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ABSTRACT
MIGRATION DIFFERENTIALS AMONG RURAL HIGH
SCHOOL STUDENTS: A LONGITUDINAL STUDY
By
Armando Villarroel
A review of the migration literature reveals that
there are some basic differences between migrants and non-
migrants which increase at each of the succeeding three
stages of the migration process. At the time of migration,
since the migrants are not a random sample of the parent
population, some differences between the two groups were
noted° During the process of migration itself, since there
are many concomitant influences affecting those who migrate,
and not affecting those who decide to stay behind, the al-
ready existing gap will tend to broaden. .And, finally,
during the process of assimilation to the area of destina-
tion, the migrants are subjected to further changes not
shared by the nonmigrantso
The intent of this thesis is to examine some of
the characteristics of persons from rural areas who migrate,
as opposed to those who do not. These differences are ex-
pressed in terms of: 1) some personal characteristics al—
ready existing prior to the decision of whether or not to
move; 2) some personal life circumstances that could
Armando Villarroel
facilitate or hinder a possible implementation of the move;
and 3) some considerations of the final consequences of mi-
gration. The data utilized are derived from a 10-year longi-
tudinal research project conducted in Ontonagon County, lo-
cated in the Upper Peninsula of Michigan. Portions of the
data came from the initial study of all high school juniors
and seniors of the county in 1957. Other portions of the
data came from the re-study of this population in 1968.
The findings of this study may be summarized in the
following way. In regard to the selected variables that
were thought to predict, mediate, and influence the outcome
of migration, differential characterizations were found be-
tween the migrant and the nonmigrant groups. In ability
and academic achievement, migrants show capacities superior
to those of nonmigrants. In family formation behavior, the
migrants and nonmigrants are markedly different: migrants
marry later, they have fewer children per year of marriage,
they postpone longer the birth of their first child, and
they have lower rates of presumed premarital pregnancy.
Furthermore, subsequent occupational status scores for
migrant males and for the Spouses of migrant females are
higher in comparable nonmigrant categories.
From the individual's point of view, it seems that
there is a sequence of events that may lead to migration
or nonmigration. There is a small initial gap between
migrants and nonmigrants as to intelligence and high school
Armando Villarroel
performance, which widens as time paSses and the migrant
gains even greater advantage. Since he faces fewer ob-
stacles, his chances to migrate improve, and his move to
areas of better opportunities leads to greater achievement.
In this sense rural-urban migration in the circumstances
found in this study is a very important channel of social
mobility.
MIGRATION DIFFERENTIALS AMONG RURAL HIGH
SCHOOL STUDENTS: A LONGITUDINAL STUDY
By
Armando Villarroel
A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
MASTER OF ARTS
Department of Sociology
1971
G C: 7055'
a mi padre
ii
ACKNOWLEDGMENTS
I want to express my appreciation to Dr. J. Allan
Beegle, chairman of my committee, for all the valuable
suggestions he made during the writing of this thesis,
and for the personal encouragement and sound academic
advice that I have received from him since the beginning
of my graduate training. And I want to thank Drs.
Charles P. Loomis, Frederick Waisanen, and Danton Morrison
for their suggestions and recommendations.
I would eSpecially like to thank Dr. Jon H. Rieger
for his priceless comments and criticism of the manuscripts,
and for sharing with me the experiences of several years
involvement in the Ontonagon Research Project.
Very important to me is to make public acknowledg-
ment of my gratitude to Teena, my wife, for the help that
in all respects she has provided me during graduate school.
iii
TABLE OF CONTENTS
LIST OF TABLES O O O O O O O O O O O O O 0 O O O O O O 0
Chapter
I 0 THE RESEARCH PROBLEM 0 O O O O O O O O 0 O O O 0
Introduction. . . . . . . .
Statement of the Problem. .
Review of the Literature. .
Statement of the Hypotheses
II 0 THE RESEARCH METHOD 0 O O O O O O O O O O O O 0
Introduction. . . . . . . . . . . . .
The Ontonagon Research Project. . . .
The Research Sample . . . . . . . . .
Operationalization of the Variables .
Operationalization of the Hypotheses.
III. RESULTS OF THE STUDY. . . . . . . . . . . . . .
Introduction. . . . . . . . . . . . . . . . . .
Personal Characteristics of the Population
Prior to Migration O O O O O O 0 O O O O O O O
Mediating Variables Regarding Family Formation
as They Affect Migration or Nonmigration. . .
Differential Status Outcomes of Migrants and
Nonmigrants . . . . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . . . . .
IV 0 CONCLUSIONS 0 O 0 O O O 0 O O O O O O O O O O O
BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O O O O
APPENDICES
Appendix A. May 1957 Initial Phase of
Voluntary Migration Questionnaire
Appendix B. 1968 First Decennial Re-Study
Questionnaire
Appendix C. Considerations about Circular
Migrants
iv
Page
LIST OF TABLES
Table Page
1. Mean Intelligence Test Scores by Migration
Status and Sex; Ontonagon County 1957 High
School Juniors and Seniors. . . . . . . . . . . . 24
2. Intelligence Category by Migration Status and
Sex, in Numbers and Percents; Ontonagon 1957
High School Juniors and Seniors . . . . . . . . . 25
3. Mean Graduation Rank Percentile Scores by
Migration Status and Sex; Ontonagon County
1957 High School Juniors and Seniors. . . . . . . 26
4. Graduation Rank Percentile Category by Migration
Status and Sex, in Numbers and Percents;
Ontonagon 1957 High School Juniors and Seniors. . 27
5. Mean Date of Marriage in Months after Graduation
by Migration Status and Sex; Ontonagon County
1957 High School Juniors and Seniors. . . . . . . 28
6. Mean Date of Birth of the First Child in Months
After Marriage by Migration Status and Sex;
Ontonagon County 1957 High School Juniors and
Seniors . . . . . . . . . . . . . . . . . . . . . 29
7. Time of Birth of First Child in Months After
Date of Marriage by Migration Status and Sex,
in Numbers and Percents; Ontonagon County 1957
High School Juniors and Seniors . . . . . . . . . 31
8. Mean Number of Children Born Per Year of Marriage,
in All Marriages, by Migration Status and Sex;
Ontonagon County 1957 High School Juniors and
seniors O O O O O O O O O O 0 0 O O O O O O O O O 32
9. Husband's Mean Duncan Socio-economic Status Score
at End of Post High School Decade by Migration
Status; Married Female Ontonagon County 1957
High School Juniors and Seniors . . . . . . . . . 32
10. Mean Duncan Socio-economic Status Score at End
of Post High School Decade by Migration Status;
Male Ontonagon County 1957 High School Juniors
and Seniors . . . . . . . . . . . . . . . . . . . 33
CHAPTER I
THE RESEARCH PROBLEM
Introduction
A great number of recent studies in demography and
rural sociology have investigated the impact of rapid urban-
ization on different aSpects of social life. This research
interest has been due to the fact that during the twentieth
century we have witnessed drastic changes in the rural-urban
distribution of the population all over the world. In some
industrially developed countries such as the United States,
growth of cities was accelerated by a surplus of labor grow-
ing out of the mechanization of agriculture. Likewise, many
underdeveloped countries, such as those of Latin America,
encountered the same phenomenon but it was produced by crises
on the farm as well as rising aspirations whose fulfillment
was sought in the cities.
Whatever the cause and specific nature of the society
where rural-urban migration takes place, it has been found
repeatedly that those who migrate are not a random sample
of the parent population. Thus, determination of some of
the characteristics of those who leave, as well as of those
who stay, is of importance for both economic and political
reasons. The makeup of a community, economic opportunities,
and the quality and use of human and natural resources will
be influenced by these characteristics. Local economic ac-
tivities are also affected by the age and sex of the out-
migrants, since variables such as the age-sex structure,
dependency loads, and fertility ratios are altered by selec-
tive outmigration. Politically, the selectivity of those
who migrate will influence decision-making in the area of
origin and destination. Taxation, allocation of local gov-
ernment resources, and election of local officials exemplify
the interrelationship between selective migration and polit-
ical phenomena.
While at the societal level migration has potentially
widespread political and economic effects, the individuals
involved may face unique personal consequences. The act
of migration involves taking a certain number of emotional
and material risks, such as the possibility of failure in
the new environment. This sort of gamble must be accompanied
in many instances by a willingness to defer gratification,
which the individual may or may not obtain as a consequence
of his migration. This is true even though some of these
risks may perhaps be mitigated by the knowledge of instances
of successful migration among one's own relatives and friends
and by the expected help from them at the point of destina-
tion. All factors considered, rural migrants still face
a great amount of uncertainty. And the act of migration
will leave a permanent mark on the lives of those involved
and on the areas of origin and destination.
Statement of the Problem
The purpose of this thesis is to examine some of the
characteristics of persons from rural areas who actually
migrate, in contrast to those who do not. Our objective is
to express these differences in terms of l) certain differ-
ential personal characteristics already existing prior to
the decision of whether or not to move, 2) some personal
life circumstances that could facilitate or hinder a pos-
sible implementation of the move, and 3) some considerations
of the consequences of migration and nonmigration.
Migration should be subject to prediction based
partly on knowledge of the personal characteristics of po-
tential migrants. The migration decision is probably the
result of a combination of the influences "pushing and pull-
ing" an individual in a certain direction, and his personal
characteristics. There are many possible individual char-
acteristics which may be relevant to the act of migration.
Such things as the degree of identification with the local
area, intelligence, performance in school, achievement moti-
vation, and social attitudes are likely to be indicators of
considerable importance. In this particular study, we will
use intelligence and school performance as personal charac-
teristics potentially related to the selectivity of migration.
Certain exterior conditions may strongly influence
the decision of an individual in respect to migration and
may facilitate or impede implementation of migration during
the early period of the individual's career. Parental and
peer group influences, possible military service obligations,
the potential aid of relatives and friends, the influence
of the mass media, problems of employment or the lack of
it, insufficient educational facilities, and the planning
and execution of important life events such as marriage and
children are examples of such factors. In this study we
will focus upon the influence on conjugal family formation,
that is, date of marriage and the number and timing of child-
ren produced in that marriage, as an intervening factor in
the migration and career experience of persons from rural
areas.
Finally, we come to the matter of the differential
outcomes of persons who stay in their home communities and
those who leave for other places. These outcomes might in-
clude such things as social mobility, life style, home owner-
ship, income, occupation, group affiliations, and education.
We will use the socioeconomic status of the occupation held
by the individual at the end of the decade studied.
Review of the Literature
Perhaps the most important handicap in the study
of migration is its lack of a general theory.' A great num-
ber of works have been compiled on the subject--200 papers
have been published on migration in English between 1955-
1962 (Mangalam, 1968), but their findings have not yet been
integrated.
Theoretical statements that do exist in the contem-
porary literature, while useful and adequate for
interpreting specific segments of the migration field
or for making sense out of specific data in each
instance, largely fail to provide a general frame—
work within the vast amount of existing facts from
different migration studies can be integrated and
given meaning. . . . The ideal of a comprehensive
theory of migration is not only a possibility but
must be an important concern in the future. (1968:
p. 1)
This situation has proven to be an obstacle to the
utilization of the conclusions of the different studies.
For example, studies of reasons why people migrate, impor-
tant in order to differentiate the migrants from the non-
migrants, are hampered by the lack of a general theory which
would bring coherence to this material. Nonetheless, an
understanding of the more relevant of these works is very
important to our purposes here.
Actually, the first systematic attempt to study
the problem of migration was done by Ravenstein, an English
scholar. Ravenstein (1885) developed the thesis that the
decision to move is never completely "rational,“ and that
not all persons decide by themselves to migrate. He at-
tempted to find some recurrent patterns in this not wholly
rational process. Ravenstein concluded from his studies
that the most important characteristics of the migration
process are that l) migration is influenced by the distances
to be covered, 2) it occurs in stages, 3) streams and counter-
streams of migration are always present, 4) there are very
important urban and rural differences in the propensity to
migrate, 5) there is a predominance of the female among the
short distance migrants, 6) technology affects migration,
and 7) in all migrations the economic motive is the most
important. Everett S. Lee (1966: pp. 47-57) makes a very
interesting compilation of the main propositions contained
in Ravenstein's thinking. Lee orders the hypotheses of the
British scholar in the following way:
Volume of migration.
1) the volume of migration within a given territory
varies with the degree of diversity of areas included
in that territory.
2) the volume of migration varies with the diversity
of the people.
3) the volume of migration is related to the diffi-
culty of surmounting the intervening obstacles.
4) the volume of migration varies with fluctuations
in the economy.
5) unless severe checks are imposed, both volume and
rate of migration tend to increase with time.
6) the volume of migration varies with the state of
progress in the country or area.
Stream and counterstream.
l) migration tends to take place largely within well
defined areas.
2) for every major migration stream, a counterstream
develops.
3) the efficiency of the stream (ratio of stream to
counterstream or net redistribution of population
affected by the opposite flow) is high if the major
factors in the development of migration stream were
minor factors at origin.
4) the efficiency of stream and counterstream tends
to be low if origin and destination are similar.
5) the efficiency of migration streams will be high
if the intervening obstacles are great.
6) the efficiency of migration stream varies with
economic conditions, being high in prosperous times
and low in times of depression.
Characteristics of migrants.
l) migration is selective.
2) migrants responding primarily to plus factors tend
to be positively selected.
3) migrants responding primarily to minus factors
at origin tend to be negatively selected or, where
the minus factors are overwhelming to entire popu-
lation groups, they may not be selected at all.
4) taking the migrants together, selection tends
to be bimodal.
5) the degree of positive selection increases with
the difficulty of the intervening obstacles.
6) the heightened propensity to migrate at certain
stages of the life cycle is important in the selec-
tion of migrants.
7) the characteristics of migrants tend to be inter-
mediate between the characteristics of the popula-
tion at origin and the population of destination.
Ravenstein thus recognized selectivity in migration
and pinpointed some of the factors of which this selectivity
is a function.
Since Ravenstein's early work, no other author has
presented such a comprehensive body of propositions regard—
ing all aSpects of migration. Indeed, most subsequent re-
searchers have focused their studies on Specific aspects
of the process. For instance, George K. Zipf (1946) sought
to explain migration by the "principle of least effort."
Zipf asserted that "the number of persons going from one
city to another should be a function of the distance sep-
arating them, since the effort required to cover greater
distances would presumably increase as did the distance."
(Jansen, 1969: p. 60)
Samuel Stouffer, arguing that distance was not such
an important factor, suggested the concept of "intervening
opportunities." According to his idea, "[the] number of
persons going a given distance is directly proportional to
the number of opportunities at that distance and inversely
proportional to the number of intervening opportunities"
(Stouffer, 1940). Some authors (Thomas, 1944) have attempted
to test Stouffer's propositions, but have encountered dif-
ficulty in operationalizing the notion of intervening op-
portunity (Basset, 1945). In 1960 Stouffer introduced a
new variable--competing migrants--in an attempt to further
refine his notion of intervening opportunities. Using U.S.
census data for 1935-40, he showed that migration is affected
by the competition among migrants and that its occurrence
is inversely proportional to intervening opportunities and
directly proportional to the availability of opportunities.
"[His] original model became an attempt to express, for a
specific time interval, the number of migrants from city A
to city B." (Jansen, 1969: p. 61)
The conclusions of Ravenstein, Zipf, and Stouffer
that characteristics of social systems at a given time in-
fluence and condition migration phenomena are significant.
They are important for gaining an understanding of the
characteristics of the social process of migration, and
the features of the individuals involved in that process.
Ravenstein and others have addressed themselves specifically
to the analysis of the differences between the migrants and
the nonmigrants. Now we turn to the literature dealing spe-
cifically with migration differentials.
It has been suggested that there are differences
between migrant and nonmigrant groups and that such
differences are relevant and significant; this proposition
has come to be known as that of "selective migration.” The
thesis of selective migration was presented very early in
the modern development of demography by Dorothy Swaine Thomas.
She stated in her 1938 classic, Research Memorandum on Migra-
tion Differentials, that there are some basic differences
between migrants and nonmigrants, and that these differences
increase at each of three succeeding stages of the migration
process. At the time of migration, since the migrants are
not a random sample of the parent population, some differ—
ences were observed between the two groups. During the
process of migration itself there are many concomitant in-
fluences affecting the individuals who migrate, tending to
broaden the already existing gap. And, finally, during the
process of assimilation to the area of destination, the mi—
grants are subjected to further changes not affecting the
nonmigrants. Henry S. Shryock (1964: p. 1) has advanced
basically the same thought:
The demographer has also learned that movers
are not a random sample of the population but that
internal movement changes the composition by sex,
age, race and social and economic characteristics
of the population in both area of origin and the
area of destination. Movement within a city is
also selective of different kinds of people as
compared with migration across the country. . . .
Starting from the assumption that differences indeed
exist, a number of studies have focused on finding out what
these differences are. The testing of hypotheses dealing
with the characteristics of the migrants versus the
10
nonmigrants have shown some inconsistent results. In part,
the discrepancies in the findings are attributed to the
diversity of the situations investigated and to differences
in the methodology used. A brief review of the findings
of some of these studies will be useful.
Age, Some of the early research linking migration differ-
entials to age implies that age is the most significant
selective factor in regard to migration behavior (Thomas,
1938). Other research (Hart, 1921; Sorokin, Zimmerman and
Galpin, 1932; Thornwaite, 1934; Hamilton, 1934; Beers, 1947;
Bogue, 1957; Andrews and Sardo, 1965) has also shown selec-
tivity for age groups. Generally it appears that a greater
proportion of people aged 15 to 25 years migrate than any
other age group.
Sex, It has been found that the migration behavior of fe-
males differs from that of males. Sorokin and Zimmerman
(1929), Thomas (1938), Wakeley (1938), McMillan (1943) and
Anderson (1952) have shown that females either tend to mi-
grate shorter distances than do males or migrate later in
life than do males.
Intelligence. The research on migration selectivity by
intelligence has been attended by some controversy with
regard to the validity of standard 1.0. tests as a measure
of intelligence. Still, the studies that have tried to
find out how intelligence could affect migration have been
ll
forced to use standardized 1.0. tests for lack of a better
instrument. Part of the evidence accumulated in regard to
intelligence tends to indicate that migrants typically pos-
sess a higher intelligence than do.nonmigrants (Klineberg,
1938; Gist and Clark, 1938; Gist, Pihlblad and Gregory,
1941; Mauldin, 1940; Pihlblad and Gregory, 1954). However,
other studies by Bohlen and Wakeley (1950) and Brown and
Buck (1961) did not support this conclusion. Rieger (1971),
using the male subsample of the group of former rural high
school students on which this thesis is based, found that
the average intelligence of the migrating males was some-
what higher than that of the resident males.
Education. With respect to the amount of education obtained
before consideration of an act of migration, it has been
found that those subjected to longer periods of Schooling
show a greater propensity to migrate (Landis, 1946; Beers,
1947; Bogue and Hagood, 1953). Blau and Duncan (1967) found
some instances of superior educational status among rural
migrants to urban areas. Rieger (1971) found that the prior
school performance of migrant males had been superior to
that of nonmigrant males.
Family characteristics. It would appear that certain char-
acteristics of both the family of orientation and the con-
jugal family of the prospective migrant have had important
bearing on his geographic mobility. Anderson (1952) and
12
Schwarzweller (1963) found that the size of the family of
orientation is an important factor to be considered, since
migrants in his sample from eastern Kentucky tended to come
from larger families. From the point of view of possible
influence of parents in migration it was found by Blau and
Duncan (1967) that the migrants tend to come from families
where the father holds a higher occupational position than
in the nonmigrant's families. The location of migrant rela-
tives who could become an aid in migration, is another fac-
tor to be considered. Simwanza (1969) reported that the
influence of relatives was indeed significant in migration
in that most of the migrants in a Michigan sample went first
to a population center where relatives or close friends were
already established. Schwarzweller and Crowe (1970) observed
the same pattern in a sample of Kentucky laborers migrating
to Ohio. Both studies imply that the migrants tend to cling
to the security of an interactional network of relatives
and friends during the migration process irrespective of
the geographical distance involved. In regard to the for-
mation of a conjugal family the evidence is contradictory;
Andrews and Sardo (1965) found that most of the migrants
were single at the time of the move, while Tilly and Brown
(1967) reported a completely opposite trend.
Differential outcomes of migrants and nonmigrants. Consis-
tently throughout the literature we find reports that those
who migrate do significantly better in terms of objective
13
criteria such as occupational attainment. Such outcomes
should be viewed as a result of some intervening variables
such as the occupational opportunity structure of the place
of destination. Rieger (1971) reports that those who do
the best in regard to occupational achievement are those
who move to small cities, which seem to provide an optimum
combination of expanded opportunity structure and minimum
dissimilarity to the community of origin.
Although the information on migration differentials
provided by previous studies sheds some light on the research
problem of this paper, it is unfortunate that they are not
integrated into a general body of theory--a handicap of the
whole field of migration as mentioned earlier. Marckwardt
(1968) states, "that in only a small part of this research
has the attempt been made to interrelate various differen-
tials so as to provide some notions of their interactions
and of relative importance to each." In his own study, he
used a path analysis to try to find out how a set of vari-
ables influenced migration differentials in a national sam-
ple of just under four thousand cases. He examined the
following variables: race, sex, age, marital and family
status, employment status, occupation, education, income,
housing status, and location of relatives. Marckwardt found
that age, education, and location of relatives were the most
important factors differentiating the migrants from the non-
migrants. Obviously, what may be true for the U.S. at large
14
may not necessarily be sufficient in analyzing a sample that
is already controlled by age or other factors.
Statement of the Hypotheses
In our hypotheses we will try to interrelate a se-
lected set of variables that are believed to be important
in predicting, in mediating, and in influencing the outcome
of migration. Among the many variables which may be rele-
vant to the decision to migrate or not to migrate are ability
and academic achievement. Based on the literature, we hy-
pothesize that migration will be selective of those exhibit-
ing higher levels of ability and academic achievement. A
series of variables related to family formation are viewed
as mediating variables in that decisions regarding them may
condition or interfere with migration decisions. Decisions
and actions related to date of marriage, birth of the first
child, and total number of children should vary for migrants
and nonmigrants, thus producing different characterizations
for the two groups. Finally, we hypothesize that the con-
sequence of these, and other conditions not explored here,
will result in higher occupational attainment on the part
of migrants than among nonmigrants:
A. Selective variables: ability and academic achievement
prior to migration or nonmigration
Hypothesis I. Migration behavior will be selective in
terms of ability; that is, migrants will exhibit
greater ability than will nonmigrants.
Hypothesis II. Migration behavior will be selective in
terms of academic achievement; that is, migrants will
exhibit greater academic achievement than will non-
migrants.
B.
15
Mediating variables: differential family formation
characteristics of migrants and nonmigrants
Hypothesis III. The date of marriage for migrants will
be later than for nonmigrants.
Hypothesis IV. The date of birth of the first child of
migrants will be later after marriage date than for
nonmigrants.
Hypothesis V. The fertility for migrants will be lower
than for nonmigrants.
Outcomes: differential occupational attainments of
migrants and nonmigrants
Hypothesis VI. The occupational status of female mi-
grants' spouses will be higher than that for female
nonmigrants' spouses.
Hypothesis VII. The subsequent occupational attainment
of the male migrants will be higher than for non-
migrants.
CHAPTER II
THE RESEARCH METHOD
Introduction
The data utilized in this study are derived from
a 10-year longitudinal study of former high school students
from Ontonagon County, a rural outmigration area located
in Michigan's Upper Peninsula. In May, 1957, an initial
study was made of all high school juniors and seniors en-
rolled in the county. In 1968 a follow-up study was con-
ducted in which all of the original group of subjects were
relocated and new data obtained concerning the events of
the intervening ten years. The present thesis makes use
of selected data from the two studies and bears kinship
with a number of master's and Ph.D. theses dealing with
the same body of data (Goldsmith, 1961; Tregea, 1968;
Simwanza, 1969; Rhoades, 1969; Rieger, 1971).
The Ontonagon Research Prgject
The Ontonagon research project was conducted by
Michigan State University sociologists interested in out-
migration from economically depressed areas such as many
parts of the Upper Peninsula of Michigan. The investi-
gators sought a research site possessing a sustained his-
tory of outmigration, a low level of living, and a low
16
17
proportion engaged in manufacturing, and ultimately selected
Ontonagon County. This county is located in the western
part of the Upper Peninsula. It is entirely rural with a
total population of 10,335 in 1970, which represented a
loss of 2.3% from the 1960 figure. The general economic
picture of the county reported at the onset of the research
has not changed markedly. "[In 1950] over 17 percent of
its labor force was unemployed as compared with the state
average of 5.4 percent. Forty-seven percent of the popula-
tion earned less than $2,000 and only 6 percent earned more
than $5,000" (Goldsmith, 1961: p. 78). It is not unlikely
that these conditions constitute "push" forces in the clas-
sical sense as described by the demographers.
Ontonagon County reflects general conditions per-
vading a large part of the rural area of the Upper Great
Lakes region. This region, which comprises the northern
parts of Michigan, Wisconsin and Minnesota, has been char-
acterized by an acute degree of outmigration. In fact,
excepting the period immediately following the Great De-
pression when people came back to the region because of
lack of opportunities elsewhere, its population growth has
been relatively stagnant. It has been estimated that about
300,000 individuals (10% of its 1950 population) have left
the area from 1950 to 1967 (Hansen, 1970: p. 118). Those
outmigrants included more than half the people in the 20-24
age group. This significant exodus has been attributed to
18
the decline in the lumbering and mining activities that had
provided a large percentage of the employment of the region.
Between 1950 and 1960, an overall regional growth of 1.7
percent lagged far behind the 14.8 percent for the United
States during the same period. Ontonagon County, the local-
ity studied, is perhaps rather typical of the economic and
demographic conditions described.
The Research Sample
The subjects studied in this research include all
the members of the 1957 and 1958 graduating classes in the
six high school districts of Ontonagon County. In May, 1957,
a questionnaire (Appendix A) was filled out by these subjects
while they were still enrolled in high school. The findings
from this initial study were reported by Goldsmith and
Beegle (1962) in an analysis of the "initial phase of vol-
untary migration." The members of the original study group
were relocated in 1968 in a follow-up study conducted by
Beegle and Rieger. This time the former students received
a mailed questionnaire (Appendix B) which elicited informa-
tion on various aspects of their experience after gradua-
tion, the types of migration alternatives followed, and
related events during the decade after high school gradua-
tion. In this thesis data from both the original 1957 study
and the 1968 follow-up study will be used.
l9
Operationalization of the Variables
Migration. Information regarding migration behavior was
obtained from the 1968 follow-up study. For purposes of
this thesis we will consider migrants those who reported
leaving their "home address" for at least one month (1968
questionnaire, p. 4 and pp. 6-9) during the decade and who
were residing outside their community of origin at the end
of the ten-year period. "Circular migrants," those who
reported back and forth movements but who were again re-
siding in their communities at the end of the ten-year Span,
are considered to be nonmigrants. These circular migrants
can be thought of as an intermediate category, since they
are neither permanent outmigrants (since they had come back
by the end of the decade), nor "true" nonmigrants (Since
they had actually experienced migration). The decision to
include these circular migrants as nonmigrants for this
analysis is in accordance with conventional practice in
the literature. It must be admitted, however, that this
categorization may introduce some degree of distortion into
the analysis. To alleviate this possible shortcoming an
analysis of results for circular migrants as distinguished
from true nonmigrants and permanent migrants is presented
separately in Appendix C.
Ability. Ability will be considered that quality measured
by standardized I.Q. tests. Information on the results of
these tests was obtained from the high school records. The
20
intelligence tests administered included the Lorge Thorndike,
California Test of Mental Maturity (Short Form), Otis Quick
Scoring, Kuhlman-Anderson, and SRA Primary Mental tests.
In cases where several test results were available only the
score of the latest test score is used.
Academic achievement. High School graduation rank, obtained
from School records, will be used as a measure of academic
achievement. Ranks will be converted to percentile scores
by the following formula: 1 - graduation rank / number of
students in the graduation class. In the few cases where
the individual did not graduate, a rank was assigned on the
basis of his/her school performance while still enrolled.
Date of marriagg. Information regarding marriage date was
obtained from the 1968 follow-up questionnaire (p. 2). The
time of first marriage was coded in terms of number of months
subsequent to normal date of high school graduation.
Date of birth of the first child. This variable is measured
by the number of months subsequent to the date of marriage
that the first child was born (1968 questionnaire, p. 2).
Fertility. This variable is measured by the number of child-
ren born per year of marriage. The number of children born
is reported in the 1968 questionnaire (p. 2).
Spouse's occupational attainment (female subjects only).
This variable is measured by the highest level occupation
21
ever held by the female subject's Spouse during the decade
(1968 questionnaire, pp. 6-9), Scaled according to the Duncan
Socio-economic Index (Duncan, 1961). This datum will be
computed only for the female subjects, Since females tend
to be ascribed the status of their husbands.
Own occupational attainment (male subjects only). This
variable is measured by the level of occupation held by
the male subject at the end of the decade (1968 question-
naire, p. 9), scaled according to the Duncan Socio-economic
Index.
Operationalization of the Hypotheses
A. Selective variables
Hypothesis I. The mean I.Q. score of the migrants will
be higher than that for the nonmigrants.
Hypothesis II. The mean graduation rank percentile score
of the migrants will be higher than that for the non-
migrants.
B. Mediating variables
Hypothesis III. The mean date of the first marriage in
number of months after high School graduation will
be later (greater) for migrants than for nonmigrants.
Hypothesis IV. The mean date of birth of the first child
in number of months after date of marriage will be
later (greater) for migrants than for nonmigrants.
Hypothesis V. The mean number of children born per year
of marriage will be lower for migrants than for non-
migrants.
C. Outcomes
Hypothesis VI. The mean Duncan SES score of female mi-
grants' husbands at the end of the post high school
decade will be higher than that for female nonmigrants'
husbands.
22
Hypothesis VII. The mean Duncan SES score of male migrants
at the end of the post high school decade will be
higher than that for male nonmigrants.
CHAPTER III
RESULTS OF THE STUDY
Introduction
This chapter is concerned with the testing of hy-
potheses related to migration differentials as set forth
in the previous chapter. The data will be treated as a
"population,“ since all the juniors and seniors enrolled
in Ontonagon County high schools in 1957 were included in
the study (except for a few absentees on the day the initial
questionnaire was administered), and since data recovery
in the follow-up study approximately ten years later amounted
to 100%. Therefore, no statistical tests have been applied.
Instead we will compare means and percentages in testing
our hypotheses.
Personal Characteristics of the Population
Prior to Migration
Hypothesis I and Hypothesis II deal with two char-
acteristics of the students before graduation and prior to
the act of migration. As anticipated, ability, as measured
by the IQ test score, was higher for migrants than for non-
migrants. As Shown in Table l, the mean IQ test scores of
the migrants, both males and females, are higher than for
the nonmigrants.
23
24
Table 1. Mean Intelligence Test Scores by Migration Status
and Sex; Ontonagon County 1957 High School Juniors
and Seniors
Males and Females Males Females
Migration Status N Mean IQ N Mean IQ N Mean IQ
Migrants 150 104.40 65 102.21 85 106.05
Nonmigrants 66 100.87 40 98.25 26 104.92
Total 216‘ 103.32 105 100.70 111 105.78
‘Excludes 50 cases with no information on intelli-
gence (35 migrants: 21 females, 14 males; 15 nonmigrants:
9 females, 6 males).
By dividing the subjects into upper and lower halves
in respect to intelligence and grouping them according to
subsequent migration status, as in Table 2, it can be seen
that the results are still consistent with the relationship
hypothesized. The migrants are found in the higher intel-
ligence category more often than are nonmigrants. Table 2
may be visualized as a composite of three 2 x 2 tables.
In all instances, the predicted relationship between migra—
tion and ability is supported. This is true deSpite the
slightly larger percentage of male migrants in the low in-
telligence category. Hence, the hypothesis regarding dif-
ferential initial ability among migrants and nonmigrants
is supported.
The evidence bearing on the hypothesis that migrants
perform better in school than do nonmigrants is Shown in
Table 3. The mean graduation rank percentile Score of the
25
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28
Table 5. Mean Date of Marriage in Months after Graduation
by Migration Status and Sex; Ontonagon County
1957 High School Juniors and Seniors
Males and Females Males Females
Mean Mean Mean
Migration Status N (months) N (months) N (months)
Migrants 166 46.37 67 59.34 99 37.13
Nonmigrants 65 36.21 31 58.03 34 16.32
Total 231‘ 43.51 98 58.94 133 31.81
'Excludes 35 cases who never married during the
post high School decade (19 migrants: 7 females, 12 males;
16 nonmigrants: 1 female, 15 males).
the results for this group of subjects support the conten-
tion that migrants tend to delay the date of marriage more
than do nonmigrants. Even though the same tendency is ob-
served for both sexes, the data Show that, in general, males
tend to marry considerably later than do females. This was
not unexpected since, in the United States, women tend to
marry earlier than do men, as Shown by the census. Regard-
less of this fact, there is a notable difference between
the migrant and nonmigrant females. If we consider that
most of our informants were approximately 18 years old at
graduation, then the migrant females married, on the average,
about three years later, or around their twenty-first birth-
day. It is possible that this three years' postponement
of marriage by migrants could be highly Significant in terms
of the implementation of possible future educational and
29
occupational plans. It is also conceivable that migrant
females married later Simply because they migrated; that
is, some moved to cities where there is an excess of females
and had broken home community ties that might have provided
them with Spouses.
In regard to the timing of the first child after
marriage, the data support the hypothesis (Table 6). That
Table 6. Mean Date of Birth of the First Child in Months
After Marriage by Migration Status and Sex;
Ontonagon County 1957 High School Juniors and
Seniors
Males and Females Males Females
Mean Mean Mean
Migration Status N (months) N (months) N (months)
Migrants 136 18.66 53 16.07 83 20.43
Nonmigrants 60 14.73 28 14.67 32 14.50
Total 196‘ 17.45 81 15.58 115 18.76
'Excludes 35 cases who never married during the
post high school decade (19 migrants: 7 females, 12 males;
16 nonmigrants: 1 female, 15 males); and 35 cases who
married but did not have children (30 migrants: 16 females,
14 males; 5 nonmigrants: 2 females, 3 males).
is, migrants, on the average, tend to have their first child
later after marriage than do nonmigrants. This difference
is especially accentuated for female migrants, who had their
first child later than did any other group--Slightly more
than twenty months after marriage. Both male and female
nonmigrants report the birth of the first child, on the
30
average, as occurring between 14 and 15 months after date
of marriage. Hence, we may conclude from this evidence that
migrants tend to postpone starting families longer than do
nonmigrants.
It is plausible that premarital pregnancy is related
to migration or nonmigration. Table 7 was constructed to
test the possible effect of this factor. In this table,
migrants and nonmigrants are classified by the birth of
first child within 8 months or after 8 months of marriage.
While this classification is not without the possibility
of error, as from any cases of premature births, it should
yield a fairly close approximation of pre- and post-marital
pregnancy. The data Show presumed premarital pregnancy
rates to have been substantially higher among nonmigrants
than among migrants. These differences hold for the female
subjects and for the male subjects. Presumed premarital
pregnancy appears to have occurred in about one-fourth of
the sample of nonmigrants. In the case of female nonmi-
grants, premarital pregnancy apparently occurred in one-
third of the cases.
As Shown in Table 8, the data also support the hy-
pothesis that migrants tend to produce fewer children per
year of marriage than do nonmigrants. The number of child-
ren per year of marriage, obviously, is a Special measure of
the birth rate. Thus, we conclude that nonmigrants, both
males and females, exhibit higher birth rates than do migrants.
31
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32
Table 8. Mean Number of Children Born Per Year of Marriage,
in All Marriages, by Migration Status and Sex;
Ontonagon County 1957 High School Juniors and
Seniors
Males and Females Males Females
Mean Mean Mean
Migration (Number of (Number of (Number of
Status N children) N children) N children)
Migrants 166 0.33 67 0.35 99 0.31
Nonmigrants 65 0.37 31 0.42 34 0.33
Total 231‘ 0.34 98 0.37 133 0.31
'Excludes 35 cases who never married during the
post high school decade (19 migrants: 7 females, 12 males;
16 nonmigrants: 1 female, 15 males).
Differential Status Outcomes of
Migrants and Nonmigrants
Table 9 summarizes data bearing on the hypothesis
that the occupational status of the spouses of migrant fe-
males will be higher than that of the Spouses of nonmigrant
females. Marked differences are found: the husbands of
Table 9. Husband's Mean Duncan Socio-economic Status Score
at End of Post High School Decade by Migration
Status; Married Female Ontonagon County 1957
High School Juniors and Seniors
Migration Status N Mean SES
Migrants 99 44.14
Nonmigrants 34 27.52
Total 133' 40.89
‘Excludes 8 cases who never married during the
post high school decade (7 migrants, l nonmigrant).
33
migrant females have a mean 585 score of about 44 while that
of husbands of nonmigrant females is Slightly over 27. The
relatively high SES score for female migrants' Spouses could
be due to the quality of the occupational opportunity struc-
ture of the areas of destination as compared to that in the
county of origin. The evidence thus clearly supports the
hypothesis.
Results in regard to the occupational attainments
of migrant and nonmigrant male subjects ten years after high
school graduation are Shown in Table 10. In accordance with
our expectation, the average SES score for the nonmigrants
is much lower than for migrants. This outcome should not
be surprising in view of the relatively constricted occupa-
tional opportunity structure in which the nonmigrants reside.
Table 10. Mean Duncan Socio-economic Status Score at End
of Post High School Decade by Migration Status;
Male Ontonagon County 1957 High School Juniors
and Seniors
Migration Status N Mean SES
Migrants 79 47.3
Nonmigrants 46 28.2
Total 125 40.3
Summary
The findings of this study may be summarized in the
following way. In regard to the selected variables that
were thought to predict, mediate, and influence the outcome
34
of migration, differential characterizations were found
between the migrant and the nonmigrant groups. In ability
and School performance, migrants Show capacities superior
to the nonmigrants'. In family formation behavior the mi—
grants and nonmigrants are markedly different: migrants
marry later, postpone the birth of the first child, have
lower rates of presumed premarital pregnancy and have fewer
children per year of marriage. Furthermore, subsequent
occupational status Scores for migrant males and for the
Spouses of migrant females are higher than in comparable
nonmigrant categories.
CHAPTER IV
CONCLUSIONS
As expected from the history of outmigration from
the region studied, migration was reported by the majority
of the Ontonagon County 1957 high school juniors and seniors.
Since a large percentage of these former students seems to
have left permanently, a considerable loss of human poten-
tial was sustained by the communities of origin. This loss
is aggravated by the fact that those who left tended to have
higher capabilities. Judging from the answers to the ques-
tion: “I would stay in Ontonagon County if . . . " admin-
istered to 1970 seniors by the Ontonagon Chamber of Commerce
and published by the local newspaper, outmigration will
continue or even increase. The main reasons for leaving
as given in the answer to this question were the lack of
educational and occupational opportunities in the area.
Thus it would appear that young people today, like their
1957 predecessors, will continue to move away from this
area. This drain of the "better" manpower, found in many
studies of migration, could tend to aggravate the problems
of rural areas in retaining quality manpower resources.
AS we have indicated, the impact of migration is
felt on two levels, the societal and the personal. The
35
36
societal level involves the educational and occupational
opportunity structure of the communities of origin as well
as communities of destination. If it is unfavorable as
compared with those of potential destinations, the outflow
of young people will almost inevitably continue. From the
individual's point of view, it seems that there is a sequence
of events that may lead to migration or nonmigration. In
the case of nonmigrants lower educational performance and
lower intelligence is followed by early marriage, often
precipitated, perhaps, by premarital pregnancy, and a high
birth rate. These variables, it appears, form a chain of
obstacles impeding movement to places of greater opportunity.
A subsequent redefinition of his situation by the nonmigrant
may even result in a lowering of aSpirationS.
Though there is only a small initial gap between
migrants and nonmigrants as to intelligence and high school
performance, the gap seems to widen as time passes and the
migrant gains even greater advantage. Since he faces fewer
obstacles, the migrant's chain of experiences is somewhat
different. He is found to have Slightly higher intelli-
gence and Scholastic ability (he may be more “future ori-
ented," and possess greater aspirations to seek better edu-
cational and occupational opportunities), and he is not
hampered by early family responsibilities to the same ex-
tent as is the nonmigrant. His migration provides oppor-
tunities for greater achievement. In this sense rural-urban
37
migration in the circumstances found in this study is a very
important channel of social mobility. From the evidence
it would seem that the Significant life events and decisions
concerning such things as marriage and migration have an
important impact on later occupational attainment.
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Tregea, William. "Patterns in Circular Migration: An
Exploratory Study of Rural Return Migrants as a
Type," Unpublished M.A. Thesis, Department of Soci-
ology, Michigan State University, East Lansing,
Michigan, 1968.
Wakeley, Ray C. "Differential Mobility Within the Rural
Population in Eighteen Iowa Townships, 1928-1935,"
Iowa Agricultural Experiment Station, Bulletin 249,
1938.
Zipf, G. K. "The P1 P2 / D Hypothesis: On the Intercity
Movement of Persons," American SociolOgical Review,
Vol. 11 (December, 1946), pp. 677-86.
APPENDICES
APPENDIX A
MAY 1957 INITIAL PHASE OF
VOLUNTARY MIGRATION QUESTIONNAIRE
MICHIGAN STATE UNIVERSITY
Department of Sociology and Anthropology
WHAT THIS STUDY IS ABOUT
This survey is an attempt to get a better picture of the problems
high school students in Michigan face in selecting an area where they
would like to live and work. You and only you can provide the answers.
By carefully filling out this questionnaire you will help us to gain a
better understanding of these problems. This information will be of
great value in developing counseling programs for high school students.
For this reason we are anxious to have you answer the questions on this
form to the best of your ability.
PLEASE FOLLOW THESE DIRECTIONS
1. Read each question and all items listed beneath the question care-
fully. Then answer the question to the best of your knowledge.
2. Be sure to answer each question, but do not spend too much time on
any one question.
3. If you are in doubt or don't understand an item, raise your hand and
you will receive aid.
1. Your name:
(First) (Middle) (Last)
2. Your mailing address:
Do you live on a farm? Yes No
Ifgyou do not live on a farm, have you ever lived on a farm?
Yes No
3. Your high school:
(Name and Location)
4. Your sex: Male Female
5. How old are you? Your date of birth:
Month Day Year
6.
Your.class: Junior Senior
With whom do you live regularly?
a. my own parents
b. A parent and a step-parent
c. One parent only
d. my grandparents
e. Uncle or Aunt
f. Others (write in who they are)
Your church preference is:
a. Baptist e. Methodist
b. Catholic f. Presbyterian
c. Episcopal 3. Other (write in the name)
d. Lutheran
Are you a member: Yes No
YOUR ACTIVITIES: Many students participate in some activities in their
school and in their community. We would now like to know something about
your activities and what you think about them.
1.
XXXXXXX
The kinds of extra-curricular activities in which you participate
are: (Check the ones in which you participate actively, and add to
the list if necessary.)
a. band-orchestra h school paper
b. chorus-vocal 1. annual (year book)
c. dramatics 3. student government
d. debates k. hobby club
e. A-H or FFA l. hunting or fishing
f. high school teams m. other
g. other athletics (specify)
When you have some free time, what do you like best to do?
Compared with most students in your high school, the number of
activities you are in is:
a. greater than average
b. about average
c. less than average
Compared with most students in your high school, your leadership
activities are:
a. greater than average
b. about average
c. less than average
How often do you feel that you would like to take part in more
activities?
a. very often
b. often
c. sometimes
d. never
How often do you feel that you do not get along with your classmates?
a. very often
b. often
c. sometimes
d. never
How often do you avoid your classmates because they are unkind or
unfriendly?
a. very often
b. often
c. sometimes
d. never
What do you usually do at the following times: (If you have 3 job,
state what kind)
a. Immediately after school?
b. In the evenings?
c. On Saturdays?
d. On Sundays?
9. Write the names and ages of your three closest friends.
a. Your closest friend
(Name) (A88)
b. Your next closest friend
(Name) (Age)
c. Your next closest friend
(Name) (Age)
YOUR COMMUNITY: All of us have feelings about the community in which we
live; there are things in it that we like and things that we do not like.
We should like to have your honest opinion about the following questions
as they apply to your community.
XXXXXXX
1. Below is a list of statements that express opinions about any given
community. Read each item carefully and quickly check the phrase that
most nearly represents ygur personal belief about the community in or
near which you live.
Strongly Unde- Dis- Strongly
Agree Agree cided agree Disagree
SAMPLE: Working is great fun. )<
a. Anything of a progressive
nature is generally approved.
b. With few exceptions the
leaders are capable and
ambitious.
c. It is difficult for the
people to get together on
anything.
d. The-people as a whole mind
their own business.
e. Everyone helps to decide how
things should be run.
f. The-future of the community
looks bright.
g. No one seems to care how the
community looks.
Strongly
Agree
It will never seem like home
to me.
Quite a number of the resi-
dents have really amounted
to something.
Persons with real ability
are usually given recogni-
tion.
Not much can be said in
favor of a place this size.
The church services as a
rule are well worth
attending.
The community is not located
in a very desirable place.
The people have to do with-
out a good many conveniences
like telephone service, sew-
age disposal, water works,
and good roads.
A person has to leave town
in order to have a good time.
There are not many families
you would care to marry into.
Few if any of the neighboring
towns are able to surpass it.
Cultural and educational
facilities like colleges,
libraries, theaters, and
museums are adequate.
People have to do without
adequate shopping facilities.
Agree
Unde-
cided
Dis-
agree
Strongly
Disagree
2. After graduation many changes will take place in your way of life.
You and your friends will be looking for jobs, thinking of getting
married, going to college, or moving to a new town. Many of the
activities that you formerly engaged in like playing basketball or
just visiting will be difficult to do since many of your friends will
not be around. Thinking about the changgs that take place after
graduation, read each statement below carefully and quickly check
the phrase that most nearly represents your personal belief about
your community.
XXXXXXX
AFTER GRADUATION YOUR Strongly Unde- Dis- Strongly
COMMUNITY WILL BE: Agree Agree cided agree Disagree
a. A good place to engage in
farming
b. A good place to get the job
you would like to have
c. A good place to find someone
you would like to marry
d. A good place to find people
your own age
e. A good place to live since
there are facilities in town,
or close by for young adults
to have a good time
f. A good place to.have fun
with people your own age--
like dating, visiting, going
to movies, or other such
social,activities
g. A good place to have fun
with people your own age--
like watching or playing
volleyball, basketball, or
other such organized sports
h. A good place to go hunting,
fishing, hiking, or other
similar outdoor activities
i. A good place to enjoy being
members of adult organiza-
tions like the VFW, the
Eagles, the Rotary, the
church, or womens' clubs
Strongly Unde- Dis- Strongly
Agree Agree cided agree Disagree
1. A good place to build a home
and raise a family
k. A good place to remain close
to your friends
1. A good place to remain close
to your relatives
3. What facilities or activities should a community have for young
adults, that your community does not have?
a. b. c.
4. As a place to live soon.after graduation, how well do you like your
community?
a. strongly dislike it d. I like it
b. I dislike it e. I am enthusiastic about it
c. I am indifferent
5. After you are married and have a family, how well would you like
your community as a place to live?
a. strongly dislike it d. I would like it
b. I would dislike it e. I would be enthusiastic about it
c. I would be indifferent
YOU AND YOUR PARENTS: Below is a list of statements about the relations
between parents and their children. We would like to have your honest
opinion about these statements as they apply to your family. (If you do
not live with your parents, answer the question in terms of your guardian,
or the people you live with.)
XXXXXXX
1. Regarding your relationships with your parents (or guardian, the
people you live with): (Check the phrase that most nearly represents
your own personal belief.)
Strongly Unde- Dis- Strongly
Agree Agree cided agree Disagree
a. It is hard for me to feel
pleasant at home.
b. my parents try to understand
my problems and worries.
C.
Strongly Unde- Dis- Strongly
Agree Agree cided agree Disagree
As far as my ideas are con-
cerned my parents and I live
in two different worlds.
There is real love and
affection for me at home.
My parents criticize me too
much.
My friends have happier
homes than I do.
Too often my parents compare
me unfavorably with other
children.
As I have known it, family
life is happy.
My parents expect too much
of me.
When do you think your parents are most likely to consider you an
adult? (Write your answer here)
What right did your parents (or guardian, the people you live with)
have to make decisions for you whengyou were in the 9thggrade
(beginning high school)?
a. They had a definite right to help make my decisions.
b. They had some right to help make my decisions.
c. They had no right, but they could give me their opinions.
d. They had no right to even give their opinions.
What right do your parents have to make decisions for you after you
graduate from high school?
a. They have a definite righ£_to help make my decisions.
b. They have some right to help make my decisions.
c. They have no right, but they may give me their opinions.
d. They have no right even to give their opinions.
10.
Which of the following statements best indicates what your parents
have encouraged you to do after graduation?
a. Get a full time job and continue to live at home.
b. Get a full time job and live as close to home as possible.
c. Get the best full time job possible even if you have to move
to another community.
d. Continue your education or training, and then return to your
community.
e. Continue your education or training, and then get the best job
possible even if you have to move to another community.
f. Other (indicate)
Do your parents expect you to help support them after graduation?
Yes No
Will your parents be able to help you in getting a start or continuing
your education after graduation from high school?
a. They will be financially able to help you a great deal.
b. They will be financially able to give you some help.
c. They will be financially able to give you gg_he1p.
How willing will your parents be to help you after you graduate from
high school?
a. Willing to help you a great deal.
b. Willing to give you some help.
c. Willing to give you gg_help.
When the time comes for a boy to take a job, he should stay near his
parents even if it means giving up a good job?
Yes No Undecided
Even when teenagers get married, their first loyalty still belongs
to their parents. Yes No Undecided
LEAVING YOUR COMMUNITY: At times many have considered moving away from
their communities. We would now like to know if you have considered
leaving your community, and something about your reasons.
XXXXXXX
Have you ever seriously considered moving away from your community?
Yes No
Are you considering moving away from your community after graduation?
Yes No
10
How eager are you to stay or move from your community after graduation?
a. Eager to stay
b. Probably stay, but not eager to stay
c. Probably leave, but not eager to leave
d. Eager to leave
If you are considering leaving your community soon after graduation,
what are your two main reasons?
a. First reason
b. Second reason
Below is a list of reasons high school students sometimes give for
leaving their communities after graduation. If the statement repre-
sents a reason for your wanting to leave your community, check yes;
if not, check gg,
Yes No Undecided
a. Few good jobs available
b. Unable to make a go of farming
c. Little chance of finding someone
I would like to marry
d. Few people of my own age
e. Feeling pleasant at home is
difficult for me
f. Few occasions to engage in
activities you consider important
3. Few occasions to engage in
outdoor sports
h. To get away from the domination
of my family
1. Not enough facilities in town
or nearby to have a good time
3. No privacy-—everyone knows my business
k. The climate is not good
1. Not enough night life for young adults
11
Yes No Undecided
m. Feeling pleasant with some of the
people my own age is difficult
n. The community has no future
o. The location is poor
p. Parents criticize me too much
q. To be able to make my own decisions
r. Public services such as telephone
service, water supply, sewage disposal,
and road repairs are poor
3. My reputation in the community is
not as I want it
t. My community is not a good place
to raise a family
u. There are not enough good shopping
centers nearby
v. There are not enough facilities like
libraries, museums, art galleries,
and colleges
w. I want a change of scenery and new
experiences
A. Which of the above do you consider most important? (Please write the
letter of the two most important) First - Second .
NEW COMMUNITY: The following questions seek to find out some of your
preferences about the kind of place in which you would like to live.
XXXXXXX
l.
C.
12
Which of the following best indicates the kind of community in which
you would prefer to live: (Please check only one).
a. In the open country
b. In a village under 2,500 (like Ewen or Ontonagon)
c. In a city of 10,000 to 100,000 (like Marquette or Lansing)
d. In a city of over 100,000 (like Detroit or Chicago)
e. In a suburb outside a large city
A. If you checked the open country or a village, do you prefer the
location to be near a big city? Yes No . IF YES, how
near? .
B. Do you have any specific place in mind? Yes No
IF YES, where?
How important are the following qualities of the community in which
you would eventually like to live? (Read each statement carefully
and quickly check the phrase that most nearly represents your own
personal belief.)
Very Of Some . Of Little or
Important Importance No Importance
The community should have
libraries, museums, art
galleries, and colleges.
The community should have avail-
able entertainment like con-
certs, lectures, and plays.
The community should have avail-
able entertainment like movies
or bowling.
The community should have good
TV reception.
The community should have avail-
able sports events, like boxing,
football, baseball, and basket-
ball.
The community should be one in
which a person can be close to
nature with opportunities for
hunting, fishing, and hiking.
13
Very Of Some Of Little or
Important Importance No Importance
The community should have con-
veniences like telephone ser-
vice, water supply, good trans-
portation, sewage disposal and
good roads.
The community should have a
climate that you like.
The community should have an
open country atmosphere away
from the hustle, bustle, and
noise of the city.
The community should be busy
and exciting with lots of
people and no one knowing your
business.
The community should have many
avenues to success, and not
limit a person to a job they
may not like.
The community should be one
where there are good jobs.
The community should be one in
which you can be close to your
friends.
The community should be near
shopping centers with depart-
ment stores and supermarkets.
The community should have or be
close to some interesting and
exciting night life.
What other qualities not men-
tioned above should the com-
munity have?
(Write your answer here)
Which of the above do you consider most important? (Please write the
letter of the two most important.) First Second
14
YOUR FUTURE OCCUPATION: Now that high school graduation is nearing,
we'd like to know something about your plans for your future life's work.
XXXXXXX
Of all the jobs in this community, which job would you like best?
Which least? .
How do you think that farming compares with city jobs like working
in a factory, store, or office? Better Worse Undecided .
How do you think that mining compares with city jobs like working in
a factory, store, or office? Better Worse Undecided .
How do you think that woods work compares with city jobs like working
in a factory, store, or office? Better Worse Undecided .
If you could have any job you wanted, regardless of the training or
experience required, what job would you pick? .
What jobs have your parents mentioned that they would like to see you
do? a. b. c.
What jobs are you now seriously considering as a lifetime work?
a. First choice . Have your parents encouraged
this? Yes No
b. Second choice . Have your parents encouraged
this? Yes No
Regarding your first choice, what do you think are the reasons for
your selecting it? (Check as many reasons as apply)
a. Encouraged by family g. Interest developed out of
b. Advised by friends experience
c. Suggested by school study h. Most profitable work I could get
d. Suggested by motion 1. Suggested by counseling and
pictures testing
e. Suggested by TV or radio j. Admired someone in this job
f. Suggested by magazines k. Other (indicate)
and books
A. Which of the above do you consider most important? (Please write
the letter of the two most important). First Second .
7.
15
Generally, what do you most expect of the job you want to make your
life's work? (Check as many statements as apply).
a. Freedom of behavior g. _Money
b. Chance for advancement h. _Security
c. Friendship with fellow 1. Public recognition
employees J. Benefit to humanity
d. Power and authority k. Time to enjoy myself
e. Intellectual challenge 1. _Other (indicate)
f. Prestige or respect
A. Which of the above do you consider most important? (Please write
the letter of the two most important) First Second .
How do you expect to get started in the job you want for your life's
work?
Do you intend to get further training after high school?
Yes_ No_ Don't know
If Yes, what do you plan?
a. College. Where
b. Trade School. Where
c. Apprentice. Where
d. ‘ Other. What and Where
If Yes, how do you intend to pay for the training? (Check as many as
_apply and underline the most important.)
a. Parents will help
b. WOrk on the side
c. Scholarships
d. Borrow the money
e. Other (specify)
f. Don't know
If Yes, when do you intend to start?
a. When the new term starts in the fall
b. After working for a year or so
c. After military service
d. Other (indicate)
10.
11.
12.
16
Do you expect to enter military service soon after graduation?
Yes No Don't know
If Yes, for how long?
a. Permanent career
b. Two years only
c. Other (indicate)
Has the possibility of military service affected your job plans?
Yes No Don't know
If Yes, check in what way or ways?
a. Delayed making any definite plans
b. Employers are hesitant to hire me
c. Figured I'd get it out of the way and then decide
d. Other (indicate)
Do you have a job waiting for you when you graduate?
Yes No Don't Know (If yes, please check the following; if
no or don't know, go to Question 13.)
If yes, what type of job is it? (If more than one job is available,
state them in order of your preference.)
Who would you be working for? (For your first choice if more than
one job.) Parents Other relatives Non relatives .
Do your parents expect you to take that job? Yes No
Don't Know They Don't Care
What is the location of the job?
Do you intend to keep the job permanently?
Yes No Don't Know
If no or don't know, which of the following best indicates what
you would do?
a. Not take the job
b. Take the job temporarily until
c. Other (specify)
d. Don't know
l3.
17
If you don't have a job you intend to take, and don't expect to go to
college (or on for additional training) or into the Service, do you
expect to seek a job near home or away from home?
a. I expect to seek a job near where I live.
b. I expect to look for a job away from home.
c. I don't know as yet just what I will do.
What type of job will you be looking for?
YOUR COMMUNITY AFTER GRADUATION: Now we would like to know something
about the community you intend to reside in after graduation.
l.
XXXXXXXX
Where do you expect to live while working or going to school soon
(5 or 6 months) after graduation?
(place)
Why do you intend to live in the community named in the above question?
(Check as many statements as apply.)
a. Because the community has cultural facilties like libraries,
museums, and colleges.
b. Because the community has recreational and entertainment
facilities you consider important.
c. Because the community has adequate conveniences like telephone
service, water supply, good transportation, sewage disposal,
and good roads.
d2____Because the community has a good climate.
e.____Because the community is the size you want.
f2___;Because the community has many good jobs available.
g.____Because the community has good shopping centers.
h.____Because you have a job waiting for you there.
i.____Because you will be going to school there.
j.____Because many of your friends are there.
k.____Because many of your relatives are there.
1. Because you will have freedom of behavior there.
18
m. Because the community will be a 'change of scenery', a place
where you can have new and exciting experiences.
n. Better chance to find someone you want to marry.
0. Because there are more people your own.age there.
p. Because the community has an open country atmosphere away from
the hustle and bustle of the city.
q. Because the community has more avenues to success and advancement.
r. Other
A. Which of the above do you consider most important? (Please write
the letter of the two most important.) First Second
B. If the community you intend to live in after graduation is not
your home community, how did you learn about it?
Do you have a second choice of a community where you would like to
live soon (5 or 6 months) after graduation?
Yes No Don't Know
If Yes, where?
If Yes, why did you select the first choice rather than the second?
Now, considering the kind of job and the way of-life you eventually
wish to have, do you think it is necessary for you to move from your
present community? Yes No Don't Know
Would you remain or eventually return to your community if jobs were
available? Yes No Don't Know
Twenty years from now, what job do you expect to have? .
Where to you expect to be living twenty years from now? First
choice . Second choice .
19
YOUR PARENTS: Now we would like to have some information about your
parents:
XXXXXXX
1. Your parents are:
a. Both living together
b. Both dead
c. Father is dead
d. Mother is dead
e. Divorced
f. Separated
2. Your mother:
a. has no job outside the home.
b. has a part-time job outside the home.
c. has a full-time job outside the home.
3. Your father's occupation is: (or was, if dead or retired) (Specify
the kind of work he does and not where he works.)
Main occupation
Part-time occupation
If your father is a farmer, how many acres does he operate
How many milk cows does he have
4. What does your father think of his occupation:
a. Completely satisfactory
b. Fairly satisfactory
c. Good enough
d. Not very good
e. Very poor
5. Where was your father born?
(State or Country)
Where was your mother born?
(State or Country)
6. What nationality is your father?
What nationality is your mother?
' 12. How many sisters do you have?
20
7. How much formal schooling (does, did) your father have?
a. Less than 4 years
b. 5-7 years
c. 8 years
d. 9-11 years
e. High school graduate
f. Some college
g. College graduate
h. Don't know
1. Other (indicate) .
8. How much formal schooling (does, did) your mother have?
a. Less than 4 years
b. 5-7 years
c. 8 years
d. 9-11 years
e. High school graduate
f. Some college
3. College graduate
h. Don't know
1. Other (indicate)
9. How old is your father? Your mother? .
10. Indicate by a check )( the number of the category in which your
parents' income fell last year. (If not sure, make an estimate.)
a. Under $1,000 e. 4,000 to 4,999
b. ‘1,000 to 1,999 f. 5,000 to 5,999
c. ‘ 2,000 to 2,999 g. 6,000 to 6,999
d. 3,000 to 3,999 h. 7,000 to 8,999
1. 9,000 and over
11. How many brothers do you have?
How many are older than you?
How many are older than you?
21
13. IN THE SPACE BELOW WRITE THE NAME, SEX, OCCUPATION AND PLACE OF
RESIDENCE OF EACH OF YOUR OLDER BROTHERS AND SISTERS: (Start with
your oldest brother or sister and include all your older brothers
and sisters. If in school, put "student." If older sister is
married and not working outside the home, put "housewife."
‘Male orl
' Place or Residence
Name .Female I Occupation
(town and state)
I
I
I
I
I
I
l
I
l
I
I
I
I
I
l
I
I
I‘
I
I
w
1---)-JI-.P--qr--
-—---I--.I-lh—-
YOUR HOME: Now we would like to know something about your home.
XXXXXXX
1. Your parents home is: a. owned b. rented ‘c. being bought
If renting, how much is your rent?
2. The number of persons who live in your house is:
The number of rooms in your house is? .
(Do not include basements, bathrooms, porches, closets, halls.)
3. The construction of your house is:
a. brick
b. Unpainted frame
c. Painted frame
d. Other (specify) .
4. The lighting in your house is:
a. 011 lamps
b. Electric
c. Gas, mantle, or pressure lamps
d. Other or none.
10.
11.
12.
13.
14.
22
What kind of refrigeration do you have?
a.____ice
b.____mechanical (gas or electric)
c.____pther or none
Do you have a deep freeze locker in your house? Yes____ No
Do you have running water in your house? Yes_____No____,
Do you have an indoor toilet? Yes No .
Does your-family take a daily newspaper? Yes____ No .
Does your family have a power washing machine in your home?
Y’es__ No .
'Do you have a radio in your home? Yes____ No
Does this radio work? (Yes_____No
Do you have a TV set in your home? Yes____ No .
Does your family have a car? (other than a truck) Yes____ No
Does your home have a telephone? Yes____ No .
Does your father (or guardian) go to church at least once a month?
Yes No
Does your mother (or guardian) go to church at least once a month?
Yes No
APPENDIX B
1968 FIRST DECENNIAL
RE-STUDY QUESTIONNAIRE
MICHIGAN STATE UNIVERSITY DEPARTMENT OF SOCIOLOGY
FIRST DECENNIAL RE-STIIDY
ONTONAGON comm HIGH SCHOOL STUDENTS
WHAT THIS STUDY IS ABOUT
In May 1957 you and your classmates participated in the first phase of a study
of the problems faced by young people in preparing for the world of work and in
selecting an area where they would like to live. This second phase of the study
inquires into events since high school. We would like to learn of the experiences
you have had, the problems you have faced, your successes and frustrations, and
your thoughts concerning the past ten years and the future. This information will
be of great value in developing better counseling programs for high school students
from rural areas. Obviously, only you can help us, by being as frank as possible
in completing this questionnaire. Your answers will be kept in strict confidence
and your name will not be linked to the findings.
PLEASE FOLLOW THE DIRECTIONS
1. Read each item carefully. Then answer it to the best of your knowledge. This
is not a test, so there are no right or wrong answers.
2. Be sure to answer each question completely. The outcome of the study will be
successful only if you are careful to provide accurate and complete information.
Special "guides," indicated by the symbol *, are included to help you inter-
pret some questions.
3. If you are in doubt, or do not understand an item, make a note of it in the
margin, and complete the rest of the questions. Upon return of the question-
naire, a member of the project staff will then contact you and complete it by
phone conversation or personal interview, at your convenience.
I. BIOGRAPHICAL INFORMATION
I.1. We would like to know a little bit about yourself:
[:1Mr.
a. What is your name? [:Z] Mrs.
[:Z] Miss (First) (Initial) (Maiden) (Last)
b. What is your current mailing address? ¢
c. Your birth date?
(Month) (Day) 4(Year)
Zip:
d. Your present age? [::3 Single
E Married Local phone:
C] Widowed
e. Your present marital status? [:Z] Separated or divorced
f. Your high school and graduation class?
(School) (Year)
g. Have you served on active duty in any branch of the armed forces? [3 Yes D No
1. If "Yes": What branch 2. Period on
of service? active duty: From:
jMonth) (Year)
3. Highest rank and pay grade
held while on active duty: To:
(Rank) ~(Pay grade) 4(Month) (Year)
h. How many brothers and sisters do you have?
1. Please indicate age, sex, and occupation of all brothers and sisters 18 years old and older:
Age Sex Job What does he/she do?) Age Sex Job (What does he/she do?)
1.2. If you are now married, we would like to know something of your marriage and family:
a. What is your [:3 wife's : husband's name?
(First) jInitial) (Last)
b. What was her/his hometown and state?
Town) (Stafé)
c. Where did you first get to know her/him?
(Town)’ (State)
d. What was the highest grade e. On what date did
she/he completed in school? you get married?
(Month) (Day) (Year)
f. Have you had children? [:1 Yes D No
1. If "Yes": List the date of birth for each child (month and year):
1.3. We would like to learn about any further educational experience you have had since high school:
a. Have you obtained further qualification by APPRENTICESHIP OR ON-THE-JOB TRAINING? [:1 Yes [:1 No
If "Yes," please give details:
Organization or Firm Type of Job or Apprenticeship IneluSive Dates Certification
(Specific skills in which you 0f the Training earned, if any
were trained)
City State Fm“ T0
b. Have you attended a TRADE, VOCATIONAL, 0R TECHNICAL SCHOOL? :1 Yes [:1 No
If ”Yes," please give details:
Inclusive Dates
of the Training Diploma
earned, if any
Name of School Specific Program of Training
(Course of training in which
you were enrolled)
City State From To
c. Have you obtained further ACADEMIC EDUCATION since leaving high school? I: Yes [:1 No
If ”Yes," please give details:
Inclusive Dates
Institution of Attendance Degree
Academic Major earned, if any
City State From To
II. RESIDENCE HISTORY 1957-1968
I I i "
II.l. We would like to learn about your experiences since leaving high school:
a. Starting with your residence at the b. What month and c. Why did you move? .13”
time you were completing high school, year did you move '13))”
list each of the places you have to this place? *We are interested not only in why you decided ”51'
lived since that time. to leave, but also why you chose to go where 79""
you did.
*List addresses as nearly as you can '7 '9
remember them for each place lived at mine
for a month or more. Do NOT include
changes of house within the same town
or commity.
.1.
(Residence at time of high school) 1' I
2.
Inc.) (City) (31:33:) on.) In.) I
3.
(13-0.) (Citv) (Sting—J.) 111--) a.
II.
Jploi) (City) (Stung—J1) In-) «-. ' F
5.
(1310-) (City) (Stung—J-) (In) y ’ ~
6.
(P-Q-) (CitvL (mm—(nor) in-) .
7. I
(P.O.) ' (City) (State) (Mo.) (Yr.) '
8.
(9.0.) (City) (sme) (Mo.) (Yr.) a.
9.
(P.O.) (City) I (State) (Mo.) (Yr.) %
10.
(P.O.) (City) (State) (Mo.) (Yr. ) g g I!" I
i you have friends
relatives living
or near this place
e. If you had friends or
relatives living in or
near this place (or who
f. Looking back over your social participation while living
in this place:
r who were thinking were thinking of moving 1. 0n the whole, how much 2. Did you 3. Did you make
moving here) at the here) how much do you would you say you became participate any friend-
as you were consid- think that fact affected involved in affairs and in any local ships with
ing moving here? your decision to move to activities in the local organiza- other resi-
this place? community? tions? dents which
you consider
Would you say it had: important?
lends Relatives a little to a to a to
F major some or no consid- moder- only a not
affect? affect? affect? erable ate slight at Yes No Yes No
No Yes No degree degree degree all
I I I .
E M P L O Y M E N T A N D I N C O M E 1 9 5 7 r
1967
III.1.
This question deals with your work experience and income over thegperiod since May 1957:
*Look over the question carefully to be sure you
a.
b.
c. YOUR WIFE'S/HUSBAND'S WORK EXPERIENCE:
d. YOUR ESTIMATED TOTAL FAMILY INCOME (BEFORE TAXES):
(or your own personal income if not married)
understand what to do, and then fill in each
section, working across the page.
YOUR RESIDENCE:
YOUR WORK EXPERIENCE:
Mark in your residences, and draw vertical lines
between them indicating the approximate date you
moved from one to another. (You may, of course,
copy this information from the previous page).
II When filled in, this section shows where you
lived 1957-1967, and should help to pinpoint
your jobs during that time.
1. FULL-TIME EMPLOYMENT. In this section mark
in the full-time jobs you have had (tell what
you did at your job), and draw vertical lines
indicating the approximate dates you began
and quit each full-time Job.
*When filled in, this section shows your
full-time employment 1957-1967.
2. PART-TIME EMPLOYMENT. In this section mark
in the part-time Jobs you have had (tell what
you did at your Job), and draw vertical lines
indicating the approximate dates you began
and quit each part-time job.
.When filled in, this section shows all
part-time work 1957-1967.
Mark in the full-time Jobs your wife/husband
has had (tell what she/he did at the job), and
draw vertical lines indicating the approximate
dates she/he began and quit each job.
*When filled in, this section shows your
wife's/husband's work experience 1957-1967.
V V V V V
1957
b
8
Mark the box which represents the closest estimate 195
of your family/personal income for the years indi- [II] Under $2:N
cated. (Do not include support from parents or [II] 2 500 _52”
other relatives). Looking over the jobs held [II] 4.000 LEN
during each year may help you in estimating your [II] S’OOOI-Stb
income. ’ ’”
a - ’ )9?
I’When filled in, this section shows your g 3’88?) _ 3‘39
estimated income 1957-1967. [II] 8.000 Ififi
s "1_
[:1 Over 513,:-
j
\
commmsn D
3’ an hing-agave cpuahg—Igna naugggggaa
O C O 0
8 :§:3 82": ‘ ”thifit‘;8:8:£t§ 3;M;£,4i°o%g:d:8,8:gcg gehw}fi:‘tatatitg
2 sure to include not only where you worked but WHAT SPECIFIC JOB YOU DID.)
: sure to include not only where you worked but WHAT SPECIFIC JOB YOU DID.)
- sure to include not only where she/he worked but WHAT SPECIFIC JOB SHE/HE DID. )I
’4 A L n 1 4 4 % n n l a n 4 A I J a % a n l a n h A J A a 1‘ L n l a a
x V V V
1959 1960 1961
[:1 Under $2,500 [:3 Under $2,500 [:1 Under $2,500
[:1 2,500 - 3,999 [:1 2,500 - 3,999 [I] 2,500 - 3,999
[:3 h,OOO - h,999 D h,OOO - h,999 1:) h.000 - 15999
D 5.000 - 5.999 [:1 5.000 - 5.999 D 5.000 - 5.999
[:1 6,000 - 6,999 [:3 6.000 - 6,999 I: 6.000 - 6.999
[I] 7.000 - 7.999 CI] 7.000 - 7.999 [:1 1,000 - 7,999
[1:] 8,000 - 10,000 D 8,000 - 10,000 [:1 8,000 - 10,000
[:3 Over $10,000 [:1 Over $10,000 [:1 Over $10,000
III.l EMPLOYMENT AND INCOME 1957-1967 (Continued)
a.
b.
YOUR RESIDENCE:
(Continued)
YOUR WORK
EXPERIENCE:
(Continued)
1. FULL-TIME
EMPLOYMENT:
2. PART-TIME
EMPLOYMENT:
YOUR WIFE'S/
HUSBAND'S
WORK
EXPERIENCE:
(Continued)
YOUR ESTIMATED
TOTAL FAMILY/
PERSONAL
INCOME:
9
(Continued)
t: .0 Is h n. 9 b a D h I. h D. 9
sagastsfififlvaga E {massaging}; 3i; 5- ,3 Eli):
S—__
‘22::
II‘-__
1\;:
ice.
A l A l A I a n + l L A I l n 4 A #L L , _LA I '1'
\ I A ' H:
V Y
1962 1963 1964
D Under $2.500 C] Under $2,500 [:3 Under $2,532-
CJ 2.500 - 3.999 C] 2.500 - 3.999 a 2,500 - 3.93
[:1 1.,000 - L999 [:1 14,000 - A,999 [:1 h,OOO 5.6.3
E3 5.000 - 5.999 (:2) 5.000 - 5,999 I: 5,000 - 5.9.2)
C] 6,000 - 6,999 [:1 6,000 — 6,999 [:3 6,000 6.94
C 7.000 - 7.999 CI] 7.000 - 7,999 [:1 7,000 - 7w?
[:1 8,000 - 10,000 [:1 8,000 - 10,000 D 8,000 - 1:3.0'
[:3 Over $10,000 [:1 Over $10,000 [:1 cc... $10,83-
1965 1966 1967 _
30’ .0 be I: H a. a > I: h h h D. ‘0’
1853~§2 gig 5223 33523.2- Eteeiaoej 9,235,235 3,25’8,8,5.§
.t—o—a—J a , . r r I t e . .
sure to include not only where you worked but WHAT SPECIFIC JOB YOU DID.)
sure to include not only where you worked but WHAT SPECIFIC JOB YOU DID.)
sure to include not only where she/he worked but WHAT SPECIFIC JOB SHE/HE DID.)
/ 1 n ‘ g n I A n E n L l n n I A j g! 1 4 l I L 1 l i A L 1 I
’ Y Y
1965 1966 1967
[:1 Under $2,500 :3 Under $2,500 [:1 Under $2, 500
C] 2.500 - 3,999 [:1 2,500 - 3.999 D 2,500 - 3, 999
:3 u,ooo - 11,999 [:1 11,000 - h.999 CZ! h.000 - h .999
C] 5.000 - 5.999 [:1 5.000 - 5.999 [:1 5,000 — s, 999
C 6.000 - 6.999 [:1 6,000 - 6,999 El 6,00 o - 6,999
CI 7.000 - 7.999 [:3 7.00 o - 7.999 [:3 7.00 o - 7, 999
CI 8,000 - 10,000 [:1 8 ,OOO - 10, 000 [:3 8,000 - 10, 000
[3 Over $10,000 [30v Over $10, 000 [:1 Over $10, 000
III.2.
d.
f.
8.
h.
we would like to learn of your experience and opinions concerninggeducation, workI and income:
In the period since high school, what have been the greatest handicaps to getting ahead?
Looking back over the period since high school, what would you do differently if you had it to do all
over again?
Based on your experience since high school, what changes in content or in emphasis would you
recommend for rural high schools (such as the one you attended) to better prepare young people
for the future?
In general, have things turned out as you expected them to while you were still in high school?
[::3 Things have turned out less well than I expected
[:Z] Things have turned out about as I expected
[:Z] Things have turned out better than I expected
[::3 Don't know
In general, how much education do you think a young person should have nowadays?
D Some high school a Some college
[:Z] Complete high school EZZJ Complete college
[:Z] Business, vocational, or trade school C::] Graduate or professional training
How many hours did YOU work last week outside the home?
[:I] Some, but less than 15 hours CZIJ ho - 50 hours
B 15 - 30 hours [:1 More than 50 hours
B 30 - 1‘0 hours a None
1. Is your work seasonal? [II] Yes [:Z] No
Some people would like to work more hours per week if they could get paid for it. Others would
prefer to work fewer hours a week even if they earned less. What would you do if you could?
I: Work more hours B Work less hours I: Don't know
1. Why do you say this?
What was your approximate family income (personal income, if unmarried) last month? $
1. Was last month a typical month? EZZJ Yes [:Z] No
E::] It is higher now
2. How would you compare your income to what it was a year ago? [IZJ It is lower now
[:Z] It is about the same now
10
*Answer Questions 1, J, k, and 1, if you are usually employed part- or full-time.
1. How do you usually go about looking for a Job? (Check as many as apply)
C] Check the newspaper
D Get leads from friends and relatives
Go to the union
Go to the public employment office
Go to a private employment office
Go to employers directly
D Other (specify)
°6666"’
1. Write the letter of the most useful:
,1. How sure are you that you have identified the kind of Job you want to make your life's work?
C] Very sure [:3 Fairly sure [:3 Unsure
k. What features do you think are important in a Job? (Check as may as apply)
D Freedom of behavior
E Chance for advancement
D Friendship with fellow employees
:3 Power and authority
a Intellectual challenge
D Prestige and respect
Money
Security
Public recognition
Benefit to humanity
Enjoyment of the work
Time to enjoy myself
Other (specify)
6666666
1. Write the letter of the most important:
1. Ten years from now what Job do you expect you will have?
IV. YOUR CUMMINITY AND PARTICIPATION
IV.l. We would like to learn about your MicipationJ if any, in oregizations and in political affairs:
a. What kinds of clubs, associations, unions, church groups, or other organizations, if any, do you
participate in? -
DO you Are you a Are you, or you Do your DO your
Name of attend member of a ever been, an officer FRIENDS RELA
Organization ?
Y Ys
ll
b. Other than organizations (as mentioned on the previous page), what other kinds of activities, if any,
do you engage in during your free time?
CI) Yes [:1 No
c. Are you a registered voter?
d. Did you vote in the last presidential election (196%)?
E::] Yes
e. Have you voted in: 1. State elections?
C] Regularly
2. City or local elec-
tions and referendums? D Regularly
f. Have you ever actively participated in a political party?
g. Have you ever held, or are you now holding, a political or civic office?
1. If "Yes," please name the positions or offices:
a Sometimes
E Sometime
[::3 Yes
CJNO
[:Z] Never
E Never
C330
[:3 Yes [:3 No
h. Has the amount of your community participation varied greatly? That is,
was there ever a time in the last 10 years that you participated a great
deal more or a great deal less than you do at the present time?
1. If "Yes," why do you feel you participated differently then?
D Yes D No
2. Were you living then in the same community that you are living in now?
IV.2. we would like to learn of the facilities and services in your community:
a. Below is a list of facilities and services often found in communities.
you and/or your family use each:
Not avail-
able here
Facility or service
i t 5
Restaurants
Adult education
Pre-school
o t s
9
-care service
1th c cs
Welfare De men
hall billiards
coun n
Church
0 rain n r
Mov e theatres
Parks and
adv ce se
C88
ounds
ces
First:
1. Write the letters of those you consider most important:
12
E::J Yes [::3 No
Please check how often
Second: Third:
b. Have you had contact with one or more community agencies in the past two years? [:Z] Yes EZZJ No
1. If "Yes": With what agency have you had the most contact?
2. Did you receive aid or assistance from this agency? [:Z] Yes [::3 No
a. If "Yes”: What exactly did this agency do for you?
b. Did you feel that the service of this agency was difficult to get? E::J Yes [::3 No
Explain:
IV.3. We would like to know your Opinions concerning your present community:
a. Below is a series of statements that express various opinions about any given community. Read each
statement carefully and quickly check the column to the right which most nearly represents your own
personal belief about the community ip_pp_near which you live:
Strongly Agree Undecided Disagree Strongly
Statements agree disagree
1. Anything of a progressive nature is
generally approved.
2. With few exceptions the leaders are
capable and ambitious.
3. It is difficult for the people to
get together on anything.
h. The peOple, as a whole, mind their
own business.
5. The future of the community
looks bright.
6. No one seems to care how the community
looks.
T. It will never seem like
home to me.
8. Not much can be said for a place
this size.
9. The community is not located in
a very desirable place.
10. Few if any of the neighboring towns
are able to surpass it.
11. People have to do without adequate
shopping facilities.
12. Persons with real ability are
usually given recognition.
b. What do you think people in your community need most?
1. How do you think they should go about getting this?
13
IVehe
IV.5.
8..
b.
C.
We would like to know something of your relations with your neighbors:
About how many people who live in your present community do you think you would recognize by sight
if you saw them in a large crowd?
[3 Almost all D Many D Some [:1 Very few :3 None
About how often would you say you chat or visit with your neighbors?
a Very often D Often D Sometimes [:1 Seldom [3 Never
Do you or your neighbors ever take care of each
other's family when you or they are sick or busy? [:1 Yes D No
1. If "Yes," about how often does this occur?
D Very often C] Often D Sometimes D Seldom
Do you and your neighbors ever talk over problems with each other? D Yes I: No
1. If "Yes," about how often does this occur?
D Very often D Often D Sometimes [Z] Seldom
Do you have relatives who are living in this
community, but who are not living with you? :1 Yes [:1 No
1. If "Yes," about how often do you visit with them?
[2 Very often [:] Often D Sometimes : Seldom
We are interested in your thougpts about the mssibility of moving away from 1012' present community:
Would you like to move to some other place? D Yes D No D Don't know
1. If "Yes," where would you like to move?
(Neighborhood, city, state, etc.)
2. What would be better there?
3. Why would you like to move away from here (present community)?
Is there anybody you would miss so much that you would
prefer not to move away from your present community? D Yes D No
1. If "Yes," would you leave anyway if you had a good Job Opportunity? D Yes D No
Which of the following best indicates the kind of community you would most prefer to live in?
On a farm in the open country
In the Open country but not on a farm
In a village under 2,500 people
In a town or city of 2,500 to 10,000
In a city of 10,000 to 100,000
In a city over 100,000
In a suburb outside a large city
UUUDDUD
1h
I*-Depending on where you presently live, answer the questions in the apprOpriate column below:
PERSONS NOW LIVING WITHIN ONTONAGON COUNTY
‘0'
d. How would you estimate the chance that you
will move out of Ontonagon County?
D Better than 75%
C3 50 to 75%
C2] About 50-50
[:1 25 to 50%
D Less than 25%
a. hiring the past twelve months, how often
did you visit relatives outside Ontonagon
County?
[:2] More than once
E Not at all
E No relatives living outside the
county
f. During the past twelve months, how often
did you visit friends outside Ontonagon
County?
C:
a No friends living outside the
county
9
g. Do you subscribe to the ONTONAGON HERALD?
D Yes C] No
h. Overall, how would you describe your ties
to the Ontonagon County area?
CI] Very strong
E Moderately strong
Average
E Moderately weak
[:1 Little or no ties at all
PERSONS NOW LIVING OUTSIDE ONTONAGON COUNTY
{7
d. How would you estimate the chance that you
will move back to Ontonagon County?
[3 Better than 75%
(:1 50 to 75%
CI] About 50-50
I: 25 to 50%
D Less than 25%
e. During the past twelve months, how often
did you visit relatives in Ontonagon
County?
CI]
D Not at all
C
No relatives living there
f. During the past twelve months, how often
did you visit friends in Ontonagon County?
B More than once
E Once
[:3 Not at all
[:1
No friends living there
g. Do you subscribe to the ONTONAGON HERALD?
[:1 Yes [:3 No
h. Overall, how would you describe your ties
to the Ontonagon County area?
:3 Very strong
D Moderately strong
D Average
[3 Moderately weak
D Little or no ties at all
* IF YOU ARE PRESENTLY AN ONTONAGON COUNTY RESIDENT, BUT LIVED AWAY FROM ONTONAGON COUNTY FOR A MONTH OR
NDRE ANY TIME SINCE 1957, ANSWER THE QUESTIONS ON PAGES 16 - 19.
ALL OTHERS SHOULD PROCEED TO PAGE 20.
*Answer the questions on pages 16, 17, 18, and 19 only if you are now living in Ontonagon County and
lived away from the area for a period of one month or more sometime since N y 1957. ALL OTHERS
SHOULD PROCEED TO PAGE 20.
V. RETURNING TO ONTONAGON COUNTY
v.1. RETURNING TO ONTONAGON COUNTY: Some of your classmates moved away after high school, either to other
rural areas or to cities, and have since returned to live in Ontonagon County. There are many reasons
why people leave and then return to their original community. We are interested in why you returned:
a. Below is a series of statements which express various reasons given by peonle for moving away and
then returning. Read each statement carefully and quickly check the column to the right which most
nearly represents its importance as a reason for your returning to Ontonagon County.
Importance as a reason for my returning
Statements , No
Great Some A little importance
importance importance importance or doesn't
apply
l. I like the climate here.
2. I felt I could make a better living here.
I like the outdoor recreational Oppor-
tunities such as hunting and fishing.
h I couldn't find the specific type of work
° I like elsewhere.
I enjoy being near my relatives and wanted
to remain close to them.
6 I had no Special reason for returning, r
° it was Just happenstance.
I felt this is a good place to enjoy being
7. a member of adult organizations like Vet-
erans, PTA, church or women's clubs.
8 I felt I wanted to return and enter
° another line of work.
It seemed others were prejudiced against
me, I Just didn't fit in.
I found I Just didn't like the city
10' (or other areas).
I felt the children could get a good
11.
education here.
12 Finding a Job in the other p1ace(s)
' was difficult.
13 I didn't have enough education to get
anywhere in the city.
I just wanted a change of scenery and
1h. the chance to travel, or to work in
different places before settling down.
CONTINUED ON THE FOLLOWING PACE ¢
16
‘\
\
\_ ”."Y‘Y’ V—‘Yfi *6\
RETURNING TO ONTONAGON COUNTY (Continued)
Importance as a reason for my returning
Great
importance
Some
importance
A little
importance
No
importance
or doesn't
apply
15. I felt the people in the other places
were less friendly.
16.
While my present location in Ontonagon
has a lot of disadvantages, other
ggplaces I had lived seemed even worse.
17.
I wanted to raise my family here.
18.
While the people in other areas seemed
friendly enough, I Just didn't feel
comfortable with them.
19.
I found I didn't have enough vocational
training for the Job I would have liked.
20.
I felt my parents would like to have
me near them.
I think, all in all, the cost of living
is lower here.
I feel I have more say in my own and/or
community life.
23.
This is a good place to have fun with people
your own age.
2%.
There was a specific Job here that I wanted
to look into.
25.
My career plans changed.
26.
I felt it was a good place to find someone
I would like to marry.
27.
I went away to attend (college, work
training or military duty).
28.
I feel that here I can show more initiative
in things I do.
29.
Life Just wasn't very interesting to me
in the other area(s).
30.
After a while I became rather lonely for the
people I had known here.
31.
There are more opportunities here for
such things as visiting, going to movies,
sports or other social activities.
This is a good place for me to engage in the
kind of work I want to do.
33.
I felt I had to return to help support
parents or relatives.
3h.
Life seemed more interesting to me here
than anywhere else I had been.
1?
CONTINUED ON THE FOLLOWING PAGE é
RETURNING To ONTONAGON COUNTY (Continued) Importance as a reason for my returning
No
Great Some A little importance
importance importance importance or doesn't
apply
I feel like I am a person of more
importance in this community.
36 I prefer the kind of residential housing
' in a small community.
I Just assumed I would always come back
37' and after a while I did.
My (husband) (wife) had been urging that
38' we return here.
39 A (man)(woman) is more (his)(her) own
' boss here.
I like to live in a smaller size community
“0' where there is plenty of space and scenery.
Al. I felt a lack of security in other area(s).
A2. I don't like city traffic and commuting.
I had always wanted to be away from my
1‘3. parents and community for a while after
high school.
I decided to sacrifice some potential income
AA.
in order to live here.
NS. This has always seemed like home to me.
b. In general, which of the reasons you have indicated above do you consider the most ipportant in your
returning to Ontonagon County?
Write the numbers of the three most important reasons: First: Second: Third:
Those statements listed above are, of course, only some of the possible reasons for returning:
1. What other reasons, if any, did you have for returning? (Please discuss)
c. Which of the following combinations best describes your situation at the time you first left
Ontonagon County subsequent to May 1957?
(Check one) (Check one)
E::] I left for a specific purpose or [:Z] thought I would return one day.
purposes and [:Z] did not think it was likely that
C::] I left for unspecific or rather I would return.
general reasons CZZJ didn't really know whether I'd
return or not .
18
\
d. Many peOple who have left an area and then returned have had similar experiences.
to learn of the experiences you have had.
your agreement or disagreement with each statement as it applies to your experience:
We would like
Check the column which best represents the amount of
Statements
Strongly
agree
Somewhat
agree
Undecided
Somewhat
disagree
7 Strongly
disagree
1.
I liked it, generally, in the other
p1ace(s).
I found I really preferred the kind of
living here.
The other p1ace(s) had little to do with
my returning.
I was rather unsure how successful I
would be in the other p1ace(s).
I really had little preference one way
or the other for the other p1ace(s).
I felt I had to return for certain
obligatory reasons.
I didn't particularly like the other
p1ace(s).
It is Just chance circumstance that I
happen to be here.
e. we would like to know something of your own, your family's, and your
time you first left Ontonagon County to live elsewhere:
1.
2.
3.
A.
(Complete the sentence)
Ieeeeeeeeeeeeae :
[2:]
C22]
Wfamilyeeeeeeeeee :
E22]
[:2]
MyfamilyandI....... [:1
[II]
[I]
particular conclusion.
[:2]
Others in the community . . . D
[II]
[II]
CZZJ don't know
community's expectations at the
expected that I would settle down in this community.
expected that I would settle down somewhere else.
really didn't know whether I would settle here or elsewhere.
expected that I would settle down in this community.
expected that I would settle down somewhere else.
wasn't much concerned where I settled.
discussed where I would settle and we were in agreement.
discussed where I would settle and we were in disagreement.
discussed where I would settle but we never reached any
did not discuss the matter of where I would settle.
expected that I would settle down in this community.
expected that I would settle down somewhere else.
weren't much concerned where I settled.
PROCEED TO THE LAST PAGE é
* All PERSONS SHOULD ANSWER THE QUESTIONS ON THIS PAGE.
VI. DISCUSSION
V1.1 We would like to have your thouflts about the Ontonagon County area as a place to live:
a. How would you feel if your children were to eventually settle in mtonagon County?
a Very pleased
D Somewhat pleased
D Indifferent
Somewhat displeased
[:Z] Very displeased
1. Why would you feel that way?
b. If you were advising a high school student now enrolled in school in mtmagon County, what advice
would you give him regarding staying or mving away subsequent to his cospleting high school?
V1.2 What we have tried to do in this questionnaire is to get as accurate and complete a picture as possible
of your present situation and your experiences since high school. ‘
As you look back over these pages, reflecting on your experience in the past ten years, please sake
some Judgment as to how adequate a picture is given by this questionnaire. The space below is pro-
vided for you to discuss those aspects you feel we should be more fully aware of to understand your
experience and what it has ment. Please feel free £9 discuss 221'. aspect y_o_u_ wish.
O THANK YOU VERY MUCH a
20
APPENDIX C
CONSIDERATIONS ABOUT CIRCULAR MIGRANTS
In the analysis of the data presented in this
paper "circular migrants," those who moved away at least
once but were residing in the county at the end of the
decade, are classified as nonmigrants. This has been the
conventional practice in studies of this kind. The follow-
ing table indicates that circular migrants are in fact
intermediate with respect to three of the seven variables.
These include date of marriage, date of birth of first
child and occupational status score. With respect to
number of children born per year of marriage, however,
circular migrants report more children per year of mar-
riage than do either migrants or nonmigrants. In all
other respects circular migrants are characterized by
lower indices than are migrants or nonmigrants. In gen-
eral, however, we feel that circular migrants more nearly
resemble the "true" nonmigrants than the migrants.
Hypothesized Factors Affecting Migration by Migration
Status in Numbers and Means; Ontonagon County 1957 High
School Juniors and Seniors
Circular
Hypothesized Factors Migrants Migrants Nonmigrants
AffectingMigration N Mean N Mean N Mean
I.Q. Score 150 104.40 49 100.60 17 101.58
Graduation Rank _
Percentile Score 182 51.50 58 41.32 22 46.01
Date of Marriage 165 46.37 45 44.00 20 18.70
Children Born Per
Year of Marriage 166 0.33 45 0.38 20 0.34
Date of Birth of
First Child 135 18.66 42 15.78 19 11.52
Husband's Socio-
economic Status
Score at End of
Post High School
Decade (females only) 99 44.14 18 22.77 16 32.87
Own Socioeconomic
Status Score at End
of Post High School
Decade (males only) 79 47.30 40 29.20 6 21.50