AN expmmmm smm' a? ma Amusmem
moams <34: THE mam AMERBCAN STUDENTS'
wms AND mamas AFFEGHNG ms ADJUSTMENT

Thesis for fire» Dagmar of M. S."
MiCHEGAN SYATE UNIVERSITY;
Ana Laurette: Diaz
1964

 

 

II/BIII/IL (MIN/1111;!j/IQEvViI/L'Mlsllllllflll \/

LIBRARY

Michigan State
University

 

 

 

 

 

 

 

 

 

 

ABSTRACT

AN EXPLORATORY STUDY or THE ADJUSTMENT PROBLEMS
or ms LATIN AMERICAN STUDENTS' wxvss AND FACTORS AFFECTING
‘ nus ADJusmsfir " '

by Ana Lauretta Diaz

How well the wife of a foreign student adjusts to the
host culture would seem to be important as to how well the
husband does in his school work. Adjustment of the wdfe
appears to have been little studied. The purpose of this
research study was: (1) to secure evidence concerning the
adjustment problems of the Latin American students' wives;

(2) to identify some factors influencing the adaptation pro-
cess of these wives at Michigan State university; (3) to
draw implications from a careful analysis of the answers

to first and second questions.

.A questionnaire consisting of twenty-seven items was
developed as the principal instrument for the study. A.
personal focused interview was also used. The questionnaire
was translated to Spanish and Portuguese, the official
languages of the countries of respondents included in the
study.

The investigation was conducted on the campus of‘Michigan

'State university. Subjects were 35 Latin American students‘

A

2
adves: 20 fram Spanish speaking countries, and 15 from a
Portuguese speaking country. Each student's wife was inter-
viewed at her home and filled out the questionnaire in Presence
of the researcher.

Results of the influence of seven factors on the independ-
ent variable "adjustment" were analyzed statistically, using
the Chi-square method. The seven factors were: English
language facility, family social background, educational level,
level of economic support while in the united States, number
of friends in this country, length of time in this countny,
and role behavior responsibility for husband and wife. Although
no significant differences at .05 level were found, all seven
factors showed some tendency to be associated with the independ-
ent variable of level of “adjustment".

The scores of four measures of-adjustment-(l) feeling
of loneliness, (2) homesickness, (3) well-being or feeling
of depresion, and (h) evaluation of her own experience in this
countrY-dw'ere combined into one index of adjustment.

Students' wives who knew English tended to be better
adjusted than were those who did not. Only 1h percent knew
English fluently; the rest had little or no command of English.
Students' waves from.middle-class backgrounds tended to be
better adjusted than the ones coming from upper or lower
social classes. There was some tendency for wdves wdth the
lowest level of education to be better adjusted than those

with middle or higher education level.

 

3
Economic level tended to go wdth non-adjustment.
Seventy-five percent of the non-adjusted group said they had
insufficient economic help.
Friendship and length of time had some connection with
the degree of adjustment. Three out of four of the non-ad-
justed group had only one friend. Four out of six of the

veny well-adjusted group had no less than four friends and
a maximum of ten friends.

in relation to time, the experience of this group sup-
port the U-curve hypothesis of adjustment of foreign students.

Persons who have been here longer than two years and over a

year seemed to express greater satisfaction than those who
had been here less than a year. Twenty-five had been in this

country up to a year and only 9 more than two years.
The major conclusions are:

1. These wives did have adjustment problems in coping with
the host culture.

2. None of the seven factors investigated was statistically
significantly related to level of adjustment as measured.

3. Sampling and methodological changes are indicated for

any follow up study.

AN EXPLORATORY STUDY or THE ADJUSDMENT PROBLEMS OF THE
LATIN AMERICAN STUDENTS' WIVES AND FACTORS AFFECTiNG
THiS ADJUSTMENT ‘

By

Ana Laurette Diaz

.A THESIS

Submitted to
Michigan State university
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

Institute for Extension Personnel Development

196M

 

ACKNOWLEDGMENTS

The writer wishes to express her appreciation to
her major professor, Dr. Mason Miller without whose
assistance and encouragement this thesis would not have

been possible.

Appreciation is also extended to Dr. Carl Couch,
Dr. Beatrice O'Dannel, and Dr. George Axinn for their

helpful guidance in developing the study.

The author is also indebted to Dr. John Porter,
Consultant Educational Research of the State oanichigan,
to Dr. Ruth USeem, Professor of Michigan State university,
and to Mr. Homer Higbee,.Assistant Dean of International
Programs at Michigan State university for their inspira-

tion and counselling in the initial planning of the

StUdYe

ii

TABLE OF CONTENTS

PAGE
ACKNOWLEWENTS O O O O O O O O O O O O O O O O 11
TABLE OF CONTENTS 0 o o o e e e e e o e e e o o 111
LIST OF TABLES O I O O O O O 0 O O O O O O O 0 v
LIST OF FIGURES O O O O O O O O O O O O O O O 0 Vi
CHAPTER
I Q SITUATION O O O O O O O O O O O O O O O 1
Need for the Study . . . . . . . . . . 2
Statement of the Problem . . . . . . . 6
II. LITERATURE REVIEW . . . . . . . . . . . 7
The Wife's.Adjustment Problems Generally 8
Language variable . . . . . . . . . . 10
Social Class variable . . . . . . . . 13
Education variable . . . . . . . . . . In
Financial variable . . . . . . . . . . 15
Friendship variable . . . . . . . . . 16
U-Curve of Adjustment . . . . . . . . l7
Discrepancies between Home and U. S.
in who performs certain role behaviors 20
Summary of Hypotheses . . . . . . . . Eh
I I I Q METHODOLOGY 0 O O O O O O O O O O O O O 27
Development of the Instrument . . . . . 27
The Independent variables . . . . . . 28
Language 0 O O O O O O O O O O O O O O 28
Status 0 O O O O O O O O O O O O 0 O 0 29
Education . . . . . . . . . . . . . . 30
Economics . . . . . . . . . . . . . . 30
Fri endSh i p I O O O O O O O O 0 I O O O 31
Length of Time in the U. S. . . . . . 31
Role Expectations . . . . . . . . . . 31
PreteSt O O O O O O O O O O O O O O O O 33
Selection of the Sample . . . . . . . . 3h

iii

 

TABLE OF CONTENTS - continued
CHAPTER PAGE

IV. FINDINGS O O O O O O O O O O O O O O O O 36

Characteristics of the Wives and Families 36
Comparison of Adjustment to the Independent
variables . . . . . . . . 36

Language . . . . . . . . . . . . . . . . 38
Status 0 O O O O O O I O O O O O O O O 0 ul
Education . . . . . . . . . . . . . . . h2
Finance 0 O O C O O O O O O O O O O O O “1"
FriendShiP O C C O O O O O O O O O O O 0 us
Length of Time in the U} S. . . . . . . ho
Discrepancies between role performance h?
V. CONCLUSI CNS 0 O O O O O O O O O O O O O 53
Summary of Findings . . . . . . . . . . . 53
Implications for Future Research . . . . 56
Implications for International Training
Programs . . . . . . . . . . . . . . . . 57

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 60
APPENDIX “A" . . . . . . . . . . . . . . . . . . . . 63
APPENDIX "B" . . . . . . . . . . . . . . . . . . . . 82
APPENDIX "C" . . . . . . . . . . . . . . . . . . . . 8h

iv

TABLE

I.

2.

h.
5.

LIST OF TABLES

Level of Adjustment of Students' Wives
Wives' English Language Fluency Level
Social Class Categories of Wives

Educational Level of the Wives

Wives! Estimates of Foreign Students
Family Income _

PAGE
37
39
LLl
#3

ML

 

FIGURE

LIST OF FIGURES

‘Adjustment as a Function of English
Language Fluency Among Latin American
Students' Wives

.Adjustment as a Function of Family of
Origin Class Status of Latin American

Students' Wives

.Adjustment as a Function of Level of
Education of Latin American Students'

Wives

Adjustment as a Function of Family
Income Adequacy as Perceived by Latin
American Students' Wives

Adjustment of Latin American Students'
Wives as a Function of Time spent in
the united States

Degree of Congruenqy Wife's Expectations

for Husband's Role Behavior and Her
Perception of His Role Behavior, and

Wife's Role Expectations vs. Performance,

Latin American Students' Wives

vi

PAGE

an

43a

Lisa

u7a

Sla

CHAPTER I

SITUATION

Interest in study abroad is nothing new. People for
many centuries crossed national and international
borders in search of education and training, and they
continue to do so increasingly; The basic aim of
most exchange programs has been made explicit in the
selection process by which individuals are chosen in
large part on the basis of their academic records,
their experience, their level of previous training,
and the soundness of their study or research planned
in the Uhited States.1
Since 1935, the Extension Service Programs have been
one of the main concerns in the developing countries of
Latin America. In regard to human resources, the Extension
Programs' main aim has been to develop a team of leaders, a
home economist and an engineer agronomist, to carry out the
program at a country, regional, and state level. The
engineer agroncmist is a graduate from the university of
Agronomy. Because there has been no higher education in home
economics until recently, usually an elementary school
teacher who has received special training in home economics
subject.matter, philosophy and methods of extension is the
professional home economist in the program.
Both classes of professionals are aware of the need to

raise their level of education and get more training.

 

1Heft, David. "The Foreign Student - His Problems, His
Impact", Americas, Vol. 16, No. 2 (February l96h), p. 18.

0-.

2
Neither before nor after arriving in this country does a
‘wife of a student receive special attention on her problems
of adjustment to a new culture. The faculty's concern for
professional improvement for the student has focussed
primarily on the husband as a graduate student and has
tended to leave out the multiple problems of the foreign
students in which both, husband and wife, are involved in
professional international education.

However, some persons who are familiar with foreign
programs by being directly in charge of them or by indirect
relationship, are aware of the problems of adaptatiai of
the wives and recognize the scope of the problem. Observa-
tions of sporadic cases have given many the feeling that
the role of the wife is very influential in the accomplish-
ment of her husband and that the lack of adaptability on

her part represents money loss to the government or organiza-
tion which supports the husband in his studies. Besides,

women could also be a great resource when they go back.2

NEED FOR THE STUDY

 

The new and developing countries daily confront an

ever more urgent need for men and women qualified to run

 

2Personal interviews with:

Higbee, Homer D., Assistant Dean, Foreign Students, Michigan
. State university.

Ross, Dorothy, Student Counsellor, Foreign Student Service.

useem, Ruth, Michigan State university.

Halter, Regis, Personal Division, united States Department
of State, Hashington, D. C.

Chillman, Katherine, Department of Health, Education and

Welfare, Hashington, D. C.

3

not only their political, economic and social system, but
improvement programs for their people in rural and urban
areas. To provide the necessary training and education,

and until the nations approach a measure of self-sufficiency
in education, exchange educational program with the united
States and other countries will play a maJor part in educat-
ing the required personnel. Every year the number of
students coming to the Uhited States increases.3

.More than u0,000 of the 65,000 foreign students in the
united States during the 1962-63 academic year came from
‘Africa, Latin America, and the Near East, excluding Japan.
By the end of this decade, it is estimated that 120,000
foreign students, preponderantly from.emerging countries,
will be attending American colleges and universities.“

In 1962, Michigan State university enrolled approximate-
ly 18.percent,or 678 of the 3,75h foreign students in the
state. Among the 678 students, 251 were married and had
their families on campus.

The governments of the Uhited States and of the
countries who send students to this country have expressed-
their concern about the adjustment problems of the foreign
students to university life and the effect of this on their

achievement in school. There is a certain amount of research

 

3Paper, Bernard, "National Development Through Inter-
national Education”, Fifth Conference on International Educa-
tion, Overseas Ma azine of Educational Bxchan e, (U. S. Tra-
‘vel SerfiCe,‘Dept. of Cbmmerce,lwa3fi.,‘D.C., my l96h), p. 11.

“Ibid, p. 10.

u

Scholarships are offered every year for them to continue
their education abroad - mainly in the united States,
Puerto Rico, and Turrialba, Costa Rica. An exchange pro-
gram between the Uhited States and Latin American countries
started earlier in 1935 to improve the background of the
Latin American extensionists.

Probably most students who come to the United States
to study are mature persons, generally older than 25. .A
good number of them are.married and most Of them come with

their families. The writer, in her work for the Extension

Home Economics Program in several countries of Latin America,
has had the Opportunity of helping to select the personnel
who come to this country to study. Even though her direct
responsibility was the home economist, in an indirect way
she was involved in the selection of the agriculture agent
also. It was not until her own experience as a student at
Michigan State university and through her contact with
foreign students that the writer became aware of the
cultural shock that a person suffers when moving to a
foreign country. Then it became evident that the kind of
adjustment help received while in that country might have
a great deal to do with the kind of attitude developed
about the host country, and with the way the student
evaluates his experience abroad. A.number of studies
concerning foreign students confirm this observation.
Little or no attention seems to be given to the other

half of the sojourner family - the wife of the student.

S

tudent adjustment probl
Despite the

stars on the foreign s ems which

liter
3 out the difficulty of

the process.

point
the adjust-

iversities,
c of study.

adaptation should provide informa-
ible clues for an effective

ried students in the un

number of mar
es has not been the topi

ment of the wiv

A.study of the wdves'
tion which would indicate’poss
ram.which not only will benefit both spouses b
will contribute to achieving through the

ut, in

PPOQ
ex-

the long run,
change program a better understan

These insights,

ding of other countries.

and the writer's own experiences or

1e observations of others' problems, motivated her

simp
"Adjustment

r's thesis on the

n doing her Maste
ents' Wives at Michigan

he Latin American Stud
The unanimous favorab

interest 1

Problems of t
State University". le reaction of
student programs that were

people related to foreign

contacted i

D. C., and Michigan State univer-

.All of them ag

n Washington,
ree to the im-

sity encouraged her idea.

the tapic and t
their statements:

t advisers are very interested
fortunately nothing has been

he need for research in this

portance of

field. Here are some of

WMany foreign studen
in this subject, un
done in it".5
the foreign students' wives will be

ant because t would help us to know

blems and will

of their main pro
help that could be offered to

“A.study of
very import
what are some
guide zny kind of
them".

.._—_

Vera Lo, Head,
ati onal Education,

6Higbee, Homer D., Assistant Dean 0
Programs, Michigan State University.

Research Information,
Chicago.

f International

insti-

EZariski,
tute of Intern

6
WNothing has been done with the wives. A.study on
-the problems of the students' wives would be a

tremendous help for counselors and personnel of
foreign programs".

STATEMENT OF THE PROBLEM

The major concern of this study was to investigate the
problems of a sample of Latin American students! wives at
Michigan State university to determine what some of the pos-
sible factors are which could contribute in a positive or ne—

gative way to their adaptation in this country.

7Ross, Dorothy, Student Counselor, Foreign Student Service,
Michigan State University. ._

 

 

 

CHAPTER II

LITERATURE REVIEW

.Most of what has been written about "adjustment" of

foreign students refers to their problems as students and
their difficulties in their academic life. A.number of

studies such as Beals8 with Mexican students, U'seem9 with
Indian students, and Bennett10 with Japanese students con-

firmed the existence of the problem of "adjustment" of

foreign students during their stay in the united States.

Lundsted in his article, "An Introduction to Some Evolv-

ing Problems in Cross-Cultural Research", states.

Cultural shock is widely thought to be endemic
in overseas travel. The term describes a form

of personality maladjustment which is a reaction

to a temporarily unsuccessful attempt to adjust

to new surroundings and people. Instead of absorb-
the person becomes

ing new stress successfully,
anxious, confused, and often appears apathetic.

 

 

8Beals, Ralph; Humphrey, Norma D., No Frontier to Learn-
"The Mexican Student in the Uhited StatesF , (university

in
03' LMinnesota, I957). »

9U’seem, John, and USeem, Ruth, "Changes in the Character
and Outlook of Western Educated Indians", IIE News Bulletin,

v3 30,195h. _
IOBennett, John; Passin, Herbert and McKnight, Robert,

In Search of Identit The Ja anese Overseas Scholar in
America and Japan, UEIversity'oTiMInnesota Press, 1958. ”

 

 

hock are usually accom-

The symptoms 0
bjective feeling of loss, and a
d loneliness often called

homesickness.
a foreign

Nash and Shaw state: "When people move to
ptation to a changed

they face the problem-of ada
ply to a student who

This certainly would ap
The adaptation proc

becomes a stranger mak

land,
environment".1
moves to a foreign land. ess in a changed

ent in which a person

es him

environm
As a conse-

a time 0
lens which, in
e with the

live more than one new experience at

he has to confront a series of prob

e solved little by littl
Studies done with

quence,

the case of a student, ar
and teachers.

om Selltiz, say that
plex and inter-

iends, advisors,
such as the one fr

on is related to many can

help of fr
foreign students,

the degree of adaptati
dapta-

degree and rapidity of a
Out of this litera-

t to a study of

9 factors and that the

lockin
es with each individual.

tion also vari
a number of fac

wives and their ad

tors seem.most relevan

ture,
re.

students' justment to a host cultu
The Wife's Adjustment Problems Generalgy
as part of the sojourner's life and immedi

ate

The wife,
tooé-just as her

roblem of adaptation,

faces a p
but in a different situ

concern,
ation where

student husband does--:

0 Some Evolving

llLundsted, Steven, "An Introduction t
The Journal of Social

Problems in Cross-Cultural Resear ,
Issues, vol. 19. No. 3 (July 1963):-P-.3o
"Personality and

12Nash, Dennison, and Shaw, Louis C.,
Adaptation in an Overseas Enclave", Human Organization, vol.
21, No. 1; (winter 1962—63), p. 2 2

9

usually there is a lack of organized or systematic help. By

moving to a new'environment with her husband, she can be
thrown into a severe identity crisis. She is faced with an

external situation which is incompatible with her sense of

self in more than one respect. values, beliefs, and condi-

tions in the new society may require many drastic changes in

her way of living. On arrival in the united States, she not
only must learn new cues and appropriate behavioral responses

to them, but she will discover that many of her accepted

cues call for either no response or for quite different

responses. For example, at home each meal time is a social
reunion for the whole family and they have plenty of time to

enjoy it and relax. Here she finds this no longer true.
She may eat alone at noon, since her children may have lunch

at school and her husband will take a sandwich along so he
This is just one example of changes that

can eat on canpus.
The process of

take place in her ordinary every-day life.

adjustment imposes on the wife new values to accept, new
skills and patterns of behavior to learn. All this is dem-

anded in a short time and usually with no help offered her

in adapting.
A.number of variables seem to be relevant to this study,

of some of her adjustment problems. The seven chosen for

study in relation to the dependent variable of adjustment

were 2

I.
2. Social class status.

English language ability.

 

10
3. Educational level
14.. Income adequacy
5. Number of friends while in the united States
6. Level of adjustment over time

7. Changes of home and parent-related role responsibi-
lities for husband and wife
Langgage variable

Besides the other differences in environment in which

A; A __ _ _.‘._—

she operates, often the Latin American student's wife does
not know the language. This increases the difficulty of ad-
justment. She does not have classroom and laboratory contact
with students where she can learn or improve her English.

It would be natural for her to expect that her husband would
be the person who would help her when he comes home. But in
turn, he is too busy with his academic work to do it. Her
inability to speak English could easily isolate her from any
friendship with people from the host country and from all

mass media information, and make her adjustment very difficult.

.Acquaintance with the language would help her not only
to deal with the small transactions of every day life, but
allow her to take part in the social life and make friends

in her community.

The importance of interpersonal relations as well

as the importance of the whole adaptation process
'will be mediated by the ability to communicate.
Language therefore is a factor of primary importance

in the sojourn adjustment.

13DuBois, Cora, Forei n Students and Hi her Educatign
in the united States (thfiington, 5. 3., American Counc

on Education, 1956). p. 81.

 

 

ll
DuBois in her study with foreign students stated:
"The degree of command of English which the foreign
student brings with him.and acquires during his sojourn is
undoubtedly one of his most significant skills, and at the
same time a symptom of his capacity to understand and to
deal with the American environment".1u

Difficulties in communication could be expected to have

an effect on many aspects of adjustment to life in the Uhited

I: .‘1 “NH

States. One might expect, for example, that students who
speak and understand English easily, would have less trouble
than others in establishing and maintaining social relation
with Americans and in comprehending things going on around
them.

Selltiz, in discussing studies of foreign students, said
that Niyekawa in 1952 commented that among Japanese students
in Hawaii, inability to communicate in English often led to
feelings of inferiority and depression. Selltiz also reports
that students rated by their interviewer as having no dif-
ficulty in English scored higher than those rated as having
some difficulty on a composite index of satisfaction. Sewell
and Davidson in 1961 found that Scandinavians at an American
university who had good command of English showed better
academic adjustment and greater satisfaction with their stay

than those whose English was less fluent.15

luibid., p. 82

15Selltiz, C. and others, Articles on Social Relations of
fpregggaggudents in the United States,(Uthersity STZMinnesota 1963)

12

Of the differences in cultures that impede and distort
communication, presumably language and value systems are the
most important. Simply by virtue of culture contrast and
the attendant difficulties in communication, the foreign
student is likely to have major problems of adjustment to
copewith.16

Beals in her study with Mexican students stated:

"The greatest initial adjustment problems of the Mexican
-students unquestionable is linguistic'.17

In the same study one of the students reported the

following:

"Inadequaey in English not only created acadenic dif-
ficulties but was the cause of loneliness. I could not
communicate very weél with American students, and it was
very frustrating".1

Beebe in her study of foreign students in Greater New
York, stated:

”Almost every one in New York City who deals with
foreign students, and indeed the students themselves,
rank language problems near the top of the list".19

Hyp. 1 : Among the Latin American Students' Wives, those
with the best command of the English language
'will demonstrate a higher level of adjustment
than will those with a lower level of English
language proficiency.

 

16Smith, Brewster M., "Cross-Cultural Education as a
Res;arch.Area", Journal of Social Issues, vol. 12, N.l (1956),
p0 e -

17Beais, op. cit., p. 60

18388.13, 029 Citog p. 610

19Beebe, George As, "A.Study of Foreign Students in Great-
er New York”, A Preliminary Report) Greater New York Council
for Foreign-Students,fiN. Y., July, 1955: P. 20.

11-4—-

13
Social Class Status variable
Besides language, a number of investigators have sug-
gested that considerations of status may‘be important deter-
minants of the reaction and adjustment of a foreign student.
Foreign students suffer "status shock" upon their

arrival in another country, status variables are
more important than other variables.20

In this matter, it could happen that girls who come
from.social groups in which they are accustomed to doing
things at home by themselves, would take house responsibi-
lities of daily life here with much more content than the
ones who come from families of the upper class; This last
group has grown up with all kinds of comforts and luxuries.
Possibly they continue with the same standard of living when
married and therefore, it is hard for them to change their
way of life. in the case of wives from the lower class, dif-
ferences may be still stronger for them due to differences
of doing things, ways of living and kind of conveniences they
had at home in comparison with what they have found here.

It would be more logical to think that the middle class,
who come from families whose parents made their livelihood
from modest salaries might be the ones who would have less
difficulties of adjustment, since they are accustomed to
struggle to reach a goal, but also are used to working and
Operating a home more nearly like the U. S. housewife.

205e11tiz, op. cit., p. 85.

 

1h
In Latin American countries, class distinctions have
sharper boundaries and more overt recognition than in the
united States. Status is associated with certain experiences
and roles. Low social status is associated with manual
labor, for instance. To have servants is a necessary valida-

tion of high social status. /

In traditional terms, social status depends in des- I”
cending order upon inherited wealth, family back- i
ground, participation in the power structure, educa- I
tion and occupation.21 --

Hyp. 2: Those Latin American students' wives who
come from the middle social class will
show better adjustment than will either
lower or upper class wives.

Education Variable

 

Another important factor to consider is education.
Although advances in education have been substantial in
Latin America, this does not necessarily affect women.
Only a small percentage of the university students are
girls. in Brazil, for example, 19 percent of the university
enrollment is women; Chile, with to percent, is one of the
exceptions.

Among the groups of Latin American students' wives,
there is variation in level of university education. Per-
haps the ones with more education find it easier to over-
come the problem of language, of communication, of learn-

ing new ways of doing things and accepting new ways of

 

21Beans, op. cit., p. n1

15
doing things and accepting new ways of living. .At the same
time, this group may well feel more frustrated and unhappy
because they are not able to take advantage of the education
facilities in this country. They see the opportunities that
women have in this country and naturally they would like to
be in the same position. .Maybe some of them even have had

the opportunity of working outside the home and they would L

K.
“-1

like to have this experience here if money or somebody to

take care of the children would be available to substitute

for them.

Hyp. 3 : Those Latin American Students' Wives who
have a lower level of educational background
‘will have a higher level of adjustment than
will those wives with higher educational
levels.

Financial variable

 

In Latin American countries, economic level is related
to status, and in the current study, it was considered
important in the adjustment of the student's wife.

With respect to economic situation, it could be said
that most of the students who come to this country have posi-
tions in their home countries which permit them and their
families to have an average living of middle class according
to the standards of their own countries.

When a student is sent to this country to do further
studies, he is generally supported by his own government,
international organizations, exchange programs. In a few

cases, some come on their own. The type of scholarship

16
received varies from country to country and from program to
program. Many students are not provided with funds for
bringing their families, but they still do it. Their economic
level will depend upon the sources of money for living and
extra sources such as salary from home or family help. But
most student families have budget closely and carefully if

their income is to support them. t

 

Families who live in a very limited budget are not only

restricted to the minimum elements for living, but the wife

cannot compete with others in the kinds of foods, clothes,
trips, and things that she buys. This could easily make her
discontented and unsatisfied. Her complaints may be against
her husband, whose fault it was to come to this country under
such conditions. Relationship problems of husband and wife
could easily arise because of the economic situation.

A reduced standard of living may add to the

student's feeling that his status has been im-

pugned,.his importance minimized, and his oppor-
tunities reduced by transplantation to this

country.2

Hyp. h : Among Latin American students' wives, those
who rate their husbands' income as sufficient
'will have a higher adjustment level than those
who rate their finances as insufficient.

Friendship variable

One of the measures of adjustment to a society or culture

ought to be the extent to which a persm1 makes contact with

 

22DuBois, op. cit., p. 97.

17
others also operating in that society or culture-~whether

these are natives of the host culture or other sojourners

also having to deal wdth.the new culture.

in either case, the students' wives would have social

support and have someone to turn to either to learn from how
best to cope with a particular problem or else to commiserate

with over unsuccessful coping and so support one another for

further encounters with the host culture.
Therefore, a gross measure of number of friends in the

culture should give some indication of level of adjustment.

Hyp. 5: Among Latin American students' wives, those who
have the most friends in this country will have

a higher adjustment level than those with fewer
friends.

UhCurve of Adjustment
Researchers have identified a number of stages in the
process of adaptation to a new culture. Investigators have

suggested that persons entering a new culture go through

four phases of adjustment:
The Spectator Phase - during which the student

1.
observes the life around him and takes part in it super-
ficially but does not become actively involved in it. This

He is

usually is the case with a newcomer to a culture.

simply observing the new sights and experiences having an

exciting adventure as a result of being free of responsi-

His predominant mood is of curiosity, surprise, and

bility.
Since he is not yet involved in American life,

interest.

 

18

he can disassociate himself from anything unpleasant, and

is likely to feel quite well satisfied.

2. The Involvement Phase - in which he tries to find

a place for himself within his life, in the course of which

he meets and struggles with many problems of adjustment.

Now'he has to begin to learn how to exist and operate in the

new culture. Facing reality, he can easily develop negative

reactions which sometimes cannot be stopped and so tend to

prolong his period offimaladjustment.

Heels and Humphrey, talking about Mexican students' ad-

justment phases, found that at this phase of involvement
frustrations are experienced and morale declines. They report

that 11‘ a student is in this country long enough, he will
pass through this adaptive phase and enter a coming-to-terms

phase. And,if the adjustment is positive, attitude and
23

morale improve, as does his personal adjustment.

3. The Coming-to-Terms Phase - in which he has to come

to terms in some way with his environment and has established

a fairly stable pattern of behavior. It is a period in which

he effects at least a partial solution of his problems and

the longer he is in the new culture, the better adjusted he

tends to be.

2383813, OE. Cit.) p. 59

 

 

’1 1

_“—W--ifi.

 

19
h. The pro-departure phase - a period just before his
return home. Usually his morale is high at this state.

However, he now has to face the fact that he has to work out

a transition between the ways he has become accustomed to
Pro-

in the host country, and those to which he will return.

blems of home readjustment now come to the fore.2l‘L
During the last decade many researchers have recorded

the adjustment process of foreign students,as reflected by
level of satisfaction scores, as a Uhshaped curve. The

anticipation of coming to the united States, in which the
trip itself will give them status, plus the anticipated
novelties and excited expectations of the trip and new

country brings the initial satisfaction of the student to a

very high level. As he becomes involved with the culture

and faces realities, many frustrations and tensions arise
and his level of satisfaction drops quite a bit. If he is

to eventually adjust to the new culture, he reaches eventual-
ly a trough reflecting his adjustment difficulties and a low

level of satisfaction and he begins to ”come-to-terms" with

American culture, making whatever adjustments he can and

solving at least part of his problems with the help around

him. If his visit lasts long enough for him to come-to~
terms with American ways and ideas, he may reach and maintain

25

a reasonable level of satisfaction.

 

2I'LSelltiz, Claire and others, op.cit., p. 59.
25The Foundation for Research of Human Behavior, Train-

in Forei n Nationals in the united States, (Ann Arbor,iMich.,
19%65.

 

20

Hyp. 6: Among Latin American students' wives, the level
of adjustment for the group of wives will ap-
proximate the Uhcurve of adjustment over time.

Discrepancies Between Home and U. S. in Who Performs Certain

Role Behaviors
Gullahorn indicates that moving into a new culture may

be interpreted as a cycle of adult socialization occurring
under conditions where previous socialization into the
original culture may both help and hinder in the new learn-

ing context.26

As a consequence of previous socialization at home, a

student wife learns value orientation which provides her a
She learns what it means to

framework of role obligations.
Expectations

be a "wife" or a ”mother" in her own culture.

attached to her role of wife and mother, however, may be

defined differently when she enters another culture. Her

new'role as a student wife often is a new one and its be-

haviors hardly defined; she does not know what is expected

In addition, her roles of wife and mother are sub-

of her.
.Also, the

ject to change in many ways in the new culture.
part her husband plays in relation to these roles may change.

Upon being transplanted to a new situation, she finds

that deeply ingrained habits associated with the simple
aspects of daily living often must be modified or abandoned

and new ones acquired. Family solidarity is one of the

26Gullahorn, John T. and Gullahorn, Jeanne E., FAn
Extension of the U;Curve Hypothesis", The Journal of-Socia
Issues, vol. 19, No. 3 (July 1963),-p.53h. “

 

21

strongest traditional values and sources of aid in such situa-
tions for Latin Americans. Ideally, her home and life had

been close to relatives, members of the extended family includ-
ing parents, siblings, uncles, aunts, and so on. All of these

relatives are supposed to help her and share with her in many

xtended family. Big

on activities as members of an e
r the influence

comm
h affect the family are made unde

decisions whic
"the small immediate

In Latin America,

of close relatives.
wife, and children and

family consisting onty of husband,

most other kinsmen is still an anomaly even in

isolated from

urban life ”.27

This lack of material and moral support from the extended

family could influence the wife's degree of satisfaction dur-

ing her stay in the united States and make her adjustment

more difficult.
attention to the concept of rol

ge environment a feeling of ent

e is important

To pay
husiasm,

here because in a stran

feeling of frustration, adequaqy feelings or 91111t feelings

t to certain activities or situation arises. James

with respec
feelings are considerably determined

Bayton says that those

by one's reaction to role. He defines role as ”composed of
r some‘segment of

the duties and obligations that society 0

person in a given situation”. He also

society, places upon a

.—

27Gillin, John P., "Social Changes in Latin America To-
Council on Foreign Rela-

day", Some Si osts for_Polic
tions, (New YorE, Harper and Brothers, 1960), p. 33.

I —"‘-“

22

stated four dimensions of role:28

1. Role expectations - ’what society, or family

prescribes for the individual. The pattern of duties which
society says the wdfe and husband should perform.
how the given individual

2. Role conception

defines his or her own role.
the synthesis of role expecta-

3. Role-acceptance
tions and role concept. One's role-conception may or may

not approximate the duties, demands, and obligations repre-

sented in the role-expectations established by society.
how well one actually per-

h. Role-performance
forms or carries out the duties or obligations inherent in

his or her designated role.
Conflict exists when one's role-conception is sharply

at variance with society's role demands. A.foreign wife

could hardly be expected to be enthusiastic and happy about

her role if her conception of what it should be is quite

different from_the demands made on her by the new society.
The wife's traditional role still governs her life. .A

good wife is a woman of her home, one who takes care of the
children and keeps herself busy with the housework. For do-

ing her duties, she counts on the help of maids and rela-

Few'married women work outside the home, and even

tives.
It is natural to

then, relatives are available for help.

28Bayton, James, "Psychological Analysis of the Group
Interviews with Young Humemakers", Howard university, wash-

ington, D. C., June l96h. (Mimeographed).

23

think that adjustment to physical work of living in this

country would not be easy for them. The Latin American

wife may overestimate the mechanical services that she wdll

find in the united States. Here, housework is mechanical in

comparison with the kinds of conveniences she has at home,

but it still requires the ability to operate the home equip—
she must do things herself since domestic

ment, and mainly,
Petty adjust-

employees are not available in this country.

ments to housekeeping customs can be annoying. Differences

of diet, ways of cooking, cleaning the house, doing shopping,

taking care of the children, doing laundry, etc. may not be

easy to handle and could create conflicts for both husband

and Wife.
At the same time, her husband's life has altered

He must devote himself to his studies as much

drastically.
He does not

as possible. This becomes most of his life.

have the free time to play with the children or visit with

his wife that he may have had formerly. Or the time he has

free to perform these behaviors may be drastically altered--

not being home at meal time to visit, but having to do this

in the evening late. He has needs and problems of his own

that he is attempting to cope with in the best manner pos-

sible.
what comes out of this process that husband and wife

are going through together and separately is often a new

alignment or arrangement of responsibilities. Where the

husband formerly may handled the finances of the family,

2h

the wife may find herself responsible for them, for example.

The closer the allotment of the various role responsibi-

imating that back home, the easier

amily to life in the new

lities comes to approx

should be the adjustment of the f

if the wife's expectations were that these

culture. Or,

responsibilities woul and these

d change in a particular way,

expectations are closely met, then again the adjustment

pectations

should be less of a problem than where these ex

are not met.

American students' wives, those

who are operating with less discrepancy
between traditional home roles and the new
roles in the U. S. will have a higher level
of adjustment than those with greater
discrepancy between these roles.

Hyp. 7 : Among Latin

SUMMARY OF HYPOTHESES

To this point, the process of adjustment through which

oes has been identified, and the supposed

a foreign visitor g

adjustments of the student's wife when she moves to a foreign

It was assumed that she must learn

country with her husband.
to live and move in an unfamiliar cultural environment where

ge, become acquainted with

she must speak a strange langua
, adapt herself and her family to a different

new’customs

diet, etc. She may find these problems trivial or severe,

she may find the foreign experience a source of great

satisfaction or one of deep discomfort. In other words, she

is subject to different kinds of adjustment, many she shares

with her student husband,

In summary,

are:

Hypothesis 1:

Hypothesis

Hypothesis

Hypothesis

HYpothesis

Among

25

but some she must face alone.

the hypotheses developed for this study

the Latin American students' wives,

those with the best command of the English

language will demonstrate a higher level

of adjustment than will those with a lower

level of English language proficiency.

Those Latin American students' wives who

come from the middle social CiaSS‘WIll

show better adjustment than will either

lower or upper class wives.

Those Latin American students! wives who

had the lower level of educational background

will have a higher level of adjustment than

those wives with higher educational levels.

Among Latin American students' wives, those

who rate their husbands' income as sufficient

hdll have a higher adjustment level than

those who rate their finances as insufficient.

Among Latin American students' wives, those

who have the more friends in this country

‘will have a higher adjustment level than

those with fewer friends.

Hypothesis 6:

Hypothesis 7:

 

26

Among Latin American students' wives, the
level of adjustment for the group of wives

will approximate the U-curve of adjustment

over time.

Among Latin American students! wives, those
who are operating with less discrepancy
between traditional home roles and new roles
in the United States will have a higher level
of adjustment, than those with greater

discrepancy between these roles.

CHAPTER III
METHODOLOGY

Data were gathered in a questionnaire completed dur-
ing a personal interview with each respondent.

Items in the questionnaire were translated to Spanish
and Portuguese, the two languages used in the countries of
Latin America included in the sample. This was done to en-
courage the respondents to cooperate and to make the job

easier for them.

DEVELOPMENT OF THE INSTRUMENT

Items were formulated and selected which were specifical-
ly related to each of the seven factors to be studied. The
questionnaire consisted of 27 questions. The first partre-
quested information about the interviewer's age, number of
years married, number and age of children, and occupation
of husband.

The second part solicited data on family background,
knowledge of English, education background, economic support,

number of friends, length of time in this country, and ad-

justment.

Adjustment

.Adjustment was the dependent variable to be related to

each one of the independent variables. Adjustment was

27

 

28

measured by four questions (see.Appendix “A", questions No.
21, 22, 23, and 2h) of emotional reaction; -feeling of lone-
liness, homesickness, feeling of well being or depression,
and evaluation of her own experience in this country. Each
respondent was asked to place herself on four-point scale
of “not at all” to "very much" for each one of the four
questions. The responses on these four questions were
canbined to make up the adjustment index. Only the uvery
much" responses were used in constructing the index.“ If,
for example, the respondent marked the loneliness scale as
”very much", then this response was counted as an evidence

of lack of adjustment. The index was:

Checked all four scales "very much" = non-adjusted

‘

Checked three scales "very much" little adjusted
Checked two scales “very much" é fairly well adjusted

Checked one or no scales “very much" = well adjusted

The Independent Variables
Language

Language was measured by four questions: knowledge of
English language before coming, English learned while here,
ability to read English, and ability to use mass media (TV
and radio). Responses were rated on a three-point scale of
"not at all" to ”good" for each one of the four questions.
In addition to this the researcher personally evaluated the

knowledge of English while the respondents were filling out

the questionnaire. She asked questions using both languages.

29

Switching from Spanish or Portuguese to English, she pro-
ceeded to rate the women on a three-point scale: "no
Knowledge" to ”very well". The self-score of the wives and
the score-of the researcher were combined. "Not at all" or
@not fluent" responses were scored 0. "Somei were scored 1.
And "Good" responses were scored 2. Totals for each person
were computed and then the average, rounded to the nearest
whole number, was taken as the final English language
fluency rating of fluent (2), sufficient (l), and not fluent

(0).

Status

Four questions were asked of the wives to measure status
(social class): size of place of origin, occupation of
father, education of father, experience of travel of any
member of the family, and if parents owned or rented a
house. Responses were categorized in three groups to deter-
mine three social classes: lower, middle and upper. The

three categories were:

Lower: --Place of origin: small size town, (from less than
1000 up to h999 population),
--Father with elementary education.
--Father occupation: clerk, accounting, government
employee of small town, laborer.
--No travel
--Rented a house

Middle: --Place of origin: medium size city (from 5000 to
9999 pOpulation).
--Father with high school education.
--Father occupation: teacher, public officer of
middle or large size city.
--Travel in the same country.
--Rented or owned a house.

 

 

30

Upper: --Place of origin: medium or large city.
--Father education: high school or university.
--Eather occupation: liberal profession, lawyer,

physician, engineer, manager or owner of big
business.

--Travel abroad.
--Owned one or more houses.

To relate social class to "adjustment", the average

level of adjustment of each social class group was taken.
Education

To measure education, a question on the highest level
of education completed was asked. Each respondent rated
her education level on a three-step scale: elementary, high
school and university.

To relate education to "adjustment" the average level

of adjustment of each level of education group was taken.

Economic

Economic level was measured by three questions: (1)
what the student family income was according to five catego-
ries ranging from $100 to $500 or more per month; (2) how
adequate the income received was in the opinion of the wife;
and (3) how their present economic situation compared with
their economic situation when they were back home. Responses
were rated either "sufficient" and "insufficient" income.
Responses of"not adequate income", receiving from $100 to
$300, "worse off here than at home“ and the like were clas-
sifiedfias ”insufficient” category; "Adequate income”, re-

ceiving from $301 to $500 or more, "same or better off",

were classified in the ”sufficient" category.

A

31

:1: iendsh _i_p_
~ To measure friendship,the group was asked the number of

friends they had in this country. They were advised to

consider only persons with whom they could share their pro-

blems and happiness. Responses were placed in four catego-

ries: (l) the group that had none, or one friend, (2) the

group who had two to three friends, (3) the group who had A
or 5 friends, and (h) the group who had 6 or more friends.

The average level of number of friends of each group was re-

lated to adjustment categories.

Length of Time
.A question on how long they had been in this country in

terms of days, months, and years was asked of the wives.

Responses were placed in four groups: (1) the ones who had

been here from I to 6 months, (2) the ones who had been here

from 7 to 12 months, (3) the ones who had been here from 13

to 2h,months, and (h) the ones who had been here from 25 to

36 months.

The average level of adjustment of each group was taken
to compare on adjustment.

Egle Expectations
The last part of the questionnaire included questions

relating the role expectations. Three sets of items were

used for twenty-five husband-wife activities (See Appendix

"3"). They felt into five groups: children control and

care, household tasks, social activities, economic activities,

32

and husband-«die relationships. The items were:
1. who does the activity at home?
2. Who does the activity while in the united States?
3. Who should do the activity while in the united 1
States?

The purpose of the first and second questions was to
compare her role at home (first response) and her role at
Michigan State university. The third question was asked to
determine what the wives' expectations of role were here.

Respondents were asked to select one of the following
possible choices as to "who is responsible for the activity":

A. Normally the wife does the activity. -
B. NOrmally the husband does the activity.
C. Normally both do the activity, or the one who is
present in the situation.
Values were assigned to the possible combinations of
the A, B, and C choices, as indicators of the number of role

changes in each one of these three directions:

No change:

II" II
000

A.to.A
B to B
C to C

Change in the direction of increased responsibility on the
part of the wife:
C to.A

B to.A
B to C

II II I!
t

 

 

 

Peg

33

Change in the direction of increased responsibility on the

part of the husband:

A.to B
A.to C
C to B

“Ill!

H
H
H

The percentage of the total number of changes in each
of the five areas of activities in relation to questions 1

and 2 gave role performance and in relation to questions 2

and 3 gave role expectations. Rating first the wife's expecta-

tions for her husband's role performance in each group of
activities against his role performance as she reported it,

and second, the wife's expectations for her own role perform-

ance in each group of activities against her report of her
actual role performance, areas of conflict were determined.

Areas of role conflict were then looked at in relation to

adjustment level.

PRETEST
Native-language judges were used to substantiate the

content of the instrument and to assure the simplicity and

understanding in the three languages. The questionnaire was

tested with four non-Latin American students! wives, to

determine if answers to the questions as stated could be
coded, and if the questions could be clearly understood by

the respondents. The wives were from Puerto Rico, Canada,

the Philippines and the Uhited States.
After the data were coded from the four students' wives,

results were discussed with members of the committee. The

3’4

pretest resulted in minor changes such as restating a few
questions and reducing from 8 to 5 the number of items on
each one of the five role-groups of activities. The list

of the activities are in the Appendix "B".

SELECTION or THE SAMPLE

Through the cooperation of the Foreign Student Advisor
of Michigan State university, a list of the foreign students
was obtained from which names and addresses of the subjects
wer e taken.

The participants were screened to meet three criteria:

1. To be a wife of a student from any of the Latin
American countries at Michigan State University.

2. To be from any of the Spanish or Portuguese speak-
ing countries.

3. To have lived in residence at Michigan State
university (on or off campus) from one month to three years.
The sample consisted of thirty-five Latin American
students! wives at Michigan State University: 20 from Spanish
badkground countries and 15 from a Portuguese background

country.

Eleven countries were represented in the sample, with

a large participation of Brazilian wives. They accounted

for 15 out of 35, or us percent. The natural inference

would be that Brazil could represent a disproportionate

weight in the total sample. However, Brazil accounts for a

35

half of South America in both size and population.

The sample was concentrated in the married housing
apartments of the university.

.Appointments were by telephone. During the interview,
the researcher was able to (I) explain the purpose of the
study, (2) clarify instructions as the respondent filled
out the questionnaire, and (3) personally evaluate the
English knowledge the wives had.

The women were very receptive when they knew that the
questionnaire was in their own language and that the inter-
viewer knew how to speak that language.

Generally, the husband was present when the interview
was held. To avoid his influence in the answers and to
have his cooperation, the researcher explained to both,
husband and wife, at the beginning, the importance of the
study and the necessity for getting the wife's own
experience in the answers. This could avoid as much as pos-

sible the influence of the husband in answering the

questions.

The length of the visit, including time for completing

the questionnaire, varied from one hour to one and a half

hours. The average length was one hour and fifteen minutes.

CHAPTER IV
FINDINGS

CHARACTERISTICS OF THE WIVES AND FAMILIES

The ages of the wives ranged from twenty-one to forty-
one years, the majority were between twenty-three and
thirty years.

The number of years of marriage ranged from one to fif-
teen years. Among the group of Brazilians, there were four
couples who had been married less than a year.

The number of children in each family ranged from one
to six. There were eight couples with no children. The
age of the children ranged from less than a year to thirteen
years old. Seven couples had no child less than a year old.

The majority of the husbands were teachers, economists,

and managers. A.number of other professions such as law—

yers and biologists were also represented.

COMPARISON OF ADJUSTMENT TO THE INDEPENDENT VARIABLES

In this part a comparison of adjustment to each one of
the independent variables was made to determine the influence

of six factors in the adjustment process of the group of

Latin American students' wives. No comparison was statistical-

1y significant. However, some trends were evident when the

data were compared graphicaIIY-

36

 

37

students,' wives". To test the hypothesis, the wife was asked
to rate herself-on each of the four measures with reference
to four levels of adjustment, as given on page 28.

Missing their country and family ties were their main
complaints. They also expressed feelings of loneliness be-
cause of the lack of friends. They had only few close friends
with whom to share difficulties and happiness. Many said
that they experienced a feeling of depression most of the
time. Some of them reported the opportunity of coming to
this country and felt it was worthwhile.

Members of the group differed in their feeling of home-
sickness, loneliness, moral, and enjoyment of their stay.

The group varied on level of adjustment as shown in Table 1.

Table l.- Level of Adjustment of Students' Wives

 

 

 

 

 

Level of Adjustment N332: of Percent Adgggtlgent I
__ (average meanL
Very well adjusted 6 17 88
Fairly well adjusted l 15 1+3 68
Little or somewhat adjusted 10 29 ’40
Non-adjusted LL 11 16
Tom 35 100 16-88

 

 

 

 

38

Only 17 percent of the total group rank very well-ad-
justed. The majority ranged fran non-adjusted to little or

somewhat, and fairly well adjusted.

Langgage

Among the Latin American students'wives, those with
the best command of the English language will de-
monstrate a higher level of adjustment than will
those with a lower level of English language pro-
ficiency.

.As the hypothesis was stated, it was expected that a
command of the English language might be an important factor
in the students' adves adjustment. Each Latin American
student's wife was asked to rate herself on a four-step
scale: “knowledge of English before coming, English learned
while here in this country, ability to read English and

ability to use the mass media.

In addition to this, the researcher personally evaluated
the knowledge of the language while the respondents were fill-
ing out the questionnaire. She rated them on a three-point
scale. (See Table 2).

The researcher's evaluation and the self-rating of each
wife were combined into a single score which represented
the estimation of English fluency.

The command of English varied from 1 (fluent) to three

(nothing or no fluency). (Table 2)-

39

Table 2.- Wives' English language fluency level

 

 

 

Language Level Number of Wives ) Percent
Fluent 5 1h
Sufficient 10 29
Nothing (no fluency) 20 57
TOTAL 35 100

 

 

 

 

 

Some of the udves had studied English before coming to
this country other than what they had learned in high school.
Only 25 percent had studied English in high school. These
courses consisted of reading and translating English lessons.
Private schools teach English all way through high school
in most Latin American countries, but just a few'of these
women attended this type of school.

.According to the data, half of the wives had not taken
advantage of the classes offered for foreign students'
wives at Michigan State university. Because of their lack
of command of English, most of them did not read books,
magazines or newspapers written in English which could have
given them something to do in their free time and also

could have brought them into the culture and given them op-

POrtunities to learn and understand the country. The only

media they were using was television. They liked television

and said it had helped them with the language. Thirty-three

percent of them felt they had learned some English from

 

television.

correctly and this might have obscured the possible relations
of English facility and the adjustment measures.

When language facility was plotted against self-rating
of adjustment in a graphic form (Fig. 1), there was a dif-
ference in the average level of adjustment among the group
who did not know English at all, the one that knew a little,
and those who knew'English fluently. The first two groups
did not reach the level of fairly well adjusted. The last
group, the smallest, rated very well adjusted. Findings of
other investigators, as reported in Chapter II, showed a
positive relationship between adjustment and command of
English language.

It would seem that even though the subjects do not have
to go to school regularly, still language would be necessary
to deal with the new environment, and that if the wives knew
English they would have been able to overcome some of the
difficulties they met during the process of adaptation,
despite the non-significant findings here.

 

figural

ADJUS‘HBH' AS A FUNCTION OF ENGLISH LANGUAGE WC! none
LATIN AMERICAN STUDHTS' WIVES

 

 

 

 

 

 

 

 

 

31¢
100 F
75 h.
“"1“ 5° +- __
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25 r
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0 1 2
B. 3 End

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1 3 Nothing ('50)
2 - Sufficient (10)
3 ‘ “mm (5)

mm

ul

Status

Those Latin American students' wives who come
from the middle social class ndll show better
adjustment than will either lower or upper

class wives.
items used to determine social class were: (1) size
of place of origin, (2) occupation of the father, (3)

education of the father, and (h) whether parents owned or

rented a house. The scores, as was explained in Chapter

III, were combined in one single score to estimate social

class.
The number of wives in each group was as shown in

 

 

 

 

 

Table 3.
Table 3.- Social class categories of wives.
Status Social Class Number of Wives Percent
Upper social class 13 37.1
Middle social class 18 Sl.h
Lower social class h 11.5
TOTAL 35 100

 

 

 

Lower class wives, generally came from a small town
(from less than 1000 to A999 population). Their fathers

were clerks, accounting or government employees with small

salaries. They did not own a house. The father had little

fommal education, and the members of the family did not

AZ

travel.

The waves from the.middle class came from small or
middle sized cities (from 5000 to 9999 population). Their
fathers were professional teachers, public officers of mid-
dle or large cities, or accountants or managers in business.
Sometimes they rented or owned a house. The ones who
traveled did so in the same countny, but not abroad.

The upper class usually came from either medium or
large cities. Some fathers were capitalists who owned or
managed a farm or a big business. Other fathers were
physicians, lawyers, or engineers. The ones who traveled
abroad did it for business and pleasure.

Relationship of these indices of social class to adjust-
ment are shown in a graphic form. (Fig. 2). The members of
lower or upper class groups tended to be below the middle

on adjustment, while the middle class group rated well

above that point.

Education

Those Latin American students! wives who had the
lower level of educational background will have

a higher level of adjustment than those wives with
higher educational level.

The hypothesis was that the lower the level of educa-
tion of the wife, the higher her adjustment level. To
test this hypothesis, each Latin American student wife was
asked what was the highest level of education she had come

Pleted. She rated her education level on a three-step

mar-2

MW AS A may 0! FAHILI 0F ORIGIN CLASS STATUS OF
LATIN AMERICAN 370mm "I'VE

315*!

10°F

Inn]. of
Adjust-ant

 

 

 

 

 

 

 

 

 

5
1 a Lower Class (1*)
2 In Middle Class (18)
3 II Higher Clan (13)

h2a

 

us

scale. The number and percent of wives completing the

three levels of education are shown in Table A.

Table h.- Educational level of the wives.

 

 

 

Number Percent of wives
Highest grade completed of wives (N = 35)
university education 8 22.9
High School education 21 60.0
Elementary education 6 17.1
TOTAL 35 100.0

 

 

 

 

To find out the relationship of the educational level
of the Latin American students' wives to their level of ad-
justment, the percentage of each group was compared with the
self-rating levels of adjustment. The results were put in a
graphic form (Fig. 3). The group of wives with elementary
education had a better index of adjustment than the ones
with high school or university education.

It could be inferred that the ones with lower education
might have most easily accepted their obligations and role
of being a homemaker while their husbands go to school in
this country. It might have happened that for this group
the only aspirations had been to serve and love their
families. On the other hand, the ones with higher education,
aware of the opportunities offered in this country, frequent-

1y expressed the desire to go to school here. If this

. 1.1 3 .
mm A8 A rumor or mm. or manor or um

AMERICAI STUDEN' WIVES

F

p
5
7

 

 

 

 

 

 

f.
0

w

M
a

1 I Momentary Education

2 - High School button

3 I- 0111de autism

 

Lil;

eager desire could not become a reality because of money pro-
blems or lack of help to take care of the family, it might

have caused frustrations for those more educated wives.
Finance

Among Latin American students' wives, those who rate
their husbands' income as sufficient will have a
higher adjustment level than those who rate their
finances as insufficient.

The fourth hypothesis was that the economic factor had
an effect on adjustment.

A series of questions dealing with the economic situa-
tion was asked. First, each wife was asked what the student
family's income was. These replies were grouped into five
categories, ranging from $100 to $500 per month.

Secondly, they were asked how adequate this income was.
Third, they were asked how their present economic situation
when they were back home. All these scores were combined
into a single score representing the economic situation of
the students! wives and their families. Levels of income

and number of wives in each group are shown in Table 5.

Table 5.- Wivesl estimates of foreign students family income

 

 

Amount received

 

Level economic Number of wives Percent per month(US$)
Sufficient 20 57 .1 hOO-SOO
Insufficient 15 h2-9 100-300

 

 

 

 

TOTAL 35 100.0 { IOO-SOO

 

’45

Three of them (8 percent) said they were better off
here than at home; 57 percent or 20 said their financial
situation was about the same; and thirty-four percent or
12 said it was worse. This last group had an income between
$100 and $300 per month.

The financial situation was not a statistically signi-
ficant variable of adjustment in this study, although it
had been in other studies with foreign students. When the
score economic level was compared with the self-rating of
adjustment in a graphic form (Fig. h), money was a factor
of adjustment of difference only for the group of non-ad-
justed wives. Seventy-five percent of the population of

this group were rated as having insufficient income.

Friendship
A Among Latin American students' waves, those who
have the more friends in this-country will have

a higher adjustment level than those with fewer
friends.

The assumption was that the ability to make friends in
this country could affect the kind of adjustment of the
Latin American students! wives. To test this hypothesis,
the wives were asked how many persons, outside the family.
they considered close to them in this country.

The data showed that the number of friends was limited
to no.more than ten for any one wife in the whole group. 0f
the four girls who were in the group of non-adjusted wives,

three had only one close friend. The greatest number of

 

bu]

Litt‘.

7”“

harsh

mm A8 A MOTION 01" FAMILY WEE ADNUAC! A3
PM 3! LATII AMERICAN mms' m

 

 

 

 

 

 

 

11m- Min-tad (10)]

"-11 Min-tad (15) J
W

V"! "-11 Adam-d (6) J

 

 

7 l 1 1 J
0 25 5° 75 100

Percentage of Population

sundae Inoono ’///// Inuffioint Inca-o

MSa

#6

friends of this group was two, and this was true of only
few cases. 0f the ten wives who belonged to the little ad-
justed group, eight had from two to three friends, only one
had more than three, and the other one had only one friend.
In the group of fifteen wmll-adjusted wives, twelve had a
maximum.of five friends. Two had three friends and one had
four.

In the last group of six very well adjusted wives,
their friendships ranged from four to ten, with four with
five to ten friends and tWO‘With four. In this group no
one had less than four friends. Through conversation, it
was also found that friends cluster by "language affinity".
Little interaction between Spanish and Fortuguese speaking
groups existed. In general, they tended to associate with
persons of the same language. Furthermore, the Brazilians
were also very much grouped by regions of their country.

In general, friendship appeared to be of some importance

in the adjustment of the Latin American students' wives.

length of time in the united States

Among Latin American students' wives, the level of
adjustment for the group of wives will approximate
the U-curve of adjustment over time.

It was found that 35.2 percent of the total group had
been here less than six months, that 38.2 had been here from
six months to a year, that 20.6 had been here up to two

years, and 6 percent had been here three years.

“Jo.

---—_-.
I . _

 

1&7

In relation to the time factor, the experience of this
group tend to support the churve hypothesis described
earlier with its four phases of different levels of satisfac-
tion. As shown in Fig. 5, persons started with a very high
level of satisfaction when they had just arrived or been
here a very short length of time. Then they dropped down
quite a bit and when they had more than two years in this

country, or closer to departure date, seemed to express again

greater adjustment.
Discrepancies between role_performances

Latin American students' wives who are operating
with less discrepancy between traditional home
roles and the new roles in the united States will
have a higher level of adjustment than those with
greater discrepancy between these roles.

Role expectations was another variable that was explored
in the present study. The hypothesis was that the group of
Latin American studentsl wives who were operating with less
discrepancy between traditional and new role at Michigan
State university would have less role conflict and, there-
fore, fewer difficulties of adjustment.

To test the hypothesis, the wife was asked three
questions (listed on page 32) in terms of three choices, A,
B. C, (also listed on page 32) to determine if there was
any role responsibility change and in what direction.

values were assigned to the possible combinations of

the A, B, and C choices, as indicators of the number of

.lwnm

\I .-
il.‘ Nil

 

 

 

Figures

mm 01" LATIN AMERICAN STUDMS' WIVES AS A FUNCTION 01"
TIME 3PM III THE UUITED STATES

 

 

 

 

 

 

 

 

 

 

318}!
100 '-
75 "
:555555
Level of 50 r-
555555 5555555
222222 2222222
I ll" mm 131“
O 1 2
Beginning

Stage of Sojourn

1a0t06nonthe 2-7to12-onths 3-13toflF-ohths “'25W36Ionthe
n. (12) (13) (7) (2)

LL73

.2)

l()

ti:
tr

0“

as

role responsibility changes in each one of these three
directions: no change, change in the direction of the
husband, and change in the direction of the wife as was
explained in Chapter III.

Rating first the wife's expectations of her husband's
role against her report of his actual role performance, and
second, the wife's expectations of her own role against her
report of her actual role performance, areas of conflict
were determined. No general index was attempted. Instead,

each class of activities was compared with adjustment.
Children control and care

With respect to child care activities, changes in
husbands! responsibilities were shown especially on items
number 15- teaches children what is correct behavior; 3 -_
dresses and/or bathes the children; and S - cares for sick
children. The last one indicates that the husband here
does much more in taking care of the children when they are
sick than he does at home. It can be inferred that because
the majority of wives did not know the language, they expect
the husband to be the one to call the doctor, explain the
trouble, report progress, and get medicines, when any member
of the family is ill. This dependency on the husband could
lead to conflicts and problems because the husband is not
always at home or if he is, sometimes his work would not
Permit him.to take this responsibility and he would he look-
ing for his wife to go ahead and do it herself.

 

1L9

The student husband also takes more responsibility on
item three than he did at home. One reason suggested by
the interviews was that the wife is the one who spends all
day with the children. At the end of the day she would be
expecting some release and look for her husband to take this
responsibility when he comes home. This inference was also
supported by the wife's expectations for her husband with
respect to item.number two - that he spend more time playing
with the children.

Changes in the wife's responsibilities in child care
were shown in relation to item.number four - helping the
children with school work. The data also show that she was
not only taking more responsibility but she had accepted
this. Participation in school affairs may have other adjust-
ment benefits for her. Wives with children of school age
have more opportunity to learn about the school system, and
through the school, to participate in community life while
in this country. If she can have this chance she might
become more familiar with the environment and a better ad-

justed person.

Household tasks

With respect to the five itans of household tasks, it
was found that husbandsl responsibilities have changed
sPacifically in reference to items 2 - washes dishes; 3 -
cleans the house; h - does the laundry, and 5 - shops

groceries. In this group of activities, the husband is tak-

50

ing much more responsibility than he is accustomed to at
home. The analysis of the data shows that wives expect
these changes, with the exception on item number four -
doing the laundry. They often expressed that laundry was
something they liked to do themselves because it is one of
the few'moments when they can go away from the children and

house and visit with their various friends.

Social activities

 

The next analysis is on social activities. Few husbands
were joining in social activities with the wife and family.
The wife complains that she is the only one who planned re-
creational activities and that many times she is alone, with-
out the participation of the husband. It can be inferred
that the school work keeps the husband busy and that the wife
is very much at home, with no social activities, no recrea-

tion. Boredom does not help the wife to adjust.
Economic activities

In reference to economic activities, more changes were
in the direction of the wife taking more responsibilities
with the money than she did at home. However, the data also
showed that she had not expected this, nor accepted that she
should have this responsibility. Apparently she would like
her husband to be the pne who manages the money. The only
item on which she was accepting more responsibility was in
item number one - to earn money. Many of them have had the

oPPortunity to earn some money working as baby sitter, part-

51

time secretary, store clerk, etc. This has given them
certain economic independence that they liked and would

wish to continue having.

HusbandéWife Relationships

 

In the last group of activities, on wife and husband
relationships, it was found that the changes involving both
husband and wife had been taking place. Data showed that
the husband was doing less in reference to items one and two
- adjust schedules of work, and show affection. Wives alone
are taking the responsibility of adjusting their schedule
to the husbands! school work. The wife thought both should
do it. Wives also complained that neither one is doing too
much in showing affection for the other, but that the
husband cares much less for this. They said they would like
very much for their husbands to be more affectionate.

0n the other hand, data showed she is taking more
responsibility driving the car. She would like much more
independence in this way.

In summary, data showed role conflicts in several areas.
When the results were put in a graphic form (Fig. 6), three
areas call the attention as primary conflict areas. They
are: (1) Household tasks in which the husband is taking
much more responsibility than he is expected to by his wife.
0n the other hand, the wife feels guilty since she is taking
less of a part here than she expected. (2) The area of

social activities, an area that seems of serious concern.

1:!

2:2

Figure 6

DEGREE OF commune! WIFE'S EXPECTATIONS FOR HUSBAND'S
HOLE BEHAVIOR AND HER FWD)! OF HIS IDLE BEHAVIOR

Husband is doing
Wife expects of him [:3

Childcare

Household
Tacks

Social
Activities

Activities

Enabled-Wife
Relations

 

0102030u0506070809oloo
Percentage of Responses

mm or consumer, WIFE'S Rom EXPECTATIONS vs. PERFORMANCE, LATIN
AMERICAN moms' wmas
Wife 1. doing m

Wife expects to do E

  
  

Childcare

Household Tacks

Social Activitiee

Escudo
Activities

Helm-Wire
Relations

30 “0 50
Percentage of Responses

Sla

52

It would be the case that either the wife is demanding much
more than her husband can do, or that he is doing nothing
to spend some time with his wife and family. Either situa-
tion would lead to dissatisfaction and unhappiness for the
wife. (3) The area of husband and wife relationship in
which an imbalance between role expectation and role

performance occurred.

CHAPTER V
CONCLUSIONS

This chapter will include a brief summary of the find-
ings of the study, and implications and conclusions that
can be derived from the findings. It also includes some of
the additional areas of research suggested by this study,
and general recommendations for international training pro-

grams.

SUMMARY OF THE FINDINGS

-\

Conclusions based on the findings of the present study
can only be stated as tentative.

This study focused on seven factors which could affect
the process of adjustment of the Latin American students'
wives. There could be many other factors, but the study was
reduced to the seven. The selection was not prompted by the
belief that these are the only variables but that they had
Special importance in accounting for adjustment in cross-
cultural exchange.

The evidence uncovered by the focused interview and
questionnaire pointed toward the existence of problems of
adjustment. Only 17 percent of the wives considered them-

selves to be well adjusted. There were some indications

of the influence of the seven factors of language facility,

53

Sh

social class, finances, education, friends, length of stay
in the united States, and differences in role expectations,
in the adjustment process of the group of students' wives
in the study, even though none was statistically significant-
ly associated with adjustment level (See Appendix "C").

Some observations may be made about the population of

the Latin American students' wives at Michigan State university:

1. The students' wives who did know the English language
had a skill that could help them in their over-all adjustment
to live in the united States. The number with this level of
English proficiency was very small in the group. The major-
ity of them.had no English when they came to this country

and had no interest in learning the language while here.

2. Students' wives who come from lower or upper social
classes tended to have more difficulties of adjustment than
did the middle class group. Even though the majority came
from middle class families, there were representatives of
the other two social class groups. This variable might

warrant further study using larger samples from each class.

3. The level of education also showed some effect on
adjustment. Those with lower education tended to be better
adjusted than the ones with high school or university educa-
tion.

A. The group with very limited economic resources tended
to be less well adjusted. Some 75 percent of the non-adjusted

group were on a very limited budget. Some of them received

55

less than $200 and a maximum of $300 per month to support
an average family of four members.

5. The establishment of supportive interpersonal
relationships appears to be relevant in the adjustment of
the students' wives. Friendships tend to cluster among
their own language and nationality groups. Each woman seems

to develop few friends.

6. During the second stage of adjustment, described
on the U-curve as when the need for help is most imperative,
it is then they start to take responsibilities on their own
and try to c0pe with the many frustrating aspects of every-

day life and existence.

7. .The students' wives who found the least discrepancy
between their traditional back home and the new roles at
Michigan State university tended to have fewer role conflicts
during their life in the united States and therefore fewer
difficulties of adjustment. This adjustment demands role
changes of both husband and wife. Some role changes had
occurred for both husband and wife. However, the directions
of these changes not always had satisfied the expectations
of the wife. Conflicts of role performance and role expecta-
tions caused frustrations in certain areas due to the
demands on the new situation and the rigidity of wanting to

meet the situation in the same way they did at home.

56
IMPLICATIONS FOR FUTURE RESEARCH

This study has implications for counselor of foreign
.students at the university and personnel who select exten-
sion students to go abroad to study and research.

The literature on foreign student adjustment abounds
‘with the importance of the study of the problems of adjust-
ment of the foreign student himself. With the increasing
number of married students coming to this country, it is
imperative to conduct more research on the wives' adjust-
ment problems as part of the sojourner family and part of
the total environment affecting the success or failure of
the student himself. This study supports the idea that
the adaptation process of wives is very complex process in
which a number of factors help to determine the success or
failure of their experience in the united States. Factors
such as social background and previous experiences are
sources of conflicts that Latin American students' wives
face while in this country. However, the hypothesis in
this study needs to be tested in larger populations that
are more representative of foreign students' wives.

For further research, the same general kind of study
might be undertaken (l) with foreign students' wives from
other countries to determine if the Latin American students'
wives have unique problems, and (2) with the wives of I
students from this country to determine if their problems

are similar.

57

It is also recommended that the same kind of study
might be repeated with a larger sample in order to get same
significance and not only tendencies as were shown in the
current study.

undoubtedly there are more than just the seven factors
studied here which could affect the adjustment of Latin
American students' wives in a foreign country. Some factors
such as religious affiliation, number and age of children,
ethnic group, might be suggested. It would be meaningful:
(l) to repeat the study with additional and revised questions,
and (2) to administer a similar questionnaire to husband as
‘well as wife to determine the congruency of problems. If
possible both should be filled at the same time to avoid

the influence of husband on the wife's answers.

Q

The present study suggests serve clues, then, for the
basis for deeper and more detailed investigation in problem
areas.

Since this study was the first with foreign students'
wives, these conclusions must be viewed as tentative. They
confined to the Latin American students! wives at Michigan

State University.

DMPLICATIONS FOR INTERNATIONAL TRAINING PROGRAMS

1. Extension workers who select staff for foreign
study need to be aware that husband and wife both should

know that cultural differences demand willingness to change

58

in order to smooth the multiple problems of adjustment in
a foreign country. Wives should be alert to the need to
learn English in order to be able to manage every-day life
problems and to take advantage of many things which could
benefit themselves and their families.

Personnel responsible for foreign students in the host
country should be aware that to offer classes to the wives
at the university had not been enough until they recognize
the importance that lack of English knowledge isolates them
from contacts within the culture and limits their ways of

making friends and getting information they need.

2. An orientation program for the extensionist and
his wife before leaving the native country is important.
Wives should have a clear understanding of the purpose of
the trip and know what some of the expectations from her as
a student wife will be. A.movie on "the life of the
students' wives on campus" could be offered for this purpose.

Husbands should knowgthat help for the wife with the
housework is important, but so is his spending some time in
recreation with the family. Wives often expressed their
feeling of frustrations and anxiety because of their husbands'
lack of interest on recreation and denonstrations of af-
fection.

3. The experience of other extensionists who had been
in this country with their families should be drawn upon.
They would be invited (both husband and wife) to talk to the

departing group about the main problems they faced in a

IN“

I:

59

foreign country, what they did and did not do in the dif-
ferent situations. Particularly the everyday problems of

the wife should be dealt with.

A. North American wives, if possible, could talk to
the group. ‘Wives of U. S. Embassy personnel or other pro-
grams should be invited to share their experiences with the
group and tell them what were the cultural differences that
upset them the most. This would help bring out cultural

differences.

5. Wives as well as husbands should be aided to adjust
to the host country. The wife should recognize her potential
to be an ambassador from her country and use her potentials

for the benefit of the exchange programs.

6. A.group of leaders should be set up to help in this
adjustment. Look for them among the group of students!
wives at campus. Vblunteer foreign and North American wives
who had discovered ways of adapting to national and local

traditions could be good help.

And finally, personnel responsible for extension train-
ing programs should be aware that one of the main objectives
of the extension training programs overseas should be to
pursue not only professional improvement but a better under-
Standing and good will among the people of the world. The
roles of woman as an extensionist's wife, mother and citizen,
should not be ignored in the accomplishment of this goal. She

needs help when abroad to understand the life and culture of

the united States if she is to help reach this goal.

BIBLIOGRAPHY

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Henry Holt & Company, 1961.

Annals, 1960. Issue devoted to studies done with foreign
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Bayton, J. "Psychological Analysis of the Group Interviews
with Young Homemakers", Howard university, Washington,
D. C., June 196a. (Mimeographed).

Beals, R., Humphrey, N. D. No Frontier to Learning: The
Mexican Student in the Uhited‘States. University of
MinnesotafiPress, 1957.

Beebe, G. A. WA.Study of Foreign Students in Greater New
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Bennett, J., Passim, H., and McKnight, R. In Search of
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Buck, P. and others. Expanding university Enrollments and
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Carey, A. T. Colonial Students: A.Stugy of the Social
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Coelho, G. V. Chan in Images of America: A.Study of Indian
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1958. -

Couch, C. J. "The Use of the Concept Role and Its Deriva-
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Danckwortt, D. The Young Elite of.Asia and Africa as Guests
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tung! 19590

 

Deutsch, S. E., Wen, G. "Some Factors in the Adjustment of
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DuBois, C. "Research in Cross-Cultural Education", 111E News,
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6O

 

 

 

61

DuBois, C. Foreign Students and Higher Education in the
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Fisher, Gt "When America Live Abroad", Foreign Service
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Gillin, J. P. and others. Social Change in Latin America
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Gullahorn, J. and J. "American Students Abroad: A.French
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. American Students in France. The
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. "An Extension of the U-Curve Hypo-
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July 1963.

 

Heft, D. "The Foreign Student, His Problems, His Impact".
Alnericas, XVI, No. 2, February 1964. . -

Higbee, H. D. "The Status of Foreign Student Advising in
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Humphrey, N. D. “The Mexican Image of Americans", Annals,
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"Improvement of Screening, Counseling and Pre-Departure
Orientation Overseas for Non-US Government Sponsored
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Kincaid, H. A.Study of A.Sample of Foreign Students in the
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Park, California. 1961.

 

Loomis, C. P. and Schuler, E. "Aeculturation of Foreign
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Lundsted, S. ”An Introduction to Some Evolving Problems in

Cross-Cultural Research", The Journal of Social Issues,
XIX, No. 3, July 1963. . “r

62

Nash, D. and Shaw, L. C. ”Personality and Adaptation in
an Overseas Enclave",-Human OLganization, XXI, No. LL,
Winter 1962-630 -

 

Porter, J. The Development of an Inventory to Determine
the Problems of Foreign Students. Ph.D.tThesfs,
Miéhigan State‘Uhiversfty. 1962.

 

 

Selltiz, C. and others. Attitudes and Social Relations of
Forei Students in the United States. university of
Minnesota Press, 1965:

 

Smith, B. M. "Cross-Cultural Education as a Research.Area",
The Journal of Social Issues, XII, No. 1, 1956. -

Taper, B. "National Development Through International Educa-
tion”,.Overseas Magazine of Educational Exchange. (U.S.
Travel service, Department oTFCommerce,“Wa§hfngton, D.C.)

The Forei Student Exchange or Immigrantl: A.Discussion of
The goreign SfudEant Who Takes Up Permanent REsfdence Tn

Ehe united States. Committee on Educational Interchange
Policy. May I958. .

The Foundation for Research on Human Behavior: Training
Foreign Nationals in the united States. Report of a
Seminar at Ann.Arbor,‘MiEhigan,Septanber 1956 and
,Arden House, Harriman, New York. Sept.-Oct. 195A.

The Goals of Student Exchange: An Anagysis of Goals of Pro-
gramsfifbr FOreign Students.'COmmitte on Educational
Interchange Policy. New York. January 1955.

USeem, J. and USeem, R. "Changes in the Character and Out-
look of Western Educated Indians", IIE News Bulletin,
v. 30’ 19514.. .. ,

. The Western-Educated Man in India:
.A Study offiHis Social Roles and Influence. Dryden Press.
NewFYfifk, 19557

 

Walter, R. "Research Study of Overseas Adjustment Problems",
Preliminary Report. Department of State, Wahhington,
D. C. 1962. (Mimeographed)

.APPENDIX “A"

INSTRUMENT USED IN THIS STUDY

Form 1 - Questionnaire in English
Form 2 - Questionnaire in Spanish

Form 3 - Questionnaire in Portuguese

61L
NO e

 

1. Age
2. Length of larriage
3o lumber of children
‘0. Age of children

 

 

 

 

5. Occupation of husband at hone

 

6. In what type of area have you lived lost of your 11er (Check the
one that applies)

( ) a. Fara

( ) 1:. Village (less than 999 pOpnlation)

( ) c. Snell duty (1,000 to 0,999 population)

( ) d. Hiddle-sised city (5,000 to 9.999 Dominion)
( ) e. large city (10,000 or more)

7. what is your father' s occupation?

 

8. that is your father's education (check only the highest level of
education)

( ) a. Completed university
( ) b. Oolpleted high school
( ) c. Completed elementary school

9. Have any members of your family (parents or siblings) traveled
abroad! If so, uherel

 

10. Do your parents own or rent their hone?

 

11. Hoe-loch traininginfihglish didyou havebefore youcaneto the
United States?

For-o1 school trams (years)
Other (M) Tears q

12. Have you attended classes in English language since you have hem
in the United States?

 

 

13.

14.

15.
16.

17.

18.

19.
20.

22.

65

Do you regularly read any U. S. newspaper written in English?
If so, which ones?

 

Do you regularly read any U. S. magazines written in Ehglish? __
If so, which ones?
Have you read any hglish language books?_____How many?
Do you feel that you understand adequately TV and radio programs?

 

What is the highest level of education that you have completed?
(Check only the highest)

( ) a. Graduate of a university
( ) b. Graduate of a high school
( ) c. Graduate of elmentary school

How nuch incone on the average do you receive monthly from all
sources?

a. Between $100 and $199 per month
b. Between $200 and $299 per month
c. Between $300 and $399 per month

(

(

(

( d. Between $000 and $499 per month

(
Do you feel the anount you receive is adequate? Yes No

e. $500 or more

Would you say you are better off, as well off, or worse off
than you were at home?

Better Sane Worse

 

Have you ever felt homesick while in the United States?

Vorymeh( )Muoh( ) Some ( ) Notatall ()
Have you ever been lonely while in the United States?

Verynuch( ) Much ( ) Sons ( ) Notatall ()

23.

20.

25.

66

If you look back over your stay in the United States and consider
all aspects of it, how much have you enjoyed it?

Veryluch()Mnch()Sone()Notatall()

Howhaveyoufeltnostof thetineduringyourstayinthis
country?

( ) a. Usually in low spirit

( ) b. Neither in low or high spirit

( ) c. Unany in high spirit

How long have you been in the United States?

a e Ems

 

b e Months

0e M8
How many persons do you consider close friends in this country?

 

 

Number

 

Ogh'nfio
-FfltU. Hid fi’lfiu ':°j|-:u -Fflfld “5."-3'5 IND.“ ngoo -5 IHIHIHIN. 3 5.0.1.: 5).”! Ill-\.fl..“-lflu --lifi -5 “he .:0 -n: IDA“

 

67

, .5 fl ...-pd.

 

 

 

3.30 05 :53. no\oce eeeeehn ...H

sheave Ho eoneeehm 5" had-om
Ho anemia canoe non nofioeuue 25.3 .3“

page on 3:21 nodes on» as. 83.8 .a
on... a. scene: 3 Hood. on: 33.8 .m
...an. on» .21.: .s

233. .5 5d. 3.4m .0

 

 

Hoodoo ho 3.33 3"
ago 3 333%. as 33.38 2563 .n

had-eh on» new hone! nah-H .3

 

 

#1....
one no.“ eeflfipfloe decode; sun-Hm .n

3.... xooo .N
soap-son bosses on 3.. £3. ...—o..."

 

 

 

 

 

 

 

 

 

 

 

 

 

A
ifl... Isl. 414.0 m III-dalllod JoJJm Ill< .lllll... sass o m 4
9.5.5. Lila... .e .55

 

a
one gene 35 323 seat 25 henna we 33.... need 25 EH .0:

 

 

dent-5.? one a.“ ascend a.“ can 23 e5 no unease: one e33 .0
nudes-.3 hairdo: e5 neon oceans: e5 .m
dash-s SUSS .5 nos. .35 .5 .4

...—Leno
anode-end e5. gene-us no.“ egoo can a 3 Dog Bet—B sheaved e939 e5 Ho eflo eeD KN

 

-lhi' dull“ :-’d' 'Flflvdddll-iddrv -5 Mflflhdlfl-ig‘ INAUIN. Iglfio

o -FNJ. H.,-HUI“

3 30.1.-9 :‘krdnmw “INQUIUEUIH EQUINE: Ons 0W0 GEO on: IAN

 

68

 

 

 

eedaeoohu you enema .NN
£3.30 god. you sense .HN

hand .5
38¢. 3.10% ...?- ..s.: .8

noon e5 ....e auuooee scene .9”

eedvdpdaoe
goggle? 3 dean—“.30 nexea .3

god. e5 seen .5”
a... noose. SS 8.33. 33. .3
anese—inn no such we sneaked no»; .nH

 

 

 

 

 

 

 

 

 

 

 

 

 

hedo- e5 neg .5
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end—on on» .598 .NH
efleem .mum-m ado-sex Jun-4 econeem , .o.m.<
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h
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.9."er
one. a.“ saw 333.396 e5. wan—Seance hon enloHoo en». find.“ 0....

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‘4‘ 1“ I':1 ‘llll"1‘ll' 'l‘l‘u Ilnll‘l‘lll I I

 

69

 

 

 

 

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nun-cam _

 

38... .o m
._ M _ _

 

 

 

a .D 05. ~65 23 a.“

 

5 35 8 335 25 .5 ..8 as ”.33 p. ..5 ..8 25

EH

 

one: 03
3 «doom no.“ 523: nor.- 3 23.3

9.3 a cabin

3.5.. a. n2... 5 8.33. .33.

.mm

.3

 

.5335? .5 5” page...” ad on: one 23 ho 3335 and 0H?

04... dd 93..“ uaodnhouu 05. madness-... ho.“ 3-!an

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.38.... 5.35.. .5 ....v on... .5

.o
.m
.4

.3

.5 a 8. .8... 858 2.33 ....5 .5 n. .3 .... .3

\

 

70

No.
1. Edit!
2. {Clinton ofios hooo quo oobi condo?
3. mom do hijoo
1!. Ednd do on: hiJoo

 

 

 

5. Ooupooi‘n do on oopooo on on pd:

6. 1h findo ha vivido 0d. 10. mayor do on Vida?
(In. indiquo) M (M110 In lotra

) a. Fina o Hooiendo.

) b. V1111 (mono: do 999 habitantoo)

) 0. 01mm pequefi. (1,000 a 4,999 habitantoo)

) d. Giudad do tans. nodio (5,000 . 9,999 hnbdtontos)
( ) .. Ciudad grondo (10,000 0 M. mutant...)

7. {Cull on Io ocupadén do on padre?

8. 10.31 on o1 grodo do odnoooion ([110 on padro couple“?
( ) a. 0..le ootudioo univorntarioo

 

( ) b. Complotd ostndios do oooundnrio 0 normal
( ) o. Complota‘ ostndioo do ooonola olonontol

9. Alain nonbro do on mum... padroo o hormones, than viajado 0.1 otto-
rior? h oaoo ofimtivo, h. dfindo?

 

10. {E3 lo out do no padroo propda o olqnilodo?

11. that. Ud. .1g6. oonooimionto dol idiom 1.31.. ant-... do vonir a loo
Estadoo Unidos?

at n.
a. 110 oohudio oono idiom on algum ooonoh? 81— No__ {Cuintos

 

3503?
b. Otroo (oopooifiquo)
12. {Ha ostudiado o ooti osmdiando ol idiom ingl‘s about SI__ No_____

want... afios?

 

13.

Ill».

15.

16.

17.

18.

19.

 

71

{Loo Ud. oon regularidad porfidioos osori‘bos on 1113165? Sf____ No
I‘h coao arimtivo, lonilos? _

lLoo Ud. oon regularidad rovistu oocritoo on ingl‘s? &L__ No____
En ouo dimtivo, lcuiloo?

{Ha lddo Ud. libros oooritos on ingl‘s dnrmto on ootadzfa aqui?

81 No & oaoo trimtivo lmintos? __

*~

 

libtiondo Ud. loo progmo on 112313: do televisidn y radio? Si_____
”0-—

lcu‘loo oon loo ostudioo quo Ud. him? (we o1 qno 1o oorrospondo)
( ) a. Conplot‘ ostudios nnivorsltudos

( ) b. 0001le ostudios do somndnrih o oocuoh noml

( ) o. Complot‘ osonola primria o olonontal

1011']. oo o1 promodio total do dinoro qno on flflilil. rooibo nonmal-
monto, tonmdo on month todu 1:5 montos do ingrow?

1. Extra $100 y $199 por mos

b. Entro $200 y $299 por mos

c. Ehtro $300 y $399 per nos

d. Ehtro $000 y $499 por nos

0. $500 0 mi:

lConoidoro Ud. quo lo cantidnd do dinoro quo rooibo os afloimto?

a No

(Considoro Ud. go. on situaci‘n ooonfinioa oo la mm, major 0 poor
qnolaquotuhonaxpds?

(
(
(
(
(

Him Mojor Poor ________

 

1H8. oohado do mono: on putrid?
Muohioino Macho Algo No
180 ha mtido Ud. solo aqmt on loo Eotodos Unidoo?

 

 

 

 

Nunoa

Mnofloimo voooa Hnohas voooo Alamo: vooos_____

23.

2h.

25.

72

Ponoondo on on pomnonodo on loo Eotodoo Unidoo y oonoidorondo to-
doo ono oxporionoiu on ooto paio, Ldirio Ud. quo lo ha gustodo?

Muohixmo Mnoho ngo Nun
1030:» so ho oontido on ooto polo lo myorh do]. tioupo?

( ) I. Umonto thud:

( ) b. Indiforonto

( ) o. Uonolnonto oontonto

{Guin‘bo tiunpo ho ootodo Ud. on ooto polo?

Afioo

 

Moooo

Moo
{minus poroonao oonoidoro Ud. quo oon ono intimoo amigos on ooto

polo?
Nimoro

 

 

 

0
g; .

2036 Ho 8839-» onov 880 03809
33 A a 833: 3% 33% 6.38

33 A «move

6&5:

now—fl o3” Goo omonh.

33.5: no." ov nonouoowao
BA 5 8323 8 322.2. 3..” 333

fiiuuagfioficé

. ...—HEM «H
whom :wdooohoou 0v gagged nod dog-.3

73

.3533 3H .558

o0.
Ade“

5.3. Shop-nomaoo o nomd: no." a (main

 

 

 

 

 

.3 0 -fl a‘ CORGI.” O «G ad 0.92.8.0” O m 3

35.! 9 38¢ p.313 8
1:. #033 :35 2.21 .22 3 93.6

 

 

 

 

 

 

 

 

‘ pa
353339330 gmgdamfi

 

 

 

JJL

 

33.."vo 4.6.8351 o.” 8- 39893
59259. oo nod—”o o6 o2. Ho o .3528 no coon-o h ooomuo 3:03.130: .

u
8.? d 3.?33 A .23 8&3 a. $831.53 .m
«I? on. 33502. A 8:. 8&8 4 8853.8 .4

3533 390a“! .nou nonhuman o3” op «no 830 hogs—3:8 anon A.o.m.3 no.3: o1... ou on: ooh $N

 

7’4

 

 

 

i

1.0.3.4.

:33 a. 3 . ,
-3 .933 £32. £3. 83 3 :38 a 8 83 3

cum-4

 

 

 

 

 

 

 

 

00.3.3000
30.380 003.330.- .. 00mg 00..” a 020..”

0A?" 00 80.25..” H00 030090 on

00.3.3000

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03080: 00
0.3.30 o 5.30.“ 4n .0 0.3.30 0323a

83.? do 3.05:
39830300 in 06 00:353." 00H .0 0.30.34

0950 00 0.360023 90 Sandi-M 0..”
00 03.300 00." non 0mg $3003.09

.3”

.9”
.5”
.9”
00.3 0H 0.9 30.33..” 0H 000m .

0%.3aam40500ag .

. 0H

 

$34.55

 

 

03.59090 00 00.5”. 00 05 H0 0

.9335 3303.3 H06 03550.3 and 0n. 3: 10.00 33:00 chum A.o.m.3 00.30..”

nan—homo 03603.? J :0 39000.5
.35.“...30 .8 000200 5 000m: 380202 .
8.3- an 33.38 3 83 82.3 7 $93.33

3.? “Sign... 3 8:. 3&3 3 3838.3 .

o
.m
4

LL

I‘H CV and 00D oBN

 

75

 

 

 

 

 

iii-dag:

 

 

n B.“ 8 3.30 pop:

 

Imuoflfl

 

gandnonux

«...-0.5835333580qu
usaqflooionéghnog

nomads

.66 .3” 30.3.." «H a woman no." .- 25.5 .

age-8 ad." 025 .

8a.? m»: 1.3.3.9.
.A 8 Enid. 33.. 358 .38an

gal-H find

300%. 35 3.3.3.806 no.3?! a: «Hos .

0239. .7 ca .3826 23.2.

.3 .

.9”

8

 

om

 

 

-3 4.5% :38 £2... 83 3 :38 a. s. 83

1:48..
3:38

 

gm an «and

 

L57

 

0.3925:- 00 mod”. 0v 2:. an 0

some 33835.? in no ova-noun
.ofianaoo a. anon: h doom: 39.5.3502

canal H» 3.930. in 33:309. .7 355302
...-E .5. 3.338 .A .23 8&8 3 38.153

.9336 390.35.? Hov cantata an.” on can 33 33:8

.0
.m
.4

ca 105.3 nan...” add av 33 25 SN

1.
2.

3.
ll.

5.

7.
8.

9.

10.

76

No.

 

Idodo

3‘ quanta taupe out condo?
Mom do filhos

Idado dos £11110:

 

 

 

 

Ounpogiodom-idouoonpoio

 

En qno tipo do lngor valvon a 01010:- part0 do so: Vida (moo
oquolo quo oo oplica oo son 00.00)

( ) o. Found;
( ) ‘0. Villa (name do 999 habdtontos)

( ) o. Cidodo poquetfio (ontro 1.000 0 15.999 hummus)

( ) d. Cidodo tonmho .011. (ontro 5.000 o 9.999 habitat»)
( ) o. Cidodo grando (10.000 hobdtmtos on ma)

0110.1 3 (on on) o ooupagi'o do sou pad?

Qnol ‘ o nivol odnoooionol do sou poi? (Ml. opouoo o nivol
Ilil alto)

( ) o. Conploton ouroo univordt‘rio

 

( ) b. Conplotou o onroo soound‘rio
( ) o. Couplotou 0 mac prin‘rio

Algun nonbro do no fonflio (poi: on 111303) 31 ooto no oatm-
goiro? Eh oooo ofinotivo, on qno poi: (on)?

 

Aooooonqnonoranoo son-poio‘pr‘pdoouolugodo?

 

Ono tipo do oa‘tndo do 1113100 to: auto: do vir porn 0: Estodoo
Unidoo? Estudo ton-.1 on oooolo (moo)

 

Ontroo (oopooifiquo), moo
Froqnontou who do 111318: dopoio qno ohogon ooo Est-dos Unidoo?

 

 

13.

11+.

15.

16.
17.

18.

19.

77

L0 habituahonto 0.1m 30ml do: Eotodos Unidoo ooorito on 11131631
Eh oooo Inmtim, quaint

 

13 habitual-onto 115mm rovisto doo Eotodos Unidos osorito on 1ng13st
m oaoo mum, quiet

 

 

Lon olgu 1111-0 an 11131831 m 00.90 ofimtivo, quantoo‘r
tho qno ontondo but 03 program“ do TV o rodio doqufl

 

Gal 3 o oou nivol odnooodoml? (unquo opoms o nivol M18 alto)
( ) o. Conplotou onroo univordtirio

( ) b. Conplotou o ouroo oocundirio

( ) o. Couploton o curoo prin‘rio

Qnal 5 a. one. road: n‘dio nomad, provonionto do todns as font“?
a. Ehtro 100 o 199 d6laroo por 1083

b. Entro 200 o 299 dSloros por 2183

0. Extra 300 e 399 d610,”: per 0183

d. Entro liOO o 1599 d‘loros por 1188

o. Entro 500 dolor” on mo por n83

 

Poroco-lho quo o quantio rooohldo ‘ bostanto?
11111.0 qno, ooh o ponto do vista flnmooiro, on: 31001950 aqui ‘ 1.
now, nelhor on pior do quo on son p013?

A mom Molhor Pior

 

J‘ oontiu soudados do can dopoio quo ohogou o0: Eotodoo Unidoo?
(unquo o quo so aplioor no son oaoo

Alguna Nonhm

 

Mnitiuino Muito
run so mtido oolit‘rio .qui no. Estados Unidos?

Huitiodno Hnito U“ pouoo

 

 

 

23.

21+.

25.

78

Considorondo a oxpori‘noio qno 3‘ tan do vivor nos Barbados Unidos
o oonsidorsndo todos os aspotos do an pomn‘noio oqui, oono di-
rio quo o opnooia‘l

Gusto mitiasimo Hui‘bo Pouoo Mnito

 

ponoo Do nodo olgun
Cannot-so sontido dnrontoonsiorportodo mfinpodopom-
niacin nooto pun '

( ) o. ls vozoo do inino obotido

( ) b. lnimo non obotido non olovodo

( ) o. la vozos do finino 01me

BK quanta tempo ost‘ nos Estodos Unidos?

Anos Mosos Diu

 

 

 

Qantas possoas oonsidoro vossos amigos Inito intims nosto pus?
mom

79

 

 

undo .- M353 ouon
grace goo obou logo 0.36.5 .w

condom oo oPoA .n
oooaaofino oo loo 355m .w

3.30330 535 3 oodoaomflo
no nououdpdvo 9o 0313 no sound .n

3.93
a .39»... and 2.8.3.. 3.3 ...

ondlou o o3
ooh—"ago." 334.5»... 303m .n

odd—80 .- ooh .N

3.933 39o...

 

 

 

 

 

 

 

 

 

  

 

 

uflhomaoo o oooaodno 2. 3.13m ..n
l....|ll..msa ...JI; m _r.l...l3|£..i.lo.__11lm < i. . ._ ...»...a .o.m.< 11
t in .33.“— .8 . cons .33uu t 3.
oood mono.“ ...—Hobo... '5 oon coo.“ no.“ '8 3 con.“ now 325 gm .oz
#

 

oswpflo 3.: oououo odov on is no nova—6 ooomoo o ouch—on .o
ouoofipfl—o o oououo coon—no ovum A o .m
gosh—3o o oohoBo ooomoo ofiufim 4 .4

.9335 on :9on nova—6.3.“ oo onion—ooh ov oofioHoo no .3428th ohom 83o ooh—3H oak» not on: oop .5N

 

8O

 

 

 

 

 

 

 

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....»00 :0 0000 0.39 009.000 0500a

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I0 Judi...“ 0—0 03.900 00.3

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26¢be 28 d .3380 ed 03 and:

.- ...ndm 9303 3.9330 and 05.3 .

mound-56 no: tutu.“ d usage 2. «S
assuage-E £930

nova-av
0mg: 8.396 33:35. «A. 3:8 .889

add—5H .- 30.: on?

c.9309...“ «a nomaaoov nu ...an .

.3

.mm

 

 

 

sumac! 3:8 93¢ .2”
ati—Hang
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3.98 d a?!” .ua
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....n pouch 3N3}. ago no: on: can also on on..." can Bo gm .oz

 

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oBN

 

APPENDIX "B"

LIST OF FIVE GROUPS OF ROLE ACTIVITIES

82

I.

II.

III.

V.

MLE ACTIVITIES

Children Control and Care:

1.
2.
3.
h.
5.

Teaches children what is correct behavior
Plays with the children

Dresses and/or bathes the children

Helps children with school work

Cares for sick children

Household tssks:

1.
2.
3.
14».
5.

Cooks meals
Washes dishes
Cleans the house
Does the laundry
Shops groceries

Social gtivitiesx

1.
2.
3.
h.
5.

Plans recreational activities for the family
Decides who should be invited at home
Attends PTA school meetings

Takes children to extra-wriouhr activities
Takes children to church on Sundays

Economic Activities:

1.
2.
3.
l}.
5.

Earns honey for the family

Decides how the money will be spent

Handles the money

Opens account at the bank

Plans and saves money for goods to take home

Husband and Wife Relationships:

1.
2.
3.
l1'.
5.

Adjusts schedules or activities to duands in work or school
Shoes affection for nubers of the family

Writes letters hone or business

Makes nejor decisions affecting the family

Drives a car (to be independent)

83

APPENDIX "C"

TABLES OF STATISTICAL ANALYSIS

81;

85

 

 

 

 

 

 

 

 

 

 

Table l.- English Language Facility Related to Adjustment
Level, Latin American Students' Wives.
Mean ADJUSTMENT LEVEL Totals
0 - u S 6 - 9
Non- Fairly well very well
.Adjusted .Adjusted Adjusted
8 10
N° §luen°y (7.5) (8.8) (3.3) 22
Fluent H
(u.u) (5.2) (3.3) 13
Totals 12 1h 9 35
x2 = 1.73 Not Significant

 

 

 

Categories of the different variables have been collapsed to
provide an adequate N in each cell for statistical.

 

 

 

 

 

 

 

 

 

 

 

Table 2.- Social Class Status Related to Adjustment, Latin
American Students'
§?:::1 ADJUSTMENT LEVEL Totals
0 - h ‘ 5 - 9
Non-Adjusted Adjusted
7 15 22
Lower (8) (13)
7 6 13
Upper (51 (7)
Totals 1h 21 35
x2 = .27 Not Significant

 

 

 

86

Table 3.- Education Level Related to Adjustment, Latin
American Students! Wives.

A

 

 

 

 

 

 

ADJUSTMENT LEVEL
Education Groups 0 _ h 5 _ 9 Totals
Non-Adjusted Adjusted
Elementary - 9 13 22
High School (7.5) (1h.5)
University 3 (h.5) 10 (8.5) 13
Totals 12 23 35

 

 

 

 

x2 = .u9 Not Significant

 

 

 

Table u.- Financial Level Related to Adjustment, Latin
American Students' Wives.

A

‘ ADJUSTMENT LEVEL ‘“““

 

 

 

 

Monthly Income Groups 0 _ h , 5 _ 9 Totals
Non-Adjusted Adjusted
$100 - 299 6 8 1h
(8) (6)
$300 or more in 7 21
(12) (9)
Totals 20 15 35

 

 

 

 

 

x2 = .12 Not significant

 

 

87

 

 

 

 

 

 

 

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