results of the tests it may be concluded that the mean discrepancy in points between the NORC levels of responses to identical questions on the OAS made by students in the fifth through the twelfth grades declines as grade increases. This is to 54 Table 15. Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low SES, I. Q. , and GPA. (LowerMeans Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, persons of high SES, ICQ. , and GPA showing the greater crystallization. Grade 5 6 7 8 9 10 11 12 3?" RS Boys 17.00 5.00 8.00 9.60 10.50 15.86 9.60 7.67 11.23 Egg; Girls 6.00 9.67 7.00 4.00 7.50 6.50 6°00 6° 14 6°81 I'Q' All 12.88 8.50 7.38 8.00 8.25 12.45 7.20 6.85 8.79 GPA RS Boys 16.14 14.00 17.50 8.33 17.20 5.25 14.00 6.00 13.21 :EO: Girls 10.00 13.23 10.56 9.20 15.40 6.75 8.00 9,00 11,16 IGPDA All 13.91 13.44 11.82 8.88 16.30 6.00 10.00 8.00 11.96 IS Boys 21.20 19.00 7.33 14.60 13.00 4.14 9.40 10.67 11.57 Egg: Girls 21.00 9. 33 28.20 4.00 13.50 18.25 19.50 13.71 16.52 21%; All 21.13 11.75 20.38 11.57 13.38 9.27 16.13 12.31 14.33 IS Boys 12.57 20.60 28.50 15.33 9.00 22.75 26.00 13.00 16.75 :3? Girls 11.25 23.62 20.11 18.80 20.80 27.75 21.50 26.00 21.30 IGICDDA All 12.09 22.78 21.64 17.50 14.90 25.25 23.00 21.67 19.53 55 Table 15 (Continued) Crystallization by Grade, Boys, Girls, and Boys and Girls of High and Low SES, 1. Q. , and GPA (Lower Means Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, persons of high SES, 1. Q. , and GPA showing the greater crystallization. Grade 5 6 7 8 9 10 11 12 32’ RL Boys 15.60 10.00 10.00 7.40 15.00 8.00 15.00 11.67 11.31 Eggsh Girls 11.00 8.50 9.40 4.50 10.17 12.50 7,40 7,29 8.74 I‘Q° All 13.88 8.88 9.63 6.57 11.38 9.64 9.93 9.31 9.90 GPA RL Boys 11.00 10.00 22.50 14.00 13.60 14.50 15.00 12.00 13.11 :g: Girls 25.75 15.38 22.67 25.80 23.40 10.00 21.00 11.50 19.50 2°13; All 16.36 13.89 22.64 21.38 18.50 12.25 19.00 11.67 17.01 IL Boys 13.00 2.50 7.00 7.40 3.00 8.57 3.40 8.33 7.46 Egg: Girls 10.00 6.50 5.40 3.00 7.67 11.50 9.80 9.14 8.28 1'9 All 11.88 5.50 6.00 6.14 6.50 9.64 7.67 8.77 7.91 GPA IL Boys 17.71 16.00 24.50 7.00 17.40 12.75 3.00 1.00 14.86 :13: Girls 10.25 14.08 7.00 8.60 14.80 14.50 6.00 5,00 11,00 GSA All 15.00 14.61 10.18 8.00 16.10 13.63 5.00 3.67 12.50 56 Figure 15 CRYSTALLIZA TION BY GRADE: BOYS AND GIRLS OF HIGH AND LOW - SOCIO-ECONOMIC STATUS, INTELLIGENCE, AND GRADE POINT AVERAGE (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, boys and girls of high SES, 1. Q. , and GPA showing the greater crystallization. High SES, I.Q. , GPA Boys and Girls (N = 78) : < 10 --- .LOW SES, I.Q. , GPA Boys and Girls (N = 72) O N a — N 7 I H I A A 1—1 m I r-4 H 1— :1 ,9 ” H V , a) ‘1’. , o S” i ‘5. ~ ~ «1 ‘ Di ad I +5 L 0\ DD 1- H C! o o .c: a, .4 o . IS 8 :3 U) __ "4 _ 2: 1’ “ ":3 «1 f ‘1) m , g :3 K “' so ” 1" Ln P. 1 I T I l T I T I I in o m o m o m o m o m o N N r-I .—1 N N H H IZSI’ISII lz'II-I'III uoiieztneisfiig uotieztn'eisfixg N 11- ,... 1’ {E A m ,_, m V p H V - 0 <0 8° 8 rd P S «5 ’ MI ad I 44 on 8 -. = ’ .51 0 U) i-II o " °° .3 ' s H *3 m .. .H L '0 H4 ,_. F (0 ... - «1 H 53 o m U 0‘ I- \o P " 1n F I f I I j I m o o m o in 0 Ln o N N N N H H IZSH'ISHI ' 12111-11111 uopeztn'eisrixg uotieztn'eisfixg 12 ll 10 Grade 12 ll 10 Grade 57 Figure 16 CRYSTALLIZA TION BY GRADE, BOYS OF HIGH AND LOW ~ SOCIO-ECONOMIC STATUS, INTELLIGENCE, AND GRADE POINT AVERAGE (Lower Scores Indicate Greater Crystallization) Hypothesis: Crystallization will increase by grade, boys of high SES, 1. Q. , and GPA showing the greater crystallization. High SES, I.Q., GPA Boys (N = 35) o = N‘< 10 -—- Low SES, LQ. , GPA Boys (N = 28) Grade _ N (‘ H a I :3. CL ’ H V a) 0°90 no :1 a * S m “3 m M . z. - o 30 H 0 ° 4 'G o m r 00 "o u U ((3 .3 .5 (3 m I .2 - t~ 3% er" w :2 E * ~o " Ln '1 I I l I I I Ln 0 m o m IZSI-ISII 1211-1111 uon'ezrn'eisfixg uoneztneisfixg N . N r~ ~ A 3 U) a: - : 95 Z a) o no _ o a” o q H (d H “‘ m m I ,1. ~ o no ox H C! o .8 0 fl — co m 4 a, u 5 .5) '5‘ m :5: rd 8 0 ad ' \0 O1 ~o f‘ Ln m r I I r I I I I I LO 0 m 0 Ln 0 Ln Ln N N H S O N N H .—c Ilsa-‘sul firm-“ml uoneztnmsfilg uopezru'eiszixg Grade CRYSTALLIZA TION BY GRADE, GIRLS OF HIGH AND LOW 58 Figure 17 SOCIO-ECONOMIC STATUS, INTELLIGENCE, AND GRADE POINT AVERAGE Hypothesis: Crystallization will increase by grade, girls of high SES, (Lower Scores Indicate Greater Crystallization) I.Q. , and GPA showing the greater crystallization. High SES, I.Q. , GPA Girls (N = 43) ---Low SES, 1.w., GPA Girls (N = 44) Idealistic Short- Range (IS) N ‘ Realistic Short-Range (RS) PSI-‘31 I uoti'eztneisAxg Q \ \ \ b \ \ 25.. 20— 5 O 5 Izs‘d-‘SH I uoti'eztn'eisfiig Idealistic Long -Range (IL) Realistic Long-Range (RL) 0=N :1 i=1 LE // —- ----- __\ + w ........ Q 0 C] ‘ rm me ;' "Ill :94 """"" ....... ------- t i , ...... ‘ @) [r L .L_____. MU. TESTZ Answers l Examplg a a a a Q I s in; o .2. 4V 9...? I .2 c/ wee I x a: :5 O / T/ U?» 1_l 61> <>> QC EH 7% 0) <<) 7. 1 2 3 4 5 8. 3 4 5 m 12. > <) 4. 0|: TEST3 Examples w-.- . fffff ______ OOOOO xt page. right on to ne Co Answers 5 5.. IIIII Ill.— IIIII Do not turn page until told to do so. lllll rrrrr ll. Cl ea TEST 4 5 @éééim aezsg ea asesg Exa ples 62 aseaa @ffi 8? t? 9 9 /v __m e a e sees @@@@@ IQ 81 PAT Test of 9: Culture Free Scale 3A Prepared by R. 8. Cattell and A. K. S. Cattell Sex Name First Last (Write M or F) Name of School (or Address) Today's Date Class (or Form) Date of Birth , , Age . Month Day Year Years Months Test Score Remarks 1 2 3 4 Total Score MOA. C.A. I. Q. DO NOT TURN PAGE UNTIL TOLD TO DO SO. institute for Personality and Ability Testing, I602 Coronado Drive, Champaign, Illinois. Copyright, 1950. All rights reserved. Printed in U. S. A. First printing, I950; second printing, l95l,‘ third printing, l955. TEST 1 2. EXAMPLES ANSWERS Will i EEZED c _«1 ] bl I—‘ Ci 0 [5‘ l5 W B E l; :l E?! uh (II o WKWSIE III-la ' Elli} III-IE ...... .' all-{j win-Ii: i """" " 13>: mm: E7? ><‘ I E10 MD TEST 2 DO 00 b I :1 61 0% Q0 0 0 0 0 000 7. 8. 10. 11. 12. 13. O + + O ))) I] 1h. . lo ‘l DO NOT TURN THIS PAGE UNTIL TOLD TO DO SO 6 mswens H A... o... s V .1 I E. 00. r N e . A d m d i A d . 3. fig 3% A . m... c A. E m A . D a ..\\\ EXAMPLE. 1 mm... We 00 A0) @A l. r \ r r r :\ r 0 G f E r [it] 5} [$3 :73] r“: a? '3 {'1 D d Q d Q d l\ d f" E?“ Q] (23:. IC‘, 0"“ O b [E b A0 b VS 72' b 969 b ‘ l b I b DO NOT TURN THIS PAGE UNTIL TOLD TO DO SO .r w A: FEE fix :7 8 “swans TEST 4 NPLES ooe@e@e@.fie%ewe%efie%v.@.m%eww®. Q E Vv @ % ©Lo®m wmvfi %@ ficgcwc@c®c@c©c@cm¢flc@c @ “0% v A Abg aw g©egAA 954 KagagawuaOva®a N®_a©a@fm%f&a AAAAAAAAAAAAA 89 STUDENT INFORMATION AND OCCUPATIONAL PLANS QUESTIONNAIRE 1. MY NAME IS: . TODAY'S DATE: 2. MY AGE (to nearest birthday) IS: . THE DATE OF MY BIRTH WAS: . Month Day Year 3. MY SEX IS: ( ) Male. ( ) Female. MY GRADE IN SCHOOL IS: IA 5. THE NAME OF MY SCHOOL IS: . ‘6. MY HOME ADDRESS IS: 7. MY FATHER'S OCCUPATION IS: (or was, if he is dead or retired) (Tell what KIND of work he does, NOT where he works.) 8. ABOUT MY PLANS FOR EDUCATION AFTER I LEAVE HIGH SCHOOL: ( ) I plan to get more education after high school. ( ) I do not plan to get more education after high school. ( ) I don't know. 9. THE OCCUPATION I PLAN TO FOLLOW IS: 10. IF I WERE COMPLETELY FREE TO GO INTO ANY KIND OF WORK I WANTED, MY CHOICE WOULD BE: 9O STUDENT ACADEMIC RECORD INFORMATION FORM NAME: A k GRADE: SEX: ( ) Male. ( ) Female. SCHOOL: HOME ADDRESS: FATHER'S OCCUPATION: MOTHER'S OCCUPATION: PARENTS' EDUCATION: A W 4th Grade 5th Grade 6th Grade 7th Grade Math Math Math .___ Math __.. Eng _. Eng __ Eng __ Eng Sci Sci Sci ‘___ Sci SOSO SOS. SOSO SOS. AV. Av. Av. Av. 8th Grade 9th Grade 10th Grade 11th Grade Math Math Math Math __ Eng __ Eng __.. Eng __ Eng Sci Sci Sci Sci 8.8. 8.8. 8.8. 8.8. Av. Av. Av. Av. 12th Grade TOTAL AVERAGE: Math AVERAGE LAST TWO YEARS: -—- Eng SCHOOL ENROLLMENT HISTORY: Sci S.S. Av. A PPENDD( II 91 92 20 April 1961 CRYSTALLIZATION TRENDS IN THE LEVELS OF OCCUPATIONAL ASPIRATION OF ELEMENTARY AND SECONDARY SCHOOL STUDENTS Jon Hill Rieger . IBM PUNCH CARD CODING KEY C olumn Numbe r 1,2,3 Info rmation Person Identification; three digit field (3 (if) 001 999 (N=380) S ex Identification; 1 Male 2 Female School Identification; 1 Turner 2 Westwood Hills 3 Union High School (from Turner) 4 Union High School (from Westwood Hills) 5 Union High School (other elementary) Grade Identification; 0 Fifth Grade 1 Sixth Grade 2 Seventh Grade 3 Eighth Grade 4 Ninth Grade 5 Tenth Grade 6 Eleventh Grade 7 Twelfth Grade Socio-economic Status Index (SES); Duncan, 0. D. "A Socio-economic Index for All Occupations" (Taken from two chapters of a forthcoming book on occupations by Albert Reiss.) 2 df 00 Zero points 96 Ninety-six points YY No information 9, 10, 12, 13 14, 15 16, 17 18, 19 20, 21 22, 23 ll 93 LC). Classical Score (IQ); IPAT, . Test of G, Culture Free, Scales 2A and 3A (for appropriate age . groups). ‘R. B. Cattell and A. K. S. Cattell ‘3 df 001 Score of one 199 Score of one hundred ninety-nine YYY No information Rank Order Grade Point Average (GPA); Converted into percentiles by the following formula: R 1 .. $35 de 00 Zero percentile 99 Ninety-ninth percentile YY No information OAS Total Score; OCCUPATIONAL ASPIRATION SCALE, OAS OAS OAS OAS Revision 1,. Copyright 1961 by A. O. Haller, . Michigan State University, East Lansing, Michigan. 2 df 00 Score of zero 72 Score of seventy-two Ql; RSI. Original North-Hatt score; ”Jobs and Occupations: A Popular Evaluation" NORC, in CLASS, STATUS, AND POWER, Bendix R., and Lipset, S. M., Eds. Glencoe, Free Press, 1953. (See 14, 15 above.) 47 Night watchman 96 United States Supreme Court Justice Q3; RSZ. (See 16, 17 above.) 33 Shoeshiner 89 Scientist RS DIFF IQ], - Q3| (See 16, 17 above.) 00 Minimum 63 Maximum Q2; 151- (See 16, 17 above.) 46 Clothes presser in a laundry 93 Physician (doctor) 24, 26, 28, 31, 33, L0 U1 37, 39, 41, 25 27 29, 3O 32 34 36 38 40 42 OAS OAS OAS OAS OAS OAS OAS OAS OAS 94 Q4; IS; (See 16, 17 above.) 34 Street sweeper 89 College professor IS DIFF IQZ - Q, | (See 16, 17 above.) 0 0 Minimum 59 Maximum RS DIFF + IS DIFF (See l6, 17 above.) 0 O 0 Minimum 122 Maximum 05; RLI (See 16, 17 above.) 45 Soda fountain clerk 93 State governor Q7; RLZ (See 16, 17 above.) 35 Garbage collector 90 Mayor of a large city RL DIFF IQ5 - Q7 I (See 16, 17 above.) 00 Minimum 58 Maximum 9 C26; 1L1 (See 16, 17 above.) 44 Janitor 92 Cabinet member in the federal gov't Qs; ILZ (See 16, 17 above.) 40 Share crOpper 92 Diplomat in the U. S. Foreign Service IL DIFF IQ6 - 03' (See l6, 17 above.) 00 Minimum 5 2 Maximum 43, 46, 49, 52, 55, 58, 61, 64, 44, 47, 50, 53, 56, 59, 62, 65, 45 48 51 54 57 60 63 66 OAS OAS OAS OAS OAS OAS OAS OAS RL 000 110 RS 000 121 IS 000 111 95 DIFF + IL DIFF (See 16, 17 above.) Minimum Maximum DIFF + RL DIFF (See 16, 17 above.) Minimum Maximum DIFF + IL DIFF (See 16, 17 above.) _ Minimum Maximum RS DIFF + IS (See 16, 17 above.) 000 232 Ql 000 185 Oz 000 182 05 000 183 Q: 000 184 + Minimum Maximum Q3 (RS) Minimum Maximum Q4 (15) Minimum Maximum Q7 (RL) Minimum Maximum 0., (IL) Minimum Maximum DIFF+ RL DIFF + IL DIFF (See 16, 17 above.) (See 16, 17 above.) (See 16, 17 above.) (See 16, 17 above.) 96 NOTE: The first sixty-six columns contain the basic information. To simplify data analysis by providing squares of certain values, Columns 67 through 79 are specially coded for three separate decks of cards as listed below. (Columns 1 through 66 remain the same for all decks.) Column 80 in each deck is reserved for deck identification as follows: 80 Deck Identification: 1 Deck One 2 Deck Two 3 Deck Three SPECIAL CODING - DECK ONE 67, 68, 69, 7o, 71 DECK ONE (See Column 80.) R87- (Q1 + 03)2 (See Columns 55, 56, 57.) 00000 Minimum 34225 Maximum 72, 73, 74, 75 DECK ONE (See Column 80.) RS DIFFZ (See Columns 20, 21.) 0000 Minimum 3969 Maximum 76, 77, 78, 79 DECK ONE (See Column 80.) IS DIFFZ (See Columns 26, 27.) 0000 Minimum 3481 Maximum SPECIAL CODING - DECK TWO 67, 68, 69, 7o, 71 DECK TWO (See Column 80.) 15’- (Q; + Q)2 (See Columns 58, 59, 60.) 00000 Minimum 3 3124 Maximum 97 72, 73, 74, 75 DECK TWO (See Column 80.) RL DIFF?- (See Columns 35, 3.6.) 0000 Minimum 3364 Maximum 76, 77, 78, 79 DECK TWO (See Column 80.) IL DIFFZ (See Columns 41, 42.) 0000 Minimum 2 7 04 Maximum SPECIAL CODING - DECK THREE 67, 68, 69, 7o, 71 DECK THREE (See Column 80.) RL2 (Q5 + Q—,)2 (See Columns 61, 62, 63.) 00000 Minimum 33489 Maximum 72, 73, 74, 75, 76 DECK THREE (See Column 80.) IL2 (Q6 + C28)2 (See Columns 64, 65, 66.) 00000 Minimum 33856 Maximum 77, 78, 79 DECK THREE (See Column 80.) These three c olumns left blank. 80 DECK IDENTIFICATION; (See p. 96) 1 Deck One 2 Deck TWO 3 Deck Three ROOM 1 L SE GIRL ”'11 1111111119131 [1111111111111111158