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ABSTRACT

A PILOT STUDY OF THE RELATIONSHIP OF CLOTHING
TO THE STABILITY OF THE SELF CONCEPT

by Karen E. Engel

Although several studies have shown that the use of
-Nothing to express personality is one of the main deter-
;-nants of clothing preferences, no research has been done
relating Specific clothing concerns to the way the individual
fzels about himself. The purpose of this study was to
examine several aspects of clothing thought to be important
to people and to determine the relationship of each aspect
of clothing to the stability of the self concept.

The clothing data were obtained by having the sub-
jeCts rate themselves on statements covering each of seven
aspects of clothing: Aesthetic, Nodesty, Management, Interest,
Special Attention, Social Approval and Comfort. To obtain
information on the stability of the self concept the sub-
;ects were asked to rate themselves twice on 20 self-descrip-
tive adjectives; once from a "positive" frame of reference
and once from a "negative" frame of reference. The smaller
:he discrepancy between the two ratings, the more stable the

self concept was assumed to be.

Karen E. Engel

A modified version of Hollingshead's measure of
social class was administered in order that the data could
be analyzed by social class if the sample showed substantial
variation. The sample consisted of 38 high school students
9 boys and 29 girls) from the Lansing, East Lansing, Michigan,
area.

The various aspects of clothing were ranked according
to mean scores and the chi square test of significance was
used to determine the relationships between each of the
aspects of clothing and the stability of the self concept,
each of the aspects of clothing and two categories of social
classes, and the stability of the self concept and the two
categories of social classes. '

0n the basis of.mean score the aspects of clothing
were ranked from high to low for the entire sample and "girls
only" as follows: Aesthetic, Interest, Management, Comfort,
Modesty, Social Approval, and Special Attention. The aspects
of clothing ranked according to mean score for "boys only"
yielded an important difference; Social Approval ranked .
second and Interest ranked sixth. The boys scored lower than
the girls on all aspects of clothing except Social Approval.

No significant relationships were found between the

 

 

various aspects of clothing and the stability of the self
concept, although the subjects with.more "unstable" self
concept tended to score higher on the Modesty aspect cf

clothing than the subjects with more "stable" self concepts.

Karen E. Engel

The Management aspect of clothing was found to be

..-u—«-—---' "'-"“*"'-" mwhflw'.

 

very significantly related to social class in a positive

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4331; A tendency was also found for the subjects in the
higher category of social classes to score higher on Comfort
and Modesty aspects of clothing than the subjects in the
lower category of social classes. _

No relationship was found between the stability of
the self concept and social class.

The findings of this study seem to indicate that
there are as many people in each social class with "stable"
self concepts as there are people with "unstable" self '
concepts, and that social class is a more important deter-

minant than stability of the self concept of attitudes toward
the uses of clothing.

O

\i PILOT STUDY on THE RELATIONSHIP or CLOTHING
T0 was STABILITY or m SELF CONCEPT I

BY

L\ w" .
Karen E. Engel

A PROBLEM

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

MASTER OF ARTS
Department of Textiles, Clothing and Related Arts

1967

Ux Acmomsnemrs

The writer gratefully acknowledges Dr. Anna Creek-
more for her skillful guidance and encouragement in directing
this study; Dr. Mary Gephart, department chairman, for her
criticism of the manuscript; and Dr. Elinor Nugent for her
interest and encouragement.

Gratitude is expressed to Mr. William Letts, Lansing
Human Relations Commissioner, for his assistance in obtain-
ing a sample. The writer is also indebted to the members
of the Junior Human Relations Commission and Lansing area
high school students who generously gave of their time to
participate in this study. Appreciation is also expressed
to Carolyn Andree, Sue Hundley, Mary Klaasen and Mary Jane
Young, graduate students who cooperated in the selection and
refinement of the measures used in this study.

Finally, the author is grateful for the encourage-
ment expressed by the'faculty, friends,and family through-
out the preparation of this study.

11

TABLE OF CONTENTS

ACKNOWLEDGMENTS. o o o o O o o o o o o o o o o o 0
LIST OF TABLES o o 0'. o o o o 0 o o o o o o o o 0

Chapter
I. INTRODUCTION AND STATEN” NT OF THE PROBLEM.
Statement of the Problem . . . . . . . .
II. REVIEU OF LITERATURE . . . . . . . . . . .

Self concept I O O O O O O O O O O O O O
mathmg O I O O O O O O O O O O O O O O
Heasurement of Variables . . . . . . . .

III. EETHODOLOGY. . . . . o . c . . . . . . . .

Development of the Clothing Measure. . .
Self Concept Heasure . . . . . . . . . .
BaCkground queStionnaire o o o o o o o 0
Selection and Description of the Sample.
Kethod of Analysis . . . . . . . . . . .

IV. RESULTS AND DISCUSSION . . . . . . . . . .

Description of the Subjects. . . . . . .
Relationships Between Clothing and
Stability Of Self Concept 0 o o o o 0
Relationships Between Clothing and
Social Class. . . . . .,. . . . . .
Relationship Between Social Class
wd Stability of the Self Concept . .

V. SUMMARY AND RECOMMENDATIONS. . . . . . . .

Summary. 0 e o o o o o o o o 0
Recommendations. . . . . . . .

iii

Page

 

III Ila I- .. 9.113.431le 531

H

Chapter Page

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 45
APPENDIX A. Self Concept Measure. . .I. . . . . . . . 49
APPENDIX B. Clothing Measure. . . . . . . . . . . . . 55
APPENDIX 0. Background Questionnaire. . . . . . . . . 64

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55

LIST OF TABLES '

Table . Page

1. The Relationships Between Seven As ects of
.Clothing and Stability of the Se f Concept , , 34

2. The Relationships Between Seven Aspects
of Clothing and Two Categories
Of SOCIal 0133808. 0 o o o o o o o e o o o o o 36

3. The Relationship Between Two Categories
of Social Classes and Stability of
the Self ConCept o 0'0 0'. o o o o o o o o o o 38

A

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CHAPTER I
INTRODUCTION AND STATEMENT OF THE PROBLEM

Many people believe clothing #9.b° an expression of-

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the way the individual feels about himself. Casual reference

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to clothing used as a means of self-expression is made when
individuals refer to ganments as being, "just like me" or

"not like me" while selecting clothing. .Use of clothing to
express personality may make clothing a reflection of self.
Results of some clothing research adds support to the ideaguei5

Statement of the Problem

A relationship between clothing and feelings of self
may be surmised in the following manner. ~lg~§23£3£l29terb

actionlflappearance initially establishes the identity of '

 

 

 

the participants to each other.4 Clothing, a major part
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‘—

lRuth E..Gates, "Clothing Behavior Associated
with Types of Mobility and with.Extrinsic-Reward Orienta-
tion Among a Specified Group of Non-employed Wives"
(unpublished Ph. D. Thesis, Pennsylvania.State University,
1960), p. 201.

QSylvia Silverman, "Clothing and Appearance," in
The Adolescent: A Bodk of Readin 3, ed. Jerome Seidman (New
Yor : Hol , Rine art, and Wins on), p. 246.

3D. Stout and A. Latzke, "Values College Women Con-
sider in Clothing Selection," Journal of Home Economics, 50
(1958)! DP- 43“4 0

4Gregory Stone, "Appearance and Self,” in Human_ggha-
vior and Social Processes, ed. Arnold M. Rose (New York:
HougEEon NiTIIin 50., 1932), p. 90. .

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2
of appearance, symbolizes the weareris age, sex, occu-
pation and social status, and the participants respond to!
one another partly on the basis of these identifications.
If the self is a composite of all the perceived responses
to oneself in social interaction,5 then clothing as part of
the perceptual field to which others react, should be related
to self concept. It is the purpose of this study to examine
several aspects of clothing thought to be important to people
and to relate each to stability:of.the self concept.

Objectives .

The following has been attempted in this study:'

(I) To determine the relationship of each aspect of clothing
to self concept. (2) to develop specific hypotheses regarding
the relationship of clothing to self concept.

Qgtinitions

Self goncept refers to the individual's perception of
himself resulting from all the perceived responses
to himself in social interaction.

Clothing is the use of and attitudes toward clothing. The
aspects of clothing covered in this study include: .

Aesthetic Concern refers to the use of clothing to
achieve a pleasing or beautiful appearance.

Comfort means the use of clothing to achieve com-

fort whether this relatxito temperature, physical

5George H. cead, Mind Self and Societ (Chicago:
The University of Chicago Press, I9335, p. 135-175.

 

response to certain textures, or the acceptance
of tightness or looseness in garments. _

Interest in clothing includes the willingness to give
attention, to investigate, manipulate or experi-
ment with the putting together of the parts of a
costume.

Management refers to the thoughtful and careful use
of resources, including the use of time, money,
and energy in planning, buying, and using clothing;
thus, it can be an economic aspect of clothing
usage. .

figgggty refers to the use of inconspicuous clothing
which is conservative in design, color, fit, and
body exposure.

Social Approval is the use of clothing to attain
a feeling of belOngingness or the approval of
others in a particular role or situation and
usually indicates conformity to the group norm.

Special Attention is the seeking of prestige and
status through the use of clothing. The attention
that is sought may be either socially approved or

not approved depending upon the reference group.

CHAPTER II
REVIEW OF LITERATURE

The review of literature includes a comparison of
the major self concept theories and research supporting
these theories to some extent, clothing studies and litera-
ture which suggest a relationship between clothing and self
concept and a description of the measures examined for

possible use in this study.
Self Concepp

Among personality theorists who believe the self
concept arises out of social interaction, there are differ-
ences of opinion regarding the development of a self concept,
what is included in the self concept, and the stability of
the self. Although the theories proposed have not always
covered the same points or to the same degree, thus making
comparisons of the theories difficult, the major areas of
self concept theory and the beliefs of the various theorists
in that area have been discussed here. .

Exactly what characteristics the child has at birth
which affect the development of a self concept, is a con-
troversial subject. The following views point out the kinds

of influence physical characteristics are believed to have

4

5
on the growth of self concept. Allport says the infant has
a potential personality and that certain characteristics are
almost certain to deve10p as a result of his "physique,
temperament and intelligence."1 From this it may be inferred
that he believes the infant's physical characteristics would
definitely influence the development of self concept with
almost predictable effects. '

Maslow refers to "basic needs (physiological, safety,
belongingness and love, esteem, self-actualization and
aesthetic), capacities, talents, anatomical equipment and
physiological or temperamental balances" as the individual's
"raw material" for the growth of a self concept. The raw
material shows itself as natural inclinations or propensities
and quickly begins to grow into a "self" with social inter-
action.2 According to Snygg and combs, at birth the child is
plunged into a "hazy, buzzing world" and immediately begins
to differentiate himself from his environment.3 The child's
physical characteristics merely set broad limits to what he

can perceive directly.4

thus affecting his self concept only
to the extent that he perceives his limitations. '
Mead seems to attribute almost no influence to

physical characteristics on self concept as he mentions only

 

1Gordon W. Allport, Pattern and Growth in Personalipy
(New York: Holt, Rinehart and Winston, 19375. p. 57.

2Abraham Maslow, Toward a P5 cholgg of Beina
(Princeton: D. Van Nostrana Co., Inc., I9 25, p. 173.

3Donald Snygg and Arthur Combs, Individual Behavior
(New York: Harper & Row Publishers, 1949 . p. 13 .

41bid., p. 59.

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that the organism must have certain physiological equipment
for developing language symbols which facilitate the develop-
ment of a self concept.5

Regardless of what the infant has at birth, most
theorists seem to agree that the concept of self deve10ps
primarily out of social interaction.6'7'8'9 Rogers maintains
that the organiSm reacts to the world as it is experienced
and perceived with one basic motive -- "to actualize, main-
tain and enhance itself." Gradually a portion of the total
perceptual field becomes differentiated as the self.10

According to Mead the development of self takes place
in two stages -- "play" and "game." During "play" the child
assumes one role after the other; organizing individual
attitudes of others toward himself. During "game" the child
must be able to assume all the roles in order to play his
part successfully; he is able to take the attitudes of
others as a whole, a "generalized other."11 The self

develops having two aspects, the "I" reacting to the "me"

5George H. Mead, Mind Self and Societ (Chicago:
The University of Chicago Press, 19355. P. xIv.
6Allport, p. 120.

7Mead, p. 135.

8C. S. Hall and G. Lindsey, Theories of Personalit
(New York: John Wiley and Sons, 195 . P. .

 

9Snyss. p. 134.
10Hall and Lindzey, p. 301.
11Mead, p. xxiv.

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7

which arises through the taking of the attitudes of others
toward oneself.12'13’14

There are many different "me's" or selves as a
result of many different reactions to oneself in social
interaction.15 Some of these self perceptions seem to be
more closely related to the concept of self and have a
greater effect on behavior.16 Once established the self has
some degree of stability.17 The organism resists change --
experiences that are not consistent with the self structure
are perceived as threats and may not be assimilated}8

Arnold M. Rose attempted to organize and summarize
the complex and unintegrated writings in this area, and
restate the underlying theory in simple, researchable form.
He called it the symbolic interaction theory and did not
claim agreement on all concepts with those who consider
themselves adherents.l9

According to the symbolic interaction theory, man

can be stimulated to act by symbols (verbal and non-verbal)

as well as a physical envircnment, and he learns these symbols

12gpgd., p. 173. ’
13Hall and Lindzey, p. 483.
14Snyss. p. 137.

15Mead, p. 142.

16Snyas. p. 149.

17;p;g., p. 130.

18Hall and Lindzey, p. 478.

- l9Arnold M. Rose, Human Behavior and Social Processes
(New York: Houghton Mifflin Co., 1 , p. .

 

 

 

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through interaction with other people.20 As symbols are
"shared meanings and values,"21 man is able to "stimulate
others in ways other than those in which he is himself
stimulated."22 Symbols require role-taking for their com-
munication, whereby the communicator imagines how the
recipient understands the communication.23 By the use of
symbols the communicator can influence, but not control,
the behavior of the recipient, as the recipient ascribes
the meaning to the communicator's gestures.24

Through symbols man learns the culture -- these
shared meanings and values allow man to predict the behavior
of others and control his own behavior accordingly.25 While
defining objects and actions around him, man also defines
himself.26

The symbolic interaction theory appears to be useful
in relating clothing to self concept. Individuals can
exchange information and thereby learn the culture. As
the exchange of symbols requires role-taking for their com-
munication, during social interaction individuals must take

the roles of others and in doing so, learn about themselves

 

20%” p. 5.
21;pgg., p. 6.
92w” p. 7.
23.1.1251.-

24;pgg., p. 8.
2529.19." p. 9.
25;pgg., p. 11.

9
through their perceptions of others' attitudes toward them-
selves.

Gregory Stone attempts to widen the meaning of
symbolic interaction by breaking down the social exchange of
symbols into two components, "appearance" and "discourse."
Stone states that "appearance“ is communicated by non-verbal
symbols and establishes the identification of the partici-
pants, "discourse" being the discussion between parties.27
In the identification of a participant on the basis of
clothing, he differentiates between two kinds of reSponse:
(1) those made about the wearer of clothes by others who
"review" his clothing and (2) reSponses made about the
wearer by the wearer -- "programs." When programs and
reviews coincide, the self of the one who appears, is vali-
dated.28

Goffman also makes reference to the identification
of the individual on the_basis of clothing. He contends
thatwhen a person enters into the presence of persons he
knows little or'nothing about, he seeks to define the situa-
tion on the basis of their conduct and appearance in order
to predict their behavior and determine his own.29 He
identifies two aspects of social interaction: (1) the

—
vv

27Gregory Stone, "Appea ance and Self, " in Human
Behavior and Social Processes, ed. Arnold M Rose (New York:
Houghton Mifflin 5577'I95fi77‘p. 90.

28Ibid., p. 92.

29Irving Goffman, The Presentation of Self in Eve
day Life (New York: Doubleday Anchor’Books, 19595. P. 1.

 

10

"performance" or all the activity of a participant
which serves to influence other participants,30 and
(2) the "personal front" which is the expressive equipment
of the performer (clothing, sex, age,\insignia of office or
rank, racial characteristics, size, posture, speech, facial
expression, etc.).31

Therefore, if clothing does serve to identify people,
it may also be a symbolic factor in social interaction.
Reactions of people making identifications on the basis of
clothing are perceived by the wearer who then internalizes
these perceptions in defining himself.-

Some research has been done reinforcing the social
interaction theory of the development of self concept.

2 and Masher33 in similar studies, investigated

Videbeck3
self concept and the reaction of others. They hypothesized
that the evaluation expressed by others brings about related
changes in the individual's concept of self. Videbeck found
that disapproving (though not approving) reactions of "sig-
nificant others" toward an attribute of the subject, brought
about corresponding decreases and increases in subjects'

evaluation of self.

 

30Ibid., p. 15.
31Ibid., p. 24.

32Richard Videbeck, “Self Conception and the Reaction
of Others," §gciometry, 23 (1960), pp. 351-359.

33M. L. Macher, "Concept of Self and the Reaction
of Others," Sociometgy, 25 (1962), pp. 353-357.

ll

Mania,34 in a study using male college students,
found that his subjects' self concepts were influenced by
others' perceptions of them but there was no tendency for
the self estimates to affect the views of one held by others.
These studies seem to support the social interaction theory
of the development of self concept in that perceived atti-
tudes of others do affect evaluations of self; however, if
changes in self evaluations can be effected during the course
of one study then the self concept may not be as stable as
it is thought to be. ‘

Miyamoto studied four variables in a test of the
social interaction theory of self concept -- self concept,
actual reSponse of others, perceived response of others and
generalized other (how the subject perceived most people as
viewing him). He found that actual and perceived responses.
of others are higher for those persons with a high self
rating than for those with a low self rating. His results
also show his subjects' self conceptions to be closer to
perceived reSponse than to actual response of others, and,
more closely related to the generalized other than to per-

ceived response.35

 

C IEIMelvin Manis,'Social Interaction and the Self
oncept, Journal of Abnormal and Social Psychology, 51
(1955): PP. 362-370.

351?er s. Miyamoto, "A Test of Interactionist

Hypotheses of Self-Conception," American Journal of Sociology,
61 (1956). pp. 399-403. .

 

l2

Clothin

Although little research has been found relating
clothing to self concept directly, indirect evidence suggest-
ing such a relationship can be deduced from the following
studies. Lott, in a study focused upon differentiating .
between Negro and white adolescent girls in appearance con-
cerns, found that "teenagers of both races who possessed
a high self-conception of their physical attributes also
tended to possess a high self-conception regarding their
adornment ability."36 .

Research conducted by Lasswell and rarshallpgand
Stout and Latzke, indicates that judgments of the social
class of persons may be made on the basis of clothing.
Lasswell and Parshall showed individual photographs of twelve
men to college students who were asked to designate the social
class of each_man. Raters made consistent judgments when
only the "clothed bodies" were shown.37 \Douty also found
significant differences in ratings of social status associ-
_ated with changes pf clothing.38 Stout and Latzke's subjects,

in a study of the values college women consider in clothing

 

35Isabelle M. Lott, "Self-Concept of Appearance and
Related Adornment Behavior of Negro and White Adolescent
Girls" (unpublished Master's thesis, Department of Textiles,
Clothing and Related Arts, Michigan State University, 1966).

, 37T. Lasswell and Parshall, "The Perception of Social
Class from Photographs," Sociology and Social Research, 45
(l96l);~pp. 407-414.

38Helen Douty, "Influence of Clothina on Perception of
-Others," gournal_g£ Home Economics, 55 (1963 , pp. 197-212.

13 .
selection, felt others could "sometimes" judge their per-
sonalities by clothing and that they could_"sometimes"
recognize the aggial posiiisn_sf.othsrs_hy_Clothing.39
Several clothing studies show clothing used to in-

fluence others. Silverman.found "evidence to suggest that

 

 

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appearance was used as 9,EQEQRWQfWiprfififilnsaflfihfizfian0f.

”on! Au,- 1. 1|.

winning favor with thepwggfigs“agreemenaagainatnthem."

Clothing could also be used to gain acceptance in a group.40

 

 

In Gates' study, the upwardly mobile scored significantly

higher in recommendation to purchase clothing conforming

to the group.41 According to Evans, the primary motive for

wearing clothes was to win recognition.while the primary

motive in selecting clothing was independence.42
Silverman,43 Gates,44 and Stout and Latzke,45 in

separate studies, concluded that clothing may be used as a

means of self-expression. Ditty, in a study aimed at

 

39Dorothy Stout and A. Latzke, "Values College Women
Consider in Clothing Selection," Journal of_Home Economics,
50 (1958), p. 44. -

40Sylvia Silverman, "Clothing and Appearance," in BBB
nglescent: A Book of Readin s, ed. Jerome Seidman (New York:
Holt, Rinehart and Winston), p. 247.

41Ruth E. Gates, "Clothing Behavior Associated with
Types of Mobility and with Extrinsic-reward Orientation
Among a Specified Group of Non-employed Wives" (unpublished
Ph.D. dissertation, Pennsylvania State University, l960),p.l94.

4eEvelyn S. Evans, "Motivations Underlying Clothing
Selection and Hearing," Journal of Home Economics, 56
(1954). PP. 739-743.

43Silverman, p. 247.
44Gates, p. 201.
45Stout and Latzke, p. 44.

14

uncovering relationships between certain behavioral or per-
sonality characteristics, social role transition and clothing
preferences, found the use of Clothing for self-expression
related to social maturity and high social aspirations.46

TreeCe investigated the possibility of applying
behavioral conceptsfrom the field of social psychology to
the explanation of clothing behavior. She concluded that
they could provide a theoretical framework for explaining
individual clothing behavior -- cepecially as related to

the self structure and role performance.47

Relationships
between Specific general values, measured by the Allport-
Vernon-Lindzey test of values, and specific clothing beha-
viors have been generally confirmed in a study by Greekmore,48
and relationships between general values and specific clothing
values found in a study by Lapitsky.49

In summary the clothing research seems to indicate
that our general values are reflected in our clothing and

that clothing is thought to be useful in judging social

 

46Dona D. Ditty, "Social Psychological ASpects of
Clothing Preferences of College women" (unpublished Ph.D.
dissertation, Ohio State University, 1962), p. 114.

47Anna J. Treece, "An Interpretation of Clothing ‘
Behavior Based on Social-Psychological Theory" (unpublished
Ph.D. dissertation,'0nio State University, 1959). p. 160.

48Anna M. Creekmore, "Clothing Behaviors and Their
Relation to General Values and to the Striving for Basic
Needs" (unpublished "h. D. dissertation, Pennsylvania State
University, 1963), p. 152.

49Mary Lapitsky, "Clothing Values and Their Relation
to General Values and to Social Security and Insecurity"
(unpublished Ph. D. dissertation, Pennsylvania State Univer-
sity, 1961), p. 78.

15
class, influencing others and as a means of self-expression.
Such use of clothing suggests it is helpful in identifying
persons, and the identification of persons on the basis of

clothing appears to be a factor in social interaction.
Measurement of Variangg '

ClothingpMeasures
Clothing measures developed by Creekmore, Brady and
Sharpe were examined to determine whether or not parts of
the measures could be used in this study. A
Creekmore's50 measure included the following clothing
behaviors: altruistic use of clothing, management emphasis,
interest in the tactual aspects, experimentation, interest
in symbolic meaning, emphasis on status, symbol use, interest
in appearance, interest in the theoretical aSpects, use of
clothing construction, fashion interest, conformity, tool use,
emphasis on modesty in dress and no concern for clothing.
Seven statements had been devised for each behavior with
which subjects could rate themselves on a scale of one to
five. Reliability was attempted by computing a coefficient
between odd-even statements for each behavior. Validity
was not established as there were no criteria for comparison.
Brady5l refined Creekmore's measure including only

nine of the behaviors for use in her study: experimental

 

50Creekmore, pp. 44-49.

. 51Elizabeth Brady, "Clothing Behavior-~Refinement of
a Measure and Relationships.with Social Security and In-
security? (unpublished Master's thesis, Pennsylvania State
University, 1963).

16

use, construction, comfort, concern for appearance, concern
for management of clothing, symbolic meaning of clothing,
emphasis on fashion use, conformity and modesty. New state;
ments were added to provide ten statements for each behavior
with subjects again rating themselves on scales of one to
five. Item-total correlations computed for each behavior
were significant above the .01 level of confidence.

Sharpe52 developed a clothing interest and importance
scale which included 74 attitudinal'Statcments, :
one statement on knowledge of fashion designers and five
statements on the numbers of skirts, blouses, sweaters,
shoes and slips in wardrobes. Subjects were asked to rate
themselves on each statement on scales of one to five. The
measure was pre-tested three times. On Test III a split-
half reliability coefficient of .89 was obtained. Functional
validity was established by administration of the measure
to 24 women‘of known clothing behavior. Crithc 12 pre-
dicted to score high, ll'did so -9 of.thc 12 prediCted-

to score low, 10 scored low.

pelf Concept Measurpp

A wide range of instruments has been used to measure
various aspects of self concept (self-acceptance, self-
satisfaction, self-esteem, self-favorability, congruence

between self and ideal self and discrepancies between self

and ideal self). Few of the instruments have been used more

 

5QElizabeth Sharpe, "Development of a Clothing Interest
and Importance Scale"(unpublished Master's thesis, Ohio State
University, 1963). ~

17
than once and most studies give little or'no evidence or
reliability or validity. Often item content and definitions
of terms are inadequately described, making comparison of
the instruments difficult. The following discussion of
self concept measures includes descriptions of the main
categories of instruments and the measure examined for
possible use in this study.

The Q sort is a commonly used procedure for measuring
specific aspects of self concept, whereby the subject may be
asked to sort a large number of personality-descriptive items
into nine piles which are arranged on a continuum according
to the degree to which they are characteristic of the sub-
ject's "self."

'Depending upon the pile in which an item is placed,
it is assigned a value from one to nine correSponding to
placement, and correlation coefficients computed between
pile values of items sorted to describe the "self" and pile
values of items sorted to describe the "ideal" self. Q sorts
can also be used to relate other descriptions of self such as
"how I should be" or "how my friends regard me."53 No relia-
bility data is given for about 75 per cent of the measures_
and no evidence of validity for about 90 per cent of the
measures except confirmation of the author's hypothesis
based on self concept theory and the assumption that the

measure was valid.54.

 

53Ruth Wylie, Thg Self Conce t (Lincoln: The Univerb
sity of Nebraska Press, 19 l , p. l- 2.

54Ibid., p. 61.

18
The most frequently used types of instruments for
measuring various aspects of self concept are the question-
naire, rating scale and adjective check list. Ruth Wylie,
in her survey of self concept literature, distinguishes
between several categories of measures:
(1) those which purport to tap self-acceptance
directly, i.e., by asking S (subject) how he feels
about his standing on stated characteristics;
(2) those which use this direct approach and also
derive a discrepancy score between separately obtained
self- and ideal-ratings, answers, or checks;
(3) those which utilize mainly a self-minus- ideal
discrepancy score; (4) those which rely on S’s
reports of actual self only, with the ideal end of
the scale being assumed by E (experimentor), or the
favorability of the terms being defined in terms of
external judges' opinions of desirability.55
No reliability information is available for two-thirds of
the instruments and no information of construct validity
for'80 per cent of the instruments, slightly better than the
Q sort procedure.56
Brownfain's measure of the "stability of the self
concept," belonging to the last category of instruments,
was examined for use in this study. He defined self concept
as "a system of central meanings a person has about himself
and his relations to the world about him." Several aspects
of the self concept are measured by having the subject rate
himself four times on the same twenty-five personality-
descriptive adjectives, from four frames of judgment.‘
(1) himself as he really believes he is (private self);

(2) himself as he believes others see him (social self);

 

55Ibid., p. 65.
55Ibid., p. 86.

19

(3) himself as he realistically hopes he is (positive self);
and (4) himself as he fears he is (negative self). Stability
being the discrepancy between the positive and negative self-
ratings summed across all items without regard to sign. The
smaller the discrepancy the more stable the self concept is
assumed to be.57

Brownfain hypothesized that subjects who have rela-
tively stable self concepts will be happier and better adjusted
than those who have relatively unstable self concepts. He
compared two groups of subjects who had extremely "stable"
and “unstable" self concepts. He found that "stable" subjects
gave themselves higher "private self" ratings than "unstable"
subjects, that "stable" subjects saw themselves privately
more as others saw them than "unstable" subjects, "stable"
subjects had healthier scores on the GAMIN (adjustment '
inventory) and they received higher ratings from peers than
"unstable" subjects.58
I The split-half reliability of the stability index
was +.93 for the total sample of’62 members of two
men's cooperative houses at the University of Michigan.59

Little evidence of the validity of the stability
index is available. Brownfain found a correlation (P..05)3

between the stability index and the private self rating,

 

57.1. J. Brownfain, "Stability of the Self Concept as
a Dimension of Personality, " Journal of Abnormal and Social
Psychology, 47 (1952), pp. 597-606.

58Wylie, p. 83.

59Brownfain, p. 598.

20
lower private self-ratings with relatively unstable self
concepts.6o Cowen furnishes indirect information on the
construct validity of the stability score. He found correla-
tions between each of the components of the stability score
(negative and positive self-ratings) and all three scores
from Bill's Index of Adjustment and Values (Self-Regard,
Self-Acceptance and Ideal Self). 51 Although the stability
score did not correlate with any of Bill' 3 scores, including
his Self-Ideal discrepancy score, McGeehee studied the
possibility that Brownfain's stability index really measures

self-esteem and found a close relation.62

 

6oBrownfain, p. 600.
61Wylie, p. 85.
62McGeehee, "The Stability of the Self concept and

Self-Esteem" (unpublished Ph.D. dissertation, Michigan
State University, 1956).

CHAPTER III
KETHODOLOGY

Included in this chapter are descriptions of the
development of the clothing measure, the self concept measure,
the background questionnaire, the selection of the sample

and the method of analysis selected for this study.
Development of the Clothing Measure

The clothing measure was devised by the researcher

1 who would later use the

and four other graduate students
measure in a larger study. Use of the measure in this study
constituted a pre-test for the larger study.

Work on the measure began with each researcher sub-
mitting a list of aspects of clothing from which a compre-
hensive list was compiled. Discussion of the.various
aspects of clothing led to their tentative categoriza-
tion, and further discussion resulted in more concise
definitions of the categories. The measure was then

divided by category and each researcher assigned a

section on which to continue work.

 

lCarolyn Andree, Sue Hundley, Mary Klaasen and Mary
Jane Young, Department of Textiles, Clothing and Related
Arts, Michigan State University.

21

22

Several drafts of each category were evaluated and
revised by the researchers as a group before the pre-test,
which included statements in the following seven categories
of clothing; aesthetic use of clothing (26 statements),
modesty in clothing (20 statements), interest in clothing
(30 statements), use of clothing to gain special atten-
tion (24 statements), management of resources (27 state-
ments), use of clothing to gain social approval (22 state-
ments), and use of clothing to achieve comfort or prevent

discomfort (21 statements).

The Pre-Test

The measure was administered to a clothing selection
class at Michigan State University, East Lansing. Of the
28 girls, approximately half were juniors and half were.
seniors in education and retailing. The items were sealed
using the Likert technique which determines the ability of
each item to discriminate between a proportion of subjects
who had high total scores and a corresponding proportion of
subjects who had low total scores.

Following the pre-test statements were revised in
an attempt to increase discriminatory power and statements
for "girls only" and "boys only" were added to supplement

certain categories (see Appendix B for final measure).

23

Self Concept Measure

2 measure of the

A modified version of Brownfain's
stability of the self concept was selected for use in this
study, stability being the discrepancy between the self as
positively conceived and the self as negatively conceived
by the subject. He defines the "positive self" as the self
the subject hopes he is, the most realistically favorable
view of himself, and the "negative self" as the self the
subject fears he is, denying himself every reasonable doubt.

Subjects were asked to rate themselves twice on each

of twenty self descriptive adjectives on scales of one to
ten, comparing themselves with most people on each trait.
0n the first rating subjects were to use the positive frame
of reference and could expand the scale to eleven if they
saw themselves as higher than anyone else on that trait.
On the second rating the subjects were to use the negative
frame of reference and could use a zero instead of a one if
they saw themselves as lower than anyone else on that
trait.

The self descriptive adjectives were defined at the

high and low ends by brief paragraphs on a separate form:

1. Intelligence 6. Cheerfulness
2. Maturity ‘ 7. Sineerity
3. At Ease Socially 8. Initiative
4. Physical Attractiveness 9. Trustfulness
5. Generosity 10. Adaptable

2T. P. McGeehee, "The Stability of the Self Concept
and Self-Esteem" (unpublished Ph. D. dissertation,i Xichigan
State University, 1956).

C)

24

ll. Sportsmanship 16. Understanding of Others
12. Individuality l7. Accepting Oneself

13. Self-understanding 18. Popularity

14. Interest in Opposite Sex 19. Persistence

15. Dependability 20. Self-control

The numerical ratings for each trait were summed,
resulting in two scores for each subject, positive and nega-
tive self-ratings. Stability of the self concept was the
difference between the two ratings, the larger this dis-

crepancy the more unstable the self concept was assumed to be
(see Appendix A).

Background'Questionnaire
A background questionnaire was administered to obtain
data on social class. If the sample showed variation to the
extent that results on self concept and clothing might be
affected, the data would be analyzed by social class.
Hollingshead's3 method of determining social class (based

-on education and income) was used along with questions

designed to help determine more specifically in which of

Hollingshead's social class categories the subject belonged
(see Appendix B)..

Selectidn and Description of‘the Sample.

In the selection of a sample for this investigation
an attempt was made to control the age and social class of .
the subjects to some extent by using members of a formal

organization. Permission was obtained to administer the

measures to the Junior Human Relations Commission, a group

 

———_

3August B. Hollingshead, Two Factor Index of Social
Position, 1965 Yale Station, New Haven, Connecticut (Pub-
lished in the United States of America by August B. Hollingshead,
1957 .

25
which works on civic projects under the auspices of the City
of Lansing. The adviser for the group was the Human Relations
Commissioner. Membership consisted of approximately 60
boys and girls from all the high schools in Lansing.

Members were informed by mail of a Special meeting
at the YWCA in Lansing. Twelve subjects attended this
meeting. A second meeting was scheduled at Michigan State
University with members being contacted by phone because of
the difficulty of getting attendance during the summer.
Seven more subjects were obtained for a total of 19
high school boys and girls. This sample constituted the'
pre-test of the clothing measure for the larger study to
be undertaken by the four other researchers.

Since alarger’number of subjects was needed for
this investigation than could be obtained from the Junior
Human Relations Commission, and since a casual examination
of the data showed little control of social class had been
obtained, it was decided to include boys and girls who met
only the age requirement (high school). The researcher
contacted high school students of her acquaintance and
administered the instruments at a third meeting at Michigan
State University.

The final sample consisted of 39 High;school

students, nine boys and 30'girlszt-

Method of Analysis

The following descriptions of the data were included

in this presentation of the study: number and average age

 

 

26
of the subjects; social class information such as the occu-
pations and ranges of the educational and income levels of
the subjects' parents; mean and range scores on stability
of the self concept by social class; mean and range of scores
on each aspect of clothing and ranking of the aspects of
clothing on the basis of mean scores.

The data were analyzed using the chi square tech-
nique to determine the significance of relationship between
variables.

Subjects were divided into high and low scorers on
each of the seven aspects of clothing, and high, medium and
low scorers on stability of the self concept, and five
social classes later collapsed into two categories of social
classes.

Chi squares were computed to determine the signifi-
cance of relationship between high and low scorers on each
of the aspects of clothing and the three levels of stability
of self concept. Chi squares were also computed between
high and low scorers on each aspect of clothing and the two
categories of social classes. One chi square was computed
to determine the significance of the relationship between
the three levels of stability of self concept and the two
categories of social classes. A probability of .05 or less
was designated a significant relationship.

CHAPTER IV
RESULTS AND DISCUSSION

The objectives of this study were to explore the
relationships between several aspects of clothing and
stability of the self concept and to develop Specific hypoth-
eses based on the relationships found in this study. In
. Chapter IV the data concerning the subjects are described
and the findings about the aspects of clothing, stability of
the self concept and the relationships found between the

variables, have been presented and discussed.
Description of the Subjects

Thirty-nine students representing most of the high
schools in Lansing and East Lansing, Michigan, took part in
this study. The ages of the boys and girls ranged from
15 to 18 years with the average subject being 16.4 years
old. One subject failed to complete a large part of the
clothing measure and_was eliminated, resulting in a final
sample of 38 subjects (9 boys and 29 girls).

Information regarding the occupations, educational
and income levels of the subjects' parents was obtained to
determine the social class of the subjects. The subjects

fell into five social classes from high to low as determined

27

 

 

28
by Hollingshead's social class index based on occupation and
education.1 Because there were so few subjects in some of
the classes, they were collapsed to two categories, Category A
and Category B, thereby increasing the size of the cate-

gories of.social classes as follows:

 

Class Subjects
I . 7
Category A II 5
III 8
IV 14
Category B
V 4

In Category A, the individuals designated by the
subjects as the "main wage earners" in their families held
jobs in the following occupational areas: administrative
work (eight subjects), major professions such as architecture,
college teaching, etc. (four subjects), and minor professions
such as real estate, elementary and high school teaching
(eight subjects). The "main wage earners" in the families
of subjects in Category A ranged in "highest educational
level attained" from twelfth grade to doctorate, all but three

having had one or more years of college.
The subjects in Category B designated the following

as the occupational areas of the "main wage earners" in their

 

lAugust B. Hollingshead, Two Factor Index~of Social
.Eggifiign 1965 Yale Station, New Haven, Connecticut‘(Published
in the United States of America: By the author, 1957).

C.)

(5’

29

families: clerical and sales work (nine subjects), skilled
labor (five subjects), semi-skilled labor (three subjects),
and unskilled labor (one subject). The "highest educational
level attained" by the "main wage earnerS" in this group
ranged from eighth grade to three years of college, with
slightly over half having completed four years of high school
and including three who had three years of college.

The subjects in the two categories of social classes
estimated the yearly income of the "main wage earner” in
the family to be as follows: .‘ .

Income Category A Category B

less than $5,000 - ' 5
$6,000 - 39.999 6 8
$10,000 -$24,999 14 5
over $25,000 - -

Three subjects in each category of social classes stated
that they were not "reasonably certain" of their estimates
of income. . .

In summary, the average "main wage earner“ in a
family in Category A was employed as an administrator or.
professional person, had completed four years of college and
earned a salary in excess of $10,000 annually. The "main
wage earner" in a family in Category B was employed as a
clerk or laborer, had completed four'years of high school

and earned less than $10,000 annually.

30

Relationshipsjgetween Clothing and
Stability of the Self Concept.)

The clothing data will be discussed in terms of
mean scores and rankings of the aspects of clothing on the
basis of mean scores, followed by the findings about the
relationships between clothingandemability'of the self concept.
Aspects_pfgglothing Ranked According
to Mean Scores

Since the "total points possible" varied for each
of the seven clothing categories, it was necessary to
equalize the values of the categories. To make possible a
comparison of categories on the basis of mean scores and
range of scores the categories were each converted to
100 point scales. The aSpects of clothing'were

ranked for the entire sample according to mean scores as

follows:

Corrected Point Spread

Mean Score . of Scores
Aesthetic . 73.0 I 39.0
Interest 68.0 g 57.4
Management . 65.8 29.4
Comfort 61.1 37.6
Modesty 60.0 37.3
Social Approval I 58.6 41.3
Special Attention 52.0 - 53.2

The Aesthetic aspect of clothing ranked highest on

the basis of mean score, meaning subjects were most con-

AMI...- a ‘u 4—...-

_._- ‘N—k .—..._ 4-.—

31

cerned with the intrinsic beauty, becomingness and neatness
of their clothing. This finding lends some support to
Lapitsky's hypothesis that the aesthetic and economic clothing
values would hold more dominant positions than any of the
other clothing values in the subjects' value configurations.2
In this study the economic aspect of clothing was in Manage-
ment, which also ranked relatively high.

The uses of clothing to gain Social Approval and I
Special Attention probably ranked lower than they are in
the clothing behavior of the subjects, because the subjects
may have considered it socially undesirable to admit to the
use of clothing to attain a feeling of belongingness or to
gain prestige and status. The low rank of Social Approval
is in opposition to Estelle De Young Barr’s finding that the
"desire to conform" is the most diffuse significant attitude
in the choice of clothing.3

management had the lowest range of scores and
Interest the widest, meaning that there was most agreement
among the subjects in concern for the use of resources in
the planning and buying of clothing, and least agreement
among subjects in Interest in clothing.

The preceding disbussion of mean scores based on

the sample as a whole, was found to be misleading when mean

2Mary Lapitsky, "Clothing Values and Their Relation
to General Values and to Social Security and Insecurity"
(unpublished Ph.D. dissertation, Pennsylvania State Univer-
sity, 1961), p. 78. '

3Estelle De Young Barr, "A Psychological Analysis of
Fashion Motivation," Archives of Psychology, 171 (1934), p. 100.

 

v—v———— v—v wwv—v——— '1"

32
scores were computed for boys and girls separately on each
aspect of clothing. The aspects of clothing were ranked

separately for boys and girls according to mean scores as

follows:
Girls (29) Boys (9)
Corrected Corrected
Mean Score Mean Score
Aesthetic _ 74.8! Aesthetic 65.2
Interest 72.6 Social Approval 63.2
Management 66.8 Management 62.1
Comfort 64.0 Kodesty 57.4
Modesty 60.2 Comfort 53.2
Social Approval 56.6 Interest 51.2
Special Attention 52.8 Special Attention 50.2

It is interesting to note that the boys scored con-
sistently lower than the girls on all aspects of clothing
except Social Approval, on which they scored higher and ranked
much higher than the girls. An explanation of the girls'
generally higher scores may be that the statements on the
measure were biased toward culturally approved behavior for
girls. The greatest difference in mean scores between the
girls and the boys was on Interest, which they also ranked
very differently, the girls being much more interested in
clothing than the boys.

These findings lend some support to studies by Vener
and Alexander. Vener found adolescent girls to be signifi-

cantly more "aware" of clothing than adolescent boys, which

may account for the higher ranking of Interest by the girls

33

than the boys and the generally higher scores on all of the
aspects of clothing for the girls.4 Alexander found that
both boys and girls felt that clothing was important to gain
acceptance by the group,5 although in this study the higher
ranking of Social Approval by the boys could be partly due
to their being more willing to admit to conforming to the
group. 4

In general, it seemed that both the girls and boys
in the study were most concerned with achieving a pleasing
appearance, were fairly concerned with making the best use
of their resources regarding clothing, and the least inter-
ested in seeking prestige or status through the use of clothing.
The difference between the girls and the boys in their atti-
tudes and uses of clothing appeared to be that the girls
were more willing than the boys to give attention to and
experiment with clothing, whereas the boys seemed to rely
more upon fricnds' clothing choices than do the girls.
Relationships Betwccn Clothinggand
Stability of the Self Concept

Information regarding the stability of the subjects’

self concepts was obtained by having the subjects rate them-

 

4ArthurM. Vener and Charles R. Hoffcr, Adolescent
Orientations to Clothing, Department of Sociology and
Anthropology, Michigan State University, Technical
Bulletin 270 (East Lansing, Michigan: Agricultural Experi-
ment Station, March, 1959). P. 26.

5Clivc N. Alexander, "A Pilot Investigation of
the Motives Underlying the Desire to Feel Well-Dressed
at Various Age Levels (unpublished Master's thesis,
Cornell University, 1961.

34
solves on 20 personality-descriptive adjectives. The sub-
ject's standing on each of the seven aspects of clothing
was determined by having the subjects rate themselves on
.statements about the various aspects of clothing.

The chi square test of significance was used to
determine the relationships between clothing and self con-
cept. A probability of P=.05 or less was considered sig-
nificant.

Table l.--The relationships between seven aspects of clothing
and stability of the self concept

 

 

Relationship to Stability

 

 

Aspects of Clothing of the Self Concept
Aesthetic ‘ ' NS
Interest ' NS
Management ' NS

Comfort NS

Modesty NS*

Social Approval NS

Special Attention NS

*P=020

Table 1 summarizes the relationships between high
and low scorers on the seven aspects of clothing and three
levels of stability of self concept. No significant relation-
ships were found between stability of the self concept and
clothing although there was a tendency for the subjects with

the more "unstable” self concepts to score higher on the

35

Modesty aspect of clothing than the subjects with the more
"stable" self concepts. Since the subjects with "unstable"
Self concepts tended to prefer non-revealing and inconspics
uous clothing it may be that these subjects want their
clothing to convey as little information as possible about
themselves to others in social interaction.

According to the literature, clothing may be used
to gain social approval and acceptance into a group. The
individual who has a low self concept has probably perceived
many unfavorable reactions to himself in social interaction,
and, hoping to avoid unfavorable reactions from others
based on his clothing, selects modest, non-revealing, in-
iconspicuous clothing. It would also seem that Social Approval
should be related to self concept in that individuals with
low self concepts would also seek to avoid unfavorable
reactions based on their clothing by conforming to the group.

The other aspects of clothing, Special Attention,
Social Approval, Management, Comfort, Aesthetic and Interest,
were not found to be related to self concept for the sub-
jects of this study. Possible explanations for the non-
significant results may be the social undesirability of
admitting to some of the attitudes toward and uses of

clothing, and the small sample tested.

Relationships Between Clothing and Social Class

Although it was not an objective of this study to
analyze the data by social class it later seemed advisable
since there was enough of a spread in social class to affect

results. The chi square test of significance was used to

36
determine the relationships between categories of socialiclasses
and clothing, and categbries.bf-social classes and self concept.
A probability of P=.05 or less was considered significant.

Table 2.--The relationships between seven aspects of clothing
and two categories of soCial classes

 

 

 

sssssss of Clothing Rslsaosaaassesses
Aesthetic NS
Interest . NS
Management p‘,01**
Comfort usa
BIOdeSty NS*
Social Approval NS
Special Attention 1 NS
*P:. 20

**P:.01 Highly significant

Table 2 summarizes the relationships between seven
aspects of clothing and the two categories of social classes.
Management was the only aspect of clothing found to be sig-
nificantly related'(P<.01) to the categories of social
classes. Subjects in the higher category of social classes
scored significantly higher on the use of resources in
planning and buying clothing than the subjects in the lower
category of social classes. There also was a tendency for
Comfort and Modesty to be related to the categories of social
classes. The subjects in the higher category scored higher

37
in the use of clothing to achieve comfort or to prevent
discomfort and exhibited a preference for non-revealing,
inconspicuous clothing.

According to the literature individuals are con-
sistently able to judge social class by clothing, clothing
can be used to gain acceptance in a group, and the upwardly
mobile are apt to recommend clothing conforming to the
group. This study seems to lend some support to the above
in that the upper categories of social classes were more
concerned with the practical aspects of clothing than the
lower category of social classes, which appeared slightly
more concerned with Interest, Social Approval and Special

Attention. The lower social classes could be using clothing

‘In—u—HM -- __
"H-P -‘ a... rmm—aa—p-o- a-.. H,‘ h". ,. “v out—«u .1»

to gain acceptance, preStige or status; the upper classes

and... WW“ ‘ “WT“,

 

”nu—um..." _ "_,, awh-‘W- 'flflfl _ MAW-fi' ”W awn—wanna

are freer to concentrate on organizing their resources,
gfiflw,_mmi ”H,_Wwwmiiiiuiax.n.e vs”

achieving comfort in clothing and being modest, as they

“It.
vfi—rw1‘-."w v-

have no need to be outStanding. The leek of significant
reIationShips may have been due to the small sample size
and incomplete representation of the full range of social
classes.
Relationship Between Social Class and
Stability of the Self Concept

No significant relationship was found between the
three levels of self concept and the two categories of social
classes, which may account for the fact that Modesty in
clothing tended to be related to upper social classes and

"unstable"‘ self concepts. Judging from the literature,

38
it seems unlikely that low "stability" of self concept would
be related to high social class since there are probably
as many people in any social class with "stable” self con-

cepts as there are people with "unstable" self concepts.

Table 3.-- The relationship between two categories of social
classes and stability of the self concept

 

 

 

Stability of Higher Category ' Lower Category

the Self Concept of Social Classes of Social Classes

High Stability 7 subjects 6 subjects

Medium Stability 8 subjects 6 subjects

Low stability ~ 5 subjects 6 subjects
x2: .35 NS

Discrepancy scores on self concept in the upper
category of social classes ranged from 8 to 86 and in the
lower category of social classes from 9 to 142 (142 was an
extreme score, the next lower score being 86). The largest
possible discrepancy score on self concept was 220.’ It was
apparent that there was almost no difference in self concept

scores for the two categories of social classes.

L)

CHAPTER V

SUMMARY AND RECOMI-ENDATI ON S

Summagy

Casual reference is often made to clothing used as

a means of self-expression, and several studies have shown

Ithat the use of clothing to express personality is one of

the main determinants of clothing preferences. However,

no research has been done relating specific clothing con-
cerns to the way the individual feels about himself. The
purpose of this study was to examine the several aspects of
clothing thought to be important to people and to determine
the relationship of each aSpeCt of clothing to stability of
the self concept.

Since no existing clothing measure included exactly
the same aSpects of clothing to be investigated in this
study, a clothing measure was refined by the researcher and
four other graduate students who would later use the measure
in a larger study. Extensive discussion of the many aspectss
of clothing led to a list of seven aspects of clothing which,
it was hoped, included most of the uses of and attitudes
toward clothing. Having decided what the measure was to
include, the existing measures were re-examined for items
which would fit into the new categories of clothing, and

additional items were devised by the researchers to complete

39

 

40

the categories. The final instrument consisted of state-
ments covering each of seven aspects of clothing (Aesthetic,
Modesty, Management, Interest, Special Attention, Social
Approval and Comfort) on which the subjects were asked to
rate themselves on scales of one to five. t

The self concept data were obtained through the use
of a modification of Brownfain's measure of the stability
of the self concept. Subjects were asked to rate themselves

twice on 20 self-descriptive adjectives from two different E

 

frames of reference; once as they realistically thought they
were (positive self), and once as they feared they were
(negative self). The smaller the discrepancy between the
two ratings, the more stable the self concept was assumed to be.
A background questionnaire was administered in order
that the data could be analyzed according to social class
if the sample showed substantial variation in social class.
The questionnaire was a modified version of Hollingshead's
measure of social class based on occupation and education.
The sample consisted of 38 high school students
(9 boys and 29 girls) from the Lansing, East Lansing,
Michigan area, ranging in age from 15 to 18 years. The
sample was predominantly middle class, although there were
a few subjects in the highest of Hollingshead's social
classes. Approximately 75 per cent of the "main wage
earners" in families of the subjects in this study were
engaged in clerical, administrative and profesSional work,

and approximately 25 per cent were laborers. Approxi-

41
mately half of the "main wage earners" had one or more years
of college and earned salaries in excess of $10,000 annually.

The various aspects of clothing were ranked according
to mean scores and the chi square test of significance was
used to determine the relationships between each of the
seven aspects of clothing and stability of the self concept,
each of the seven aspects of clothing and social class, and
stability of the self concept and social class. A probability
of P=.05 or less was considered significant.

The findings regarding the various aspects of clothing
can be summarized as follows. On the basis of mean score
the aspects of clothing were ranked for the entire sample
from high to low: Aesthetic, Interest, Management, Comfort,
Modesty, Social Approval, and Special Attention. Since the
sample was 76 per cent girls, this ranking is the same as
for "girls only." The aSpects of clothing ranked according
to mean score for "boys only" yielded some differences:
Aesthetic, Social Approval, Management, Modesty, Comfort,
Interest, and Special Attention. The boys scored lower on
all of the aspects of clothing except Social Approval.

No significant relationships were found between the,
various aspects of clothing and the stability of the self
concept, although Modesty tended to be related to stability
of the self concept. Subjects with "unstable" self concept
ratings tended to score higher on Modesty in clothing than
subjects with "stable" self concepts. .

The Management aspect of clothing was found to be

very significantly related to social class in this study

42
(P(.Ol). Subjects in the higher category of social classes
scored significantly higher on Management than the subjects
in the lower categories of social classes. Tendencies for

Modesty and Comfort to be related to social class were found

for these subjects; subjects in the higher category of social

classes scored higher on Comfort and Modesty of clothing than
subjects in the lower category of social classes.

No relationship was found between stability of the
self concept and the two categories of social classes.

Although the literature indicated that clothing
can be used to identify individuals in social interaction
and that perception of reactions based on clothing identi-
fications may affect the individual’s self concept, no
significant relationships were found between clothing and
self concept. However, since a highly significant rela-
tionship was found between the Management aspect of clothing
and social class, and tendencies for Comfort and Modesty to
be related to social class, it seems that for this sample
.social class was a more important variable than self con-
cept in determining attitudes toward clothing. If, as the
findings seem to indicate, there are as many people in each
social class with "stable" self concepts as there are people
with "unstable" self concepts, and social class is a more
important determinant than stability of the self concept of
attitudes toward and use of clothing, then a relationship
between clothing and stability of the selr'concept might be
uncovered with more control over the social class of the

subjects.

 

r w‘ "_ '— ,

Aw.- vvv-vw rv —--——.—v— w r—

 

43
An objective of this study was to develop Specific
hypotheses about the relationships between each of the
aspects of clothing and stability of the self concept. The
following hypotheses were formulated by the researcher based
on the findings of this study:
I. The relationships of Specific aspects of clothing
to stability of the self concept.
a. High modesty in attitudes toward and use of
clothing is related to "unstable" self concepts.
b. The use of clothing to gain social approval
is more related to "unstable" self concepts
than to "stable" self concepts.
II. The relationships of Specific aspects of clothing
to social class.
a. High social class is related to high concern
for the management aSpect of clothing.
b. High social class is related to high concern
for comfort in clothing.
c. High social class is related to modesty in
clothing.
d. Low social class is related to the use of
clothing to gain social approval.
III. Differences between boys and girls in their atti-
tudes and uses of clothing.
a. Girls are more concerned with all aspects

of clothing than boys.

b.

C.

44
Interest in clothing ranks higher among girls’
concerns for clothing than it does among
boys' concerns.
Social approval ranks higher among boys'
clothing concerns than it does among girls'

concerns for clothing.

Recommendations

Since this study was done on a very small scale, with

almost no control over the variables, and using a newly

developed clothing measure, the researcher feels that

similar studies, incorporating some of the following sug-

gestions, would yield more significant results:

1.

'2.

3.

A larger sample including more equal prepor-
tions of boys and girls.

A sample with a wider Spread in social class
for a study of the relationships between
clothing and social class.

A sample with a very narrow Spread in social
class for a study of the relationships between
Clothing and stability of the self concept.

A clothing measure including equal pro;
portions of statements slanted toward girls

and boys.

BIBLI OGRAPHY

BIBLIOGRAPHY

aisle

Allport, Gordon. Pattern and_§rowth in Personality. New
York: Holt, Rinehart and Winston Inc., 1937.

Goffman, Irving. The Presentation of Self in Everydgy
Life. Garden City, New York: Doubleday Anchor and
Co., 1959.

Hall, C.S. and Lindzey, G. Theories of Personality. New
York: John Wiley and Sons, 1957.

Maslow, Abraham. Toward a Psychology of Being. Princeton,
New Jersey: Do Van NOStrand CO. Inc., 19620

Mead, George H. Mind, Self_and Society. Chicago: The
University of Chicago Press, 1934.

Rose, Arnold. Human Behavior and Social Processes. Boston:
Houghton Kifflln Co., 1962.

Ryan, Mary S. Clothing: A_§tudy in Human Behavior. ,New
York: Holt, Rinehart and Winston, Inc., 1966.

Silverman, Sylvia. "Clothing and Appearance," in The Ado-
lescent: A Book o£_Readings. Edited by Jerome Seidman.
New York: Holt, Rinehart and Winston, Inc.

Snygg, Donald and Combs, Roger. Individual Behavior. New
York: Harper and Row Publishers, 1 9.

Wylie, Ruth C. The Self Concept. Lincoln, Nebraska:
University of Nebraska Press, 1961.

Articles

Brownfain, J. J. "Stability of the Self Concept as a
Dimension of Personality," Jougnal of Abnormal and
Social Ps cholov , 47 (1952): pp. 597-606.

Douty, Helen I. "Influence of Clothing on Perception of
Others," Journal of Home Economics, 55, No. 3 (1963),
197-2020 .

46

47

Lasswell, T., and Parshall. "The Perception of Social Class
from Photographs," Sociolo and Social Research, 45

(July, 1961), pp. 407-41 .

Macher, M.L. "Concept of Self and the Reaction of Others,"
Sociometrz, 25 (1962), p. 357. -

Manis, Melvin. "Social Interaction and the Self Concept,"
Journal of Abnormal and Social Psychology, 51 (1955),

—

p. 370.

Miyamoto, Frank S. "A Test of Interactionist Hypotheses of
Self-Conceptions," American Journal of Sociology, 61

(March. 1956). pp- 399-453.

Stout, Dorothy and Latzke, A. "Values College Women Con-
sider in Clothing Selection," Journal of Home Economics,

50 (1958). P. 44.

Videbeck, Richard. "Self Conception and the Reaction of
Others," Sociometry, 23 (1960), p. 359.

Other Sources

Alexander, Alive. "A Pilot Investigation of the Motives
Underlying the Desire to Feel Well-Dressed at Various
Age Levels." Unpublished Master's thesis, Cornell
University,.l96l.

Brady, Elizabeth. "Clothing Behavior -- Refinement of a
Measure and Relationships with Social Security and
Insecurity." Unpublished Master's thesis, Pennsylvania
State University, 1963.

Creekmore, Anna M. "Clothing Behaviors and Their Relation
to General Values and to the Striving for Basic Needs."
Unpublished Ph.D. dissertation, Pennsylvania State
University, 1963.

Ditty, Dona D. "Social Psychological Aspects of Clothing
Preferences of College Women." Unpublished Ph.D.
dissertation, Ohio State University, 1962.

Gates, Elizabeth. "Clothing Behavior Associated with Types
of Mobility and with Extrinsic-reward Orientation,
Among a Specified Group of Non-employed Wives."
Unpublished Ph.D. dissertation, Pennsylvania State
University, 1960.

Hollingshead, August B. "Two Factor Index of Social Position,"
1965 Yale Station, New Haven, Connecticut. Published
insthe United States of America by August B. Hollingshead,

9 7.

48

Lapitsky, Mary. "Clothing Values and Their Relation to
General Values and to Social Security and Insecurity."
Unpublished Ph.D. dissertation, Pennsylvania State
University, 1961.

Lott, Isabelle M. "Self Concept of Appearance and Related
Adornment Behavior of Negro and White Adolescent
Girls." Unpublished Master’s thesis, Department of
Textiles, Clothing and Related Arts, Michigan State
University, 1966.

McGeehee, T.P. "The Stability of the Self-Concept and Self
Esteem," Dissertation Abstracts, 1953, 13, pp. 447-448.

Sharpe, Elizabeth 3. "Development of a Clothin Interest
and Importance Scale." Unpublished Master 8 thesis,
Ohio State University, 1963.

Treece, Anna Lean. "An Interpretation of Clothing Behavior
Based on Social-Psychological Theory." Unpublished
Ph.D. dissertation, Ohio State University, 1959.

Vener, Arthur and Hoffer, Charles. "Adolescent Orientations
to Clothing." Department of Sociology and Anthropology,
Technical Bulletin 270. East Lansing, Michigan:
Michigan State University, Agricultural Experiment
Station, March, 1959.

APPENDIX A

SELF RATING INVENTORY

Every person has a picture of himself or a way he sees himself. This inventory
consists of 20 traits which all people possess to a greater or lesser degree.
These traits are used by persons in order to paint this picture of themselves.
Only the extremes of each trait are described: The low and, "1", describes in
approximate terms the students who stand lowest on a particular trait, while the
high end, "10", describes the people who stand highest on the trait. To simplify
matters the masculine pronoun (he) is used to refer to both girls and boys.

2.

5.

LOW END (1)

INTELLIGENCE

Is among the least bright of his
classmates. Is not especially
quick or alert in grasping
complicated ideas and tasks.

MATURITY

In many ways is "childish" and
seems younger than actual age.
Simply is not "grown-up". Is

among the less: mature in the

group.

AT EASE SOCIALLY

Tends to be awkward and clumsy
in social situations; seems
embarrassed or shy in mixing
with classmates and adults.

PHYSICALIATTRACTIVENESS

Is among those in the class who
are physically most homely or
plain-looking.

GENEROSITY

Tends to be selfish with money
and possessions; not helpful
to others; self-centered and
thinks of self first.

CHEERFULNESS

Tends to be gloomy and "sour"
about life; is something of a
"wet-blanket" in social groups.

SINCERITY
Is insincere: you can't tell
whether or not he is kidding

:or means what he says or does.

wersus "

HIGH END (10)

Is among the most brilliant of his
class. ls alert, quick, and imagine-
tive in understanding complicated
ideas and tasks.

Acts his age and is not at all
childish. Is among the most grown-
up and mature in his class.

Acts skillfully and smoothly in
social situations; is confident and
at ease in meeting and mixing with
classmates and adults.

Is among the physically most attrac-
tive in the class. Could be con-
sidered quite handsome or, if a girl,
beautiful.

Gives generously of possessions and
money; wants to help other people;
usually thinks first of the welfare
of others.

Is very cheerful and optimistic about
things; tends to spread good will in
a group.

Is sincere in what he says and does:
you can always tell whether he is
being earnest or is kidding.

Os.

9.

10.

11.

12.

13.

14.

15.

LOW END (1)

INITIATIVE

Is dependent upon others; has
trouble making up his mind;
seems to need reassurance and
support from others.

TRUSTFULNESS _

Is suspicious of others and
looks for hidden reasons; might
feel mistreated or disliked
without good reason.

ADAPTABLE

Is among the most stubborn in the
class. Sticks to own ideas

and ways of doing things even
though they may not be suitable
to the situation.

SPORTSMANSHIP

Can't take a joke; tends to hold
a grudge; is a poor loser and a
boastful winner.

INDIVIDUALITY

Conforms very closely to what the
class expects; is quite con-
servative and cautious,

and afraid to be different.

SELF-UNDERSTANDING

Does not understand or recognize
his weak and strong points. Is
uncertain of own abilities and

not aware of personality handicaps.

INTEREST IN OPPOSITE SEX

Talks very little about opposite
sex. Does not use opportunities
for contact and may avoid
association with opposite sex.

DEPENDABILITY

Is among the least reliable

in a number of ways. Might
fail to keep promises, appoint-
ments, or to return borrowed
things. Lacks a sense of
responsibility to others.

wersus "

HIGH END (10)

Is self-reliant; makes up own mind
‘without difficulty; does not lean on
others in situations where he could
act by himself.

Trusts other people without being
fooled by them; gives people the bene-
fit of the doubt without looking for
hidden motives.

18 among the most readily adjustable
to changing conditions; accepts
compromises and suggestions where
needed.

Can take a joke and give one; takes
victory and defeat in stride.

Expresses feelings and opinions easily
and freely; is not a rebel or a
radical but is not afraid to be dif-
ferent.

Understands own weak and strong points
especially well. Is well aware of

his shortcomings and personality
handicaps.

Associates a great deal and talks a
lot about the opposite sex. Well
aware of the opposite sex and enjoys
being with them. '

Is among the most dependable; can be
relied upon to meet promises and to
ful£111,responsibilities to others.

16.

17.

18.

19.

20.

Low END (1)

UNDERSTANDING OF OTHERS

Tends to be indifferent and
blind to the needs and feelings
of others; doesn't understand
what makes other people "tick".

ACCEPTING ONESELP

Is very dissatisfied to be the
kind of person he is; wants very
much to be a different kind of
person; doesn't accept self.

POPULARITY

Has very few close friends and
few acquaintances, tends to be
disliked by others.

PERSISTENCE

Does not "stick" to his work;
delays or treats lightly his
assignments and under-takings.

SELF-CONTROL
Loses temper easily; becomes
upset when angered or cannot
get his way.

wersus "

HIGH END(10)

Is very aware of the needs and feel-
ings of other people and shows good
understanding of their personality.

Is generally pleased (but not conceit-
ed) about being the person he is; ac-
cepts himself; feels no need to be
like a different person.

Has many friends and acquaintances;
is among the best liked in the class.

Works consistently, attentively and
industriously at any task undertaken
or assigned, without slighting or
postponing the task.

Has very good control of temper and
emotions; calmly attempts to find
solutions to frustrating events.

O

. PHYSICAL.ATTRACTIVENESS

Rating Sheet No. 2.

This time, when you are uncertain as to exactly where you stand on each trait
as compared to other people in the group, rate yourself taking an unfavorable view
of yourself. Do not give yourself the benefit of any reasonable doubt you might
have on any trait. But remember to be realistic. Do not, without careful con-
sideration, give yourself a low rating on every item.

NOTE: On some items, you may see yourself as lower than any member in the group.
In this case, you may use a zero (0) to rate your standing on that item instead of
a "1".

SELF-RATING INVENTORY RATING SCALE

1. INTELLIGENCE

 

. MATURITY 10 J In the top 101 of your High School Grade

 

2
3. AT EASE SOCIALLY '

9 - In the Second 10% from the top
a

 

5. GENEROSITY 8 - In the Third 102 from the top

 

6. CHEERFULNESS
7 - In the Fourth 10% from the top
7. SINCERITY

 

8. INITIATIVE 6 - In the 10% just above the Middle
Middle

 

9. TRUSTFULNESS
5 - In the 10%.just below the'Middle
10. ADAPTABLE

 

11. SPORTSMANSRIP 4 - In the Fourth 102 from the Bottom

 

12. INDIVIDUALITY
3 - In the Third 10% from the Bottom
13. SELF-UNDERSTANDING

 

14. INTEREST IN OPPOSITE SEX 2 - In the Second 10% from the Bottom

 

15. DEPENDABILITY
1 - In the Bottom 10% of your High School
16. UNDERSTANDING OF OTHERS . Grade

 

 

17. ACCEPTING ONESELP

18. POPULARITY

____}9. PERSISTENCE
20. SELF-CONTROL

PLEASE no NOT REFER BACK TO muons RATINGS son GUIDANCE.

 

APPENDIX B

ILPORTANCE OF CLOTHING

Read the following statements and rate each according

to the scale given below. Place the number corresponding to
your choice in front of each statement. The statements
generally refer to a school situation.

Scale: 5. Almost Always - very few exceptions

1.
2.

3.

4.

S.
6.

7.

8.
9.

10.

ll.

12.

13.

14.

15.

4. Usually - majority of the time

3. Sometimes

2. Seldom - not very often

1. Almost never - very few exceptions

The way I look in my clothes is important to me.

I pay a lot of attention to pleasing color
combinations.

I consider the fabric texture with the line of the
garment when choosing my clothes.

I buy or make what is becoming to me even if it
is not the current fashion.

It bothers me when my shirt tail keeps coming out.
I use clothing as a means of diaguising physical
problems and imperfections through skillful use
of color, line and texture.

I buy clothes only in the colors that I know look
good on me.

I keep my shoes clean and neat.

I wear the clothing fads that are popular in our
school even though they may not be so becoming
to me.

I wear only those accessories which add to the
beauty of my clothes.

I wear clothes which have buttons or snaps missing.

When I am shopping I choose clothes that I like
even if they do not look the best on me.

I spend more time than others coordinating the
colors in my clothes.

I carefully coordinate the color of the accessories

that I wear with each different outfit.

I change my clothes before I go to school, If I

do not look neat.

56

 

57

 

 

Eifilmost always E.Usually 5.Sometimes 2.Seldom l.Almost never

16.

17.

18.

19.
20.

21.

22.

23.

24.

25.

26.

27.

28.

”29.

30.

31.
32.

33.

I change current fashions so that they will be
more becoming to me.

I try to figure out why some people's clothes
look better'on them than otherS.

Unlined sheer dresses or blouses reveal too much
of the body.

I select clothes that are conservative in style.

I feel embarrassed when I see someone in too low
cut a dress.

I feel uncomfortable when someone has forgotten
to close a zipper.

I select clothes which do not call attention
to myself in any way.

I hesitate to associate with those whose clothes
seem to reveal too much of their body.

I like dark or muted colors rather than bright
ones for my clothes.

I select clothes which are the standard styles
for school.

I feel embarrassed when I see someone in clothes
that are too tight.

I choose clothing with small prints, even though
a larger design looks equally well on me.

The first time in the season that I go to a public
beach or pool I feel exposed in my bathing suit..

I wonder why some people wear clothes that are
immodest.

My friends and I try each others clothes to see
how we look in them.

I enjoy trying shoes of unusual styles or colors.

I read magazines and new3papers to find out what
is new in clothing.

I change belts or decorative features on garments
I but to make them look more distinctive.

4 _—_ '- " —~—

4‘r

m.—

58

 

 

5.Almost always 4.Usuale 5.85métime§:2:8eldgm l.Almost never

34.
35.
36.

37-

38.
39.
4o.

41.
42.

43.

44.
45.
46.
47.
48.
49.

50.

When I buy a new garment I try many different
accessories before I decide what looks best with it.

I try on some of the newest Clothes each season
to see how I look in the styles.

It‘s fun to try on different garments and acces-
sories to see how they look together.

I like to know what is new in clothing even though
none of my friends care and I probably would not
want to wear it anyway.

I study collections of accessories in the stores
to see what I might combine attractively.

I experiment with new and different "hair do's"
to see how I will look. - -

I try on clothes in shops just to see how I will
look in them without really planning to buy.

I wonder why clothing is so important to teenagers.

I would buy a very comfortable bathing suit even
if it were not the current style.

There are certain textures in fabrics that I
like and especially try to buy, e.g. soft, fuzzy
sturdy, silky.

If I buy a garment and it almost fits, I don‘t
bother with altering it.

I am extremely sensitive to the texture of the
fabrics in my clothing.

In hot weather I wear'my hair short (or pinned
up) even if it does not look as good.

I get rid of garments I like because they are not
comfortable.

I do not wear a rough-textured fabric unless the
garment is lined.

The way my clothes feel to my body is important
to me.

I find it difficult to buy clothes suitable to the
temperature.

59

 

 

égklmbst always 47Usuallyégsometimes 2.Seldom 1.Almost never

51.

52.
53.

54.

55.

56.

57.

58.

59.
60.

61..

62.

63.

64.

65.

_66.

67.
68.
69.

I am more sensitive to temperature changes than
others and I have difficulty being comfortable
in my clothes as a result.

I avoid garments that bind the upper arm.

I wear my clothes with an easy fit even when close
fitting clothes are fashionable. '

I am irritable if my clothes are uncomfortable.

Even though some fabrics do not feel good on my
skin, I buy garments made from them if I like
the style.

Before I pay for a garment I make sure it will be
comfortable.

I wonder what makes some clothes more comfortable
than others.

I have clothes that I don't wear because everyone
else has them.

I wear different clothes to impress people.
I try to buy clothes with the best labels.

When new fashions appear on the market, I am one
of the first to own them.

I enjoy wearing very different clothing even if
others do stare.

I wear unusual colors or styles even though I
attract attention.

I buy at shops which offer the more fashionable
garments.

I try to show people what I am like by wearing
unusual clothes.

At a school party I enjoy wearing the most out-
standing clothes.

I‘go to nearby cities to snap for better fashions.
I try to buy clothes which are very unusual.

I like to be considered an outstanding dresser
by my friends.

 

 

6O

 

 

ETAlmost alway

70.

71.

72.

73-

74.

75-

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

s 4.Usually §.Sometimes 2.§31dom 1:Almost never

I avoid wearing certain clothes because they do
not make me feel distinctive.

I try to keep my wardrobe in line with the latest
styles.

I am interested in why some people choose to wear
such unusual clothes.

Ienjoy trying to get the most for’my money in
clothing purchases.

I am enticed into buying garments I like without
having anything to go with them.

I have something to wear for all occasions that
occur.
I read the labels when purchasing clothing.

After finding what I really like, I check in
other stores to compare price and quality before

buy'ing o

I have a long-term plan for purchasing more
expensive items of clothing such as coats or suits.

At the last minute, I have to borrow or buy for
an unexpected occasion.

I evaluate the clothing in my wardrobe before each
season so that I know exactly what I have.

I carefully plan every purchase so that I know
exactly what Ineed when I get to a store.

I wear a raincoat or carry an umbrella to protect
my clothes in rainy weather.

I am more concerned about the care of my clothing
than my friends.

I have some idea of the money I will Spend before
I go shopping.

I plan for and prepare clothes to wear several
days in advance.

I buy my clothes within a well-planned Clothing
budget.

I clean and store out-of-season clothing.

61

 

 

88.

89.

90.

91.

92.

93-

94.

95.

96.

97.

98.

99.

100.

101.

102.

103.

5.Almost always 4.Usually_3.Sometimes 2:Seldom 1.Almost never

I try to find out how I can save as much time,
energy and money as possible with my clothes.

When I was getting my clothes ready for school
this year, I thought of what others would be
wearing .

I have gone places and then wished after I got
there that I had not gone because my clothes were
not suitable.

I wear clothes that everyone is wearing even though
they may not be as good on me.

I get new clothes for a speCial occasion if the
clothes I have are not the type my friends were
wearing. '

I feel more a part of the group if I am dressed
like my friends.

I would rather'miss something than wear clothes
which are not really appropriate.

I wear what I like even though some of my friends
do not approve.

When I buy a new article of clothing I try to buy
something similar to what my friends are wearing.

If my friends adopt something new in clothing,
I try to get it. '

I want to choose my clothes in about the same
price range and quality as those of my friends.

I would wear a different type of clothes to a
church picnic where I know there will be older
people than to one where all are of the same age
as I. '

I check with my friends about what they are wearing
to something before I decide what to wear.

I am uncomfortable when my clothes are different
from all others at a party.

I try to dress like others in my group so that
people will know we are friends.

When someone comes to school dressed unsuitably, I
try to figure out why he is dressed as he is. '

VmMnm ‘._ -

 

62

 

 

fiiglmost always 4.Usualli 3.Sometimes"§.Seldom l.Almost never

For GIRLS only:

104.

105.

106.

107.

108.

109.

110.

111.

112.
113.

When applying make-up, I try to enhance my
attractive features.

I fix my hair to emphasize my best qualities even
if it is not the current style.

I wear a full slip instead of pettipants or a
half slip so my bra will not be apparent.

I wear simple, casual dresses for Sporty events
instead of Bermudas or slacks because they do
not reveal the figure as much.

Even though the 2-p1ece bathing suit is presently

'the most popular, I wear the one—piece suit.

I like to try new kinds of make-up to see how it
looks on me.

I enjoy putting on a simple dress and then trying
accessories with it to see how different it can
100k.

I enjoy designing clothes to see what I can come
up with.

I like to make some of my clothes.

I wear straight skirts even though they are not
quite as comfortable when sitting.

for BOYS only:

IH

114.
115.
116.
117.

118.

119.,

120.
121.

I wear pants when the crease is not pressed sharply.
I am self-conscious about dandruff.
I keep my hair'neatly combed.

Even though most people wear Bermuda shorts I am
shy about wearing them.

I do not like to see girls in tight-fitting shorts
or slacks.

I wear a shirt or undershirt except when swimming.
I enjoy browsing in clothing stores.
I try to match the colors in my clothes.

53

 

géAlmost afwa§s_4.Usually 3.Sometimes 4:§eldom l.Almost never
122. I enjoy selecting new clothes for myself.

123. I wear tight-fitting pants even though they are
not quite as comfortable when sitting.

MAMA“- ‘.

 

 

 

 

APPENDIX C

 

_,__ ,o w...

 

 

 

 

1.

4.

BACKGROUND INFORMATION

Age (at last birthday) Grade Sex

How many living brothers and sisters do you have? (Circle the correct
number on each line, the 0 if none.)

Brothers 0 l 2 3 4 More

Sisters 0 1 2 3 4 Mbre

Who is the maig_wage ear§g£_where you live?
father
stepfather
mother

other (specify)

 

For example: "my uncle", "guardian"

Draw a circle around the one number representing the highest grade the main
wage earner completed in school. Note: the main wage earner is the person
checked in question number 3.

Grade School 1 '2 3 4 5 6 7 8
High School 9 10 ll 12
College or University 1 2 3 4
Graduate School 1 or more years

If the main wage earner is a college graduate, what is the highest degree
he holds?

 

What kind of work does the main wage earner do? Please describe his or her
work as specifically as you can; we need to know the type of work done but
not the name of the company or business. FOR EXAMPLE: sawyer in a lumber
mill, teacher in a high school, chemical engineer in chemical plant,
salesman for a book company, waitress, operates farm of 160 acres, retired
college professor, unemployed.'

 

 

 

 

 

 

 

flab ....

npumma

 

O

6.

8.

9.

10.

11.’

Which of the following statements best describes the working situation of the
person you named main wage earner. (Check the one which applies to your
situation.)

works'for someone; does not manage the business (Or farm) .

works for someone; does manage the business or a main part or section
of it

owns a business (or farm) but hires someone else to manage it
owns and manages his or her own business (or farm)

retired

Please estimate the yearly income which the main wage earner receives.
less than $5999 $10,000 - 24,999

$6000 - 9999 over $25,000

Does any other person or source contribute to the financial support of your
family? Yes No

 

If yes, explain who Qmother, brother, social security, pension, etc.).

 

What is the type of work done by this person?

 

 

Please estimate the income which this person or source contributes?
less than $5999 $10,000 - 24,999

$6000 - 9999 over $25,000