INTEREST OF CERTAIN ADULT MEMBERS DF A HOSTING COMMUNITY IN PARTICIPATING IN INTERNATIONALLY ORIENTED ACTIVITIES Thesis IIII Ihe Degree oI Ed. D MICHIGAN STATE UNIVERSITY F Max E: Benne 1967 .. 1?: if”, 232;: THESIS \I\ 0-169 III!IIIIIIIIIIIIIIIIIIIIIIIIIIIII f 7 LIBRARY 9 oo 94 5384 , Michigan State University This is to certify that the thesis entitled The Influence of Foreign Visitors on the Interest of Certain Adult Members of a Hosting Community in Participating in Internationally Oriented Activities. presented by Max Erwin Benne has been accepted towards fulfillment of the requirements for Doctor of Education degree in Adult Education Major professor Dam February 10, 1967 ABSTRACT THE INFLUENCE OF FOREIGN VISITORS ON THE INTEREST OF CERTAIN ADULT MEMBERS OF A HOSTING COMMUNITY IN PARTICIPATING IN INTERNATIONALLY ORIENTED ACTIVITIES by Max E. Benne The contribution of an organized community visitation of a group of foreign students to adult education is the subject of this study. In particular, a group of adults living in a host community was studied in regard to their interest in participating in internationally oriented activities. It was hypothesized that the visit of the foreign students would increase the interest of the adult community members in participating in internation- al activities. An understanding of the influence that a group of foreign visitors has on a community is important to an adult educator if he accepts the following premises: (a) people generally lack knowledge about other cultures, (b) an increase in the level of such knowledge is beneficial to society, (c) increased self-direction in learning about other cultures and nations is important, (d) an increase in interest in participating in internationally oriented activities is an indication of increased self- direction in learning in this area. A group of foreign students visited the Chesaning, Michigan area over the 1966 Memorial Day weekend. Before the students arrived, 209 adults who live in the area Max E. Benne completed a questionnaire that included the Sampson World-Mindedness Scale and the International Activities Scale. Of the 209 questionnaires returned, 175 were found usable. After the foreign students had visited and left, 97 of the 175 adults who initially returned the International Activities Scale completed and returned a second copy of the scale. No significant increase was found in the post-visit scores of the 97 adults on the International Activities Scale over the pre-visit scores when the 97 returns were treated as one unit. However, when the returns were placed in quartiles on the basis of the pre-visit scores, significant increases were found in the post-visit scores over the pre-visit scores in the quartile with the lowest pre-visit scores. The post-visit scores in two of the other quartiles were significantly less than the pre- visit scores. A basic assumption of this study was that the scores on the International Activities Scale would be an indication of the interest of the adults in partic- ipating in internationally oriented activities. Therefore, it appears that the interest of some adults in partic- ipating in internationally oriented activities increased, while the interest of others decreased, as a result of the foreign student visitation. Significant differences were found in the amounts of change between the pre-visit and post-visit scores on the International Activities Scale when the 97 returns were Max E. Benne placed into groups on the basis of the type of contact the adults experienced with the foreign students. The post-visit scores were significantly greater than the pre-visit scores for the adults who hosted a foreign student or talked with one for an hour or more than were the post-Visit scores of the adults who only saw the for- eign students or read about them in the newspaper. The Sampson Scale scores were significantly greater for the adults who hosted a foreign student or talked with one for an hour or more than for the adults who only saw or read about the foreign students. The project was an adult education case study. The data were obtained from one group of adults who experi- enced one particular foreign student visitation. The findings, therefore, may not be applied generally, to other adults or to other communities, but they are of value when combined with the results of numerous similar case studies. THE INFLUENCE OF FOREIGN VISITORS ON THE INTEREST OF CERTAIN ADULT MEMBERS OF A HOSTING COMMUNITY IN PARTICIPATING IN INTERNATIONALLY ORIENTED ACTIVITIES Byg, Max E} Benne A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administration and Higher Education 1967 05/50sz— ACKNOWLEDGMENTS The author is indebted to a number of people for their advice and cooperation in completing this dissertation. First and foremost, he is indebted to his wife, Beverley and his parents, Dr. and Mrs. Erwin J. Benne, for their patience, assistance and encouragement. The precious hours that Mr. Russell Kleis spared from his own busy schedule to read and advise were greatly appreciated as was his acceptance of the chairmanship of the author's doctoral committee. Mr. Kleis performed the functions of chairman in a tactful yet decisive manner that did great credit to his professional bearing. The author is also grateful for the counselling rendered him by the other members of his committee: Mr. Homer Higbee, Dr. Max Smith, and Dr. James Costar, and for the statistical guidance of Dr. Helenan Lewis. The cooperation given the study by Reverend William Lutz of the Christian Rural Hospitality Council and by the people of Chesaning, Michigan was indispensable, and finally the advice and encouragement received from Mr. Randolph Major, Jr. of the Experiment in International Living was instrumental in the author's continuation with a study involving international education. ii TABLE OF CONTENTS CHAPTER I. II° III. IV. INTRODUCTION Introductory Statement Hypotheses Definitions Delimitations Assumptions Overview REVIEW OF LITERATURE Cross-Cultural Aspects of Adult Education History of Cross-Cultural Education Cross-Cultural Research Summary THE RESEARCH SETTING Chesaning The Christian Rural Hospitality Council The Foreign Visitors The Hosts Publicity RESEARCH INSTRUMENTS, METHODS OF DATA COLLECTION AND STATISTICAL PROCEDURES The Sampson World-Mindedness Scale The International Activities Scale iii PAGE \D\I\JO\U‘INl—‘ ll 16 30 34 34 35 37 39 4O 42 42 43 iv CHAPTER PAGE Analysis of the Data 47 Validity 48 The Wilcoxon Matched Pairs Signed- Ranks Test 54 Significance 55 Quartile Grouping of the Data 55 V. PRESENTATION OF THE DATA 56 Operational Hypothesis I 57 Operational Hypothesis II 64 Operational Hypothesis III 66 Operational Hypothesis IV 66 VI. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 86 Hypothesis I 86 Hypothesis II 93 Hypothesis III 95 Hypothesis IV 97 Item Analysis of the International Activities Scale 98 Summary 102 Conclusions and Recommendations 106 BIBLIOGRAPHY 111 APPENDICES 116 Appendix I 117 Publicity Appendix II 125 Research Instruments Appendix III 132 Cover Letters VT" TABLE II. III. IV. VI. VII. VIII. LIST OF TABLES INTERNATIONAL ACTIVITIES SCALE VALIDATION INTERNATIONAL ACTIVITIES SCALE RELIABILITY CHECK MEDIAN SCORES ON THE SAMPSON WORLD- MINDEDNESS SCALE AND THE INTERNATIONAL ACTIVITIES SCALE FOR MEMBERS OF THE COOPERATING GROUPS DIFFERENCES BETWEEN THE PRE-VISIT AND POST-VISIT SCORES AND THEIR RANKS ON THE INTERNATIONAL ACTIVITIES SCALE DIFFERENCES BETWEEN THE PRE-VISIT AND POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE BY CONTACT CLASSIFICATION RESPONSES TO THE QUESTION, "DO YOU FEEL YOU BENEFITED FROM THE VISIT OF THE FOREIGN STUDENTS?" RESPONSES TO THE QUESTION, ”DID THE VISIT OF THE FOREIGN STUDENTS INCREASE YOUR INTEREST IN PARTICIPATING IN SOME INTERNATIONAL ACTIVITIES?" THE DIFFERENCES AND THEIR RANKS BETWEEN THE PRE-VISIT AND POST-VISIT SCORES ON vi PAGE 50 52 56 57 59 62 63 vii TABLE PAGE THE INTERNATIONAL ACTIVITIES BY CONTACT GROUPS 64 IX. THE MEDIANS OF THE DIFFERENCES BETWEEN THE PRE-VISIT AND THE POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE BY CONTACT GROUPS 66 X. SAMPSON WORLD-MINDEDNESS SCORES BY CONTACT GROUPS 67 XI. PRE-VIST AND POST-VISIT SCORES AND THE DIFFERENCES BETWEEN THEM FOR THE ADULTS IN THE CONTACT GROUPS ON THE INDIVIDUAL ITEMS OF THE INTERNATIONAL ACTIVITIES SCALE 7O XII. THE PRE-VISIT AND POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE AND THE DIFFERENCES BETWEEN THEM GROUPED IN QUARTILES ON THE BASIS OF THE PRE-VISIT SCORES 82 CHAPTER I INTRODUCTION Introductory Statement One important purpose of adult education is to increase the self-directedness of the adult learner. (25:47) In this regard, it is desirable to assess the effectiveness of a particular program of adult education in accomplishing this purpose. This dissertation involves such a study. The conditions and method under study involve the hosting of foreign students by American adults in their home community. Is such a program effective in increasing the self—direction of adult learners in international affairs? It is assumed in this study that an increased interest in participating in internation- ally oriented activities is an indication of increased self-direction in learning about others cultures and nations. This dissertation is concerned with an attempt to measure the increase in interest on the part of adults in participating in internationally oriented activities as a reSult of hosting a group of foreign students in their community. An understanding of the influence that a group of foreign visitors has on a community is important to an adult educator if he accepts the following premises: 1. People generally lack knowledge about other cultures 2. An increase in the level of such knowledge is beneficial to society 3. Participation in internationally oriented activities will foster an increase in know- ledge about other cultures and nationalities. Selltiz feels that Americans display an appalling deficit in their knowledge about the rest of the world. (48:35) The peculiarities in the ways in which many Americans handle information about other cultures and countries are, in large part, the peculiarities of information processing in the presence of ignorance. There is need then, in light of the preceding premises, for activities which will encourage an adult to develop and direct his own continued program of learning about other nations and cultures. Hypotheses The hypotheses have been stated in two forms. The first states the hypotheses in a literary fashion. The second states the hypotheses in operational terms. The operational hypotheses are designed to be statistically treated and are the only hypotheses tested in this study. The hypotheses follow: I. The visitation of a group of foreign students in a community will increase the interest of the adult members of the community in participating in internationally oriented activities. Operational Hypotheses I. The visitation of a group of foreign students in a community for four days will increase the post-visit scores on the International Activities Scale over the pre-visit scores of the adult community members studied by a statistically significant amount. II. Different degrees of change will occur in the interest that adult community members have in partici- pating in internationally oriented activities as a result of experiencing different types of contact with the foreign students visiting in their community. Operational Hypothesis II. Statistically significant differences in magnitude of change between pre-visit and post-visit scores on the International Activities Scale will be exhibited by adults who have experienced different types of contact with the foreign student visitors. III. The degrees of change in the interest of adult community members in participating in internationally oriented activities as a result of experiencing different kinds of contact with foreign students will occur in the following descending order of magnitude: 1. Hosts 2. Adults having personal contact 3. Adults having group contact 4 Adults having limited contact 5. Adults having indirect contact. Operational Hypothesis III. The magnitude of change IV. between pre-visit and post-visit scores on the International Activities Scale will occur in the following descending order among the type-of-contact categories of adults studied: 1. Hosts 2 Adults having personal contact 3 Adults having group contact 4. Adults having limited contact 5 Adults having indirect contact. Adult community members experiencing a particular type of contact with foreign students will differ in their world-mindedness from adults experiencing other types of contact. Hosts will be the most world-minded followed in descending order by: adults having personal contact, adults having group contact, adults having limited contact, adults having indirect contact . Operational Hypothesis IV. The median scores on the Sampson World-Mindedness Scale for the following groups of adults experiencing different types of contact with the foreign students will be signifi- cantly different from each other and will occur in the following descending order of magnitude: 1. Hosts 2. Adults having personal contact 3. Adults having group contact 4. Adults having limited contact 5. Adults having indirect contact. Definitions I. II. III. IV. VI. A host is an adult in whose home a foreign student lives for four days and who participates in the interaction with the foreign student. An adult who spends at least one hour with a foreign student in a situation where interpersonal commun- ication occurs but in whose home no foreign student was a guest, will have had personal contact. An adult who saw one of the foreign students and heard him speak but did not have any personal commun- ication with the student will have had group contact. An adult who saw one of the foreign students but did not hear him speak will have had limited contact with the foreign student. An adult who did not see or hear any of the foreign students but heard about them from another person or on the radio, or read about them in the newspaper will have had indirect contact. A foreign student visitation is the visiting of a college student from a country other than the United States of America in the home of an American family “7,5,, VII. VIII. IX. X. XI. for four days. Interest is an expressed willingness to participate. Internationally oriented activities are activities which include exposure to aspects of cultures and nationalities other than one's own. An adult is anyone seventeen years of age or older. The International Activities Scale is an instrument designed to infer the interest that an individual has in participating in internationally oriented activities. "The concept world-mindedness designates purely a value orientation, or frame of reference, apart from knowledge about, or interest in international rela- tions. We identify as highly world-minded the individual who favors a world-view of the problems of humanity, whose primary reference group is mankind, rather than Americans, English, Chinese, etc.” (44:99) Delimitations I. II. III. The study was confined to one short term visit of four days duration. The study was limited to adults. The study was confined to the Chesaning, Michigan area . IV. The study is of the nature of a case study based upon one case. Its findings are primarily descrip- tive and cannot on the basis of these data alone, be generalized to any other population. Assumptions It is a53umed that any change that occurs in the interest of the sample of Americans in participating in internationally oriented activities, between pre-visit and post-visit testing, will be a result of the visit of the foreign students and not some outside influence. It is also assumed that there is a direct relation- ship between the scores of the adults completing the International Activities Scale and their interest in participating in internationally oriented activities. It is assumed that there is a direct relationship between the scores of the adults completing the Sampson Scale and their world-mindedness as defined. It is assumed that statistical acceptance of an operational hypothesis provides support for its corre- sponding literary hypothesis. Overview The first chapter of this dissertation outlines the problem being studied and the hypotheses that were tested. The definitions and delimitations pertinent to the study are presented as well as the assumptions upon which the study was based. Chapter II contains a review of the literature that pertains to the topic under study. A brief history of cross-cultural education is presented as well as excerpts from studies of current cross-cultural programs. Partic- ular emphasis is given to findings and methodology that contributed to the formulation and testing of the hy- potheses under study. Attention is given to the hosting element in a cross-cultural situation and the changes that occur in that segment of such programs. Chapter III describes the particular host community, hosts and foreign visitors that were involved in the specific cross-cultural situation that was studied. The methods and instruments used for collecting and the procedures employed in analyzing the data are dis- cussed in Chapter IV. This chapter includes a rationale for the methods, instruments and statistical treatments that were used. Chapter V is devoted to the presentation of the data collected and the results of statistical treatment accorded the data. The final chapter, Chapter VI, contains a summary of the study and the conclusions, implications and recom- mendations drawn. CHAPTER II REVIEW OF LITERATURE Cross-Cultural Aspects pf_Adult Education Adult education is the largest and the fastest growing segment of American education. (14:5) Much more attention is now being paid to methods of teaching particularly designed for adults, to participation by adult learners and to the use of mass communications media in adult education programs. One area of adult education in which these trends are noticeable is cross-cultural education. A multitude of cross-cultural programs have emerged with a variety of purposes and procedures. Are these cross-cultural programs a part of adult education? There are some that do not fall within the limits of adult education. The Handbook pthdult Education (14:4) lists the following criteria for adult education: "Adult education implies purposeful systematic learning in contrast to random unexamined experience, that is, it contains elements of science and art. Second, adult education implies a respect for the purposes and integrity of the learner, in contrast to attempts to fool, cheat or exploit: that is, it has an ethic.” Although some cross- cultural programs fall short of these limits, many appear to be within the criteria presented. Adult education is carried on by a variety of groups. Established educational institutions sometimes provide formal programs. Informal educational institutions such 9 10 as libraries, museums, theaters, and others often provide adult educational programs. Social organizations, corporations, unions, government agencies, etc. sometimes carry on programs of adult education. Voluntary organ- izations such as churches, service clubs and fraternal groups usually include adult education in their operation. Cross-cultural educational programs can be found on occasion in any of these various types of groups. There are a variety of methods used in cross- cultural education. Yet if learning is to be efficiently advanced, there are some common conditions that need to be fulfilled regardless of the method employed. (14:83) The adult learner needs to understand and accept the objectives and procedures. Ideas and experiences must be made available to him and his attention focused on them. The adult learner needs to integrate these new concepts and actions with his past experiences and beliefs, and a climate should be fostered that will help him do so. Cross-cultural education can meet these conditions although not without work, skill and planning. Most cross-cultural educational endeavors are voluntary so the participants make a deliberate choice to participate and usually have a personal objective for doing so. Ideas are abundant in a cross-cultural situation since indivi- duals are generally exposed to areas which are new and strange to them. On the other hand, adults may find it difficult to integrate these new ideas with their ll existing concepts and their personal objectives for participating may well be different than the general purposes of the program. A learning atmosphere is certainly possible but not inherent in a cross-cultural situation. Care must be taken to see that conditions favor the desired type of learning. The specific methods of instruction used in adult cross-cultural education run the gamut from lecturing to living in another culture. Lectures, often illus- trated, are common about aspects of other cultures. Discussions and symposia about cross-cultural problems are numerous as are television programs, books and magazine and newspaper articles. Programs enabling individuals to see and live in other cultures or to host persons from other cultures are increasing rapidly in number. Constant study and analysis should be done in cross-cultural programs that are truly within the bounds of educational endeavor so that the conditions of learning are met and met in an increasingly effective manner. ”Adult education about world affairs is a major function of many educational agencies.” (14:284) Studies, therefore, which seek to assess and improve cross-cultural programs that rest within the limits of adult education are necessary and legitimate parts of the field of adult education. History pf Cross-Cultural Education "Cross-cultural education is the reciprocal process of learning and adjustment that occurs when individuals 12 sojourn for educational purposes in a society that is culturally foreign to them, normally returning to their own society after a limited period. At the societal level, it is a process of cultural diffusion and change, involving temporary exchange of persons for training and experiences." (53:3) The reciprocal character of this process needs to be emphasized. The host as well as the traveler undergoes learning and adjustment in a cross- cultural situation. Such experiences have been occurring for centuries. A sweeping program of cross-cultural programs existed, for example, in the Roman Empire. Mandelbaum (30) reports that the University of Nalanda in India had 9,000 students in 400 A.D. many of whom came from other countries, and that one of the purposes of the ancient University of Peking was to educate the foreign barbarians. The beginning of educational travel on a large scale coincides with the rise of universities in the twelfth century. (35:2) The main reason why universities attrac- ted foreign students from the twelfth to the sixteenth centuries was their scarcity. Students often had to travel to other countries because the type of training they wanted was not available in their own country. This motive for educational travel has endured and can still account for the presence of many foreign students, parti- cularly those from less developed countries. About the sixteenth century another motive arose 13 for cross-cultural education. Travel came to be consid- ered a desirable complement to the education young scholars could now get in their own countries. After graduation the more wealthy young people might spend a considerable period of time leisurely traveling in other countries. The acquisition of specific skills or know- ledge was not the purpose of this experience so much as was a broader objective of gaining the benefits of associating with a variety of cultures and people. This objective is still a motivation for crossdcultural study today. The twentieth century gave rise to a third main reason for cross-cultural education. The first two motives that have been mentioned involved primarily the benefits that the individual students could acquire from a cross-cultural sojourn. The third motive is broader in concept and embodies the desire to strengthen world under- standing and peace by the promotion of cross-cultural education. The reaction to the devastation of World War I added great impetus to this motive for educational travel as a corollary to the spirit of international organiza- tions. By 1925, there were more than 115 organizations in the United States involved directly or indirectly in the exchange of students and other academic personnel. (35:16) The Institute for International Education was founded in 1919 under the auspices of the Carnegie l4 Endowment for International Peace. Its purpose was to develop international good will by promoting the estab- lishment of educational agencies devoted to forwarding world understanding and peace. The Institute has helped to establish numerous exchange programs and to promote the establishment of other cross-cultural organizations. World War II temporarily interrupted the operation of most of these programs, but it also gave rise to additional incentives for the operation and establishment of cross-cultural programs in the post-war period. In particular, the motive of improving world peace and understanding received backing as a reaction to the horrors of World War II. The rebuilding of war torn nations, the realization that underdeveloped areas of the world are potential trouble spots, and a feeling of moral obligation to help people who are less fortunate, added impetus to the motive of traveling for the acquisition or dispersion of technical knowledge. In many cases there has been a mixture of motives involved in a cross-cultural program. For example, it is often hoped that while individuals are gaining or giving specific knowledge they are also aiding the cause of world peace and understanding. In other cases, it is hoped that the cross-cultural experiences will benefit an individual's personality and outlook while aiding world understanding. Several factors have helped to increase sharply, 15 since World War II, the number of people participating in cross-cultural study programs. In the United States and other developed countries an unprecedented period of prosperity has made it financially possible for many more people to participate, and modern technology has given them the time for traveling. Transportation has become relatively less expensive and much less time consuming and fatiguing. Private foundations, governments and international organizations have financially aided cross- cultural programs. Old exchange programs have been expanded and many new ones organized; and most importantly, there seems to have been a great expansion in the desire to travel. Educational travel is an ancient concept. Over the centuries three main motives have emerged: travel for the learning or teaching of specific areas of knowledge, travel as a complement to one's education and travel as a means of promoting world peace and understanding. These motives are often combined and they are often influenced by the personal motives of the individuals involved. Organized programs of cross-cultural experiences, designed to achieve educational objectives, are primarily of twentieth century origin. The desire to never again have mankind experience the death and suffering that were inflicted in World Wars I and II inspired the establish- ment and expansion of cross-cultural programs designed to promote world peace and understanding. In the 1950's and 16 1960's, increasing numbers of people have participated in cross-cultural education projects. The opportunities and need for research in this area have thus increased. Cross-Cultural Research Most of the research that has been done in the field of cross-cultural education has been concerned with the influence of such an experience on the individual who does the traveling. In the United States, much of the research concerns either the foreigner while he is in the United States or the American citizen while he is visiting in another country. The first portion of the review of literature will be concerned with research on this type of cross—cultural education. Lysgaard's (30:51) study of Norwegian grantees that were visiting the United States has become a classic in cross-cultural research. As a result of his study. he concluded that a U-shaped curve depicting the morale level throughout the adjustment period was common for individuals living in a foreign culture. The first por- tion of a visitor's stay is one of being an interested spectator. The visitor is quite well adjusted and happy with his situation. He is excited and enthusiastic about his new experiences. In a fairly short period of time, perhaps a month or two, the visitor's excitement starts to wear off and the irritations of operating in a culture in which things are done differently begin to mount. For several months, the foreigner may grapple with adjusting 17 to different customs and beliefs. During this period, his morale becomes lower and he is often very critical of his host culture. His contact with nationals of the host country diminish and he tends to feel lonely and frustrated. After twelve or eighteen months, the foreign Visitor has become quite well adjusted to the culture of his host country. He has worked out a satisfactory way of functioning and consequently is happier, less critical and able to maintain more satisfying contacts with nation- als of the host nation. It can be seen that Lysgaard was working with people who experienced relatively long stays in a foreign culture. The Gullahorns (13:36) extended the Lysgaard U-curve adjustment conclusion as a hypothesis to characterize morale changes in the period of time when the visitor readjusts to his culture back home. Their work led them to believe that the foreign visitor experienced a similar U-curved morale change in the adjustment period when he arrived home. In all, the visitor appears to go through a W-shaped adjustment period as a consequence of an extended visit in a foreign country and his readjustment upon returning to his home country. The nationality of a visitor seems to have an influence upon his adjustment in a foreign culture. Morris (39:25) feels that the importance the hosts place upon the country of the visitor influences the visitor's adjustment. If the hosts rank the visitor's country lower 18 in importance than the visitor does, then the visitor is apt to develop antagonistic feelings toward the host country. For example, a visitor from Mali to the United States would encounter a great deal of ignorance about his country. The visitor might well interpret the lack of knowledge about his nation as a slighting of its im- portance. This could well be a negative factor in the adjustment of the Mali visitor to the culture of the United States. Selltiz and co-workers (47) translated the finding that nationality influences adjustment into the hypothesis that the region of the world from which a visitor comes is a factor in his adjustment. She found that European students interact more extensively with Americans in the United States than Asians students do and that American students in Europe associate more readily with Europeans than American students in Asia associate with Asians. Selltiz and associates (47) also studied the influ- ence of language ability on social interaction. While neither is a cause of the other, they are strongly related. They found that the visitor who speaks the language of the host country interacts socially more than the visitor who cannot speak the language. If two foreign visitors are comparable in language ability, the one that interacts more is the one who is most apt to improve his language ability. The confidence that a foreigner has in communi- cating in the host language appears to be as influential 19 in social adjustment as actual language proficiency. The motives which lead a person to participate in a cross-cultural program can influence his effectiveness in the program. It has been mentioned earlier that quite often the motives of the individual are not the same as the motives of the program. This disparity is not necessarily detrimental to either the individual or the program and often the objectives of both are attained. Pool (42:125) interviewed a group of participants in the Experiment in International Living. These participants were young adults or adolescents who had lived for a summer with families in Europe. Five groups of motives emerged from the interviews: (1) escape from someone or something, (2) a desire to gain status, (3) just to observe, (4) gain some release from instinctual drives, and (5) a chance to test their adulthood. There were individuals in all of these groups who were deemed successful or unsuccessful in relation to the purposes of the Experiment in International Living, but some of the motives were more closely linked to success than others. The escape group had the largest percentage of people who were deemed successful. Most of these individuals were attempting to escape from an overactive and over-committed school and home life. They were not able to escape because they were soon caught up in the commitments of the foreign program. The same conscience that had over-committed them at home dedicated them to 20 the purposes of the Experiment in International Living. The group with the least degree of success from the Experiment's standpoint was the observing group. These individuals were painfully timid and retreated to the role of an observer. This does not mean that these individuals felt their trip was unsuccessful. 0n the contrary, they may have enjoyed it greatly and considered the trip a success. The actual activities of a foreign visitor influence what he learns and how he learns about the norms of the host country. Schild (45:53) concludes that observation is a superior method for being exposed to a large number of facets of the host country. Participation appears to be the best approach for durable learning, while explicit verbal communication seems to be the easiest and quickest way of presenting material. Major (32:6) summarized the responses of 60 for— eigners visiting the USA in 1964 under the auspices of the Experiment in International Living. The people who experienced one long homestay of three to four weeks judged their experience as being more comfortable, more relaxed and warmer than did any with shorter homestays. Those who had five to eleven homestays in a three to four week period found the experience much more tiring than the others. However, Major did not find a significant correlation of either the number of homestays nor the length of the homestay with the meaningfulness or the 21 excitement of the relationship of the visitors with their hosts. Smith (51:475) believes that an individual's attitudes after living in another country are determined more by what his attitudes were before he left home than by what happens to him while he is in the host country. A person's unique personality contributes to his success or failure as a foreign visitor. Ethnocentrism is associated with a feeling that one is threatened by groups different than his own. Highly ethnocentric people tend to become even more ethnocentric after experiencing a trip abroad while moderate ethnocen- trics are likely to reduce their ethnocentrism as a result of such a trip. (511475) Adorno (l) and associates have developed a scale designed to measure ethnocentrism. The individual who feels greater emotional ties to cultural or nationality groups other than his own is a xenophile. (42:116) The American xenophile answers affirmatively to questions like, "The British use the ' American English language better than do most Americans.’ expatriates or individuals choosing overseas jobs are apt to come from the xenophile group; yet often these people isolate themselves in American colonies abroad because the foreign culture failed to live up to their high expectations. Perlmutter (41:291) has developed a scale for xenophilia. Smith (51:474) believes that exceptionally world- minded people are liberal in their political and economic . 413%....» 22 views, not highly authoritarian, more favorable toward the democratic ideology, and inclined toward introspec- tion and internalization of their impulses. Age is another factor involved in determining out- comes of foreign visitations. Major (32:3) reports that high school age participants in the Experiment in International Living are apt to evaluate their experience in highly emotional terms such as ”terrific”, "fabulous”, ”great”. A study by the United States Department of State (56) indicated that foreign high schoolers showed the greatest change in the direction of positive attitudes toward the USA and the most frequent dissemination of favorable views of the USA after their return home. The high schoolers were compared to university students and to specialists visiting in the United States. The univer— sity students were impressed least favorably by the United States. The purpose of a stay in a foreign country influences the visit. Pool (42:111) lists six common purposes for traveling from one nation to another: 1. Foreign students, trainees and others on trips to learn Technical assistance personnel Tourists and summer travel groups Businessmen abroad Mal-\UJN Armed Forces 6. Immigrants. Selltiz (47:265 believes that there is considerable evidence that the sheer experience of being in another 23 country even for an extended period of time has quite limited effects on attitudes toward that country. Soldiers, for example, are not known for learning much about the countries in which they often spend consid- erable time. Tourists have gained a reputation of transporting their culture with them and learning little about the cultures they visit. However, tourism is changing and the concept of the rich visiting the poor and showing off their wealth is becoming outmoded. The traveling itself influences the visit of a foreigner. If the visitor is comfortable, rested and healthy, he is much more apt to be favorably impressed than if he is tired, frustrated or sick. Some means of transportation, some geographic areas and some travelers are more commonly associated with the hardships of travel. Other areas because of climate, food, facilities and security are more easily visited, and some people are not as subject to sickness or nervousness while traveling as others are. A number of factors can influence a visit in a foreign country. In summary, some of these are: l. The length in time of the visit 2. How the visitor views his own country and the country visited 3. How the host views his own country and the country of the visitor 24 . The age of the visitors . The language facilities involved 4 5 6. The regional cultures involved 7. The activities of the visitor 8. The purpose of the visit 9. The visitor himself 10. The hardships of the trip. In View of the large number of factors present in a cross-cultural visit, what progress has been made in identifying attitude changes that occur as a result of such a visit? Research in attitude change is still in its infancy, so much remains unknown about the influence of cross-cultural experiences on changes in attitude. In 1956, Selltiz and associates stated, (48:34) "...cross-cultural contact presents a challenging oppor- tunity to investigate the dynamics by which personal association leads to attitude change." Later in 1963, after an extensive study of the attitudes and social relations of foreign students in the United States, she and her co-workers said, (47:217) ”Because of the incon- sistencies and ambiguities of our data, we feel justified only in recommending that the hypothesis that social relations influence cross-national attitudes, merits further investigation rather than in concluding that it has been confirmed." Although inconsistencies and ambiguities have been common, Selltiz and others have made important steps in alums wean... . 25 cross—cultural attitude research. For example, Selltiz (47:258) has found a positive correlation between inter- personal involvement and favorable attitudes toward the hosting country. Those visitors to the United States with close American friends display attitudes significantly more favorable toward the United States than those without close friends. Jacobson and co-workers (18:212) report similar findings. Smith (51:472) in a study of young adults who traveled to Europe under the Experiment in International Living program failed to detect a significant change in world-mindedness or ethnocentrism as a result of their trip. He did find evidence of a more favorable evalua- tion of the Experimenter's home country, the United States, as a result of his foreign visit. Pool (42:16l) found a similar influence in a study of businessmen who travel extensively. After five visits abroad the attitudes of these men could be predicted on the basis of the national policies of the United States even though these policies were not always consistent with the policies of their particular business. Leonard (28:173). Pool (42:161) and the Useems (57) all found that attitudes tend to change toward a national average as a result of cross-cultural experiences. The common feeling was that continued travel and cross-cultural exposure would produce more and more liberal attitudes. Instead, highly liberal individuals and highly conservative .ammufiw. «amt. 26 individuals both tended to develop attitudes nearer the average. Iisager (16:20?) in a study of students at an international school in Copenhagen found that a single lecture produced more change and less uncertainty than did a whole series of lectures. Cherrington (6) experi- enced similar results. In a study conducted in the 1920's, he found that a single lecture by the pacifist Kirby Page or just reading his pamphlets caused a positive change of attitude toward the League of NationsU whereas a group who spent the summer in Geneva studying the League showed no significant change in their attitude toward that organization. Smith (51:473) commented on the same phe— nomenon, ”Short lived intercultural experiences may facilitate over-simplified perceptions.” The Useems (57) in their study of the Western educated man in India concluded that Indians who studied or traveled extensively in the West became members of a third culture both Western and Indian but different than either. Selltiz and Cook (48:55) believe that the portion of a person's attitude structure of which he is cognizant is the portion most easily changed by cross~cultural interchange. Goldsen and co-workers (11:32) state that cross-cultural interaction between Americans and foreign students does not depend upon political and social ideology or conviction. This would suggest that attitudes more 27 directly related to one's personality are involved in stimulating cross-cultural contacts. Deutsch (4:11) points out that studies have shown a positive correlation between the awareness of social and political problems and interpersonal contact. Riegel (43:322) in his study of Belgians who had studied in the United States found that these Belgian exchangees had a warmer, more personal friendship for the United States than the Belgians studied who had not been in the United States. Yet both groups were similar in their views toward American national policies. McGuigan (36:59) in studying the psychological changes related to intercultural experiences found that modifications of personality as a result of such experi- ences were rather rare although increases in social values and sociability were noted. Mishler (382551) concurs that there is little evidence that cross-cultural contacts in themselves lead to more favorable attitudes toward the foreign policy and activities of the host country. But it does seem that more stable, complex and differentiated views are developed. James, (19:66) Smith, (51:475) and Selltiz (48:34) all warn that even though a positive correlation seems to exist between interpersonal involvement and the formation of mutually favorable attitudes, there are individuals for whom this is not true. Interpersonal 28 involvement in a cross-cultural situation may reinforce the negative and unfavorable views held by some. To summarize, it appears that cross-cultural experiences can influence attitudes, particularly those of which people are cognizant. However, it is rare that basic personality changes are rendered as a result of cross-cultural involvement. There appears to be a direct relationship between interpersonal activity and the formation of positive attitudes with some notable exceptions. Brief inter-cultural contacts tend to produce overly simplified perceptions whereas longer and more intensive experiences aid in the formation of more stable and complex opinions. This phenomenon appears to change attitudes toward the more stable norms of society. Attitude research has not been perfected, hence, much remains unknown about cross-cultural attitude mechanisms. A great deal of ambiguity and doubt prevails about the research that has been done. Smith (53:53) believes that the reciprocal aspect of cross-cultural education has been neglected. Little research has been done on the hosting segments of exchange programs. Siegel (49:55) points out that the interaction in a cross-cultural situation works both ways and that the hosts should be influenced as well as the sojourners. The previous paragraphs were devoted to research about the visitors. It can be assumed that much of what 29 has been concluded about the influences felt by the travelers also bears on the hosts. For example, it would seem reasonable that the attitudes of which the hosts are cognizant would be most apt to be influenced just as this appears to be the case for the visitors. Goldsen and associates (11:32) found that giving hospitality to a foreign visitor tended to create a more favorable image in the mind of the host about the visi- tor's home country, and the host, in the process, often got a different picture of himself. Deutsch (9:25) in a study of hosts in Cleveland found that they are not representative of the community. He found that most of them would be classified in above average social groups. The hosts were generally active in community organizations and had traveled quite extensively. The hosts studied by Deutsch (9:26) generally believed their knowledge about the visitor's country had increased, but more than half of the hosts reported no change in attitude toward the country concerned. The situation seemed to encourage the acquisition of know- ledge but not necessarily favorable changes in attitudes toward the foreign student's country. Another interesting aspect of the Deutsch (9:27) study is that although over one-third of the families said that increased understanding is one goal of foreign student visitations, most of the hosts saw their role as 30 one of being of service to the student. The hosts overlooked the reciprocity of the situation and saw mainly their contribution to the foreign visitors. Evidently, the contributions to the family have been ignored and need to be given more stress. Isaacs (l7) relates anecdotes of how the images that certain Americans hold about other countries have been influenced by foreign visitors. He cites, for example, how an American's idea of India was distorted because an Indian in the roominghouse in which he lived failed to clean the bathtub. These anecdotes usually relate an undesirable incident since such happenings seem to be more commonly remembered. Pool (42:121) points out that nationality plays an important role in a cross-cultural situation. Any unusual behavior that a host may note in his foreign visitor is apt to be interpreted as a national charac- teristic and not just an unusual individual. James (17:66) found that English schoolchildren did improve in their attitude toward Africa after being taught by African teachers for two weeks. Even though their attitudes improved they still held many stereotyped views of Africans. Summary The hypotheses presented in this study are based on the preceding review of literature. The first portion of the review pointed out the legitimate interest of adult 31 education in cross-cultural programs and the criteria that must be met by a cross-cultural endeavor before it can be considered a part of the field of adult education. The second part of the review of literature included a definition of cross-cultural education and a brief description of the history and evolution of this segment of education. The intent of the first two sections of the review of literature was to show that the area of study with which the hypotheses are concerned is a definite part of education and, in particular, of adult education. The third division provided a foundation for the hypotheses based on research that has been done in cross- cultural education. A review of the research points out the absence of, and the need for, studies of the hosting element. Some researchers have assumed, but have not attempted to test, the validity of the assumption that hosts are affected in a manner similar to the travelers in a cross-cultural situation. The placement of this study in the hosting area is based on the needs and assumptions presented in the review of literature. The research reviewed indicates that attitudes of which individuals are aware are most apt to be influenced by a cross-cultural experience. The interests of people would come within this category and are thus believed appropriate as the subject for three of the hypotheses in this dissertation. Deutsch (4:11) and others believe that a positive 32 correlation exists between the awareness of social and political problems and the interpersonal contact exper— ienced in a cross-cultural situation. The first three hypotheses are based largely on this premise. The hosts should become more aware and consequently more interested in the international scene as a result of interpersonal contact with a foreign visitor. It is assumed that this interest would be a motivating factor toward participating in activities in which more could be learned about other cultures and nations. The premise accepted by Deutsch also leads to the speculation that different kinds of contact with a foreign visitor WOuld result in different degrees of awareness about social and political problems. Since the correla- tion presented is positive in nature, it would seem that more awareness would be produced as the amount of inter- personal involvement increased. Hypotheses II and III involve this correlation. Sampson (44:99) developed an instrument designed to measure a person's frame of reference about world affairs. This instrument, the Sampson World-Mindedness Scale, was used in relation to the fourth hypothesis. One of the many factors involved in a cross-cultural experience is the personality of the participants. Since Sampson (44:103) found a high negative correlation between his scale and the Ethnocentrism Scale of the California Public Opinion Scale, individuals with high Sampson Scale scores 1.! 1 {m .. 33 probably feel a stronger emotional tie with foreigners than people with low scores. The theme of the fourth hypothesis is that individuals with higher Sampson Scale scores will, because of their greater tie with foreigners, be more apt to act as hosts or make an effort to talk with foreign students who are visiting in their community than will those with low Sampson scores. The research for this dissertation is a case study involving a particular cross-cultural aspect of adult education. The hypotheses were formulated on the basis of prior research and experience as indicated by a review of pertinent literature. An effort was made to limit the study to a few of the many factors involved in a cross- cultural situation. A particular type of interest on the part of adult hosts was selected for inspection in a specific type of foreign student visitation. The results of this study are of value mainly when meshed with the results of many similar studies. CHAPTER III THE RESEARCH SETTING Chesaning Chesaning, Michigan is located near the southern border of Saginaw County on the banks of the Shiawassee River. Flint lies about 30 miles to the southeast and Saginaw about 25 miles to the northeast. Since the arrival of the first settlers in 1841, Chesaning has grown to a town of 2770 inhabitants. Stores, shops and lumber mills came into existence along with the establishment of Chesaning. A number of commercial concerns operate there today. The Farmer Peet Meat Packing Company has its main offices and plant in Chesaning. Other manufacturing concerns include the Roycraft Coach Company, the McDonald Dairy Company and Hehr Manufacturing, Incorporated. In total, about 900 to 1000 people are employed by commercial concerns in Chesaning. A variety of agricultural enterprises also exist in the Chesaning area and account for a significant share of the local economy. The Farmer Peet Company has had a significant influ- ence upon the community. Besides being the largest employer and a beneficial economic influence, the Peet Company has helped in several community projects including the construction of the Peet Community Center. 34 .R‘; 1 V as ‘5, 35 The Chesaning Rotary Club, the Chesaning Chamber of Commerce and the Chesaning Junior Chamber of Commerce are the main civic organizations. Several Protestant denomi- nations and the Roman Catholics have churches in Chesaning. The Chesaning Showboat is an annual variety show sponsored by the city and civic organizations. In 1965, a total of 30,000 people attended the presentations of the Showboat. The Chesaning Public Library is housed in a modern, comfortable building and is well supplied with books and periodicals. The library recently helped to sponsor the publishing and selling of a book about the history of Chesaning that was written by a former resident of the area, Colonel Mark L. Ireland. Chesaning is a small town of 2770 inhabitants located in south central Michigan. Although it is located in a productive agricultural area and farming is an impor- tant segment of the economy, industry also plays a prominent role. The 1966 Memorial Day visitation of a group of foreign students was the first undertaking of its type and scope in Chesaning. The Christian Rural Hospitality Council The Christian Rural Hospitality Council which is headquartered in Mayville, Michigan, organizes rural communities to host foreign student visitors in community members homes. Reverend William Lutz, the founder of the 36 Christian Rural Hospitality Council, has extended the program throughout the thumb area of Michigan. The foreign visitors are primarily students from the Univer- sity of Michigan, Wayne State University and Michigan State University. Reverend Lutz works through the clergy and other community leaders to encourage families to host foreign visitors. Generally, the visitations take place during vacation periods of the various universities. Easter, Thanksgiving, Memorial Day and between-semester breaks are some of the times used. An orientation program is conducted to help prepare the families for their hosting experience. The cost of the program is shared by the visitors and the hosts. Each family and each foreign visitor pays $5.00 to help pay for transportation, telephone calls, postage and other expenses. The cooperating universities also share in supporting the program. The purposes of the Christian Rural Hospitality Council are: (8:1) "1. To (a) mobilize responsible rural families and (b) prepare them to share home hospi- tality and rural life with international students, faculty, scholars and visitors in such a spirit of understanding and love that enduring friendships result. 2. To develop community cooperation on the part 37 of citizens, institutions and organizations in a program of hospitality and assistance to students and visitors from other coun- tries, in order to increase understanding between the people of the world.” The program has grown from a single pilot project in 1961 in which a few families in Mayville, Michigan hosted a group of foreign students from the University of Michigan to a program in 1966 that encompassed over 1,000 families in communities all over the thumb area. Plans are being made to enlarge the program and to retain a full time director. The Foreign Visitors The foreign visitors who came to Chesaning were all connected with the English Language Institute at the University of Michigan. They differed in respect to nationality, race, age, occupation and religion. Most of them were recent arrivals in the United States and were not fluent in English. The English Language Institute offers intensive English instruction to whomever desires it and can qualify. Most of its students come from areas of the world in which English is not the native language. These students study English intensively for either an eight or fifteen week period. Since these instructional periods continue throughout the year, a large number of students are served in the institute. 38 There are several reasons why individuals may wish to learn English. They may need a knowledge of English for business or education reasons or they may want to learn English because they are going to be residing in an English speaking environment. Most of the English Language Institute students who visited Chesaning were enrolled in a fifteen week intensive English instruction course. They came from the following countries: four from Peru, eleven from Japan, two from Honduras, three from Venezuela, one from Columbia, one from Portugal and one from Nicaragua. The ages of the foreign visitors ranged from 16 to 40 with the majority being in their 20's. Four of them were females. Seven of the men were married and two of them were accompanied by their wives and children. Most of the visitors were studying English prior to beginning a program of study or work in the United States. All of the visitors had at least the equivalent of an American secondary education; some were to begin undergraduate study; others planned to enter graduate study or training beyond the normal undergraduate level. Several of the group members were Catholic, some were Buddhist and some did not indicate a religious preference. In summary, most of the group of foreign visitors who stayed in the Chesaning area over the 1966 Memorial Day weekend were in their twenties; they were soon to be engaged in some type of training or business program in 39 the United States; they were high school or college graduates; they had just arrived in this country; they were not fluent in English and all except one were from Latin America or Japan. The Hosts The hosts were contacted through representatives from various churches in the Chesaning area. Reverend Lutz of the Christian Rural Hospitality Council and Elwin Darling, local chairman in the Chesaning area, invited all of the Protestant and Catholic Churches in the area to attend a preliminary planning meeting for hosting a group of foreign students. Several churches responded and sent representatives. These representatives then returned to their churches and asked for volunteers to host a foreign student. In addition. there were notices in the local paper explaining the program and asking interested families to contact their church's re- presentative or Elwin Darling, the community chairman. Twenty-one families were secured in this fashion and hosted a foreign visitor over the 1966 Memorial Day weekend. The ages of the parents in the host families ranged from 26 to 52 with the average age being 42.5 years. The occupations of the hosts other than house- wives are as follows: Number Occupation 8 Farmers 3 Merchants 3 Factory workers 40 Number Occupation Teachers Sales representative Supervisor Drainage contractor Plant engineer Millwright Heating contractor Parts manager HI—‘l—‘l—‘l—‘l—‘l—‘N For most of the host families, it was their first experience of hosting a foreign student. A few of the families had previously had a foreigner live in their home. Fifteen of the 21 families were represented at an orientation meeting conducted by Reverend William Lutz of the Christian Rural Hospitality Council. Publicity The Chesaning Arggs is a weekly newspaper published in Chesaning. For daily news the residents of Chesaning are dependent upon newspapers from larger cities such as Detroit, Flint and Saginaw or communications media other than newspapers. There is no radio station in Chesaning. The closest station is located at Owosso 16 miles away. Little if any news concerning the visit of the foreign students in Chesaning over the Memorial Day weekend was broadcast. Five articles (Appendix I) appeared in the Chesaning Argus concerning the foreign student visitation. The first four articles dealt with explaining the program and urging people who were interested in hosting a foreign 41 student to contact Elwin Darling, the local representative. There were no pictures with these articles and they were all less than nine paragraphs long. The fifth article was published after the foreign students had visited. Three pictures were included and the pictures and article appeared on the front page of the newspaper. The names of foreign students and the hosts were listed and a description of the activities scheduled for the weekend was included. The coverage in the Chesaning Arggs constituted the main publicity for the program, although additional publicity was given by announcements made in churches and organizations. CHAPTER IV RESEARCH INSTRUMENTS, METHODS OF DATA COLLECTION AND STATISTICAL PROCEDURES The data for this study were collected during two different periods. The first was the three weeks prior to the 1966 Memorial Day weekend. The second period lasted approximately three months after the 1966 Memorial Day,weekend. Organizations within the Chesaning area were con- tacted late in April of 1966 and asked if they were willing to cooperate with this study. The following groups answered affirmatively: Chesaning Rotary Club, Chapin Farm Bureau, Chesaning Junior Chamber of Commerce, Chesaning Golden Agers, Chesaning E.U.B. Church, the senior class of the Chesaning Catholic High School, a senior government class in the public high school and a group of adult members of families who agreed to serve as hosts of the foreign visitors. The author met with these groups and administered a questionnaire entitled the International Inventory Scale (Appendix II). This questionnaire was a combination of two separate scales: the Sampson World-Mindedness Scale (44:100) and the International Activities Scale. The Sampson World-Mindedness Scale Sampson (44:99) defines world-mindedness as follows: "The concept world-mindedness designates purely a value 42 43 orientation, or frame of reference, apart from knowledge about, or interest in, international relations. We identify as highly world-minded the individual who favors a world-view of the problems of humanity, whose primary reference group is mankind, rather than Americans, English, Chinese, etc.” The Sampson World-Mindedness Scale is an instrument to assess the world mindedness, as defined, of individuals. There were two purposes for including the Sampson Scale in the study. First, it provided opportunity for a comparison of the groups studied in the Chesaning area with other groups that had been studied by Sampson. It was believed that this information could be of value in explaining the reaction of the individuals studied to the W visitation of a group of foreign students in their community. The second function of the Sampson Scale was to act as a vehicle and mask for the International Activities Scale. Since there were only eleven questions in the International Activities Scale and since it was to be administered to the same people twice within a short period of time, it was believed that such disguise was needed to reduce the influence of the first administra- tion of the scale upon the second administration. The International Activities Scale The International Activities Scale was designed by the 44 author to assess the interest of an individual in parti- cipating in internationally oriented activities. The members of the cooperating groups in the Chesaning area completed the pre-visit administration of the scale before the foreign students stayed in their community. The International Activities Scale was combined in the pre— visit administration with the Sampson World-Mindedness Scale and the combination was entitled the International Inventory Scale. It was planned that the second administration of the International Activities Scale w0u1d be accomplished by interviewing a random sample of 60 adults selected from those who completed the pre-visit administration of the scale. A change was initiated and instead of inter- viewing a random sample of 60, the International Activities Scale was mailed to 154 adults who had completed the pre- visit scale. The author was solely responsible for the change in procedure, although the situation was discussed with his advisor, Mr. Russell Kleis. Randolph Major, (31) research specialist for the Experiment in International Living, after reviewing the proposed procedure, questioned the increased influence the interviewer would have upon the interviewees in a personal interview as compared with the influence of the administrator of a scale in the rather impersonal setting of a group meeting. He speculated that the post-visit scores might be greater than the pre-visit 45 scores partly as a result of the greater influence of the interviewer on the interviewees. Two individuals were interviewed as originally planned. Their pre-visit scores were 47 and 43, and their post-visit scores were 59 and 56 respectively. Consequently, their scores increased by 12 and 13. The author found it difficult during the interview to get the interviewees to respond with a definite level of agree- ment. They would talk about the statement but would not say they strongly agree, agreed, disagreed, etc. unless reminded to do so by the author. Then their responses were either agree or strongly agree. The author felt that Mr. Major's doubts about the interview were being supported. Consequently, the change to mailing the scales was made because of the belief that the respondents would be less influenced by the author if they completed the scale in the privacy of their own homes. The author believes that the change in procedure increased the quality of the data. The change did, how- ever, cause other problems. It resulted in a sample that was not randomly selected and representative of the original population of 175 but instead one that was self- selected and therefore representative only of the 97 adults who responded. It thus became necessary to analyze and interpret the data in terms of this new population composed of the 97 adults who completed both the pre-visit and post-visit administrations of the International Acti— vities Scale. Vi 46 Another problem that may have been caused by the change in procedure involves the reduced influence of the author on the completing of the scale in the privacy of one's home as compared to completing the scale in a meet- ing where the author was present. This may have been an influence toward lowering the post-visit scores over the pre-visit scores. The International Inventory Scale was given to 209 people with 175 of them completing it. The International Activities Scale was then mailed to 154 of the 175 people who completed the International Inventory Scale. There were several reasons why 24 of the people who had completed the initial scale were not sent the second scale. Some respondents completed the first scale but failed to put their names on it or failed to put on an address. The author knew of others, primarily teachers and students, that were leaving the Chesaning area shortly after Memorial Day and would not be available to complete the post-visit scale. Of the 154 questionnaires sent out, 71 were returned and 62 of them were found usable. In August, those individuals who had not returned the second International Activities Scale were sent another copy of the scale and a reminder letter (Appendix III) asking if they would aid the study by completing and returning the scale. Three days later they were sent another letter (Appendix III) about completing and return- ing the scale. In this manner, 35 more usable scales 47 were obtained bringing the total to 97. Analysis of the Data The questionnaires were constructed so that they could be numerically scored. The six gradations were scored: strongly agree 6, agree 5, mildly agree 4, mildly disagree 2, disagree 1 and strongly disagree 0. The gradations were scored in this manner if the particular statement favored world-mindedness or participation in internationally oriented activities. When a scale state- ment was not favorable to world-mindedness or to partic- _pating in internationally oriented activities, then strongly disagree was given a score of 6 and so on down to a score of 0 for strongly agree. In order to treat the data as interval in nature, it would have been necessary to assume that the interval between all the scores were equal. This is not likely since there is no assurance that the several intervals w0uld be regarded as the same by all. Therefore, the data are treated as ordinal and not interval statistics. It is only necessary to assume that an order of magni- tude exists to use ordinal statistical indicators. The assumption that an order of ascending magnitude exists in the statements strongly disagree to strongly agree is a reasonable one. Medians are used instead of means when treating data as being ordinal but not interval in nature. 48 Validity Sampson (44:102) has developed a case for the valid- ity of the Sampson World-Mindedness Scale. He compared the scores of 223 secondary school and college students on the California Public Opinion Scale with their scores on the World-Mindedness Scale. The correlation coeffi— cients on the two sets of scores indicated that world- mindedness as measured by the World-Mindedness Scale is negatively associated with political and economic conserva- tism and with authoritarian attitudes and is positively associated with belief in democratic group process. Sampson also employed the "known group” technique as a validating instrument. He administered the World- Mindedness test to 192 students who went to Europe in 1950 and to two groups of people who were going to Europe under the Quaker International Voluntary Service (QIVS), an organization which Sampson believed was widely known for selecting world-minded participants. The mean scores on the World-Mindedness Scale for the two QIVS groups were 155.82 and 148.23 as compared to a mean score of 123.65 for the 192 other subjects. Sampson (44:102) says, "These differences are highly significant statistically." The International Activities Scale designed by the author was subjected to a validation procedure. The International Activities Scale was administered to two classes of college students at Western Michigan University. The students were also asked to check the activities listed below in participated. 1. 2. 3. 9. 10. 49 which they are participating or have Hosted a foreigner Visited a foreign country, list Helped finance a student exchange trip of some kind Correspond with foreigners, how many Watch programs about foreign countries on TV (other than the news) Attend travelogues Help with international activities such as UN Day, international bazaars, etc., specify Speak a foreign language (a language other than your native one) Read about foreign countries, for example Have a foreign friend Those individuals who marked three or fewer of the activities were classified as low in international acti- vity while those marking more than three were classified as being high in international activity participation. The median scores were determined for both groups and com- pared. Using the Mann—Whitney Runs test, (50:197) the null hypothesis that the scores of the people in the high and low participation groups were from the same population was rejected at the .001 level. The data thus supported the hypothesis that the two groups were significantly 50 different in their scores on the International Activities Scale. Since the median score for the high international activity group was higher than the median score for the low activity group, the data supported the hypothesis that there is a direct relationship between a person's interest in participating in internationally oriented activities and his score on the International Activities Scale. TABLE I INTERNATIONAL ACTIVITIES SCALE VALIDATION The group low in internatiOnal The group high in activities participation international activities participation International Activities Rank International Rank Scale Scores Activities Scale Scores N = 16 N = 14 26 1 43 10 27 2 46 13.5 42 8.5 46 13.5 44 11 47 15 41 6.5 48 17.5 48 17.5 49 20 40 5 50 22 45 12 50 22 41 6.5 52 25 48 17.5 54 26 51 24 56 27 31 3 61 28.5 39 4 61 28.5 48 17.5 63 3O R2=298.5 42 8.5 50 22 51 TABLE I (continued) Median 42.5 Median 50.5 Mann-Whitney Runs Test U=N1N2+N2(N2+1)-R2 U'=N1N2+N1(Nl+1)-Rl U = 30.5 U' = 193.5 P = .001 Sampson (44:102) used the responses of 56 college students to test the reliability of his scale. The product-moment correlation between the odd and even items was .87. A test-retest reliability check of 33 of these students over a 28 day interval yielded a product-moment correla- tion of .93. The International Activities Scale was also checked for reliability. The members of two classes of students at Western Michigan University completed the International Activities Scale on two occasions a month apart. The Mann- Whitney test (50:197) was used to treat the data. The median for the first administration was 46.5 and for the second 44. The null hypothesis that these two groups came from the same population could not be rejected. Al- though the null hypothesis cannot be accepted on this basis alone these data do support the reliability of the International Activities Scale. 52 TABLE II INTERNATIONAL ACTIVITIES SCALE RELIABILITY CHECK First administration Second administration N = 28 N = 27 Score Rank Score Rank 26 1 27 2.5 31 4 36 6 39 9 37 7 40 10 38 8 41 12.5 41 12.5 41 12.5 41 12.5 42 17 42 17 42 17 42 17 43 20.5 42 17 44 23.5 43 20.5 49 26.5 44 23.5 46 29 44 23.5 46 29 44 23.5 47 31 45 26.5 48 33 46 29 48 33 46 29 49 35.5 48 33 50 38 49 35.5 50 38 51 40.5 50 38 52 43 51 40.5 52 43 52 43 53 45 54 46 55 47.5 61 52.5 55 47.5 56 49.5 56 49.5 61 52.5 57 51 53 55 61 54 R1 = 799.5 R2 = 740.5 Median 46.5 Median 44 Mann-Whitney Test U=N1N2+N2 (N2+1)-R2 -__2__ U'=N1N2+N1 (,Nl+1)-R1 U = 393.5 53 TABLE II ( continued) U' = 362.5 P = .4920 The Kruskal-Wallis (50:185) procedure tests whether certain independent samples are from different popula— tions. It does so by testing the null hypothesis that the samples are from the same population. It requires ordinal but not interval data. The formula for the Kruskal-Wallis test is: k = 12 N (N + I5 nj j=1 H k = number of samples nj = number of cases in jth sample N = nj, the number of cases in all samples combined RJ = sum of ranks in jth sample k E: directs one to sum over the k samples. j=1 When there are more than five cases in the various samples, the result of the Kruskal-Wallis computation is distributed approximately the same as chi square with the degrees of freedom equaling the number of samples minus one. This test was used to treat the data in regard to Hypothesis II and IV since the data for both of these hypotheses were dividied into six groups with more than 54 five cases in each group and it was hoped to support the belief that these independent groups came from different populations. The Wilcoxon Matched Pairs Signed—Ranks Test The Wilcoxon test (50:75) can be used to determine if one member of a pair is greater than the other. A researcher can then make the judgment whether a group of paired data shows a significant difference between the two segments of the pairs. The formula for the Wilcoxon test is: z = T - NgN + 12 N “I 24 T = the smaller of the sums of the like-signed ranks N the total number of differences having a sign. The differences between all of the pairs under study are ranked ignoring the sign. Then the ranks of the posi- tive differences are totaled and the ranks of the negative differences are totaled. The statistic T is then the smaller of these two sums. The null hypothesis that there is no significant difference between the two parts of the pairs is tested with the 2 statistic by the use of probability conversion tables. Hypothesis I data were treated by the Wilcoxon proce- dure to determine if there was a significant difference 55 between the pairs of sccres on the International Activities Scale. Significance Hypotheses supported by data determined to have a probability of .10 or less of occurring in such a manner by chance were considered to be statistically significant, although the data pertaining to all of the hypotheses were presented and discussed. Quartile Grouping 9f the Data The data were grouped in quartiles on the basis of the pre-visit scores on the International Activities Scale. The Wilcoxon test was used to determine if there was a significant increase or decrease in the post-visit scores over the pre-visit scores in each of the quartiles. The purpose of this process was to determine if the post- visit scores for the adults with low pre-visit scores increased or decreased differently over the pre-visit scores than did the scores of the adults who initially had high scores. CHAPTER V PRESENTATION OF THE DATA The data collected prior to the arrival of the foreign visitors was obtained at the meetings of various cooperating groups. The author attended these meetings, explained in general terms what he was studying and administered the International Inventory Scale. Table III lists the cooperating groups and their median scores. on the Sampson Scale and International Activities Scale, both included within the International Inventory Scale. TABLE III MEDIAN SCORES ON THE SAMPSON WORLD-MINDEDNESS SCALE AND THE INTERNATIONAL ACTIVITIES SCALE FOR MEMBERS OF THE COOPERATING GROUPS Organization Questionnaires Usable Median Median returned Sampson I.A.S. E.U.B. Church 22 20 89.5 42.5 (men) Chesaning J.C.'s 19 18 91 42 Chesaning High School Government 31 27 93 43 Class Golden Agers 31 27 94 41 Hosts 20 19 99 49 Chapin Farm Bureau 18 12 83.5 43 Catholic High School Seniors 34 26 97 46 56 57 TABLE III (continued) Chesaning Rotary 29 23 92 48 Individuals 5 3 -- -_ 209 T75 93 med. 45 med. 91.4 mean Operational Hypothesis I The visitation of a group of foreign students in a community for four days will increase the post-visit scores on the International Activities Scale over the pre-test scores of the community members studied by a statistically significant amount. Table IV presents the scores from the pre-visit and the post—visit completions of the International Activities Scale. The differences between pre-visit and post-visit scores of individual adults and the ranks of these differences are shown. The Wilcoxon test is used to treat the data presented in Table IV. The resulting probability of .3974 is not sufficiently low to reject the null hypothesis that the pre-visit scores and the post-visit scores are from the same population. Conse- quently, the data shown in Table IV does not support Hypothesis I. TABLE IV DIFFERENCES BETWEEN THE PRE-VISIT AND POST-VISIT SCORES AND THEIR RANKS ON THE INTERNATIONAL ACTIVITIES SCALE 58 TABLE IV (continued) W Differences between No. of differences No. of differ- the scores ignoring of this size with ences of this the signs a negative sign size with a positive sign 1 6 4 2 6 5 3 7 4 4 8 5 5 3 4 6 0 5 7 3 l 8 2 2 9 3 6 10 3 1 ll 1 1 12 1 1 l3 ] 0 l4 2 1 15 O 0 l6 0 1 l7 1 0 18 1 0 l9 0 0 20 0 1 48 I? Ranks of the Sums of the positive Sums of the neg- differences ranks for each ative ranks for ignoring the difference each difference sign 5.5 33 22 16 96 80 27 189 108 39 312 195 49 147 196 55 -- 275 59.5 178.5 59.5 63.5 127 127 70 210 420 76.5 229.5 76.5 79.5 79.5 79.5 81.5 81.5 81.5 83 83 -- 85 170 85 59 TABLE IV (continued) 87 -- 87 88 88 -- 89 89 -- 9O -- 90 T113 I952 The Wilcoxon Test (50:75) N = 90 z = -.262 P = .3974 A breakdown by contact groups of the pre-visit and post-visit scores on the International Activities Scale is shown in Table V. The Wilcoxon test was employed to test the significance of the differences between the pre- visit and post-visit scores. There was not a statistically significant difference at the .10 level between the scores in any of the contact groups. The sums of the post-visit scores of the hosts and the adults in the personal con- tact group were greater than the sums of their pre-visit scores while the sums of the post-visit scores for the adults in the group contact, limited contact and indirect contact grOups were less than the sums of their pre—visit SCOIGS . TABLE V DIFFERENCES BETWEEN THE PRE-VISIT AND POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE BY CONTACT CLASSIFICATIONS 60 TABLE V (continued) Hosts Positive Rank Negative Rank differences differences 2 2 —l l 3 3 5 -4 6.5 3 3 5 —4 6.5 4 6 5 -8 9.5 4 6.5 -14 12.5 8 9.5 -18 14 9 11 50.0 14 12.5 55.0 The Wilcoxon Test (50:75) N = 17 z = -.262 P = .3974 Personal Contact Positive Rank Negative Rank differences differences 1 1.5 -1 1.5 2 3.5 -2 3.5 3 5.5 -3 5.5 4 8 -4 8 4 8 -5 10.5 5 10.5 29.0 9 12 49.0 The Wilcoxon Test (50:75) N = 14 z = -.79 P = .2148 Group Contact Positive Rank Negative Rank differences differences 1 3 -1 3 1 3 -1 3 61 TABLE V, Group Contact, (continued) l 3 -2 7 2 7 -2 7 5 12 -3 10.5 6 13 -3 10.5 16 17 -7 1a 38 -8 15 -1] 16 86.0 The Wilcoxon Test (50:75) N = 17 z = -.88 P = .1894 Limited Contact Positive Rank Negative Rank differences differences 2 2.5 -1 1 3 5 -2 2.5 6 10.5 -3 5 6 10.5 -3 5 7 12 -A 7.5 9 13.5 -4 7.5 12 16.5 -5 9 70.5 -9 13.5 -10 15 -12 16.5 82.5 The Wilcoxon Test (50:75) N = 17 z = -.28 P = .3897 Indirect Contact Positive Rank Negative Rank differences differences 2 3 -1 1 5 10 -4 3 6 11 -2 3 8 13 -3 5.5 9 14.5 -3 5.5 10 17 -4 8 ll 19 -4 8 87.5 -4 8 62 TABLE V, Indirect Contact, (continued) -7 12 -9 14.5 -10 17 -10 17 -13 20 -14 21 143.5 The Wilcoxon Test (50:75) N = 22 z = -.97 P = .1660 Do you feel you benefited from the visit of the foreign students? This question was asked in conjunction with the second administration of the International Activities Scale. The responses to this question are presented in Table VI. A trend can be seen in the number of affirmative responses among the various contact groups. The groups whose members had more extended or intensive contact with the foreign visitors had a higher percentage of ”yes” answers than did the groups with less contact. A higher percentage of the members of the low contact groups chose not to respond to the question than did the members of the groups with more contact. TABLE VI RESPONSES TO THE QUESTION, ”DO YOU FEEL YOU BENEFITED FROM THE VISIT OF THE FOREIGN STUDENTS?" Contact group Yes No No response Hosts 14 0 3 Personal contact 11 0 3 63 TABLE VI (continued) Group contact 7 8 2 Limited contact 2 8 7 Indirect contact 2 9 11 Did the visit of the foreign students increase your interest in participating in some international activities? This question was also asked in conjunction with the second administration of the International Activities Scale. The results are given the Table VII. A higher percentage of the hosts answered yes than did the members of any of the other contact groups. The percentage of affirmative responses declined directly with the decreas- ing amounts of time or intensity of contact with the foreign visitors. There was one exception. The limited contact group was second to the hosts in the percentage of affirmative responses. TABLE VII RESPONSES TO THE QUESTION. "DID THE VISIT OF THE FOREIGN STUDENTS INCREASE YOUR INTEREST IN PARTICIPATING IN SOME INTERNATIONAL ACTIVITIES?" Contact group Yes No No response Hosts 12 0 5 Personal contact 6 3 5 Group contact 6 6 5 Limited contact 8 2 7 Indirect contact 2 8 12 64 Operational Hypothesis 1; Statistically significant differences in magnitude of change between pre-visit and post-visit scores on the International Activities Scale will be exhibited by adults who have experienced different types of contact with the foreign student visitors. The data and procedure for testing Operational Hypothesis II are presented in Table VIII. A probability of .05 was obtained which is sufficiently low to reject the null hypothesis and in turn support Hypothesis II. TABLE VIII THE DIFFERENCES AND THEIR RANKS BETWEEN THE PRE-VISIT AND POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE BY CONTACT GROUPS Hosts Personal Group Limited Indirect No contact N = 17 N = 14 N = 17 N = 17 N = 22 N = 10 -18 -5 -11 -12 -14 -17 —14 -4 -8 -1o -13 —9 -8 -3 -7 -9 -10 -7 -4 -3 -3 -5 -1o -5 -4 -1 -3 -4 -9 4 -1 o -2 -4 -7 5 o o -2 -3 -4 6 o 1 -1 -3 -4 9 o 2 -1 -2 -4 9 2 3 o -1 -3 20 3 4 1 2 -3 3 4 1 3 -2 4 5 1 6 -2 4 9 2 6 -1 8 5 7 0 9 6 9 2 14 16 12 2 65 TABLE VIII (continued) 10 11 TABLE VIII (continued) THE OVERALL RANKS OF THE DIFFERENCES BETWEEN THE PRE-VISIT AND POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE BY CONTACT GROUPS Hosts Personal Group Limited Indirect No contact l 20 7 6 3.5 88.5 3.5 25.5 14.5 9 5 20 14.5 33 17 12 9 71 25.5 39.5 33 20 9 75.5 25.5 45.5 33 25.5 12 12 45.5 52 39.5 25.5 17 80 52 52 39 33 25.5 97 52 57.5 45.5 33 25.5 17 52 62 45.5 39.5 25.5 2 62 66.5 52 45.5 33 88.5 66.5 71 57.5 62 33 55I.1 66.5 71 57.5 66.5 39.5 71 75.5 57.5 80 39.5 71 88.5 62 80 45.5 84.5 759.5 77.5 83 52 88.5 80 88.5 62 95 96 94 75.5 876.5 812.5 863 80 84.5 88.5 92 93 950 N = 97 The Kruskal-Wallis Test (50:185) H = 11 corrected for ties H = 11.03 P = .05 66 Operational Hypothesis III The magnitude of change between pre-visit and post- visit scores on the International Activities Scale will occur in the following descending order among the type- of-contact categories of adults studied: Hosts Adults having personal contact Adults having group contact Adults having limited contact Lil-DUDNH Adults having indirect contact. The contact group medians of the differences between the pre-visit scores and the post-visit scores on the International Activities Scale are listed in Table IX. With the exception of the reversed position of the hosts and the personal contact group, the data in Table IX support Operational Hypothesis III. TABLE IX THE MEDIANS OF THE DIFFERENCES BETWEEN THE PRE-VISIT AND THE POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE BY CONTACT GROUPS Hosts Personal Group Limited Indirect contact 0 .5 -l -2 -2.5 Operational Hypothesis IV The median scores on the Sampson World-Mindedness 67 Scale for the following groups of adults experiencing different types of contact with the foreign students will be significantly different from each other and will occur in the following descending order: 1. Hosts 2. Adults having personal contact 3. Adults having group contact 4. Adults having limited contact 5. Adults having indirect contact. The data and procedure used for testing Operational Hypothesis IV are shown in Table X. The null hypothesis can be rejected on the basis of a .01 probability and Operational Hypothesis IV can thus be accepted. Further support for Operational Hypothesis IV is found in the descending order of median Sampson scores of the five contact groups mentioned. TABLE X SAMPSON WORLD-MINDEDNESS SCORES BY CONTACT GROUPS Hosts Personal Group Limited Indirect No contact N = 17 N = 14 N = 17 N = 17 N = 22 N = 10 106 70 58 77 86 101 124 93 60 89 101 119 103 93 69 92 95 105 107 101 70 93 87 91 73 103 95 95 85 91 108 110 96 95 111 106 93 114 97 96 85 67 97 123 97 102 91 122 68 TABLE X (continued) 105 124 99 103 107 91 115 105 104 114 62 87 87 57 112 123 87 114 84 147 148 91 68 94 107 95 71 99 63 93 80 98 96 107 120 56 81 75 94 98 100 85 132 89 100 90 80 83 87 Median Median Median Median Median Median 100 97.5 96 95 88 95.5 TABLE X OVERALL RANKS OF SAMPSON WORLD-MINDEDNESS SCORES BY CONTACT GROUPS Hosts Personal Group Limited Indirect No contact 74.5 10.5 3 15 25 64 93.5 41 4 30.5 64 88 68 41 9 38 48 72 77.5 64 10.5 41 27.5 35 13 68 48 48 23 35 80 81 52 48 82 74.5 41 85 55 52 23 7 55 91.5 55 66 35 90 72 93.5 59.5 68 77.5 35 87 72 70 85 5 27.5 19.5 2 83 91.5 27.5 528 85 21 96 97 35 8 44.5 77.5 48 12 59.5 6 41 16.5 57.5 52 72I 77.5 89 1 18 14 44.5 57.5 61.5 23 95 30.5 964.5 778 973 61.5 32 16.5 19.5 27 5 a. 69 TABLE X (continued) The Kruskal-Wallis Test (50:185) H = 17 P<< .01 Table XI presents the pre-visit and post-visit scores of the adults studied on the International Activities Scale for each item on the scale. 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UJ “\Nd’JNHMJa’HWNw-‘PHM—f c: 4H0000Noo‘upI-‘IHoI-5Ioofio? m r4\0\0In4rr4(UU\U\oardq>U\4-FIU\FI F1 02 Inmen4HonInInNInInInHIn4 Q rrrru\r4C)Fir4C>C>F1C>C>OJC>O\ “J In U\C>U\VDU\€U\O(V\D «IU\u>u>4t If)". \DHOWWHmer-imwd': Q OOFI‘HOOOOONOTQTTONTIKD N V) \D#du\:\DmNU\—T¢:HU\J\OU\ mr-I \o4m44memN4mmm44o VJ 80 In... 4 m 4 o m m NI N 4 m m m 4 N o 4 4 lo- 4 m IoI 4 m .444”. 4 n 4 m 4 4 m 4 .o 4 4 4- 4 m 4I m 4 4I 4 m o m m IHII. o m m 4I m 4 4a 4 m 4I 4 m o 4 4 4.. n m o m. w o m m 4I 4 m o m m 4 m 4 4I m m 4 4 m 4I 4 m o m m 4 m 4 o 4 4 4I m m 4 m 4 o 4 4 4I m m N 4 N o m m 4I 4 m 4I 4 m 4 m 4 o m m o m m N m 4 4I m m o m m 4 m 4 4 m 4 o m m o 4 4 HI 4 m HI 4 n o m 4 4I 4 m 4 m 4 o m n o m m HI 4 m NI 4 m 4 m 4 4I m 4 6646464444. I .n o m m 4 m 4 4.. 4 m 4 m m o m m N o m m 4 o m _ MI n m 4 m n o m m 6.864 64464764644 I m o m m 4 m 4 4 m 4 o m n 4I 4 n 4 4 m 4 4 4 n o m m nI N m HI 4 m whoom pfimflrlwhm u m 0 m m o m m N 4 N o m m H m 4 44 Nm 44 44 Nm 4m 44 Nm 44 44 Nm 44. 44 Nm 4m aowpqoo poohHQQH wouHaHH @3045 Hdzomuom mpmom .hwn .z.= mnw>gmmno maHusHoaH mquuMHou HNdOHumcuopcw 44 mswamonm o>HuoN no waHhuudo on.vHsonm moHquasaoo cmoauwed "HH anH 81 ' SUMMARY OF TABLE XI MS OF THE DIFFERENCES BETWEEN THE PRE-VISIT AND POST-VISIT SCORES FOR THE INDIVIDUAL ITEMS ON THE INTERNATIONAL ACTIVITIES SCALE BY CONTACT GROUPS em Host Personal Group Limited Indirect Total 1 O 8 4 9 7 28 2 2 -4 1 —7 -2 -1O 3 -3 8 -10 -3 -8 -16 4 -1 5 1 —4 12 13 5 O O 3 -l —3 —1 6 O -8 4 -3 -17 -24 7 5 2 O 0 -12 -5 8 3 2 -l3 -3 3 -8 9 -6 -12 -14 -16 O -48 O -3 9 -8 -l -9 -12 1 -4 -1 —2 3 3 _;l tal 77 T 7’37; 726 T2'6 -84 Ill The results of grouping the data in quartiles on the sis of the pre-visit scores is shown in Table XII. The dians for the pre-visit scores and the post-Visit scores r each quartile are shown as are the probabilities for e null hypotheses that the pre-Visit scores and the post- sit scores are from the same populations. @1354 . lwnwu. . r. 82 TABLE XII THE PRE-VISIT AND POST-VISIT SCORES ON THE INTERNATIONAL ACTIVITIES SCALE AND THE DIFFERENCES BETWEEN THEM GROUPED IN QUARTILES ON THE BASIS OF THE PRE- VISIT SCORES First Quartile --- Pre-visit scores from 25 to 41 Second Quartile --- Ere-visit scores from 41 to 47 Third Quartile --- Pre-visit scores from 47 to 53 Fourth Quartile --- Ere-visit scores from 54 to 64 The First Quartile :act Group Pro-visit Post-visit Difference :ontact 25 36 ll Ional contact 26 31 5 :ontact 28 34 6 .rect contact 30 41 11 .p contact- 31 47 16 .ted contact 33 45 12 .rect contact 35 4O 5 ,rect contact 35 41 6 :onal contact 35 31 -4 ,ted contact 36 39 3 :ontact 36 45 9 . 36 36 O rect contact 36 33 -3 .p contact 37 35 -2 ontact 37 57 2O rect contact 37 37 O onal contact 37 41 4 ted contact 39 48 9 rect contact 39 47 8 rect contact 39 48 9 ted contact 39 37 -2 ted contact 39 46 7 ted contact 40 46 6 p contact 40 4O 0 Total 136‘ Number 3 l Median--pre-visit scores = 36 onal contact 3 Median-~post-visit scores = 40.5 p contact 3 Probability = .00023 tai contact 6 rect contact 7 Wilcoxon Test (50:185) ontact 4 1 5E Ill 3&1 7‘35; .i‘% in. 83 1E XII (continued) The Second Quartile :act Group Pro-visit Post-visit Difference .ted contact 41 37 -4 .ted contact 41 32 -9 ' :ontact 42 46 4 :onal contact 42 42 O .rect contact 42 42 O .rect contact 43 4O -3 :onal contact 43 42 -l :ontact 43 36 '7 ; 43 47 4 :onal contact 43 44 l .rect contact 43 43 O :onal contact 43 41 -2 .rect contact 43 32 -11 LP contact 43 29 ~14 :ontact 44 39 -5 ,rect contact 44 54 10 ,rect contact 44 42 -2 ,p contact 45 50 5 , 45 44 -l ted contact 45 43 -2 7p contact 45 46 l p contact 46 3O -16 ted contact 47 44 -3 p contact 47 48 1 :4- Number 3 2 Median-~pre-visit scores = 43 onal contact 4 Median-~post-visit scores = 42 p contact 5 Probability = .0409 ted contact 4 rect contact 6 Wilcoxon Test (50:185) ontact 3 1 EE- Thg Third Quartile act Groun ?re-visit Post-visit Difference ted contact 47 49 2 p contact 47 4O -7 onal contact 47 45 -2 47 61 14 rect contact 48 38 -10 84 I E mi, The Third Quartile (continued) t 48 48 O 5 48 52 4 sonal contact 48 59 9 .rect contact 48 35 -13 1p contact 48 4O -8 s 49 41 -8 : 49 57 8 ; 49 31 -18 lp contact 49 46 -3 .rect contact 51 58 7 :ontact 51 34 -l7 :ontact 51 42 -9 .ted contact 51 57 6 lp contact 51 50 -1 s 51 53 2 .rect contact 52 51 -1 :ona1 contact 52 50 -2 :ontact 52 57 5 ‘ :ontact 53 48 -5 ; 53 53 0 Total —E7- number " ,s 8 Median--pre-visit scores = 49 onal contact 3 Median--post-visit scores 2 49 p contact 4 Probability = .1469 ted contact 2 rect contact 4 Wilcoxon Test (50:185) ontact _fi_ 1 25 Egg Fourth Quartile act Group Pre-visit Post-visit Difference p contact 54 53 -1 54 63 9 rect contact 54 35 -19 54 50 -4 p contact 55 56 1 55 58 3 p contact 56 54 -2 56 59 3 onal contact 56 53 -3 ted contact 56 53 -3 rect contact 57 53 -4 rect contact 57 53 -4 p contact 57 54 -3 a ted contact 57 56 -l \e ted contact 58 54 -4 N _ 85 LE XII, The Fourth Quartile (continued) sonal contact ited contact sonal contact sonal contact Lrect contact t Lrect contact 1p contact t be sonal contact 1p contact Lted contact Lrect contact :ontact 11 58 61 3 43 -16 63 4 54 -5 50 ~10 58 —4 65 2 61 -2 50 -14 Total -74_ Median-—pre-visit scores = Median--post-visit scores Probability = .0146 The Wilcoxon Test (50:185) 57 54 vi CHAPTER VI SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Hypothesis I The visitation of a group of foreign students in a community will increase the interest of the adult members of the community in participating in internationally oriented activities. In operational terms Hypothesis I is stated: The visitation of a group of foreign students in a community for four days will increase the post-visit scores on the International Activities Scale over the pre-visit scores of the community members studied by a statisrically significant amount. The statistical treatment of the data as shown in Tables IV and V indicates that Operational Hypothesis I was not supported at the .10 level by the results of the two administrations of the International Activities Scale. One possible explanation for the failure of the data collected by the administrations of the International Activities Scale to statistically support Operational Hypothesis I is that the scale is not sensitive enough to detect resultant changes in interest toward participating in internationally oriented activities. Inspection of Table IV would support this explanation since there was little difference between the sum of the ranks of the positive differences and the sum of the ranks of the neg- ative differences, Nor does the information in Table V 86 VI 87 give evidence of sensitivity of the International Activities Scale since no significant changes appear there. However, on examination of the data for quartiles established on the basis of the initial scores on the International Activities Scale as shown in Table XII does reveal significant differences between the pre-visit and post-visit scores for three of the four quartiles. There was a significant increase for the group of adults whose initial International Activities Scale scores were in the lowest quartile while there were significant decreases in the scores in the second and fourth quartiles. The scores in the third quartile decreased but not significantly. If the International Activities Scale is valid, as the tests for validity indicate, then the data appearing in Table XII would refute the explanation that the scale lacks sensitivity to the changes of interest in inter- nationally oriented activities. There were statistically significant changes in the scores and, providing the International Activities Scale is valid, this indicates that significant changes occurred in the interest of the adults studied in participating in internationally ori- ented activities. The treatment of the entire data as shown in Tables IV and V failed to show these differences since the positive changes were balanced by the negative changes. Why are the post-visit scores greater than the pre- visit scores in the lowest quartile and less than the 88 pre-visit scores in the other quartiles? One factor would be the natural tendency for individuals with scores at the extremes to move toward the mean score However. there was room remaining for the post-visit median score of the first quartile to be less than the pre-visit score and for the post-visit median score of the fourth quar- tile to be greater than the pre-visit score. The median scores of the first and fourth quartiles were not so extreme as to make movement toward the mean the only alternative. Possibly the individuals in the lowest quartile were not particularly interested in internationally oriented activities and the process of completing the International Activities Scale twice and the Sampson Scale once increased their interest. This increase in interest could, in part, account for the increase of the post-visit scores over the pre-visit scores. An indica- tion of this initial lack of interest of adults in the lowest quartile in participating in internationally oriented activities is the fact that only one person in this group acted as a host for a foreign student. In contrast, there were six hosts in the highest quartile. Further support for the belief that part of the increase in the scores in the lowest quartile could be attributed to the influence of completing the scales can be seen in the increase of the post-visit scores over the pre-visit scores of the four individuals in the lowest “3 89 quartile that did not experience any contact with the foreign students. The only common experience undergone by these four people, as far as the author knows, is the completion of the scales. At least it can be assumed that the presence of the foreign students did not cause them to increase their scores. Another possible explanation for the increase in the scores in the lowest quartile, would be the influence of the foreign students. Twenty of the adults in the lowest quartile did have some type of contact with them, and as far as can be determined, this contact with the foreign students was the only common experience the twenty people had besides the completion of the scales. The decrease in the other quartiles might have been caused in part by a resentment and resistance toward the completion of the International Activities Scale. The people who had higher initial scores could have found it difficult to contain their answers to the rigid format of the scale since they evidently had more interest and probably more opinions about the subjects covered on the scale. When asked to complete the scale again within a short period of time, they might have resented even more giving rigid and unqualified answers. The increased resentment could have tended to lower their score. Another possible reason for the decrease in the scores was the influence of the foreign visitors. Some of the people in the upper three quartiles might have Vi c. 90 been disappointed by the visit of the foreign students. Their high expectations may not have been fulfilled in the manner in which they had envisioned. The duration of the visit may have been a factor. The hosts might have been at a stage of disillusionment with the hosting situation at the time the foreign students left. It can be seen in Table V that the personal contact and host groups increased, although not significantly, their post-visit scores over their pre—visit scores on the International Activities Scale. The other contact groups experienced decreases, though these were not statistically significant. However, these changes between the post-visit and pre-visit scores of the various contact groups are significantly different statistically from each other. It appears that a relationship exists between the type of contact experienced and the change in the scores. It may be that the visit of the foreign students did have, in general, a positive influence on the people studied, but the detrimental influence of taking the International Activities Scale twice in a short period of time might have been greater than the positive influ- ence of the foreign student visit for the people who experienced group contact, limited contact and indirect contact. The positive influence of the foreign students on the hosts and the people in the personal contact group might have outweighed the negative effect of completing the scale twice. Vi” 91 The data in this study compare favorably to the results found by other researchers” Leonard (28), Pool (42) and the Useems (52) all noticed trends in the atti- tudes of participants toward the national or group norms as a result of cross-cultural experiences, Individuals who were liberal or conservative moderated their views toward beliefs more commonly accepted; The increase in the scores of the lowest quartile of the Chesaning study group and the decrease in the highest quartile follow this moderating pattern_ Major (31:11) on the basis of his research believes that this leveling influence represents the formation of more in- formed and stable opinionsa A similarity can also be noted between the findings of this study and of those carried out by Cherrington (6) and Iisager (16), Their studies indicated that brief cross-cultural encounters may create greater attitudinal changes than longer more comprehensive encountersn The belief is that short cross-cultural experiences tend to produce unstable and overly simplified opinions“ The people in the personal contact group had brief encounters with the foreign students and had the greatest increases on the International Activities Scale, Possibly they were favorably impressed by the foreign students and did not become involved in discussions or situations which dampened their enthusiasm. The information contained in Tables VI and VII has VJ 92 a bearing on Hypothesis I, but the information was not treated statistically. Thirty-six of the adults studied believed they benefited from the visit of the foreign students while 25 indicated they had not benefited. Twenty-six people chose not to answer whether they had or had not benefited from the visit of the foreign students. Thirty-four of the adults studied believed that their interest in participating in internationally oriented activities had increased as a result of the visit of the foreign students while 19 did not feel their interest had increased. Thirty-four adults chose not to respond to the question. In summary, there was no statistically significant support found for Operational Hypothesis I in the data collected. There were significant changes that took place between the post-visit and pre-visit scores on the International Activities Scale, but since these changes were fairly balanced between increases and decreases, they did not appear when the entire study data was statistically treated as a whole. When the data was grouped into quartiles on the basis of the initial score on the International Activi- ties Scale, a significant increase was found in the post- visit scores of the lowest quartile over the pre-visit scores. The post-visit scores in quartiles two and four were significantly less than the pre-visit scores. VJ 93 While Operational Hypothesis I was not statisti- cally supported, it should be pointed out that the treatment of the data indicated that there was a proba- bility of forty percent that the increase of the post- visit scores over the pre-visit scores was due to chance, or conversely, a sixty percent probability that an increase actually occurred. Confined to the lowest quartile, the data would have supported Operational Hypothesis I. Support might also have been obtained if the study had been limited to the hosts and the personal contact group and if a less resented form of data gather- ing had been used. Hypothesis _I Different degrees of change will occur in the interest that adult community members have in participat- ing in internationally oriented activities as a result of experiencing different types of contact with the foreign students visiting in their community. In operational terms Hypothesis II is stated: Statistically significant differences in magnitude of change between pre-visit and post-visit scores on the International Activities Scale will be exhibited by adults who have experienced different types of contact with the foreign student visitors. The data pertaining to Operational Hypothesis II are shown in Table VIII. The data as treated by the Kruskal-Wallis Test (50:185) significantly support 94 Operational Hypothesis II although in a different manner than expected. It was expected that there would be positive changes in all of the contact groups as a result of post-visit scores that were greater than their respec- tive pre-visit scores. Instead treatment of the data indicated that the changes in the contact groups were significantly different because some of the groups in- creased while others decreased. Even though the increases or decreases from the initial scores were not significant in any of the contact groups, the difference between positive changes by some groups and negative changes by others made the differences in degrees of change of the contact groups statistically significant. The information contained in Tables VI and VII generally supports the conclusion that the groups with longer or more intense contact with the foreign students are more positively influenced by the visit of the for- eign students. There is one exception to this conclusion as revealed in Table VI. The limited contact group was second after the hosts in the percentage of people answering affirmatively when asked if the visit of the foreign students increased their interest in international activities. The statistical acceptance of Operational Hypothesis II on the basis of the data collected supports Hypothesis II. VJ 95 Hypothesis II The degrees of change in the interest of adult community members in participating in internationally oriented activities as a result of experiencing differ- ent kinds of contact with foreign students will occur in the following descending order of magnitude: Hosts . Adults having personal contact Adults having group contact Adults having limited contact Ul-DLAJNH . Adults having indirect contact. In operational terms Hypothesis III is stated: The magnitude of change between pre=visit and postsvisit scores on the International Activities Scale will occur in the following descending order among the type-of» contact categories of adults studied: 1. Hosts 2. Adults having personal contact 3. Adults having group contact 4. Adults having limited contact 5. Adults having indirect contact. Operational Hypothesis III is dependent upon the statistical acceptance of Operational Hypothesis II. Since the data supports Operational Hypothesis II, it is possible to survey the data for support of Opera- tional Hypothesis III. The treatment of the data by the Kruskal-Wallis test indicated that there were significant vi 96 differences between the contact groups in the amount of change that occurred between the pre-visit scrres and the post-visit scores on the International Activities Scale of the adults studied. The medians of the differ- ences between the prewvisit and pcst=vi51t scores of the contact groups are shown in Table IX. The magnitude of the medians Show the order of the differences between the premvisit and post-visit scores of the contact groups. The only exception to the hypothesized order of change is a reversal of the hosts and the personal con- tact group. Since there is not much difference between the medians of the two groups. a possible explanation of the reversal is particularly speculative. Perhaps some of the hosts were in a stage of dis- illusionment after four days of associating with a foreign student. This disillusionment may ha\e been a factor in the median difference of the hosts' prewvisit and post-visit scores being 0. The adults experiencing personal contact with the foreign Students could have been in a stage of enthusiasm after their encounter with the foreign students. Consequently: the sc res of the adults in the personal contact group increased more on the postovisit scale than did the scores of the hosts. The median of the differences between the prevvisit and post-visit scores for the personal contact group is .5. Operational Hypothesis III can be accepted with the exception of the reversal of the hosts and the VJ‘ 97 personal contact group from the predicted order. Hypothesis III is, in turn, supported with the exception of the noted reversal in the predicted order of contact groups, Hypothesis Ty Adult community members experiencing a particular type of contact with foreign students will differ in their world-mindedness from adults experiencing other types of contact. Hosts will be the most world-minded followed in descending order by: adults having personal contact, adults having group contact, adults having limited contact, adults having indirect contact. In operational terms Hypothesis IV is stated: The median scores on the Sampson World-Mindedness Scale for the following groups of adults experiencing different types of contact with the foreign students will be signi— ficantly different from each other and will occur in the following descending order: Hosts Adults having personal contact Adults having group contact Adults having limited contact Ul-DLDNH Adults having indirect contact. The data concerning Operational Hypothesis IV is Shown in Table X. Treating the data with the Kruskal- lJallis test indicates that Operational Hypothesis TV can accepted. The median scores of the contact groups VJ’ 98 descend in the predicted order which provides support for the acceptance of the second portion of Operational Hypothesis IV° A belief that a direct relationship would exist between world-mindedness and the effort put forth to have contact with the foreign students was the rationale for Hypothesis IV° In other words, someone with a high Sampson Score would, because of his world-mindedness, try harder to meet the foreign students than would an individual with a low Sampson Scale score, The data tend to confirm that rationale. The statistical acceptance of Operational Hypothesis IV provides support for Hypothesis IV. It is interesting to note that the mean score on the Sampson Scale for the entire Chesaning sample is 91.4. This compares to a mean score of 123.65 for a group of college students who traveled to Europe and were studied by Sampson. (50:103) As might be expected, the world- tnindedness of a group of residents of a small rural community is not as great as among a group of college students who made a summer trip to Europeo _l£gm Analysis 9f_thg International Activities Scale Table XI presents the responses of the members of the contact groups for each item on the International Activities Scalea A number of interesting developments can be seen. waxing 99 Some of the prime TV time on the major networks should be used every evening for programs dealing with the problems and accomplishments of other countries. All of the post-visit scores of the contact groups increased over the pre-visit scores for the preceding statement except the scores of the hosts remained the same. The presence of the foreign students appears to have increased the interest of most of the adults studied in watching television programs about other countries. Perhaps the hosts are by nature "doers" and the visit of the foreign students did not increase their interest in a passive activity such as watching television. Public funds should be used to continually send delegations of Americans to as many foreign countries as possible. This item is the only other statement on the International Activities Scale for which the sum of the differences between the post-visit and pre-visit scores of the contact groups is a positive number. Evidently, something in the visit of the foreign students or in the process of completing the scales influenced many of the adults studied to look more favorably upon the expenditure of public funds for sending delegations to other countries. The American government should use public funds to encourage foreigners to visit the United States of America and to assist them while they are here. Strangely, the change in scores, between pre-test and post-test, was negative and was greater than the change on any other lOO item. It would seem that Item 4 which pertains to spending public funds for sending delegations to foreign countries and Item 9 which refers to spending public funds for encouraging foreigners to visit the United States would be handled similarly since the premises of the two are comparable. Perhaps the visitors appeared better dressed and fed than expected and consequently the "noblesse oblige” motive for a high score on Item 9 was diminished. The churches of a community including the Protestant, Catholic and Jewish faiths should unite to provide commu- nity programs in world affairs. The post-visit scores increased over the pre-visit scores for this item for the hosts and the personal contact group. The hosts and many of the members of the personal contact group were involved in the inter-church aspects of the foreign student visita- tion. Evidently, this involvement influenced them to score Item 7 higher on the post-visit scale than on the pre-visit scale. The greatest increase in the post-visit scores over the pre-visit scores for the hosts and the personal contact groups occurred in the responses to the following statement: Every capable adult in the USA should either know or be studying a foreign language. The hosts and the members of the personal contact group were involved in situations where personal communications with a foreign student were occurring. The members of the other contact VJ are”? 101 groups were not involved in such situations. The personal communication with a foreign student may account for the higher post-visit scores in the hosts and personal contact groups. The post-visit scores of the other groups were lower than the preavisit scores. A review of Table XI indicates that a four day visit of a group of foreign students is associated with a net increase in the interest of the adults studied in the following activities: 1. Watching television programs about other countries 2. Using public funds to send delegations of Americans to other countries. A review of Table XI indicates that a four day visit of a group of foreign students is associated with a notable net decrease in the interest of the adults studied in the following activities: 1. In reading books about other Cultures and nationalities 2. In helping financially to send a high school student to a foreign country 3. In corresponding with people in other countries 4. In using public funds to encourage for- eigners to visit the USA and to assist them while they are here 5. In studying a foreign language. VI 102 However, a review of Table XI also indicates that the visit of a group of foreign students for four days is associated with a net increase in the interest of the hosts and the members of the personal contact group in the following activities: 1. In churches of a community including the Protestant, Catholic and Jewish faiths uniting to provide community programs in world affairs 2. In spending at lease a month every ten years in a foreign country 3. In studying a foreign language. Summary A group of adults who live in the Chesaning, Michigan area were studied in regard to the following four hypotheses: I. The visitation of a group of foreign students in a community will increase the interest of the adult members of the community in participating in internationally oriented activities. II. Different degrees of change will occur in the interest that adult community members have in participating in internationally oriented activ- ities as a result of experiencing different types of contact with the foreign students visiting in their community. 103 III. The degrees of change in the interest of adult community members in participating in internationally oriented activities as a result of experiencing x.3§ Js different kinds of contact with foreign students will occur in the following descending order of magnitude: 1. Hosts 2. Adults having personal contact 3. Adults having group contact 4. Adults having limited contact 5 Adults having indirect contact. IV. Adult community members experiencing a particular type of contact with foreign students will differ in their world-mindedness from adults experiencing other types of contact. Hosts will be the most world-minded followed in descending order by: adults having personal contact, adults having group contact, adults having limited contact, adults having indirect contact. In each case operational hypotheses were formulated that could be statistically tested. Only these opera- tional hypotheses could be accepted or rejected on the basis of the data collected. It was assumed that acceptance of an operational hypothesis would provide support for its corresponding literary hypothesis. VI i _ I. II. III. IV. 104 Operational Hypotheses: The visitation of a group of foreign students in a community for four days will increase the post-visit scores on the International Activities Scale over the pre-visit scores of the adult community members studied by a statistically significant amount. Statistically significant differences in magnitude of change between pre-visit and post-visit scores on the International Activities Scale will be exhibited by adults who have experienced different types of contact with the foreign student visitors. The magnitude of change between pre-visit and post- visit scores on the International Activities Scale will occur in the following descending order among the type-of-contact categories of adults studied: 1. Hosts 2. Adults having personal contact 3. Adults having group contact 4. Adults having limited contact 5 Adults having indirect contact. The median scores on the Sampson World-Mindedness Scale for the following groups of adults experiencing different types of contact with the foreign students will be significantly different from each other and will occur in the following descending order of magnitude: VJ glow”? 105 Hosts Adults having personal contact Adults having group contact Adults having limited contact m-DUJNH Adults having indirect contact. Before a group of foreign students visited the Chesaning area over the 1966 Memorial Day weekend, 209 adults completed a questionnaire that included the Sampson World-Mindedness Scale and the International Activities Scale. (Appendix II) Of the 209 question- naires returned, 175 of them were found uSable. After the foreign students had visited and left, 97 of the 175 adults who initially returned the International Activities Scale completed and returned a second copy of the International Activities Scale. 0n the basis of the data collected, Operational Hypotheses II and IV were accepted. Operational Hypotheses III was accepted with the exception of the reversal of the hose and the personal contact group in the predicted order of magnitude of change. It was assumed that the acceptance of these operational hypotheses supported the respective literary Hypotheses II, III and IV. Operational Hypothesis I was not accepted on the basis of the data collected. However, other treatment of the data indicates that Hypothesis I is worthy of further study. Vi 106 It was found when the 97 returns of the Inter- national Activities Scale were placed in quartiles on the basis of their pre-visit scores that the post—visit scores were significantly greater than the pre-visit scores in the lowest quartiles The post-visit scores in the second and fourth quartiles --(_the fourth quar- tile was composed of those with the highest pre-visit scores-)-- were significantly less than the pre-visit scores. Evidently, significant changes did take place between the pre-visit and post-visit scores on the International Activities Scale, but the increases and the decreases in scores tended to cancel each other so that the significant changes did not appear when the data from the entire group were treated together. Further research could be done relevant to Hypothesis I in light of the significant changes in the International Activities Scale scores which appeared when the data were grouped in quartiles on the basis of pre-visit scores“ Conclusions and Recommendations It can be concluded from this study that a four day visit of a group of foreign students was associated with discernable influences in this community. While the adults studied were not randomly selected and thus cannot be said to represent the entire crmmunity, the fact that a number of those studied were apparently 107 influenced by the foreign students supports the preceding conclusion. A discussion based on this study of the influences that a visitation of a group of foreign students has on a community, but not limited to factors that can be statistically supported, is useful in pointing out areas for further research and possible use of the study in- formation. It appears that the interest in international activities of those people in the community who were active enough in an organization to have been included in the study but who initially expressed little interest in international activities, increased more than that of any others studied, as a result of the foreign student visitation. Evidently, people in this category can be profitably included in a foreign student visitation program even though they might be initially apathetic or resistant. It appears to be worth the effort and struggle to involve such persons. There are people in the community who are not active in organizations and who are probably even less interested in participating in internationally oriented activities than the least interested quartile studied. 0n the basis of this study, it could be hypothesized that such people would respond favorably to exposure to a foreign student visitation. The common tendency on the part of a person placing Vl' 108 foreign students in a community is to call upon active and interested members of the community. From the commu- nity's standpoint, such a program could be of more value if some of the least interested members could be brought into contact with the foreign visitors. The study indicates that brief encounters with foreign students might create more interest in inter- national activities than longer periods of exposure. Community members who are not particularly interested might first be approached about having a foreign student in their home for a meal or for a visit; or host families could be encouraged to invite a less interested community member to eat with them or Visit them while a foreigner is in their home. In some cases, a foreign student might be introduced into a captive audience situation. For example, he could meet with a class of students or attend other meetings where personal communication could occur. The study indicates that just seeing or even hearing a foreign student without an opportunity for personal communication is not effective in increasing the interest of community members in international activities. The emphasis then, in a foreign student visitation, needs to be on conditions that foster personal communication between community members and the foreign student though not necessarily intensive or extensive communication. The emphasis on personal communications is hardly VJ“ 109 new. This study supports the approach that is already being conducted in several programs. There are those who are critical or skeptical of short term programs in which a community member is exposed to a foreigner for only a brief period of time. Such criticism might be justified if the objective of the program were to foster the formation of more informed, stable and rational opinions about international relations. However, this study indicates that short exposures can increase interest in international activities and can be a useful tool if such is the purpose to be achieved. Whether this interest remains and leads to participation in internation- al activities needs to be investigated. The Sampson Scale with some modification could be used to help match community members with the type of international activity that would benefit them the most. An individual who is already interested in international activities as indicated by the Sampson Scale could be encouraged to participate in a more intensive program while someone with less interest could be approached with a short term activity. The difficulties of such an attempt in a volunteer program are obvious but not impossible to overcome. The benefits could well justify the effort. As has been observed, the decrease of the post-visit scores on the International Activities Scale over the pre-visit scores for the fourth quartile might have been vi llO caused in part by the formation of more stable concepts about foreigners and internationally oriented activities. If that is indeed the case then here is justification for the continuation of student visitation programs. It could be enlightening to study the adults in the quartiles in which the scores decreased to see if the decrease in the scores would stop after several foreign student visitations and level off or even start to in— crease. The significant changes found betWeen the pre-visit and post-visit scores on the International Activities Scale indicate that a beginning has been made on an instrument to infer the interest of adults in participat- ing in internationally oriented activities. It appears to be a worthy subject of further research and revision. This study has supported the belief that a short term cross-cultural program such as a four day foreign student visitation results in a generally positive influence upon members of the host community and is thus a valid and productive area of practice and research in adult education. VJ BIBLIOGRAPHY (l) Adorno, T. T., ' l J. Sanford R Nevitt, New itarian ?ersonality, , 1964. __i____ York, Science Editions, (2) Battle, L. 13., Programs, Their Role in United Sta t of State Bulletin, 57:11-15, July , (3) Blalock, Hubert M., New York 1960. (4) Bogardus, E. 8., "Racial Prej types," Journal of Abnormal v 30 : $751119} 9 IgBSO "Stereotypes and Tensions as UNESCO International Poll," Social Science Bulletin, International Autumn 1951, 5:3:353. of Education in International (6) Cherrington, 3., Methods __ __ liege Contributions to Attitudes, Teachers 00 Education, No. 5, Teachers College, Columbia, New York 1934. Michigan,l903. Council, Christian Rural (8) Christian Rural Hospitality Hospitality Counci , Mayville, Michigan, 1966. (9) Deutsch, Steven E., Foreign Student Programs and Community Respons1veness, Unpublished report, University, Cleveland, 19 . Western Reserve English Language Institute, a e Institute, Ann Arbor. (10) English Langu g University of Michigan, "An Experimen International ll ’ aoWg. "An extension of Gullahorn, J. E., cial (13) Gullahorn, J. T., " The Journal 3; So the U—Curve Hypothesis, :33-47, 1963. VJ" (14) (15) (l6) (17) (18) (19) (2o) (21) (22)' (23) (24) ' (25) (26) 112 Handbook of Adult Education, Adult Education Assoc- iatIEh or the—U.S.A., 1960. ' Histor of Saginaw Countv, Charles C. Chapman & 00., Ch cago, idol. Iisager, Holger, "An Evaluation of an Attempt to Form International Attitudes," Journal of Social Psvcholoxy, 30:207-216, i§£9.”" ‘— Isaacs, Harold R., Emergent Americans: é Reoort on "Crossroads Arr ca,‘ Tne Jonn Day 00., New YSFKTTRREI‘ Jacobson, Eugene, Hideya Kumata and Jeanne Gullahorn, "Cross-Cultural Contributions to Attitude Research," Public Opinion Quarterly, 24, 205-223, 1950. James, H. E., "Personal Contact in School and Change in Intergroup Attitudes," International Social Science Bulletin, 7:66-70, 1955. Janis, I. L., Smith, M. B., "Effects of Education and Persuasion on National and International Images," International Behavior, Holt, Rinehart and Winston, 1905. Katz, E., Lazarsfeld, Paul, Personal Influence, Free Press of Glencoe, New York, l9oZ. Kelman, Herbert C., "Changing Attitudes Through International Activities," The Journal 2; Social Issues, 1962,XVIII, No. I. Kelman, Herbert 0., "The Reaction of Participants in a Foreign Specialists Seminar to Their American Experience," The Journal g: Social Issues, Vol. XIX, No. 3, 1953. Kelman, Herbert 0., "Social—Psychological Approaches to the Study of International Relations,“ International Behavior, Holt, Rinehart and V nston, I§5fi. Kidd, James R., How Adults Learn, New York, Assoc- iation Press, T959. Klineberg, Otto, "The Scientific Study of National Stereotypes," International Social Science Bulletin, Autumn I951, SOS-513. VJ" (27) (28) (29) (3o) (31) (32) (33) (34) (35) (36) (37) (38) (39) 113 Lentz, T. F., "The Attitudes of World Citizenship," Journal 93 Social Psychology, 32, 207-214, I950. Leonard, Elizabeth W., "Attitude Change in a College Program of Foreign Study and Travel," Educational Record, Spring, 1964. Lundstedt, Sven, "An Introduction to Some Evolving Problems in Cross-Cultural Research," Journal 33 Social Issues, July 1963, Vol. XIX, No. 3. Lysgaard, Sverre, "Adjustment in a Foreign Society, Norwegian Fulbright Grantees Visiting the 'United States,” International Social Science Journal, 7:45~51, I955. Major, R. T. Jr., The Experiment in International Living, Putney, Vermont, personal letter, May, 1966. Major, R. T. Jr., A Review 2; the Research on International Exchange, The Experiment in International Living, Putney, Vermont, 1965. Mandelbaum, David G., "Comment," Journal 9; Social Issues, 12:45-51, 1956. Melby, J. F., "Rising Demand for International Education," Annals g; the American Academ 9: Political and Social Science, 335: - 91, May, 1951. Metraux, Guy 3., Exchange 92 Persons: The Evolution 9: Cross-Cultural Education, Social Science Research Council, New York, June 1952. McGuigan, F. J., "Psychological Changes Related to Intercultural Experiences," Psychological Reports, 4:55-60, 1958. Mills James C. Histor of Saginaw Cg. Seeman & ’Peters, Saginaw, ¥9IH. ’ Mishler, Anita L., "Personal Contact in International Exchanges," International Behavior, Holt, Rinehart and Winston, I95 . Morris, Richard T., "National Status and Attitudes of Foreign Students " Journal of Social Issues 12:20-25, 1956. ' —"' _ _— —" vi (40) (41) (42) (43) (44) (95) (#6) (#7) (48) (#9) (50) (51) 114 Morris, Richard T., The Two Way Mirror: National Status $2 Foreign Studentsi Adjustment, University of Minnesota Press, l960. Perlmutter, H. V., ”Some Characteristics of the Xenophilic Personality," Journal eh Psychology, 1954, 38, 291-3 0. Pool, Ithiel De Sola, "Effects of Cross-National Contact on National and International Images," International Behavior, Holt, Rinehart and Winston, 1965. Riegel, W. W., "Residual Effects of Exchange of , Persons," Public Opinion Quarterly, 17: 319-27. 1953. Sampson, D. L., Smith, R. P., "A Scale to Measure World-Minded Attitudes," The Journal of Social Psychology, us, 991758"- , I937. _ Schild, Erling 0., “The Foreign Student, as a Stranger, Learning the Norms of the Host- Culture," The Journal 2: Social Issues, 1962, Vol. XVIII, No. 1, l962. Scott, w. A., "Psychological and Social Correlates of International Images,“ International Behavior, Holt, Rinehart and Winston, l965. Selltiz, Claire, Christ, J., Havel, H., Cook, 3., Attitude and Social Relations 2: Foreign Students $2 the United States, University of Minnesota Press, Minneapolis, 1963. Selltiz, G., Honson, A. L., Cook, 8., "The Effects of Situational Factors on Personal Interaction Between Foreign Students and Americans," Journal eh Social Issues, 12:33-44, 1956. Siegel, Bernard, "Comments," Journal eh Social Issues, 12:52-55, 1956. Siegel, S., Nonparametric Statistics for the Behavioral Sciences, New York, McGrgw Hill 1955. Smith, H. P., "Do Intercultural Experiences Affect Attitude," Journal of Abnormal and Social ' Psychology, 513569-77, 1955 VJ‘ 115 (52) Smith, M. B., "A Program of Research on Student Exchange," News Bulletin, Institute of International Education, 29(8), 2-6, 1954. (53) Smith, M. B., "A Perspective for Further Research on Cross—Cultural Education,” Journal eh Social Issues, 12:56-66, 1956. (54) Smith, M. B., "Cross-Cultural Education as a Research Area," Journal 23 Social Issues, 12:3-8, 1956. (55) Taba, Hilda, e Study 93 22 Exchange Group 22 eh Evaluation of the International Relations _—-—————-——-—_ Clubs Tour, Carnegie Endowment for Internate ional Peace, New York, 1952. (56) United States Department of state, Bureau of Educational and Cultural Affairs, Review 22 Evaluation Studies of the Educational and Cultural Exchange Program Sponsored hy the Department of State and Certain Research Staffs $2 the Foreigh Service Posts, 1951- 19 0. (57) Useem, John and Ruth Hill, The Western-Educated heh 32 India: A Study 2: hie Social Roles ehg Influence, Holt, Rinehart & Winston, New York, 1955. (58) Watson, J., Lippitt, R., "Cross-Cultural Experience as a Source of Attitude Change," Journal 22 Conflict Resolution, 1958, 2:61-66. (59) Watson, J., Lippitt, R., Learning Across Cultures, Institute for Social Research, University of Michigan, Ann Arbor, 1955. VJ" APPENDICES VJ“ 116 APPENDIX I PUBLICITY vi' 117 118 Chesaning Argus, April 27, 1966 'lmtermefi’lenel llleehend’ ended The Christian Rural Hospitali- ty Council, a truly ecumenical or- ganization, announces the organ- ization of a local committee in the Chesaning area. The purpose of the new group is to mobilize rural families and prepare them to share home hospitality with intematicnal students studying in our universities. A major emphasis of the pro- gram is to develop community cooperation on the part of citi- zens, institutions, and organiza- tions in a program of hospitality and assistance to students from other countries in order to in- crease understanding between people and promote world peace. Organization of the local com- mittee is being done through rep- resentatives of churches in the Chesaning area. Plans are being made to recruit host families who are interested in inviting a for- eign student to visit them over 'the Memorial Day weekend, May 26-30. People interested in participat- . ing are asked to contact their clergy or lay representative for more details. Churches not yet contacted are asked to see or call Elwin Darling, local com- mittee chairman, phone VI 5-3309, 12605 Baldwin Rd. All churches are invited to partici- pate. The parent group, the Chris- tian Rural Hospitality Council with headquarters in Mayville, Mich, was organized in 1962 by ‘a clergyman, Rev. William Lutz. Since then it has grown to serve several hundred Michigan fami- lies in the Saginaw Valley and ovar 2000 foreign guests. Visitations are held over most (holiday weekends and during va- cation periods at the university. It is planned to conduct three or four visitations each year for the Chesaning area. The local committee would like to urge all citizens to con- sider participating in this ven- ture and to notify their clergy or lay representative of their de- sire. Host families are encour- aged not to try to entertain stu- dents but to let them take part in regular family and community activities. An orientation meeting for all new participating families will be held prior to the visitation. It is hoped that 30-40 guests can be in- vited to visit us during this truly international Weekend. vi 119 Chesaning Argus, May 4, 1966 Committee Named tor ttltletttettett gttttlettt lltsitlttett ttegreet The foreign student visitation program, sponsored by the Christian R u r a 1 Hospitality Council has the committee named who will be working in the Chesaning area. The group is recruiting families who will host a foreign university student over the Memorial Day weekend. Protestant and Catholic churches are cooperating in the venture. All interested citizens ar e asked to contact any of the fol- lowing committee members to _ register or for further informa- tion: Bob Manning 5-6819, Max Boyer 5-3575. Mrs. Henry Busch . 5—6309, Edwin Adams 5—3656, Rev. Wilbur Gettig 5-3341, Dale Tithof 5-3730, James Kennedy 661-2234, committee chairman Elwin Dar- ling 5-3309. Deadline for registration of host families is Monday, May 16. A committee meeting to com- . ‘plete plans for the venture will be held Monday, May 16, at 8 pm. at the Methodist_Church. An W _ W orientation meeting for hosts will be held Monday evening, May 23. Guests will arrive Thursday eve- ning, May 26, by bus from Ann Arbor and leave Monday after- noon, May 30. The committee would like to urge all village and rural resi- dents to consider participating in this international program. Many students from other countries are eager to learn about American life and want to get acquainted with us. We have only to offer our hospitality and open our homes to them. What better way can we promote better under- standing among nations and pro- mote world peace? To partici- pate, just contact any member of the committee and request a family registration card. VJ . . ti! W; an...“ writ. 120 Chesaning Argus, May 11; 1966 Meeting Monday, Foreign Student Visitation The foreign student visitation program, sponsored by the Christian R u 1' a1 Hospitality Council has the committee named who will be working in the Chesaning area. The group is recruiting families who will host a foreign university student over the Memorial Day weekend. .—-——-——_—___, Protestant and Catholic churches are cooperating in the venture. All interested citizens ar e asked to contact any of the fol— lowing committee members to register or for further informa- tion: Bob Manning 5—6819, Max Boyer 5—3575, Mrs. Henry Busch 5—6309, Edwin Adams 5—3656, Rev. Wilbur Gettig 5-3341, Dale Tithof 5-3730, James Kennedy 661-2234, committee chairman Elwin Dar- ling 5—3309. . Deadline for registration of host families is Monday, May 16. 'A committee meeting to com- plete plans for the venture will be held Monday, May 16, at 8 pm. at the Methodist Church. An orientation meeting for hosts will be held Monday evening, May 23. Guests will arrive Thursday eve- ning, May 26, by bus from Ann Arbor and leave Monday after- noon, May 30. The committee would like to urge an village and rural resi- dents to consider participating in this international program. Many students from other countries are eager to learn about American life and want to get acquainted with us. We have only to offer our hospitality and open our homes to them. 113' 121 Chesaning Argus, May 18, 1966 Eight iIrttii Needed Itt teteien Steeent Preemie Members of the local Christian .Rural Hospitality, Council are seeking eight more families to host a foreign student for the Memorial Day weekend. This will complete a busload of 30. students who will be visiting in homes in Chesaning and nearby rural areas including families in the Easton and Chapin areas. Any families interested in par- ticipating are asked to contact these members of the local com- mittee: Robert Manning 5-6819, Edwin Adams 5-3656, Dale Tithof 5-3730, Elwin Darling 5-3309, Jim Kennedy 661-2234, Bob O’Brien 743-4082. This promises to be a .very re-' warding experience, both for the families involved and the com- _munity We will have visitors from many nations in the world learning how a rural American community lives. A brief schedule of activities for the weekend is: Thursday, May 26, guests arrive at about 8:30 p.m.; Friday, May 27, school visitations in a.m.; Saturday, May 28, get together with potluck dessert, evening; Sunday, May '29, worship in various churches; Monday, May 30, guests leave at about 3 pm. Any family who, wishes to par- ticipate by hosting a student is asked to secure a registration card from a committee member and attend an orientation meet- ing which will be held Monday, May 23, at 8 pm. at Our Lady High School. Those already regis‘ tered are also asked to attend the orientation sessions .— VJ 122 Chesaning Argus, June 1, 1966 SIX PAGES NUMBER 2 etmmmnttiittet hete it Big] Seeeess Chesaning’s First Internation- al Program that ran from May 26 thru 30 was a big success with 21 Chesaning area families host- ing 24 foreign students who are attending the University of Mich- igan at Ann Arbor. One student was accompanied by ‘his wife ‘and son. Elwin Darling was/ the chair- man that got the local program underway. It is expected that there will be many more week- ends and holiday periods in the future at which foreign students will visit Chesaning area fam- ilies. The start made this time was a good one. Following is a list of the hosts and students. In each instance, the name of the host family is followed by the name of the stu- , dent and the native country of the student. Robert O’Brien, Miss Rosita Ponce de Leon, Peru; Laverne Beamish, Miss Consuelo Injoque, Peru; Fred Holzhausen, Mr. Christian Rivas, Japan. Robert Halka, Mr. Pedro Pinev da, Honduras; Clifford Jenkin- son, Mr. Mitsuo Ikeda, Japan, and Mr. Hisaski Ohmuya, Japan; Russel Jenkinson, Miss Lourdes- De La Flor, Peru. nez, Venezuela; Ray Turnwald, Mr. Takio Suzuki, Japan; Rich- ard Rehmann, Miss Kazuko Zen- no, Japan; Bernard Mahoney, Mr. Iasushi Ozawa, Japan. Michael Schlachter, Mr. Ber- mudez Villeda, Honduras; La Verne Dankert, Mr. Kiroaki Okami, Japan; Robert Manning, ‘Mr. Hisashi Nomaguchi, Japan,, and Mr. Yoshihiko Ohno, Japan. Elwin Darling, Mr. and Mrs. Nestor Prato and son, Venezuela; Gary Smith, Mr. Simon Melen- dez, Venezuela; Albert Maynard, Mr. Eustavo Alvarez, Colombia; 'Laveme Hughes, Mr. Michiya Sato, Japan; Thomas Winkler, Mr. Mario Artero, Portugal. William Kettler, Mr. Norio Ta— katswji, Japan; James Kennedy, Mr. Vincencio Corona, Venezu- ela; Robert Somers, Mr. Ar- mando Gonzales, Peru, and Mr. f Dulio Baltadano, Peru. VJ b 12 1966 ‘June 1 Chesaning Argu , '124 Chesaning Argus, June 1, 1966 11.». is .f. APPENDIX II RESEARCH INSTRUMENTS 125 INTERNATIONAl. 'INVENTORY SCALE Name Address Phone Number 1. 7. 9. 10. 11. Our country is probably no better than many others. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Immigrants should not be permitted to come into our country if they compete with our own workers. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Some of the prime TV time on the major networks should be used every evening for programs dealing with the problems and accomplishments of people in other countries. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Good citizens are continually reading books and articles about other cultures and nationalities that are written by foreign authors as well as American authors. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Foreigners are particularly obnoxious because of their religious beliefs. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree We should.strive for loyalty to our country before we can afford to consider world . brotherhood. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree . An international committee on education should have full control over what is taught" in all countries about history and politics. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree High school students who are qualified and interested should be helped financially to to visit and live for a period of time in another country. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Our country should permit the immigration of foreign peoples even if it lowers our standard of living. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Our country should have the right to prohibit certain racial and religious groups from entering it to live. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Some races ought to be considered naturally less intelligent than ours. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree. VJ 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. . a: Public funds should be used to continually send delegations of Americans to as many foreign countries as possible. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree It would be a good idea if all the races were to intermarry until there was only one race in the world. Strongly agree - Agree - Mildly agree - PflJdly'disagree - Disagree - Strongly disagree War should never be justifiable even if it is the only way to protect our national rights and honor. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Our schools should teach the history of the whole world rather than of our own country. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree It would not be wise for us to agree that working conditions in all countries should be subject to international control. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree It would be dangerous for our country to make international agreements with nations whose religious beliefs are antagonistic to ours. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Vl’ We should teach our children to uphold the welfare of all people everywhere even though it may be against the best interests of our own country. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree We should invite foreign students to visit our communities and to live for awhile in our homes. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree It would be a dangerous procedure if every person in the world had equal rights which were guaranteed by an international charter. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Immigration should be controlled by an international organization rather than by each country on its own. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Our country should not participate in any international organization which requires that we give up any of our national rights or freedom of action. Strongly agree - Agree - Mildly agree — Mildly disagree - Disagree - Strongly disagree We should be corresponding with people in other countries. , Strongly agree - Agree — Mildly agree - Mildly disagree - Disagree - Strongly disagree W 24. 25. 26. 27o 28. 29. 30- 31. 32. 35- '1; The churches of a community including the Protestant, Catholic and Jewish faiths should unite to provide community programs in world affairs. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Race prejudice may be a good thing for us because it keeps many undesirable foreigners from coming into this country. Strongly agree - Agree - Mildly agree - Mildly disagree « Disagree - Strongly disagree Patriotism should be a primary aim of education so our children will believe our country is the best in the world. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Every responsible American citizen should spend at least a month every ten years in a foreign country. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree The American government should use public funds to encourage foreigners to visit the USA and to assist them while they are here. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree All national governments ought to be abolished and replaced by one central world government. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree All prices for exported food and manufactured goods should be set by an international trade committee. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Every capable adult in the USA should either know or be studying a foreign language. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree It would be a mistake for us to encourage certain racial groups to become well educated because they might use their knowledge against us. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree It would be dangerous for us to guarantee by international agreement that every person in the world should have complete religious freedom. Strongly'agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree American communities should be carrying on active programs in international relations including observing U.N. Day. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree we should be willing to fight for our country without questioning whether it is right or wrong. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree v; 37. 39. 40. hi. [+2. 171-? We ought to have a world government to guarantee the welfare of all nations irrespectiv: of the rights of any one. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree It would be better to be a citizen of the world than of any particular country. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Any healthy individual, regardless of race or religion, should be allowed to live wherever he wants to in the world. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Our responsibility to people of other races ought to be as great as our responsibility to people of our own race. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree An international police force ought to be the only group in the world allowed to have armaments. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Our country should not cooperate in any international trade agreements which attempt to better world economic conditions at our expense. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree vi‘ If necessary, we ought to be willing to lower our standard of living to cooperate with other countries in getting an equal standard for every person in the world. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree Our country should refuse to cooperate in a total disarmament program even if some other nations agreed to it. Strongly agree - Agree - Mildly agree - Mildly disagree - Disagree - Strongly disagree V3 \ I II I moam ow are pewam a< dwam on new Boned sowsosXm mSOCHQ do smog mmemm I 3wwgwm mmemm I Ewwdww memmemm I UHmmmsmo I madosmwk QHmmmdmm mHm: mozooH mwcamswm 230 mam pamHHmeQ meg Hawmdmmwmd msocwa do Umwpoa MHBmSOHmwpw no amdwom3m do mm Beam wedoamz oocsnewmm mm pOmdeHm. mneosmwm emcee I >meom I ZHHQH% emcee I EHHQHQ QHmmmsmm I UHmmmemm I mncosmww QHmmmsom Sm msocwa Hsmemm I 3wwmw< ememm I ZHHQH% gwmmmdmo I memmemm I mneosmww QHmmmdmm Sm msocwd do ooesomposawsm awn: poopwm H: oases oozsnswmm. mndosmww mmemm I >mdmm I ZHHQH% emcee I Ewwqu QHmmmeom I memmdmm I mneosmwg memmdmm arm oUCdoSmm ow m ooSSCDHw< Hoowcawsm nfimwcommmdemv amasowwo meg umSHmU wmwdwm mUOCHQ sawwm do pdommmm I ZHHQH% mmdmo I EHHQHK QHmmmdmm I UHmmmdmm I mwdosmww QHmmmsmm mmwmm I zawdpg emcee I EHHQH% QHmmmcmm I memmeom I womosmww QHmmmeoo are >Smepoms momuom I zpwdpw mmmoo I ZHHQHK QHmmmcom I memmmmm I mesosmwk QHmmmdmm The International Activities Scale 131 Ho. mmdmm I EHHQHQ emcee I ZHHQHz QHmmmemm I UHmmmeom I mddosmHK QHmmmemm HH. >BmeHoms ooBBCDHmem msocHQ Um HDoHCQHsm oommsmemm I ZHHQHz mmemm I ZHHQHK QHmmmdmm I UHmmmdmm I mdeosmH% QHmmmemo Hm. memmm osmox new WOHHosHsm mamnmamsd wsma Sewn sode% ammodHemm woos 005nmnfi an3 me Hmmmd osm ow firm mommHms mchmsdm wsmw