OCT721933 ’a/WO‘ (Q? lk,//3//é ABSTRACT COMMUNITY SCHOOL LEADERS FUNCTIONING AS PERSONAL INFLUENCE LEADERS by Paul C. Holman It was hypothesized, after empirical observation, that there are significant relationships between community school adult leaders and the flow of personal influence in the community, or sub-community, served by a community school. Research was conducted to determine whether those lay citizens occupying various leadership positions in community school programs and activities were personal in- fluence leaders in the sub—community served by a community school. Careful search was made to find a city with a well established community school, adult oriented, program in its schools. The city had to be a typical metrOpolitan complex having a relatively small sampling area containing diverse socio-economic types to establish an inductively analytic closed system where a community education program and socio- economic typologies are held constant while personal influ- ence entered as the variable. An area in Flint, Michigan was selected. ' In this exploratory research three broad techniques were utilized; sociometric, key informant, and self-desig- nating. Although extremely rigorous methods were developed for this research, they were designed to culminate in simplified factors that would be relatively easy to use by community school personnel with limited resources. Individuals in the survey area were placed in one of three primary classifications; school leaders that are per- sonal influence leaders, school leaders that are not per- sonal influence leaders, and non-leaders. Within these classifications analyses were made for attained education, occupation, job position, age, marital status, home owner- ship, foreign derivation, religion, organization affiliation and attendance, localism, mass media exposure, school enter- ing, self improvement, personal influence'nominations, self- detected leader nominations, self-identified leader index, interaction blocks, neighborliness index, and socio-economic status. Individuals within each of the three primary classi- fications were found to have similar characteristics. Differences were most often a reflection of socio-economic factors. While there were similar individuals within each classification, there were usually distinct differences be- tween classifications. School leaders that are personal influence leaders were found to be significant leaders in their neighborhood. However, they also exert influence over rather long dis- tances,'but almost always with individuals of very similar socio-economic status. At the micro-community level it was found that sig- nificant personal influence leaders tend to be professional persons, particularly in lower socio-economic areas. The $311.1. U o no man school leaders that are personal influence leaders are often influenced by professional persons. However, the term "professional person" should be thought of as "eXpert" in contemporary society. School leaders that are personal influence leaders were outstanding in many respects, particularly in their interaction within their neighborhood, frequency of inter- action, and effective influence. The data is presented in detail, and each factor may be studied for application in research areas having a par- ticular set of socio-economic characteristics. COMMUNITY SCHOOL LEADERS FUNCTIONING AS PERSONAL INFLUENCE LEADERS B y N Cf (‘ 7"“ Paul C: Holman A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Adult Education 1965 ACKNO'NL EDGELIENTS The writer wishes to express his thanks and appre- ciation to the many peOple and organizations that offered their time, knowledge, encouragement, and advice. Especial gratitude is owed Dr. Harold J. Dillon whose advice and guidance spanning many years brought this work to fruition, and Dr. Jay Artis, Dr. Clyde Campbell, and Dr. Max Smith who gave of their time and energy to bring the difficult into perspective. Similarly, gratitude is due Dr. Peter Clancy of the Mott Program of the Flint Board of Education whose assistance and knowledge of the community was invaluable. The writer is especially grateful to the community school directors, principals, and personnel of the Flint Community Schools who never tired in their assistance and search for ways to improve their knowledge about the community they serve. Finally, the writer must acknowledge the invaluable assistance provided by his wife in manuscript preparation, and the many kindnesses accorded by the residents of the survey area. 111 TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . 5iii TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . iv LIST OF TABLES . . . . . . . . . . . . . . . . . . . . vii LIST OF ILLUSTRATIONS . . . . . . . . . . . . . . . . . ix Chapter I 0 INTRODUCTION 0 O O O O O O O O O O O 0 O O O O O 1 The Contemporary Community Setting Obsolescence As A Way of Life The Adult Community and Education Relating the Community to Adult Education Research Summary II. SCHOOL LEADERS AS PERSONAL INFLUENCE LEADERS . . 12 Previous Research Summary III. PERSONAL INFLUENCE AS LEADERSHIP . . . . . . . . 19 Historical Overview of Leadership Research The Trait Theory of Leadership The Situational Theory of Leadership Leadership Typology Relevant to This Research Summary IV. STATEMENT OF THE PROBLEM . . . . . . . . . . . . 26 Delimitations Selection of the Research Area The Physical Setting Summary iv TABLE OF CONTENTS--Continued Chapter Page V. THE RESEARCH METHOD 0 O O O O O O O O O O O O O 37 Nominated Personal Influence Leaders and Self-Detected Leaders Social Interaction as Neighborliness Social Characteristics Mass Media Exposure and the Two-Step Hypothesis School Entering Self-Improvement Measuring Personal Influence Gathering the Data Summary VI. SOCIAL CHARACTERISTICS . . . . . . . . . . . . #9 Social Level Sex Elaboration Life Cycle Ethnic Status Family Social Level Localism Mass Media Exposure School Entering Self-Improvement VII. MEASURING PERSONAL INFLUENCE . . . . . . . . . 157 Sociometric Analysis Nomination Relationships Personal Influence Leader Nominations Self-Detected Leaders The Self-Identified Leader Index School Leaders That Are Personal Influence Leaders Interaction Blocks The Neighborliness Index VIII. CONCLUSIOIATS O O O O O O O O O O O O O O O O O O 221 The Typical Female and Male School Leader That is a Personal Influence Leader The Typical Female and Male School Leader Who is Not a Personal Influence Leader The Typical Non-Leader Overview of Respondent Types The Extent of Personal Influence TABLE Chapter IX. ECOMMENDATIONS BIBLIOGRAPHY . . . . APPENDIXES . . . . . OF CONTENTS--Continued Table 1. Attained Education . . . . . . . . . . . . . 2. Occupation . . . . . . . . . . . . . . . . . 3. Socioeconomic Index For Occupations . . . . 4. Job Position . . . . . . . . . . . . . . . . 5. Age . . . . . . . . . . . . . . . . . . . . 6. Home Ownership . . . . . . . . . . . . . . . 7. Respondents or Parents of Foreign Derivation 8. Religious Affiliation . . . . . . . . . . . 9. Organization Affiliation . . . . . . . . . . 10. Organization Attendance . . . . . . . . . . 11. Years Lived at Present Address . . . . . . . 12. Mean Number of Newspapers Read . . . . . . . 13.. Magazines Read . . . . . . . . . . . . . . . 14. Yearly School Entering . . . . . . . . . . . 15. Education Desired . . . . . . . . . . . . . 16. Interaction Blocks . . . . . . . . . . . . . 17. Types of Nominations Made by School Leaders That Are Personal Influence Leaders and That Are Not Personal Influence Leaders, and Individuals That Are Non-Leaders . . . . . . . . . . . 18. Types of Nominations Made by Self-Detected Lead- LIST OF TABLES ers That Are School Leaders That Are and Are Not Personal Influence Leaders, and by Non- Leaders 0 O O O I O O O O O O O O O O O 0 vii 100 113 116 125 127 138 149 163 180 187 LIST OF TABLES--Continued Table Page 19. Self-Identified Leader Index . . . . . . . . . . . 194 20. School Leaders Nominated as Personal Influence Leaders 0 O I O O O O O O O O O O O O O O O O O O 202 21. School Leaders Nominated by Self-Detected Leaders 206 22. Distance (In Blocks) Between Interactions as a Function of Number of Interacting Blocks . . . . 210 23. Neighborliness Index 0 o o o o o o o o o o o o o 213 24. synOpSiSOfDataooooooooooooooooo232 viii LIST OF ILLUSTRATIONS Figure 1. Census Tracts in Flint, Michigan According To Composite Scale of Social Characteristics . 2. Socio-economic Profiles of Survey Area Census Tracts . . . . . . . . . . . . . . . . . . 3. Average Value of Owner Occupied Housing Units by Block . . . . . . . . . . . . . . . . . 4. Number of Occupied Housing Units With 1.01 or More Persons Per Room, by Block . . . . . . 5. Number of Renter Occupied Housing Units by Block . . . . . . . . . . . . . . . . . . . 6. Dilapidated Housing Units by Block . . . . . 7. Survey Area . . . . . . . . . . . . . . . . . 8. Occupation . . . . . . . . . . . . . . . . . 9. Job Position . . . . . . . . . . . . . . . . 10. Ages . . . . . . . . . . . . . . . . . . . . 11. Organization Affiliation . . . . . . . . . . 12. Years Lived at Present Address, and Years Lived In Survey Area . . . . . . . . . . . . . . 13. Magazines Read . . . . . . . . . . . . . . . 14. Yearly School Entering . . . . . . . . . . . 15. Education Desire . . . . . . . . . . . . . . 16. GPILL and PILF Map Symbols . . . . . . . . . 17. Self-Identified Leader Index (Scores) . . . . 18. Research Plan For the Study of School Leaders as Personal Influence Leaders . . . . . . . ix Page 28 31 32 33 34 57 74 86 102 119 129 141 151 160 197 201 LIST OF ILLUSTRATIONS--Continued Figure Page 19. Interaction Blocks . . . . . . . . . . . . . . . . 212 20. Neighborliness Index (scoreS) o o o o o o o o o o 218 CHAPTER I INTRODUCTION 'ghe Contemporary Community Settigg Although this study centers on personal influence in a “community school" setting the first consideration must be one of putting the "community school“ and the citizens it serves in a functional contemporary parameter. Harry Miller1 succinctly relates the problem facing adult educators when he notes, "From some sociological viewpoints adult education exhibits a curious lack of sephistication about the social structure of its prime activity target, the community.‘ Actually, it has only been relatively recently that adult educators have increased their numbers sufficiently to allow them to begin making significant research contributions to develOp a firm methodological base. Urbanites are enmeshed in social, economic, and technical upheaval that is causing an extremely rapid change in organizations, institutions, ways of living, and, in pare ticular, man's interaction with his peers. As Dorothy and E. Curtis Mial of the National Training Laboratories point out, ”Communities are urbanized, fragmented, faced with big 1Harry L. Killer, Review of Communitz;zower Stggc- ture, by Floyd Hunter, ”Decision Makers 0 an American ‘Caiiunity,' Adult Education, IV, Ho. 5 (Hay, 1954), p. 27. 1 problems, and, by and large, are attempting to solve them with archaicstructures."2 In the early part of the twentieth century the num- ber of people living in urban areas first exceeded rural dwellers. There has been, and still is, a constant, accel- erative, migration to urban centers. As Jack London indi- cates, contemporary society is now urban in character, not only in America but in.mbst societies throughout the world.3 He further points out the imposition of new patterns of cul- ture and social organization in urban areas and also points out the essential features of urban life are being trans- ferred to the country. we might presume, then, that many of the problems now extant in the city may soon be found in rural areas. The necessity, therefore, for illuminating and dissecting current urban problems assumes new and even more significant dimensions. The problems pointed out by Louis wirthn as early as 1938 not only still exist, but they have been intensified and become even more acute. He indicates the character of urbanization, reflected in enlarging cities, leads to radi- cally different, challenging, contradictory, patterns of social organization and culture. .As people attempt to or- . .zDorothy and E. Curtis Hial, ”Leadership Training,“ National Civic Reziew, LI (Hay, 1962), 257. iJack London et al., Comm t and ult Education (Chicago: Adult EducatIon.AssocIa%ion o? Efie 5.5.1., I935}, p. 9. ILouis Wirth, 'Urbanism as a way of Life,” The goriogg gomg of Sociology, XLIV (July, 1938), 1:51;. ganize their lives without benefit of familiar institutions and.norms they often find themselves unable to adapt to new human relations problems, new institutions, and.new forms of collective behavior. Both horizontally and vertically the city fosters heterogeneity and diversification which, in turn, leads to the impersonality of essentially secondary human relationships. A ‘ Researchers such as Dobriner,5 Spectorsky,6 and Whyte7 indicate that in large cities neighbors become stran- gers and each family is an isolated unit. The neighborhood has become, in many instances, only a geographic fact, there- by eliminating an important agency of social control. Al- though they are not completely destrOyed, the family, neigh- borhood, and community have been vastly changed and weakened by urbanization. To add to the dilemma the American popula- tion has become highly mobile. Approximately twenty percent of the American population moves each year, either within their present community or to another city.8 As London9 points out, the result is social disorganization evidenced in erratic behavior, weakened forms of traditional social SWilliam Dobriner (ed.) The Suburban Coggggitz (New York: G. P. Putnam's Sons, 1958). 6A. C. Spectorsky, The Exurbggiteg (Philadelphia: J. B. Lippincott, 1955). 7William H. Uhyte Jr., The Orgggization Man (New York: Simon A Schuster, 1956). 8London, op, cit., p. 13. 91b;g. , pp. 10-11. 4 control, weakened.community spirit, and.accentuated social problems. Until the newcomers to the community have solved their more pressing problems they cannot be expected to par- ticipate in school centered programs. However, the adult educator can decrease the mobile family Isettling-period! and increase community stability by directing his attention and resources toward the problem. Obsolescence A5.A wg; of Life Up to this point we have been examining the contem- porary community from a somewhat broad point-of-view. As we proceed to a more microscopic investigation we shall see there are also externally directed forces that affect every member of every community, and, subsequently, the modern educator. Perhaps the key force, the number one force, is obsolescence. Obsolescence is a key force in nearly every aspect of human activity. Obsolescence pervades the arts and sciences, everyday skills, leisure, knowledge, organizations, governments, homes, schools, values, and on-and on. What is even more important is that obsolescence affects the adult of sixty with the same rapacity as the child of six. The Commission of the Professors of Adult Education10 commenting on obsolescence says I'the consequence of this 1oAdult Education.Association of the U.S.A., Adult Education: A New Imperative for 93; Types, A Report Prepared y he Commiss on of the Professors of Adult Education (Chigago: Adult Education Association of the U.S.A., 1961), PP- sudden turn in the tide of civilization is clear: a society that makes its educational investment almost entirely in children and youth is on the way to becoming obsolete and is reducing its chances for survival.' The education of our total population has passed from a.marginal to a central concern. Cbmmenting further, the Commission indicates adults no longer have a choice abOut whether or not to learn. 'For the first time in the history of civilization the time span of drastic cultural change has been telescoped into less than the lifetime of the individual. The current gen- eration of mature adults now represents the first generation faced with managing a culture different in kind.than the one originally transmitted to them. The consequence of this new fact of life is such that the well-educated youth of today is an obsolete man tomorrow."11 The Adult gonmunit; and Education Adult education activities occur within communities. Consequently, the forces at work in the community also affect the educator. London12 points out that the community is a complex social unit requiring continued study and analysis if the adult educator intends to function with effectiveness. However, the educator works within the educa- tional institution and.must direct his activities from this base. The educational institution is comprised of, and 111b;dc ’ , p. 50 12London, g2, cit., p. 17. serves, the members of the community. Since_the community is in continual flux it is evi- dent that educational institutions must also evidence con- 13 tinual change. Paul Bergevin and Robert Smith indicate destructive change within the institution harms its members, and, consequently the community. ”Adult education creates conditions in which institutional goals and means are re- assessed and revalued for the purpose not only of adapting to change within the institution but also of assuming re- sponsibility for exerting influence on the various alterna- tives of change which may be Open to society.'14 Within this context Bergevin and Smith15 point out an institution is analogous to the total community, and by using the insti- tution as a training ground for problem solution and community cooperation major community problems may lend themselves to solution through ease of human interaction. To bring the problem back into focus it must be noted we know too little about urbanite alienation, other than there seems to be a correlation between increasing size 16 of urban areas and urban alienation. The task of the adult 13Paul Bergevin and Robert M. Smith et al., Community and Adult Education (Chicago: Adult Education Association of the UeSeAe’ 1962,, Do 19. u 1 Herbert Coffey and William Golden Jr., ”Psychology of Change Within an Institution,” In-Service Education (1957), P0 84. 1 15 16Charles R. Adrian, Public Attitudes and MetrOEOli- tan Decision Maki , Eighth Annual Wherrett Lecture on Local Government (Pittsburgh: University of Pittsburgh, 1962), p. 13. Bergevin and Smith, Op, cit., pp. 20-21. educator is to work toward.bringing together the society he serves. Although often seemingly disorganized, the community is a highly organized social entity with defined structures 17 and processes. However, as Nathan D. Grundstein points out, these structures and processes are related to distinc- tive socic-economic characteristics. Similarly, London18 indicates membership occurs in functional groupings, and this, in turn, is a basic consequence of living in an urban society. The modern adult often belongs to many groups, many of which may be contradictory to each other, or he may find himself living among groups with goals different from his own. The adult educator has the task of understanding group structure in order to integrate diverse ideologies into a total, functioning, community, This is not a simple problem. Even today there are only a few organizations, such as the National Training Laboratories of the National Educational Association functioning through a staff of be- havioral scientists, that are singularly dedicated to the study of social organization. 'NTL' grew out of concern that accelerated change in physical technology was accomp panied by almost no innovation in social organization.19 Adult education has faced these problems and is now beginning 17Nathan D. Grundstein, "What Is Meant by Leader- ship?” Egblic Management, XLIV (November, 1962), 242. 18London, op, cit., p. 10. 19H131, OE. c;to’ p. 2570 to become a unifying force. As Wilbur C. Hallenbeck20 indicates, knowing and understanding a community is not a simple task. 'It in- volves thorough exploration along many tracks to find out what kinds of people make up a community, the conditions under which they live and work, the ways they spend their time, energy and money, the patterns of their relationships, the machinery by which they get things done, the influences that guide their opinions and the patterns of control and power under which they live. Every aspect of the community involves in one way or another the Job adult education has to face, the conditions it must meet, the scOpe of Oppor- tunities it can provide and the results it can expect.“ Relating the Community to Adult Education Research »Having set forth an overview of the contemporary community and the interacting forces at work we can now be- gin to interweave this information into the research aspects of this study. The Syracuse University research has already touched at the core of the problem when it is indicated that the proliferation of urbanized areas has profoundly empha- sized the long-standing preoccupation of social scientists with the problem of leadership. Today, with the bulk of the pOpulation living in the metropolis or its shadow there is renewed emphasis on understanding the decision-making pro- 20Wilbur C. Hallenbeck et al., Community and Adult Education (Chicago: Adult Education Association of the UOSQAO, 1962), p. 29. cess and facilitating man's interdependence. Within this context the educator finds himself striving to develop pro- grams which attempt to increase the number and effectiveness of individuals working toward the solution of community pro- 21 blems. Dorothy and H. Curtis Rial in their treatise on community leadership ask the central question, “What skills '22 A large do we need if we are to plan and take action? portion of the answer lies in.kncwing those whom you serve. The rele of the modern professional educator, to which he at least pays lip service, is the necessity for re- lating schools to the surrounding political, economic, social, and other interactive forces so the means and goals of his education fit those whom he serves.23 As Roberta Petersonzu points out, the levers of action, when contrary to the successful operation of schools and the education of those whom it serves must be converted to levers of action for the good.of the school. By understandinghis community the educator by intelligent leadership can create or cause to be created an appreciation and assistance through under- standing.25 21 Linton C. Freeman e ., oc Co un t eader- §h18)(8yracuse: University cl ego 0 Syracuse versi y, 9 9P01- 22n1a1, op, cit., p. 257. 23C. Glen Haas, "Who Should Plan the Curriculum?‘ Educatiogg; Leadership, XIX (October, 1961), 6. 2l’RobertaPeterson, ”Leadership and the Power Struc- ture,‘ Education, LXXXII (December, 1961), 232. 25;b1gog Po 231’s 10 26 has indicated the problem succinctly Eugene Dawson by noting the key to adult education is understanding adults. The key to this understanding lies within the setting of the contempcrary urban complex.27 The key to the solution is finding those who can assist in solving the problems. The imperative is to find those who lead; those whose opinions are held in esteem. As Gene Newport28 says, ”leadership is found wherever men Join together in an attempt to accomplish their objectives through a collective and unified effort.“ Thus, in every phase of human activity there are leaders. Much of our task is to devise ways to search them out. Saucer: As in all sciences the social scientists are con- vinced that successful solutions to societal problems re- quire learning as much as possible about the problems of society.) Only through a thorough understanding of the pro- blems can we expect to effect solution sets. Dorothy and H. Curtis Rial29 have indicated a need for a new approach in 2 A . 6Eugene E. Dawson, ”To Lead or Not To Lead,'.Adp;t M, II, No. 10 (April, 1963). 304. 27Ernest O. Kelby, nisterin Cbmmunit Educat on (Englewood Cliffs: Prentice-REIT, Inc., 1953). afitstanEIng among studies bearing on the relationships between the con- temporary community and community schools is the work by Ernest Kelby. His thoughts pervade and.precede the thinking in this research, and, in turn, this research owes much to this man's influence. 28Gene Newport, ”A Study of Attitudes and.Leader Behavior," gegscnne; Agginigtggtion,(XXV’(September-Octcber, 1962), 42. zgfiial. sni.sii~a p- 253- 11 understanding the details of community leadership. There is need for better interpersonal, interprofessional, and inter- organizational linkages. If we hope to work toward the so- lution of the problems of deteriorating cities, alienated populations, inadequate induction of youth into the adult world, inadequate utilization of human resources, difficul- ties hn communication, and.inadequate support for essential community programs, we must become more effective diagnos- ticians of community forces and.more adequate practitioners in community improvement through sustained thought and re- search. This research takes a critical step in that direc- tion by analyzing personal influence within the framework of the "community school” specifically designed to serve all of the citizens in a community. CHAPTER II SCHOOL LEADERS AS PERSONAL INELUENCE.LEADEBS It has been empirically observed that there often seems to be a correlation between the citizens that occupy leadership positions in a community school and those that seem to have personal influence in activities external to the school. In one way or another, either by appointment or election by their peers, certain individuals occupy leader- ship positions in community schools. whether the leadership position is P.T.A. president, home-room.mother's president, chairman of the women's badminton league, or treasurer of the school centered little league is not important. What is important is that these people occupy some leadership posi- tion within a community school setting. By community school is meant a school having pro- grams designed to fulfill adult as well as childrens needs. In the usual context a community school system is one having definite provisions for ongoing adult education programs. The question then arises as to whether these persons occupying school leadership positions do actually have con- siderable personal influence in the geographic area served by that school. If these school leaders do have some degree of per- sonal influence in their neighborhood several questions are 12 13 immediately raised; whom do they influence; how widespread is their influence; what kinds of people do they influence; what kinds of people don't they influence; what kinds of in- fluence do they exert; and asFisher,1 citing Mannheim, puts it, 'Quis Custodiet Ipsos Custodes? Who Plans the Planners?' 1 While many kinds of leaders, and leadership itself, have been studied there is no research of any kind on the relationship between personal influence and the lay citizens occupying school leadership positions. Leadership or per- sonal influence requisites in one situation may not be those operant in a community school situation. As Zeleny points 2 ' . . . since every type of group demands a different out, leadership behavior, there is a great need for research in leadership behavior in many specific kinds of groups.” Assuming those citizens in school leadership posi- tions do exert considerable influence in their community and that we have a comprehensive understanding of the social in- teraction together with the characteristics of these school leaders, we would have what might well become the most useful communication tool available to an education oriented society. If, on the other hand, the research should prove a null hypothesis, or relatively weak personal influence inter- actions, the stage would be set for modification of present 1Margaret Fisher, Leadershi and Inte li ence (New York: Bureau of Publications, Teachers College, olumbia University, 1951;). p. 8. 2Leslie Day Zeleny, ”Social Leadership,” Sociology and Social Research, XXXIII (July, 1949), #32. 14 practices, or for investigation into new communications avenues. Somewhat aside from the actual research nature of' this study is the implication of utilitarian purpose rooted in school-community'communicative interaction. This is, in- deed, an immediate and pressing problem. The time between school innovation and community wants and needs is being compressed into over shortening time intervals. There has not, however, been significant improvement in school- community communication and action techniques. If, however, this research points to significant personal influence pro- cesses, the community schools may be able to direct their communications toward, and.receive community feeling from, a relatively small base of communicators.. This does not mean the total community-school democratic interaction process, which is relatively slow, should be negated, but, rather, that the schools might be able to prevent large imbalances by solving small problems as they occur. Previous esearch That social interaction through personal influence is a significant social process has been tacitly assumed to be a valid hypothesis. As Edwin A. Fleishman and David E. Peters3 point out, 'An essential element of any modern definition of leadership is the notion of interpersonal in- 3Edwin A. Pleishman and David E. Peters, ”Interper- sonal values, Leadership.Attitudes, and.hanagerial “Suc- cess',' Pegsonnel Psychology, XV, No. 2 (Summer, 1962), 127. 15 fluence. Leadership acts occur when one individual, whether or not he is in a formally designated leadership position, attempts to influence the behavior of others toward some good." The basis of leadership is interpersonal influence, but within the school leader context the question arises as to whom is influenced, and.who influences the influencers -- a triad of no small preportions. However, until Elihu Katz and Paul F. Lazarsfeldg published their research on "Per- sonal Influence” in 1955 the real significance of personal influence in.American society was not clear. They deve10ped ' the research techniques and presented the ideas that opened the doors to new understandings of social interaction. Inch of the thinking in this dissertation is an extension of their research into new dimensions. Elmo Reper, writing the foreword to Katz and.Lazars- feld's work.makes two illuminating statements that bring the entire field into perspective: ' . . . we have developed very little documentation about the entire area of what are the forces that have a bearing on helping to shape people's basic attitudes on the one hand, and in changing these atti- .5 tudes on the other. Roper continues, ' . . . he (Lazars- feld) has here brought to us a new supply of integrated data on the effect of communication between people as distin- nElihu Katz and.Paul P. Lazarsfeld, e sonal Inf u- ence (Glencoe, Illinois: The Free Press, 195%,. 5113;209 P. "a 16 quished from the better known effect of mass media‘gg people."6 Our research is basically an extension of this idea, differing only in the area of investigation and study techniques. Noteworthy among studies arising from the impetus generated by Katz and.Lazarsfeld, and others, is the work from Syracuse University,7 the work by Dorothy and Curtis Hial at National TrainingLaboratories,8 Peter Dubno at New York University,9 and Roy Carter Jr. and.Peter Clarke's work at the University of Minnesota.10 Of particular value was an earlier, extremely comprehensive, research financed by the Office of Naval Research and directed by Ira DeA. Reid and Emily Ehle.11 Each of these studies is of recent deri- vation and served as a guide to much of the planning that went into this research. These and other pertinent research studies will be brought forth throughout this research. 6Ib1da, p. 21. 7Linton C. Freeman at %l., Loo Communit Leader- 0 e ship (Syracuse: University go o yracuse niversity, 8 Dorothy and H. Curtis Niel, ”Leadership Training,‘ National Civic Review, LI (May, 1962), 257-262. * 9Peter Dubno, 'Speed of Decision: Characteristic of Good Leadership?” Adglg Leadership, XII, No. 5 (November, 1963): 1‘7-1480 10Roy E. Carter, Jr. and.Peter Clarke, "Public Affairs Opinion Leadership Among Educational Television Viewers,” American Sociologigg; Reziew,.XXVII (December, 1962). 792-797- , “In DeA. Reid and mm L. H116, “Leadership Selection in Urban Locality Areas,” Public Qpinion Quagterly, XIV, No. 2 (Summer, 1950), 262-284. 17 Summary The study of leadership in contemporary society is being pursued with renewed vigor as man finds himself in a rapidly changing world. Nowhere is change more evident than in the educational setting of urban schools. As urbaniza- tion with its attendant problems becomes an even more appar- ent way of life, schools are finding it increasingly diffi- cult to serve society in traditional ways. Urban schools are no longer the traditional childp centered dispensers of childrens information they were at the turn of the century, or even a decade ago. Rather, the urban school today has become a 'community school" indicat- ing it serves the whole community which includes the adult population. However, as the schools broaden their offerings and.provide increasingly encompassing services they often find their problems quadruple everytime their services double. Central to these problems is reciprocal communica- tion with the public these schools serve. If the schools and the public are going to interact successfully, each must be assured the total school community is aware of the wants, needs, services and develOpments of the other. After Katz and Lazarsfeld.published their work on “Personal Influence” the question arose as to whether or not those adult citizens recognized as having some leadership capacity in the community school setting might also be sigh nificant personal influence leaders in their neighborhood or sub-community. If the lay school leaders did exhibit signi- .18 ficant leadership of a personal influence or "market-type” variety, the schools would have a rapid and economical method for communicative interchange. While the thought is almost absurdly simple, the verification process, as we shall see, is extremely difficult. CHAPTER III PERSONAL INFLUENCE AS LEADERSHIP The terms "personal influence” and “leadership" are terms not often fully understood, oftem.misused, and often resolve themselves to emotional manifestations with little basis in fact. Andrew Halpin.makes this point when he notes that ways of looking at leadership are often at odds with behavioral facts.1 He comes to the crux of the matter when he says, “Leadership is a value-laden concept charged with much emotion. To be a leader is ”good“: not to lead is '2 Newport3 "bad” -- so each of us fancies himself a leader. begins to correct this semantic-emotional tangle when he describes leadership as a form of human relations that re- flects the diverse, changeable, complex characteristics of man within a particular environment, and that leadership occurs whenever men came together to accomplish some objec- tive through unified effort. It should be noted that researchers and writers have coined numerous terminologies that mean the same thing as . 1Andrew W. Halpin, “The Behavior of Leaders,‘I Educational Leadership, XIV'(December, 1956), 172. 211519,. , p. 172 3Gene Newport, FA Study of Attitudes and.Leader Behavior," Peggonnel-Agglnlst;g§log,.XXV'(September-October, 1962), #2. 19 20 personal influence. Everett Rogers and David Cartano in their work on the measurement of opinion leadership have compiled a list of terms referring to the same basic dimen- sion as "personal influence leaderz' ”leaders,“ ”informal leaders,” ”information leaders," “adeption leaders," ”fashion leaders," ‘consumption leaders,” ”local influen- 7 tials,‘ 'influentials,' 'influencers,' 'sparkplugs,‘ ”gate- keepers,“ and “taste-akers.'u Within the objective frame- work of this research, personal influence and leadership are held synonymous. We need, now, to turn our attention to past research and thinking about leadership. Hlstorical Overview pf Leadership Research In 1948 Ralph M. Stogdills published an outstanding work that brought together, encyclopedically, all studies concerned with the traits and personal factors associated with leadership. Prior to Stogdill's work, Smith and Xrueger6 have brought the thinking on leadership together up to the year 1933. Taken together, these two works do an exe cellent Job of bringing together the work on leadership dur- uEverett h. Rogers and David G. Cartano, 'Kethcds of Measuring Opinion.Leadership,' Public Qpinion gpprterlz, XXVI, NO. 3 (F811, 1962), Pa 43 0 5Ralph M. Stogdill, “Personal Factors Associated With Leadership: A Survey of the Literature," e Jou of Pslchologz, XXV’(January, 19#8). 35-71. 6H. L. Smith and.L. H. Krueger, 'A.Brief Summary of Literature on.Leadership,' Bulletin of the School 2; Educa- tion of Indiana Univepsitz, .x, No. , 19 . 21 ing the first half of this century. Nearly all leadership research can be relegated to either trait or situational theory, or some combination of the two theories. Each of these theories were studied in detail for application usefulness in this research. The lpgit TheOpz of Leadership The trait approach to leadership investigation has been the traditional investigation technique. However, serious shortcomings have been pointed out in rigorous re- search findings of the last decade or two. Early research centering on the trait approach dealt with personal abilities that were some function of special 7 powers. As Alex Bavelas points out, outstanding leaders supposedly had more than normal abilities possessed by most men, such as the ability to read.men's minds, tell the fu- ture, or hypnotically compel obedience. He puts this think- ing in its preper frame of reference by noting, ”These powers were often thought of as gifts from a god, as condi- tional loans from a devil, or as the result of some acci- dental supernatural circumstance attending conception, birth, or early childhood." However, the trait approach to leadership study suffers when subjected to analysis. Gordon Lippitt8 com- 7Alex Bavelas, ”Leadership: Man and Function ' Administrative Science gparterly, Iv (March, 1962), £91. 8GordonL. Lippitt, 'What Do We Know About Leader- ship,” NEA Journal, mv (Decanter, 1955), 556. 22 menting on the trait approach notes that over the last fifty years only five percent of the traits listed in one hundred and six studies managed to appear in four or more of these studies. Borgatta, Bales, and Couch9 in their study of the ”great man theory of leadership" provide an insightful ans- wer about why the trait approach has commanded so much attention for such a long period of time. They note the ”great man theory of leadership” has received attention for centuries, and that such attention is understandable when it is noted history is often written from the reference point of ”great men'. Furthermore, there was great manipulative ease if performance was thought to be determined by a single person in a top position. We find the early research, therefore, looking for a "great man” or persons possessing traits such as piety, honesty, courage and.so forth. Bavelas10 commenting on this early research notes that early researchers were looking for what they thought leaders ought to be like, and that the selection of traits was arbitrary. Traits, in their simplest analysis, are a reflection of personal characteristics. Later researchers discovered that whatever personal characteristics did exist had to be 11 Operant in some situational context. Lippitt commenting 9Edgar F. Borgatta, Robert F. Bales, and Arthur S. Couch, ”Some Findings Relevant to the Great Man Theory of Leadership," ppprlcan Sociologlcal Review, XIX (December, 195”)! 7560 . 10Bavelas, op, clt., p. 492. 11Lippitt, op, cit., p. 556. 23 on the trait approach noted research findings indicate a variety of persons with different personality, environmen- tal, and hereditary backgrounds become leaders depending on the behavior necessary in a particular situation. The Sltuational Theorz of Leadership In the past two decades the trait theory of leader- ship has yielded, often grudgingly, to the situational ap-' proach. Eugene Dawson12 typifies the thinking involved in the transition from the trait to the situational approach when he states, ”Though some leaders are doubtless ”born,” there are many more who are "made," largely through conscious effort or the necessity of risingto meet particular circump stances.” Leslie Zelenyla completes the transition by not- ing, ”Leadership is no longer to be understood merely in terms of personality ”traits" but, rather, by knowledge of the leader's active place in group life.” He emphasizes possession of leadership traits does not assure leadership, rather, leadership is an aspect of social processes where those most adaptable and useful emerge as leaders at some ‘ particular instant.1n Douglas HcGregor15 indicates success- ful leadership is not dependent on possession of a universal 12Eugene s. Dawson, "To Lead or Not To Lead,"lgplp Leagcpship, x1, No. 10 (April, 1963), 303. 13Zeleny, op, clt., p. #31. 14Ibid., p. #32 15"Iour Words Tell What You Are." Nation1g_§§§lpggg. October, 1962, p. 108. 24 pattern of inborn traits and abilities. Leadership should be viewed from a situational aspect, thereby indicating leadership is broadly distributed in the pOpulation. Whereas the trait approach tended to view the leader as somewhat apart from his followers, the situational approach views leadership from a task or group structure point-of-reference. Thomas Gordon ties the two schools of thought together by noting the possession of certain traits may enchance a person's ability to assume a leadership posi- tion in a particular situation, but they do not guarantee the individual will fill the position.16 Leadership Typologz Relevant . to his Research , After investigating hundreds of research articles it becomes obvious there is no clear agreement on where the trait and situational approaches should appear as determi- nant factors in leadership studies. Halpin17 reached this same semantic-analytic tangle in his thinking, and reached the conclusion that attention should be focused upon the behavior of leaders without imputing fixed leadership capacity, thereby gratuitously assuming such capacity exists. Perhaps most important is that present researchers are aware of the two vieWpoints and can govern their think- ing accordingly. These comments hold for this research. 16Thomas Gordon, Grou Centered Leadershi (New York: Houghton Mifflin Company, 19 , p. 9. 17Helpin, 0p, cit., p. 173. 25 As will be pointed out in greater detail, this re- search is an investigation to determine whether those citi- zens occupying leadership positions in a community school also function as leaders in their neighborhoods, and, in turn, who influences these individuals. While the central theme of this research is not concerned with the relative, weight of the trait versus the situational approach to de- termine how those that are personal influence leaders achieved this position, future researchers may wish to note that the two typologies could become a research topic based on the data set forth in this research. Summapz The current leadership paradigms, trait and situa- tional, have been examined. While this research does not concern itself, with distinguishing between the two typolo- gies as a major research effort, this research does view leadership as an aspect of human relations within a particu- lar environmental setting. CHAPTER IV STATEMENT OF THE PROBLEM It is hypothesized in this research that there are significant relationships between community school adult leaders and the flow of personal influence in the community, or sub-community, served by a community school. Specifically, we wish to determine whether those lay citizens occupying various leadership positions in community school programs and activities are significant personal in- fluence leaders in the community, or sub-community, served by the community school. The problem, then, is to investi- gate, qualify, verify, or negate this hypothesis. Delimitations Since the hypothesis dealt with adults in a community school environment_the first task was to find a city with a well established community school, adult oriented, program in its schools. Within this community there would have to be a relatively small, workable, research area that included diversified socio-economic typologies. We were, therefore, seeking a typical metrOpolitan complex that contained a relatively small area having di- verse socio-economic types, and which has a well developed community school program. 26 27 Selection of the Research Area Analyses of census data, social characteristics (Figure l), socio-economic profiles (Figure 2), and.maps compiled from census data (Figures 3-6) led to the selec- tion of Census Tracts 31, 35, #1, and four blocks of 29 in Flint, Michigan (Figure 7). Socio-economic characteristics ranged from the high- est in the city to those with extremely low ratings. Geo- graphically, the census tracts ran from the central business area to the outskirts of the city. Within the area are business and residential sections, and adjacent to it are established.manufacturing complexes. In addition, the research area has the advantage of geographic quasi-isolation. On two sides it is bounded by city limits and open areas beyond these limits, on the north side the Flint River forms a natural boundary, and on the east side Swartz Creek, a railroad, and precipitous terrain form.a natural boundry. Therefore, there is a ”tailor-made” research area of diverse socio-economic characteristics without the disadvan- tage of a 'shadingboff' horizontally over the entire city. The zhzslcal Settlng Flint, Michigan has a population of about 200,000 persons and occupies an area of about 33 square miles. The city is the metrOpolitan center of southeastern Michigan, lying 60 miles northwest of Detroit, 33 miles southeast of Saginaw, and 50 miles northeast of Lansing. ”feathers?" or cznauraaamrramaé GVW&/ZM056Z%%¢ =1 Fig Scale of DA-..‘ 28' 1‘ : CENSUS TRACTS IN FLINT, ACCORDING TO. COMPOSITE SCALE OF SOCIAI. CHARACTERISTICS «9:441 ‘O' b ' ' “.3"? " a ... ' B c I . 7540- 16751- 7692 375 6 1" sm- D ' s 167- ' ~ .585 682 6001 5625 G . 3976- “?27 . 1.--Census'Tracts in Flint, Michigan According To Composite . Sgcial Characteristics. A Relative 30816. Higher Number: .. 2.. ,I\ mt»..v,.mu,am..t.l . ,. Finite: (.911? 30 1| 1 ' I 'l j L_ Fig. 3.--Average value of owner occupied housing units by block. Data source: 0.8. Department of Commerce, Bureau of the Census. U S Census of Hons n : 60 C t Blocks Flint Miohi . Series 35(33-253. WasEIfigton, .C.: the Bureau, ISIy I931 o 29 pp. 1‘ ’ LEGEND \ .71 so Housin Units, Public, Unknown? <> 6,500 ‘ 9500 i ’- o 'l wf Mgr % 10,000 - 15,500 V .‘_' , “Effigy: e.' 16.000 - 21,500 j ‘l. jasminet 22,000 - 27.500 28,000 and above . (“MT \i.l/ 3 . ‘1 C‘ I O 1 \ 9 \ 'Lnu- find '5’: ) "9 i" (l ’2 I ‘o ”I? o 3 ' .a“ m a,“ ’00 J ‘ G JV ‘0 ' c o c Q N V J 9 h > » \ ) , J, o. < v ' t, c 0, ~t ' luv“ 6 s. I t3 9 “17% ’6 Q ‘7‘“ v°° B” a 3'9 69 ‘ ‘19 ‘4. , \7 t“ 1:. fi'g? ‘ ‘a (a 0 ‘7 0" 5" p I“ ’0 Q A 9 a ' A e 1 0’ ‘ ’1 Q as a 5 com: ‘ g a 22: a 20 e a‘ a surf . J 6. 66 6, A 23 21 r’, O C \ E '53 A 59-59,?“ E n“ a "I 25. "Vng F; 5 ,9 . f i 5) u m. u LL ’ 76 35 ,4 . \ 1:8 a: so 79 133 75 A @ mice 3 an e 53 "s l, A \ - I I \0 . . Ab \ M \I 93 ‘21 © 106 ©\“01 :‘ r \ ' o A.) w , fi 92 .n . '3“ 3: ms .2; ' ' 9 ‘ C‘ m$:9.aiw“"®u ‘ toot a a}; does 6 * ‘2’ s .1 ‘t . u :V‘A- = 525:“: he 51 A-r: a: h x 26 E x '9 4’ ‘9 ' ’ .in cv 0 30 A a a a" 5 . Q ”q 9° 0 <9 \\° * to‘fe ' ‘ E I] 0‘7 E 6 § :5 0" 9 . O I t“ t i:— h! ‘. A: 9 5 3 i 9 \ I . ICK a ‘6 P B5 :0 I 9 A3 A ‘e 1 9'5 - .puoN“ ' o 9 A‘ / so 67 ° 8 ’° 9 : ~\ LA CN“ ‘ g \ A 0. .1 ‘73 i j 9 o , xc , . no 7. ‘0 1 I \ ¢ \- _, i 1‘: ‘0" T q ‘34 5,9 6 . —~ ‘ 1 ‘ . v" Q /‘ 16 “\ . IQ .. e“ 3 r at , a \0 '1 +0 \¢ ‘1’ \ Q. 3‘9 «00 1 $1 | (.5 \0 0 ”pl“ 1 ‘5 I' / .‘ ————"-57.fi--—--‘-""" \ --' V » Fig. u...Number of occupied housing units with 1.01 or more persons per room, by block. Data so ce: U38. Depart- ment of Commerce, Bureau of the Census. 8 ensue of Bone : 1260I Cit: glopks, Flint, Mlchigpp. Series HC(EI-255. WasKIngEon, Dee , 9 0 9 : he Bureau, , pp. LEGEND '4 0' 1 Housing Unit with 1.01 or More Person; Per Room 0 2 w w w w w "I we w w w A , w w . w w .w,“fw Tc? w w w .32 w w w w w w w w w '_5 w w w w w w w a [/1i ‘ 6‘+‘ w w w w w w a w (w Fig. 5.-- Number of renter occupied housing units by block. Data Source: ‘ the Census. E10h1§§§0 111’ 9 1. 32‘ U.S. Department of Commerce, Bureau of 0.8 Census of Housin : 60 Cit Blocks Fl n SeEIes-HC(5)-255. Washingéon, 5.C.: the Bireau, —29 pp. '. ‘ LEGEND f o 1 - 5 Renter Occupied Housing Units ' ,e 6 ~10 ' '. ' 'D- 11 -20 ' ,. I n w ‘. 21 .30 w w w n A. 31 * ' ' 33, "\ ‘ L. \_— . .. —.v -w-_-—.;./m Fig. 6.-- Dilapidated housing units by.-blook_.;_ Data sources 11.8. Department of Comoros, Bureau of the Census. D‘s-'1 60 c ‘ LEGEND 0 Blocks with Dilapidated. Housing Units 31+ ,CENSUS TRACTS IN THE FIJNT’SMSA INSETMAP-FLINTCITY PASADENA . .33. 3.. IV a r M .u>< . 7 W rllll . .3. Z .I I (|| , A i . u a: z: .I ‘ ‘ ' v A . m 0 5 I. M .313 0 . 8 r u>< A 1 I P I i . - - l- u .352: . , a: w 8 t .2. ‘ l ‘ . u 5.2:: .I \s x :3»: A a» , r. «53:... c 2 I _ u <- I u x n 9 H 3 Q u «I w. m, i: w . 1 5 a w 4 s 3 5 3: cl ; s 3 E i av» 3.2.8 .3, .L (x0 I H on a A T 6 A? z 1:52... L A n 7 . 4 e 9 L" no» :58; :50: 2 5k 1 2 3 n 5 M m 2 n 2 K E u 9 O u I m L m I 2 2 I L E I : n :3»: E n ..... n P w m 2 M 2 I 3 2:2: 1 x u :52; A . i . E D v A O 9 8 4 3 3 Immmwmm Fig. 7. «Survey Area. 35 The major industries are automotive, including di- visions of Buick, Chevrolet, A C Spark Plug, Fisher Body, Ternstedt, 3.1. DuPont de Nemours, Standard Cotton Products, Mead Containers, General Foundry, and a large number of small service-type industries. About 75,000 people from Flint and the surrounding areas are employed in Flint's factories. Educational facilities include the Flint College of the University of Michigan, Flint Community Junior College, General Motors Institute, Baker Business University, and the Mott Program of the Flint Board of Education which operates what is generally considered the world's outstanding adult education-community school program. Flint has three banks with 34 branches, 292 churches serving 5h denominations, 70,860 occupied housing units of which 51,000 are individual homes and 73 Percent are occu- pant owned. There are 1600 acres of parks, seven radio sta- tions, a television station, seven hospitals with 2,132 beds, 3,000 retail stores, 26“ wholesalers, and 275 manufac- turing establishments.1 Summary An area in Flint, Michigan was found that met every research requirement requisite to the study of community school leaders as personal influence leaders. We have, therefore, established an inductively analytic closed system 1Data supplied.by Flint Chamber of Commerce, Flint, H1 OhiSane 36 where a community school education program.and socio- economic typologies are held constant while personal in- fluence enters as the variable.2 2For typologic discussions see readings such as: Howard Becker, "Constructive Typology in the Social Sciences,” American Sociolo ical Review, V'(February, 19#0), 40-46, and Robert F. Winch, lHeuristic and Empirical Typolo- gies: A Job for Factor Analysis,” American Sociological-Be- :iew, XII (February, l9b7), 68-7“. CHAPTER V THE RESEARCH METHOD Nominated.Pers-nal Influence Leaders During preliminary investigations it became apparent that some individuals believed they were their own best lea- der. This is what Marvin Schiller1 calls "ego strength," which he defines as the ability to choose realistically a course of action and behave in a manner that will bring the most productive results. Therefore, a method had to be de- vised to assess an individuals ”ego strength" while still allowing for the nomination of personal influence leaders. Everett Rogers and David Cartano2 had reached this same conclusion two years previously and had done consider- able research into the problem. They had devised a self- designating technique where a respondent was asked a series of questions to determine the degree to which the respondent perceives himself to be an opinion or personal influence leader. They had deve10ped a "six-item self-designating Opinion leadership scale“ that was found to be ”reliable, 1"Test Your Leadership Potential,” Nation's Business, January, 1960, p. 3#. 2Everett M. Rogers and David G. Cartano, ”Methods of Measuring Opinion Leadership,I Public Qpinion Quarterly, XXVI, No. 3 (Fall, 1962), p. 440. 37 38 valid, and unidimensional.' This scale was altered slight- ly, as the authors indicated it could be, to fit the general tone of the present research. The alteration of their scale entailed the substitution of the words ”evening school course” or ”evening school“ for the original wording. The "six-item self-designating Opinion leadership scale" was then incorporated into the survey form as items 31 through 36. However, a check on self-designation was built into an- other part of the form and will be explained later. At this Juncture it was necessary to design a pora tion of the research instrument that would solicit personal influence leader nominations. Again the tone of the ques- tions had to be carefully set. Two broad criteria were established for the ques- tions, (1) they had to be broadly applicable to both males and females, and (2) they had to pertain to some program provided by the community schools in the research area. Moreover, two other specific criteria had to be met, (1) the relationship of the nominee to the nominator had to be es- tablished, and (2) provision had to be made for self-desig- nating answers. These are quite similar to the techniques used by Francis Lowe and Thomas McCormick3 in their study of informal, or personal influence, leaders in an election campaign. 3Francis E. Lowe and Thomas C. McCormick, 'A.Study of the Influence of Formal and Informal Leaders in an Elec- tion Campaign,” Public Qpinion gaggterly, xx (winter, 1956- 1957). 652. 39 In addition to the criteria already established it was decided to seek questions that were universally appli- cable insofar as they related to everyday activities, in addition to pertaining to some program.provided by the com- munity schools in the research area, thereby being univer- sally acceptable and answerable by all respondents. The key here was to return to the work of Sorokin and Berger.“ In their exhaustive research on "Time Budgets of Human Behavior” they had systematically collected records of human activi- ties. IA huge number of activities were ultimately placed under fifty-five main headings, which, in turn, were placed in four broad classifications. From each of the four classi- fications three headings were selected on the criteria pre- viously outlined. The four classifications and the three headings under each classification are: 1. Physiological and Economic Activities: 1. Exercise 2. Household activities (personal) I 3. Household activities (somewhat masculine) II. Societal Activities: 1. Cards 2. Civic activities (politics) 3. Entertaining (guests) III. Cultural Activities: 1. Active arts and crafts (photography) 2. Musical activities 3. Reading books IV; Pleasurable Activities: 1 e M01118 2. Gardening (lawns) 3. Sports uPitirim.As Sorokin and Clarence Q. Berger, Time Bud ets of Human Behavior (Cambridge: Harvard University Press, 1939). ’40 It will be noted that these classifications and headings fall into the realm of everyday activities while each of them is a reflection of a community school program.or ac- tivity in the survey area. These headings, under each classification, were then put in question form and.incor- porated into the survey instrument as the oddpnumbered items from 37 to 60. The oddpnumbered items from 37 to 60 were designed to seek nominations for personal influence leaders. During trials of component parts of the survey instrument it was discovered that allowance had to be made for self-designated leaders. Consequently, another question set was introduced that was analogous to the odd-numbered questions. These self-designating questions are the even-numbered items in the questions ranging from items 38 to 60. The even-numbered questions served a dual purpose. In addition to allowing for self-designating leaders they also serve to effectively broaden the interaction picture in the research area. These even-numbered questions often served as a corroborating feedback, thereby multiplying the effectiveness of the survey. Social Interaction as Neighborlinesg Since social interaction is being measured in the micro-community the question arises as to whether we are actually measuring neighborliness, personal influence, or even whether it is possible, in modern urban society, to #1 have one without the other. The decision was made to incorporate into the survey instrument a 'neighborliness measure”. Paul Hallin had al- ready reported considerable research on the problem and de- veloped "A Guttman Scale for Measuring women's Neighborli- 5 He had tested this scale rather rigorously on mess." females and found.it was unidimensional for women in particu- lar in a large city. However, there seemed to be no objec- tion to also applying it to males. This scale was included in the survey instrument as items 19 through 30. Social Characteristics we are now in a position to examine the somewhat standardized items relating to social characteristics to ascertain which social factors are significantly Operant. we can ascertain an individual social level factor by noting the trends in education and occupation. These are, as the Syracuse studies indicate, perceptually central determinants of social class membership.6 There are, of course, other variables that could enter into a longer analysis of social level, but education and occupation should serve as key indicators. The sex elaboration factor can be readily ascer- 5Pau1 wallin, FA Guttman Scale for Measuring women's Neighborliness," The American Journal of Sociology, Vbl. 6Linton C. Freeman et al., Local Community Leader- shfip (Syracuse: University College of Syracuse University, 19 0 )p Pa 210 #2 tained by noting sex and occupational prestige trends. Sex is an indicator of social and occupational structure with females usually tending toward less prestigious occupations. The life cycle factor consisting of age, marital status, and home ownership is an indicator of social devel- opment, settledness, and accessibility to certain social groups. The ethnic status factor consists of religion, and ethnic background. Sociologists have noted ethnicity and religion are related and may serve to allow or deny access to various social groups. Our function is to establish whether or not this factor tends to hold true for personal influence leaders within the community school setting. The family social level consists of education, occu- pation, and organizational affiliation. The family's stand- ing is a function of these items. We would expect to find definite trends in these items among personal influence leaders, with families of similar social levels interacting. The localism factor might better be termed, in contemporary society, "immediate residence longevity.‘ It is assumed that a person must live at a particular location for some period of time in order to get settled, become acquainted, and begin social functions in a new environment. Just how long is long enough is a key question. The social characteristics are covered by items 1 through 12, and items 15 and 16 in the survey instrument. 43 WM o-Step Hypothesis Throughout the research performed by Katz and.Lazars- fold7 in their work on personal influence it was indicated that opinion leaders are exposed to the mass media more than those whom they influence, and that the opinion leaders serve as middlemen in the dissemination of information. Similarly, we would expect to find the personal in- fluence leaders, in the research being performed here, to exhibit greater mass media exposure, and, therefore, be better informed than those they influence. Mass media exposure is covered by items 13 and 14 in the survey instrument. School Entering Before one can become a school leader he must first enter a school. The question arises as to whether that per- son exhibited leadership before he entered the school and this leadership was simply being restated, or whether, within the situational context of the school, the individual was recognized as a leader after becoming involved in school activities. Of course, the question could also arise as to whether the individual became a leader by default. Since there are no guidelines in prior research we would assume that there is some minimum number of times an individual must enter a school before he can assume some 7Elihu Katz and.Pau1 F. Lazarsfeld, Personal In- fluence (Glencoe, Illinois: The Free Press, 1955 . school leadership position. Provision for this factor is made in item 17 Of the survey instrument. Self-Improvement Item 18 in the survey instrument is designed to serve two purposes. First it is assumed that those persons that are school leaders and personal influence leaders are somewhat more mentally aggressive and desirous Of new know- ledge. Furthermore, there may be a trend toward increasing mass media consumption and educational desire. Secondly, this item was included in its position to set the tone for the questions that would follow later. Actually, both items 17 and 18 were placed in their position for this purpose. Measuring Personal Influence A survey of the literature indicates there are three primary methods for measuring personal influence: socio- metric, key informant, and self-designating. Each of the methods used alone has limitations. Rogers and Cartano8 made the same observations in their analyses Of Opinion leadership. However, Robert Mason,9 in his measurements of relative influence, indicates a fourth technique, which is 8Rogers and Cartano, Op, cit., p. #37. 9Robert Mason, ”The Use of Information Sources by Influentials in the Adaption Process,” Public Qpinion anrterly, xxvn, NO. 3 (Fall, 1963). a o. 45 actually the analysis of sociometric measurement, that he terms "influential-influence dyads,” should be given a primary methodological consideration. If all Of these methods are used, we would expect a more powerful analysis. The sociometric method consists of finding out from whom people seek advice and information. As Rogers and 10 point out, this method has been the most often Cartano used technique in past research on Opinion leadership. However, a relatively large number of people must be inter- viewed to locate a relatively small number Of leaders. Furthermore, the method requires skills, particularly in cartography, not normally possessed by researchers. How- ever, if the researcher is, indeed, skilled in cartographic techniques, he can reduce his data to visual devices that are the most effective method of presenting an overall picture of social interaction. The author was fortunate in having spent several years in this field, and had the facilities to prepare a rigorous sociometric base design. A brief exposition of the method used is in order. In this research three census tracts, and a small portion Of a fourth tract lying in the research area, were studied (Figure 7). Within each census tract are a number of city blocks, and within each city block a number of housing units and businesses. At the base of this pyramid are the indivi- 1oRogers and Cartano, Op, cit., p. 438. #6 duals being studied. The problem, therefore, is to locate every indi- vidual in the census tracts with respect to every other in- dividual. The smallest cartographic unit for accomplishing this is the housing unit, or housing unit address. By reducing aerial photographs and field surveys to a cannon base every house in the research area was plotted in its precise spatial location and then addressed. Then, by consulting various directories and tax assessment roles, an address directory was compiled showing the location of every family in every block. This is an extremely rigorous technique and requires a large expenditure of time and effort. Actually, preparing this base required over four monthsof work. The end result, however, is an unsurpassed planning and data recording base. Key informants in a social system are simply know- ledgeable persons in a position to select specified types Of individuals. Since we are dealing with school leaders, the logical key informants are school officials in regular con- tact with the people in the survey area. Each of the four schools in the survey area had two people in a position to act as key informants; the school principal and the community school director. These people, by virtue Of their Jobs, were in constant contact with the survey area residents in general and the school leaders in particular, and by using both persons they would serve to validate each other's choices. #7 The third method, self-designating personal influ- ence leader selection, has been explained earlier. In this research, in order to develOp the most powerful model possible, all three techniques were used. Gathering the Data After the key informant nominations were collected they were locationally plotted on the base map. These per- sons became the school leaders. The remaining task was to survey as many Of these school leaders as possible, and, in addition, as many people as possible in their immediate area; their block and the blocks immediately surrounding them. With relatively limited resources, it was not possi- ble to return to housing units where respondents were not at home and account for every individual in the area, nor was it necessary within the limits of the exploratory techniques used here. As it was, it took nearly four months to get through the survey area. It should be noted that the size of the research area was determined primarily by socio-economic cross- section considerations. However, early trials had also in- dicated a single census tract was not a sufficiently large base since personal influence Often tended to flow across census tract boundaries. The size of the research area, the three census tracts, turned out to be an extremely wise decision. as Summary In this chapter the criteria, techniques, and re- search model used for the research are set forth. The plan was extremely rigorous and required exhaustive techniques and technology. Those engaged in future research of this nature should note the time factors involved in the various aspects Of the survey techniques used here. CHAPTER VI SOCIAL CHARACTERISTICS Social Level It was indicated in Chapter v that perceptually cen- vtral determinants of social level are education and occupa- tion. The task here is to examine the educational attain- ment and Occupation of school leaders that are and are not personal influence leaders, and the respondents that lived near the school leaders but that are non-school leaders. The approach is multi-purposive. We wish to deter- mine whether there are relationships between educational attainment, occupation, and exhibited personal influence, but at the same time we must ascertain that the educational attainment presented by the Bureau of the Census holds true for the blocks and respondents included in the survey and that there are, in fact, educational attainment differences to be measured. The largest percentages of male and female school leaders are high school graduates or above while the largest percentages of nonsschool leader respondents (non-leaders) are high school graduates and below (Table 1). Significantly, there are almost no school leaders that are personal influence leaders that have less than an 49 50 a.me a.mm e.w~ a.H u m.m p.m~ a.ma n u a a\m ~H\e e\~ ~H\ a\u ~H\H axm ~H\N a\u ~H\u mm n\z o.oea m. an a a u a. me n u u s a H\H mxa H\u M\mm H\n m\~ H\u m\mm H\: m\: an o\m .l ' I 0 cl Iv ' o. 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'Q _.I‘. ”7'7 .x. ‘; ""I "l ‘-~n 69 TABLE 3 SOCIOECONOMIC INDEX FOB OCCUPATIONS* I‘— r— OCCUPA- SOCIO- OCCUPA- SOCIO- OCCUPA- SOCIO- TION ECONOMIC TION ECONOMIC TION ECONOMIC CODE‘” INDEX CODE INDEX CODE INDEX 1 78 32 6O 62 49 2 5“ 3 3 6 85 2 39 3 50 65 87 79 35 39 66 62 5 25 36 64 67 66 6 85 37 13 68 #8 7 17 38 Housewife 69 Retired 8 17 23 #5 7O 39 9 51 38 71 9 10 9 #1 76 72 23 11 ii 42 28 7 61 12 :2 £9 7 48 1 79 5 75 33 1 2 #5 6O 76 33 15 5 46 33 77 68 16 15 47 9 78 Student 1? 78 #8 82 (Adult) 18 21 #9 31 79 72 19 96 50 52 80 79 20 50 51 59 81 9 21 66 52 72 32 65 22 5 2 72 2 23 5 6 a 65 2 ‘45 55 61 85 33 25 87 56 68 86 50 26 85 57 16 87 15 27 13 58 84 88 84 28 13 59 92 89 Unemployed 29 79 60 52 90 19 30 37 61 18 91 29 31 66 62 67 92 #8 *Albert J. Reiss Jr., Occu ations and Social Status (New York: Free Press of Glenooe, E 6 S 6 3 no., 19 1 ’ pp. 2 3-27 0 **Oooupation Codes are listed in Appendix I. 70 pations, and the male school leaders that are personal in- fluence leaders do not differ greatly from those that are not personal influence leaders. When male school leader occupations are analyzed against the “Socioeconomic Index For OccupationsI they are found to range from very high to very low, although the majority rank above the average for all occupations. In contrast, the female school leaders are mostly housewives and are not ranked in the ”Socioeconomic Index For Occupations.“ However, of the female school leaders that do have occupations almost all rank well above the average. Therefore, school leaders, both personal influence leaders and those who are not, have a somewhat high "Socio- economic Index" rating, with the exception of the unrated housewives, Both male and female non-leader respondents exhibit a wide range of "Socioeconmmic Index” ratings. However, both males and females that are non-school leaders tend to rank lower than the average for all occupations. This would indicate both males and females having less prestigious occupations do not tend to become school leaders. However, we added a verification item in the survey seeking information about "Job position." The female school leaders that are not personal influence leaders (Table 4 and Figure 9) are primarily housewives. The female school leaders that are personal influence leaders show two dif- ferent patterns. In the highest socio-economic areas nearly 71 TABLE # JOB POSITION SCHOOL LEADERS -- PERSONAL INFLUENCE.LEADEBS ~- NON-SCHOOL LEADERS -- BY SEX AND CENSUS TRACTS CT 29 31 35 #1 NOT ARE NOT ARE NOT ARE NOT ARE TYPE PIL PIL PIL PIL PIL PIL PIL PIL FEMALE SCHOOL LEADERS 1 - - - _ - - - - 7; .. - - - - - .. .. 2 - - - l 2 l - - fl - - - 9.1 u.u 2.2 - - 3 2 - 6 3 21 6 ll 14 § 100.0 - 511.5 27.3 46.7 35.5 52-3 66.7 g .. - .. .. .. - .. _ 5 - - - 1 5 - 1 - g "' " - 9.1 11.1 - “.8 - g - .. .. .. .. .. .. .. 7 - - - - - - - - g - .. - - - .. - _ 8 - - - - - - - - 7; .. .. .. .. - .. .. .. CT TOTAL (D) 2 11 45 21 MALE SCHOOL LEADERS 1 - - - - - - - - g .. .. - - .. .. .. .. 2 1 - - - 2 1 2 1 % 100.0 " "' -’ 16.? 803 18.2 9.1 3 - - - - - - - - z - .. .. .. .. - .. - 4 - - - - 1 - 1 - % ‘ ‘ ’ ‘ 803 - 901 “ 5 - - 1 1 2 2 - 1 5‘ - - 33-3 33-3 16.7 16.7 - 9.1 6 - - 1 - - 1 - 1 fl ' - 3303 ' ' 803 ‘ 901 72 TABLE #--Continued CT 29 31 35 #1 NOT ARE NOT ARE NOT ARE NOT ABE TYPE PIL PIL PIL PIL TIL TIL PIL PIL 7 - - - - - 3 1 3 z - - - - - 25.0 9.1 27.3 8 - - - - - - - 1 S - - - - - - - 9.1 CT TOTAL (D) 2 3 12 11 CT 29 31 35 41 29 31 35 #1 F F F F M M M M TIPE NL NL NL NL NL NL NL NL NON-SCHOOL LEADERS 1 - - - - - - 1 - z - - 'I' - "' " 2.0 - 2 - 5 11 5 1 7 21 30 z " 1805 11.3 6.9 10000 77.8 #102 56705 3 6 18 68 53 - - 1 1 z 8507 6607 70.2 7306 " "' 2.0 1.8 h - l h - - l u 8 x "' 30 7 "'02 "' "' 11.1 7.8 14.6 5 1 3 12 13 - - 9 4 Z 167.3 11.1 12.” 18.1 - "' 17.7 703 6 - - - - - - 5 5 z - - - - - - 9.8 9.1 7 c- I- 2 1 " 1 10 7 g - " 2.1 101'“ " 11.1 19.6 12.7 g - _ - - - - - - CT TOTAL (D) 7 27 97 72 1 9 51 U1 U! 73 0H6: u z HoudnHaonoQ owmpnvonom I n OHmaum I m H NHdnmmm¢ mom .mnhe =OHuHmOm now dmdoo nmmwa Havana Hoosom N Am nouns mumnoo n so Madman HoosomIzoz a 92 godmoq oozosHmnH Hanonhom a AHA mHm on om mHH mom 3H «H mm m: qufima I I I I I I I I I m m.w a.mH m.H a.mH m.H m.m: m.m I I R Hm m H mH n m H I I m N.m 0.: u.H m.m I n.2H m.m I I & 0H m H OH I N H I I o N.mH o.0H o.nH N.HH m.:H w.m~ o.mm m.~ m.~H R m: m m nH mm a m H m m 5.m I m.m m.HH m.~ I n.mH I I m mH I N mH m I N I I : ~.m: o.om n.0w m.H :.Hn I I m.Hm m.mw m méH mm o: N néH I I mm o: m «.mm o.w u.HH m.om ¢.oH n.3H m.H: o.m m.: R om : m an Hm m m m m m I I I m.o I I I I I a maodma mbmzmo and QHm AHm AHA AHm AHA AHA mmwa mm4 aoz mud 902 mm4 902 42 am Am 92 Hz Am am um um zwm zam 22m 2 m z z m m ; g dmfifidpSOOIla_HAm U r III! 1 II I III P 1! 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(«‘I‘l \Ogo-h. 111 They discovered, in Philadelphia, fifty-five percent of the females belong to no organizations of any kind. 'Male school leaders showed no definite trend in or- ganizational affiliation. They belonged to many different kinds of organizations and there was no common organizational affiliation or type of organization. In contrast to the male school leaders, the male non-leaders showed a definite order of organizational affil- iation. Most of the non-leaders belonged to a union, the next largest group belonged to no organization, while the third largest group belonged to the P.T.A. It is interesting to note that only two male school leaders, one of whom was a personal influence leader, be- longed to a union. In contemporary society one assumes that a laborer belongs to a union while those who are not laborers probably do not, or least not to such a large degree. We may assume from this evidence that most male school leaders are not laborers, or, restating the hypothesis, most male school leaders have somewhat higher occupational status. This con- clusion was borne out when occupational status was examined earlier. This data parallels Opinion leader research by Carter and Clark,8 and the research presented by Katz and Lazarsfeld9 in ”Personal Influence” where opinion leaders 8 Roy E. Carter, Jr. and Peter Clark, "Public Affairs Opinion Leadership Among Educational Television Viewers,” American Sociolo ical Review, XXVII (December, 1962), 794. 9Elihu Katz and Paul F. Lazarsfeld, Personal Influ- ence (Glencoe, Illinois: The Free Press, 1955 . 112 are most often found among individuals of higher social classes. The question also arises as to whether one must fe- quently attend organization meetings before one becomes a leader or exerts personal influence. While we cannot ascertain passiveness during organi- zational attendance, we can assume there is a measure of gregariousness, or committment to one's peers, or group standards involved in organization attendance. We would, therefore, expect those who are leaders to attend meetings more often than non-leaders. Both male and.female school leaders that are per- sonal influence leaders attend meetings more often than all other respondents (Table 10). School leaders that are not personal influence leaders follow the personal influence leaders, and the non-leaders are far below the school leaders in organization attendance. Only eleven percent of the personal influence leaders indicated they seldom attend meetings. In contrast, twenty-one percent of the school leaders that are not per- sonal influence leaders, and forty-three percent of the non- leaders indicated they seldom attend meetings. We should not construe these results to mean the school leaders attend school meetings frequently. The ques- tion was directed at all organizations to which the respon- dents belonged. These individuals usually belong to several organizations and divide their time among them. This 113 TABLE 10 ORGANIZATION ATTENDANCE SCHOOL LEADERS -- PERSONAL INFLUENCE LEADERS -- NON-SCHOOL LEADERS -- BY SEX.AND CENSUS TRACTS F F M M F M SL SL SL SL NL NL NOT ARE NOT ARE CT PIL PIL PIL PIL ATTEND OFTEN N/D 29 2/2 -/- -/- -/- 1/2 -/- % 100.0 - - - 50.0 - N/D 31 3/4 3/4 2/2 1/1 11/15 3/8 % 75.0 75.0 100.0 100.033 37.5 N/D 35 17/20 13/14 3/4 u/u 40/60 17/36 5 85. 0 92.8 75.0 100.0 66. 7 u7. 2 N/D #1 8/11 6/6 2/3 5/7 27/39 16/u1 72. 9 100.0 66.7 71.4 69. 2 39.0 ATTEND SELDOM N/D 29 -l- -/- 1/1 -/- 1/2 -/- z - - 100.0 - 20.0 - N/D 31 1/# 1/h - - -/- /15 5/8 % 25.0 25.0 - - 26. 7 62. 5 g/D 353/20 1/4 1/4 -/- 20/60 19/36 15. 0 25.0 25.0 - 33.3 52. 8 N/D #1 3/11 - - 1/3 2/7 12/39 25/41 27. 3 - 33.3 28.6 30.8 61.0 F&M F&M F&M F&M F&M F&M 8L SL NL SL SL NL NOT ARE NOT ARE CT PIL PIL PIL PIL ATTEND OFTEN ATTEND SELDOM N/D ALL 37/u7 32/36 115/201 10/47 #/36 86/201 2 78.7 88.9 57.2 21.3 11.1 42.8 W 114 TABLE 10--Continued Personal Influence Leader Census Tract Number Of Respondents Percentage Denominator School Leader Non-School Leader Female Male FFFEFZEN T _‘—__ research points to this fact in several places. In contrast, non-leaders are not Joiners, and, consequently, seldom attend organizational meetings. In summation, male and female school leaders are more highly educated and have higher occupational status than non-leaders. Those who are personal influence leaders are rated slightly higher than the school leaders that are not personal influence leaders. Female school leaders belonged to more types Of or- ganizations than female non-leaders. The female school leaders, both those who are and are not personal influence leaders tend to belong to the same organizations. Male school leaders showed no definite organiza- tional affiliation. However, most Of the male non-leaders belonged to a union. In contrast, almost no male school leaders belonged tO a union. Both male and female school leaders, and those who were personal influence leaders in particular, indicated they Often attend organizational meetings. In contrast to the school leaders, the non-leaders tend to attend.meetings infrequently. 115 Localism It is assumed that a person must live in a particu- lar location for some minimal time before he can interact with other members of society and begin social functions in a new environment. A leading question in contemporary society, where about twenty percent Of the pOpulation change residence each year, is Just how long must an individual live in his neighborhood before he begins effective, on- going, social interaction. Both male and female school leaders are found to be predominantly those that have lived at their present address longer than seven years (Table 11 and Figure 12). The same trend is found whether we examine the "years lived at pre- sent address" or ”years lived in the survey area." In most instances the school leaders that are personal influence leaders showed a higher percentage having lived at their present address more than seven years. The data presented here is in agreement with that found by Reid and Ehle10 where there was a significant relationship between personal influence and residence duration. There is, however, a younger group, accounting for nearly one-fourth of the school leaders that have lived at their present address less than three years. This is, per- haps, an indication of the transient nature of contemporary society. Non-leaders have lived at their present address for 10Reid and Ehle, op, cit., p. 272. 116 TABLE 11 YEARS LIVED AT PRESENT ADDRESS SCHOOL LEADERS -- PERSONAL INFLUENCE LEADERS -- NON-SCHOOL LEADERS -- BY SEX.AND CENSUS TRACTS CT 29 31 35 “1 NOT ARE NOT ARE NOT ARE NOT ARE YEARS PIL PIL PIL PIL PIL PIL PIL PIL FEMALE SCHOOL LEADERS 0-3 (N) - - 1 - 9 4 3 3 " " 10.0 "' 21.4 9.5 15.0 15.0 4-6 (N) - - 1 - - 1 2 1 % - - 10.0 - - 2.4 10.0 5.0 7+ (N) 2 - 4 4 17 11 6 5 100.0 - 40.0 40.0 40.4 26.2 30.0 25.0 CT TOTAL (D) 2 10 42 20 MALE SCHOOL LEADERS 0-3 (N) - - - - {A 2 1 - 2 1- '- - - 16.6 8.3 - 2000 4-6 (N) - - - - - - - 2 S - - - - - - - 20.0 7+ (N) 2 - 2 1 3 6 3 3 3 100.0 - 66.7 33.3 24.9 49.8 30.0 30.0 CT TOTAL (D) 2 3 12 10 W 117 TABLE 11--Continued CT 29 31 35 41 29 31 35 41 F F F F M M M M YEARS NL NL NL NL NL NL NL NL FEMALE AND MALE NON-LEADERS 0-3 (N) 2 5 25 25 1 3 16 20 28.6 18.5 26.3 33.3 100.0 33.3 31.4 36.3 4-6 (N) - 3 9 14 - 1 3 6 z "' 11.1 9.5 18.7 " 11.1 509 1009 7+ (N) 5 19 61 36 - 5 32 29 x 71.4 70.3 64.2 48.0 - 55.5 62.7 52.8 CT TOTAL (D) 7 27 95 75 1 9 51 55 *: M m ——‘ W —“ W 118 Odes camaem acumen Hoonomlsoz acumen Hoonom nonmndaosmn mepseoaom muscvsommom no nonadz 290.435.1342 peeps msmseo Ho Andean oesosamsH Hmsomnom qu own we on mHH sow ma ea mm ‘ me masses a.mm e.aa H.em a.mm a.mn o.aa e.aa o.mm 3.30 a ama on an we HNH OH oH om mm sz +a m.aa m.a H.m o.m a.ma e.ma n m.o a.o m on e m 0H om N u N m sz en: m.om o.mH a.mm n.3m m.am a.a m.mm H.eN a.mm a am w AH c: an H e a ma sz muo ....... meoema msmzmo nae mam AHA AHA AHA AHA qu amen» mme aoz mme eoz mme eoz qz am am qz qz am am am an sea sea sea 2 a s z m a . . n . o O . . 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A R S L N L I on ‘ 4 0"" . 4 1 -- '4 q. . o. '7 ‘ ‘ 1 «no ..:-3" ‘ 7 00 n {no 20 3. 4O 60 YE A‘R-Si LIVE D IN SURVEY AREA C41? 3 1I F‘ F’ F' M M M A A A A R S |_ N I. A R S L N L. A R S I. N |_ '. O O : :.on :.- Jo. 3 o ..... 33. 203. 4 an t . :- 40 ' 60 F180 12 o -‘continuedo a: ". I’. ll . c . a. . . o .. a . h ~ 9; .4 9'. h I O O . - . ..(o I w . I w . O Q .u «a .3? .10 O o O o u C . D .. ( 0‘ V . v . .. l .I ...N, I! ' ,. J . Q ; A I1: C ‘- x .3. a O Icy. I. u.y . u o O . Q 4.» t o v a . u v u D . 4 0 1 l n _ u .0. . v K ..v tn . a}. t o . . . , I v n. a . v. I . . . ..lx a \I I . Iv! ‘ . ‘. . r 9 r v .. H“ . I ... ..b n v. C v' . 0 .~ 0 . O . t n o . a O 9' v \ a- ..‘a \ . o i r .r . A .6 ‘ o 0 O ..- O a . pl) $ . , a A J J I K A \ I A e . . . . ' a 5 n n . O .. . . ' 4 R I D u . . : 1 . . w a .1 ...I. ‘. 121 Y EARS LIVE DC‘ATvPRaESE N TADDRES 5 CI 35 F I" M M M A A A A ‘RSLNL. ARSLNI. A RSLN L. 1 '5£E§§EE=.§=;:"" EEEZ" «:.. ::ss'“ :. 5:23“ assasssssz-asrzr'"‘“saazz' ""..::.." 5:3» . ::::" z. x. “::u ' . :3x:: '33:; in. 3” 33:: . :3? 3:33:33. :.." :m‘" 8 2“?" . . '32:” ::.'" I 55" 5§¥!?£“‘" E” ”:3: 3"” §§E£:otoot an... $00 §§:: : Ego. g:’3!m§’~~.. EE§:'." E§§%:O ::::::° ”-- ::::.. :: : : amm- :::::.. 20:00 :00 :0. :0. 3' 8' o . :3 .” :v n : I o ‘0' I. : o o o o u n 3 : 3 3 u o .0 on no to. O o O a a. CI 40: g . . ' 3' o o I 0 YEARS LIVED'IN SURVEY AREA CI 35 F f' F’ M M M A A A A R s L. N L A R s L. N L. R s |_ N L I on”... 000 ”lit. '00. O O ‘0 ”II‘IOINOIOIOOII on. gm... ::.. § ::. , 2: . {.1 :gggzua... ::... 60 0 c O 0 0. 00000000 o no‘ u do . god. .006 . :..” fismu £3. 3:52.? 35:: 3' u" “3"”: :5:- .:~!::: in. :::. m. : “..:. ...C. ......O £J:. a . 5'“ ° ’ . . 20 5333...: 3" ::::x.... ::: : ::- ‘:“n: 3.. C a. O O .... .... . . OI. O Q. g: s g s s: 22' : ' . ° :° " . § : 0. 00 it E. O O ‘ O O I I I O I. .0 4o :0 :0 o o :00 :.- “ O I .9 O O 60 P18. 12. --C0nt1nu9d. .2 o LO‘ .0.- ‘L. Q 0 If. . .- t . x g n I» p . I v x Q ‘ .. s I I u c - |-,x; II . al a ”v . 0-. D. r _ v a. i) .1 .1 av. ‘ . .. . 1- u .. ulua . c $ \ / \ ‘i‘l ’ Ipll‘l’ .1 A . . . .. a .\ 4. ‘ 'Q I I . I .0. O . . 7 A i O . A. U ...:..o 1.;‘0 t . O .. .. ... (t: u o r.. ‘ ; o. I - . . I. I ... O . K ‘ .. x . . ...}: . , 9. . u, . v . J C O . 1. A a. . .. . a. .. I (05 o. A A.- .r .. fi .- c A . .. tat-p D . . . . . . u .. . . _ f 0‘ .u u‘ . O . , _ b. .» a r . O . c Q I o o ‘ . v, A . n . A . . . . L . .. . x. y r p \ r l C YEARS LIVED PRESENT ADDRESS CI 4| N ..:” ..nma m n ram... 3. L A L wanna. K smflamm : . . R 0.. o o 00.0.0.0... .m A A m. E ..n .. R . . "0.0.0...." 0 '0'""“" M M A Cu”. O U L mu . Wu I M Nu.” . . w 4 L Tu. D C M s .0 C. I .0 C O O . E m w R .mu. . . u I... M .A mmmm'mmwmm o umouo O 00".. o 0 m a 0 An E . VI N m E: u . N "mmmmmkumzm." 3.3 . . . .. L F .L ..s must-u uluu a c o o . , . s not. n man a on a o O .a . R mm" ..m u r ma" . . A magma?” ..u: . . A mmmmwwwm :.mu . . o 2 20 4O 60 4O 12.--Cont1nued. Fig. 60 . u 8' . u. .- . . is u q I c h . O 0 § .. . n I o I a . v93: 5. n O 5 a o 2 .a ‘ n . I ‘01.! . . .- .. .r .I-o «1’66 0 r ‘3 .0,..I .0 5 P O / u a n a . . . c v“ . Q . I all" ‘ . .O a ..l I c. T,J I .I ‘ '. ..l i . 1 a 7 .... . . u. .. u' C . 0..» v 0 t 1 .. Lo _. I § . «I... . . . I .. .. a a l . ‘ v .f .q 1‘ \. I no I ... n I .0 . . o u ..4 m .. n .. .. . n .. u.l . ‘ . . u r. a . O U , C . fi 0 . .. . b \ ; c . . a . . . . . . A. I I O " . n \ I . r ’ ' O l . ... 4 :.. L y a o) ...I. ‘ d C l . . . (k x < . f a. . t . ; . . z .. o . ... u n f . .. . . O ’ 1‘ . u . _ t 9 ¢ . o D a J . u .; V . o . x n. > ,. .I r . d . . .. .c o . . . nx . . .. x a u. .. . . ..m I .v . . \ h... V 1 ~ ‘ I o. \ O n i v a u I. , u v ¢ I v v . so .. . .. . . . IO . J t . r .4 .0- I ’3 . A. . . . ~ , ~ 0 . . c n . Q ‘ n I. D o u 1 O . O ... ..\O t . 90:! i , u .o . . ..1 . ‘ > D .0 Q . t - a . to r, I t CI» . I. . Q . . . .. v , I I ’ Q ~ 0 « ...cauo .\ t. i . n O .a L .. J \ . r: I . ..., I ca.” . ..x. o .a 00'- . ..: . :+.: . n u . t h s . .. J. « O :5 I . r . w 0 . c x . o . u c . ' . n I 0 ., . b v V .. \ . a. ... . .. a an .3¢r . a C .1.. a . 1 40. o . E O u .' A '( ‘- 123 fewer years than school leaders. However, as indicated in Table 11, the differences between school leaders and non- leaders are not extreme. In the lowest socio-economic status areas there is a distinct tendency for individuals that have lived in the area the longest time to be school leaders, both those that are and are not personal influence leaders. In contrast, as areas increase in socio-economic status, the number of years necessary to become a school leader, both that is or is not a personal influence leader, decreases. Here we find an in- verse relationship where the higher the status of the socio- economic area the fewer the number of years one must live in an area before he can occupy a school leadership or personal influence position. We are probably witnessing the modern trend where individuals in higher socio-economic status areas move quite frequently as they rise to new corporation positions. For these individuals, frequent residence change has become a way of life and they have learned to continue social ac- tivities with only brief interruptions. In summation, most school leaders and personal in- fluence leaders have lived at their present address more than seven years. However, about one-fourth of the school leaders have rather recently moved to their present address. As the socio-economic status of an area increases, the number of years one must live in the area before becom- ing a school leader or personal influence leader decreases. 12h It is noteworthy that male personal influence leaders tend toward longer residence duration than females. This would be a reflection of the previous comments, indi- cating here that the transient males are too busy learning new occupational duties during the years they are rising in their Jobs to assume additional duties in a school. Mass Media Exposure Katz and Lazarsfeld did rather extensive research into the ”Two-step Hypothesis” to verify that Opinion leaders are exposed to mass media more than those whom they influence, and that Opinion leaders serve as middlemen in information dissemination.11 The question arises as to whether those school leaders that are personal influence leaders are exposed to more mass media information, or in- formation of a different type, than those they influence. To ascertain whether this factor was operant we chose to determine the number of newspapers read, and the type of magazines read. The differences in number of newspapers read by school leaders that are and are not personal influence leaders is not great (Table 12). However, both school leaders that are personal influence leaders and those that are not read more newspapers than non-leaders. Male school leaders tend to read slightly more newspapers than female school leaders and both male and female school leaders that are personal influence leaders tend to read slightly 11Katz and Lazardsfeld, op. cit. 125 m.o m4 0.." Smog mmm 3 mm 2 won mm mm .54 phenom dance m.a m.a N.H s.H m.H m.H s.a m.H H.H as»: oma ma ea an on s m m HH 2 Asa Hm ma ms em m m NH NH a: mnmamm deuce m.o s.a m.o m.o m.o s.H m.o m.a m.o use: mad mm am am mm s m ma mm 2 as 0: ma am a: NH : mm 3H mm whoasm Hence m.a m.H :.H :.H m.H o.~ o.m m.a a.H cams on m 0H m mm H m a o z in m :a ma H: N a 0 OH Hm mummmm Hmpoa w.o u n.m o m.o a o.m : m.m use: m u a H a u m u m z o n m o o u a u m mm mnomwm Hence AHm qu qu qu qu qu so mm4 902 was 902 mm« 902 42 am . am qz qz um am am am 2am gem 2am z a s z a a maoama msmzmo 924 xmm am mmmoqu geomomuzoz nu mmmoawq mozmonazH qdzommmm u- memoamq geomom Qdmm mmmmdmmzmz mo mmmzbz z¢mz NH mamRB 126 more newspapers than school leaders that are not personal influence leaders. On the basis of newspaper reading alone we can es- tablish a ”better informed hierarchy" with school leaders that are personal influence leaders at the top and non- leaders at the bottom. Throughout the survey there were no significant differences in the types of magazines regularly read by school leaders and non-leaders (Table 13 and Figure 13). Although 121 different magazine types were found, the re- spondents were distributed rather evenly throughout the magazine types. Most school leaders listed popular magazines of the home, news, and recreation variety. This held true for non- leaders also. Very few professional Journals at one end of the continuum or trash magazines at the other were listed. In summation, school leaders that are personal in- fluence leaders tend to read slightly more newspapers than school leaders that are not personal influence leaders, and both types of school leaders read more newspapers than non- leaders. The magazine reading habits of school leaders and non-leaders do not vary appreciably and there are no definite trends other than all respondents tend to read popular magazines as Opposed to technical material. We can conclude that school leaders, and in particu- lar personal influence leaders, tend to be somewhat better 127 TABLE 13 MAGAZINES READ SCHOOL LEADERS -- PERSONAL INFLUENCE.LEADERS -- NON-SCHOOL LEADERS -- BY SEX AND CENSUS TRACTS CT 29 31 35 41 NOT ARE NOT ARE NOT ARE NOT ARE PIL PIL PIL PIL PIL PIL PIL PIL FEMALE SCHOOL LEADERS C/N 57/2 -/- 57/2 87/3 92/10 57/7 87/“ 87/3 5 3.5 - 7.1 10.7 7.9 5.5 7.6 5.7 C/N 87/2 -/- 92/1 92/2 57/8 92/6 57/3 57/2 5‘ 3.5 - 3.6 7.1 6.3 4.7 5.7 3.8 C N -/- -/- - - - - 87/5 87/# 92/2 - - " " " "' 309 302 308 " CT TOTAL (D)* 28 127 53 MALE SCHOOL LEADERS C N 57/1 -/- 92/1 87/1 57/2 57/4 57/2 57/2 3303 - 12.5 12.5 5.9 1108 10.0 10.0 C/N 92/1 -/- - - 92/1 92/2 37/3 87/1 92/2 fl 3303 ‘ ’ 1205 509 808 500 1000 C/N -/- -/- -/- - - - - 92/1 92/1 87/ - - - - - 2.9 5.0 5.0 CT TOTAL (D)* 8 3D 20 TABLE 13--Continued 128 CT 29 31 35 41 29 31 35 41 F F F F M M M M NL NL NL NL NL NL .NL. NL- FEMALE AND MALE NON-SCHOOL LEADERS C/N 76/8 92/10 92/31 57/20 76/1 76/8 76/18 76/16 x 30.8 14.5 11.8 11.8 100.0 36.3 12.7 14.6 C/N 3/1 93/8 57/20 62/20 - - 8/1 92/18 57/11 x 7.7 11.6 9.3 11.8 "' 9.1 12.7 10.0 C/N 59/1 62/7 62/20 92/18 -/- 22/1 57/12 92/10 x 7.7 10.2 9.3 10.6 ‘- 9.1 10.9 9.1 C/N 63/1 76/7 76/20 76/12 -/- 57/1 87/9 59/9 % 7.7 10. 2 9.3 7.1 - 9.1 8.2 8.2 C/N 68/1 57/6 59/16 81/11 -/- 77/1 59/8 87/8 Z 707 807 70“ 605 ‘ 901 703 703 C/N 72/1 56/5 56/11 58/10 -/- 86/1 105/6 105/6 5 7.7 7.3 51 5.9 - 9.1 5.5 5.5 C/N 87/1 105/“ 9/10 93/10 -/- 92/1 69/4 69/5 % 7.7 5.8 46 5.9 - 9.1 3.6 4.5 C/N 9/1 87/3 90/10 87/8 -/- 100/1 62/3 100/5 % 707 “'03 ’4'. 6 [+07 " 9o]. 207 “'05 C/N 110/1 - - 91/10 9/7 -/- -/- 78/3 -/- % 707 "" 406 “’01 "' " 207 "' C/N 112/1 -/- 92/10 56/6 -/- -/- 109/3 -/- % 707 ‘ 40 6 306 ‘ ‘ 207 ‘ C/N - - -/- 93/10 69/5 -/- -/- -/- -/- z - “14'06 3.0 "' "' " - g/N -/- -/- 102/9 -/- -/- -/- -/- -/- g/N -/- -/- 81/8 -/- -/- -/- -/- -/- C/N -/- -/- 87/8 -/- -/- -/- -/- -/- g’l‘ ‘ "' 307 " " " " " TOTAL (D)* 13 69 215 169 1 11 110 110 W PIL = Personal Influence Leader CT = Census Tract C = Magazine Code Number (See Appendix I). N = Number of Respondents D = Percentage Denominator (*Only outstanding cases shown for N'S. See Figure 13 for complete distribution. NL = Non-School Leader, F = Female, M = Male I40 129 MAGAZINES READ no f O Q, 6‘ I . goo. ,_ .. O. O a 3 - Fig. i3gunMagaain383Read. A F? S L. N L (2,132.9 o o one 09! 0 . o o I o ccccc q no. 0. 0.. a. o n 0 See Appendix I for Codes. E ‘ ‘IHU .éx--.e1 .11 33} l . 11- . h _ 111151111 . ‘ II. 11I119I11 I 1. . . 1 ...1ILII1 11.1. .1 1 “.1...-“ 11.1 -I. . . _ . . . , . . . . n . _ . K m .m -..IJIIIIHII I1..11 . . . . . I . . . . . . — I . 1 1 . . . . . . . 1 -.11 11.... 11 I . w 1 14 .. . 111.1I. 1. 1.11. 1 II . .111I..|I. .-II 1 —-,.r VJ. . p I— . . n _ . . . . . 1 16’s ....x. 1.. 1. 11I+111.1| 11 1.1111 1..1 IIIII . w .I.. 1.. 1. I I11.111 .I1.|1111.I -II ILII II 1. . . . , _ m , _ . . - _ . . n m . 1 1. 3.1.9 u . M . 1 1.“- . 1.1-1.1 11....-. .1 1. 1 _ 1 _ .1.. . _ . . . . . . H 1. H u .1“ . _ n . U n . _ u h _ _ . 1 . . . . . 11 I111 .‘Hl. 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A -. .. . 4 . u . . . A 4 .4 4. 4 -. . 4 4. . .:.. . -4 4 . ,m u u ,. . m 0 . .IA.|.1A .I.A4I A . IAWA A .AA. A. CA I .vl (I A 1.... I! A. .... .L A. .0 AAIA A. A .. 1 AU- All I ... A. {A l . . A . . _ . . . . — A . A . . . .. . . .. A 4 . . 4 . . A A _ . AA. AA - .. . 4 a . m _ 4 . _ . u a . _ . 4 u . .41.“..4... .. Ir .A .....A ... A . -AA .0 . ... I - . . A AIADO ...I lo4l ’ AA . .. A v. .- 0A0. , _ 4 H 4. . _ . u 0 v AV A 1AA A 4v t . . . . .bebqtjnoD--.CI .313 137 informed, from reading habits, than non-leaders. School Entering Before one may exercise leadership in a school he must enter that school some number of times to establish himself. The question arises as to how many times. School leaders, both male and female, actually enter schools very few times before assuming leadership positions. It was not anticipated that school leaders that are personal influence leaders would show a higher percentage entering fewer times than the school leaders that are not personal influence leaders. The school leaders that are personal influence leaders are very much like the non- leaders although non-leaders show an even higher percentage entering very few or no times per year. The data presented in Table 14 and Figure 14 leads to the conclusion that the school leaders that are personal influence leaders occupy a middle position between non- leaders and school leaders that are not personal influence leaders in the number of times they enter school each year. One can hypothesize that the personal influence leaders have more interests than the school leaders that spend more of their time at the schools but who are not per- sonal influence leaders. However, the very important point made here is that one who is a school leader does not become a personal influence leader by virtue of high attendance frequency. It may be that selectivity of attendance is more 138 TABLE 1n YEARLY SCHOOL ENTERING SCHOOL LEADERS -- PERSONAL INFLUENCE LEADERS -- NON-SCHOOL LEADERS -- BY SEX.AND CENSUS TRACTS CT 29 31 35 41 TIMES NOT ARE NOT ARE NOT ARE NOT ARE ENTERED PIL PIL PIL PIL PIL PIL PIL PIL FEMALE SCHOOL LEADERS ‘— 15 1 3507 30- 9 21.4 a. U) N O\ o no. N N H O\ o N O o llllllllllONO-{r H o O IIIIOHIIOHIION kHlllnnlllmmw O mmlllulnlalum [-1 o O lelnnllllmNum F GDNIIIIIII |-' O O UK 0 v N [..: O p N MMESQMELMMES F 1 1 33.3 33.3 1 33.3 ..1 ..1 o H N N O llllllllllt\)t\)l'-'l-'I H \O 00 0 4i m H m 0 O IIIIIIIIIIHHmm ..1 (I) O llllllNNllll-P’Ul Illlllllllllll lllllllllll HHIIIIIIIII—‘I—‘NN v N U \0 o |-’ H I I ..: \O \0 139 TABLE 14--Continued W CT 29 31 35 #1 29 31 35 41 TIMES F F F F M M M M ENTERED NL NL NL NL NL NL NL NL NON-SCHOOL LEADERS 0-25 5 23 74 o - 9 43 49 % 83.3 85.2 79.6 81.4 - 100.0 87.8 87.5 26-50 - 2 10 8 1 - 2 2 z - 7.8 10.8 9.3 100.0 - 5.1 3.6 51-75 - - 3 - - - - - fl - - 3.2 - - - - - 76-100 - 1 - - - - 1 2 - 3.7 - - - - 2.0 3.6 101-125 - - - - - - - - 35525-15. I I I I. Z I I 2 150+ 1 1 6 8 - Z 3 3 gT 1607 307 605 903 ’ ' 601 504 TOTAL (D) 6 27 93 86 1 9 49 U1 0\ 1h0 omfifidpfloollfia mqmda 0 HGE N" S Dawsom n m acumen Hoocom n Am avowed Hoosomtzoz n dz nonmsHaoson ommpnmonom n n poops mdmaoo n 90 season monosHysH Hmsomnom n QHm mNn N: am nHH OHN SH HH mN ms mqaaoa m.o m.s m.a N.m m.N n H.m m.o m.m a NN N m m 0H u H N : +omw u u u u u u u : a omHumNH n :.N u u a u u m.m : a u H u u a u 1 H u mNHuHOH N.H m.: u o.N m.o m.:H n u a m a N u m H N u u n 00HuwN m.o s.N u n :.H u u m.m u N m H u u m n u H : mNuHm N.N m.HH o.Nm .s m.m H.N :.ms a.mH m.sm a mN . m ON ON H m E mH omnoN a.mm a.ma a.mm N.NN m.om m.mN e.ms o.mm a.mm m HNN Hm mN HOH ONH HH m 0N EN mNno qu qu gem. qu HHm qu nammazm mme aoz Ema 902 mm« 902 mmsHa qz gm am 42 az am am am gm sea sea gem a a a a m a 141 YEARLY SCHOOL ENTERING C.T. 29 F' F' F M M M ARSJ—NL. ARSLNL. 0-" no 60 [00 ARSI—NL 0.. 0 F18- l'fiw-Yea'rly School Entering (Times Per Year). ..1 ...II. .I. .III . 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Am... .--M.III.:I-I.“: 1 _ “- - u . . .-.- - - - “-.. _ _ - -. .A U h . _ I- II.... - .I: . . _ I _ _ u . , H II . . _ . w. III] III.- II II I. _ . n I.- 4. _- 1| 4!.” .I. -III . H _ . _ I . - _ . a. . _ _ IJIlIIII I .l I u . u _ _ w? _ -. ..- . I. --:. .. _ 1 ...- , . ---_-- .-.: - ... .. _ . _ a" _ u . I _ . _ 1 - 1 - . t —. I . . . . . . III III-L .l.rol.|. . . . I . I ‘ h I I I . u . . ... _ a I.I-.I|. _ I ..._ l. I I. . _ —- . A _. ...II - -— -_ a u” IIL IIIIII- _- .. .Il" , _ I“ I. _ . I.— ...II I - m . _ II. I. a.- . _ . . . II .I - . . . a I...- .-.- --I . . N I. -.._-.I- I _ . - -,II. III-1 N 1 u - . ..1 o | ..IIII. . . I . 1 . 1 I I .I . . n , . M. . ---. -- L n . -. t 1 H - - - . ..- . . A. m _ . n I Iflr .IIII _ 1 h . .I- .- w .-l- 1 , I .I- I . I I-.. O _ __ -.. .. . . . . - . _ _ . _ . . _ .1 a . . _ .I - . A m m - ..1- |.III I- H _ _ - J. _ _ . .T- ... _ . . 0 - . . . I- .I. -n-I _ _ . .. . . I. . I\-- I . _ n _ . .7 I . . m w- .- w: . u . _ I. -l .. ...».....I... n . I. - I. L . _ I . . . II I!- . . _ . _ . . u . _ . . I. I I _ 1 I . . . I- II. II I ... _ 1 . . _ III II I II. . _ .- - . . . - .- .-. H _ 4. . 1’42 YEARLY SCHOOL ENTERING C.T. 31. l" I" F' ;" “~' M M M A 2.x As. A Si..NL..—' - AI-.R$L_Nl_f-~ :SLN L. 000.00.... cocoon... . - - no... » o o . . , -NOOOIOO.IIO“ ... ”owcuooooo 'I O O 000- C I. - 000 000 - - col... .- 00". oo- -- on a o 00- o I. I O <“ O 0 “no. -- O a... .. » - - 0 o - » . - 0.0... O 4 . - 00.0. no... .0. to . ~- 0 0 .- .v ...-00 -: o... o. O . o . .. -. . ' O o a I U 0 O o 0 c O o 60 K) 0 F180 1“. --Cont1nu0d. .0 , .. . - ‘1 q - . vow. ) A \Q 9. a \Li 1 . a -‘\_ .‘ '1 v-.. . - .1 r .- .0 I .yi .' l . , ..> ., .. , I 1...? j . .. »~..--.-. ... :..:- Alf}: .‘ z ‘1 . . 3 ‘ e.- ,.‘4 , -_ "- ,\ .--‘ I . . ’ 'I. CC In 1“. 143 YEARLY SCHOOL ENTERING C.T.: 35 F F F' M M M 00 on oooooooooooooooooooo o oooooooooooooo a... go. on. 9." 0 0.. O O OGIOO'OQO ' O too-000. to. . Q'I'IOOCQ I. .00.... o n 000000.. 0 0'. t ..... a. I. oo- 0 o 0-0 I. 00000... ' - - I. «to... cocooocooc .- .0... I I I c not. to a. o... no“... 00 "I O O 20 «.0000... o. no..." .“O... .0... .0 .0“... CI. 0... O O o u 0- 4o... .. . 60......” .... ... .. BO IOO ' ... .. . '20 I40 liéaoouoour we- no. ov‘u‘ no. - - I m Fig. 1“. «Continued. v.1.lA‘I JII. ‘I- I‘. ‘l -.;l I). . 'fi J. .N . . n. 4 . _ I . _ . , . . _ I II¢ .VIII I| . It on a. O . r o. . u n n o a. J N I D .I . ” o _ I. ~ . . ._ I ‘ ...? I 1 I . n p _ _ . . _ . _ u . ‘ I. l.| .— ‘ . . .....Qo ¢I . O I a mOI ... ... a u M. D. . ...: n V D u . . . u . .p . .4 4 .. n .39 . w _ I v . o . . u . . I 1 .II ..- .I _ u . . . . . 7 I" l . I u . _ 9 . ..- _. II.I I: . l . o. . . I I .I l . 3;... II. . . . v.1-num.‘ F v I I E II. I I. n u u a a I 0 n o ... v 7 O i I ’ u . . n, - a n . o v V V. ‘ 051 In I. I l l. ‘ ¢ . . . a . . o. , M _ t . . . I 1.0.0 In I III .K. C l - I o. _ . . 0.. ..o c 0.... u. ...... . ... o a u. a a u a... u o _I O a .l Irv. u .- ._ .. . . v av II , i . I I y . g . I. .. _ . — . . n w . . , . ..:..x. v I D . . . ... d I a . I o , Ir In I ..1 n . ,. . .. . I _ . . u . I . I . . . . lb .TZ II .I.I.II .' .l ITIIA . at. . _ _ u n. , . . , . .4 I.I| In! 0 . . .l'ul, "UII . , _ I1I..!.VI-I . . _ . . . ..II 1 iv] ' I i I ‘ ‘ I .-.2'_L_._—_L_....l_ r —--—.—_ —-.--...L—‘ .bsnulinoO--.¢I .alfi I 11m YEARLY i‘SC‘HOOL ENTERING 0112‘ 35 O. I D o. .. ... on o. o. u o. O. .050 90. '00 on. 0 0.0000009...” coo-co ”OI...- I'ovo on o. 0 0-0.... to. O... o 0 2° nob-0...... C. 000.00.... ”...... OI. .- 0...... 00 o 0.0 0 o o a 0. 0. 40 ton Ob. , a 60' . IOO “‘ a. o I40 guano“..... .... . “0...“. MORE P13. 14. «Continued . s: I a 2 E I o ... 4. .. .. 4. .. _ .I I III. I . ... 4.4 «In ... «4.4 “I. _ 4.. . c . . w 0 . I... . . .. u. . . I . . . . 4" .. .4 .u . . . u. . H . . _ II I.”I.J I . I .I .. . II III. M II. ..I I. . I II. I ..I. ..I III III. I IIIr . . ...IoI . I. III.I I n . a u . _ I. . . _ .. I. 4.1.. u _ In- . » . I. n _ I. . . m I . . . _ _. H. ,"I _ .u. I . . .u _. . ..II.. . .4... I. . I J .w. . T . ....I _.I IHIII .II. .. II . ILLHITI «. I .1.. I.I A... . .. . . ..u. _ .U .n ..I .. _ ... .. . .... u . .4 “n. . .4... III . . _ A. . . . u T _ . . .. . _. 4 . n .m . —. . . . .4 . lull—IIIJ- .wl ... I n .I. I.. :... . .. I .II .. . .Ir.|I.I _ ~I . . .. III... I. . I . .. .. . . ”II . . . I. . 9 u I2. I . ... n n a .H . . “H . ..4 I“ . ... IIJI .“ 91.. I... . IIIIW . _ I91. ..II.I _I .III II: III I I.” . . . , . _ . n .. . . . .. .. .n . I 4 ..IIIIIIIIIIIII.IIIIII.IIm.I IIM.I.I.|I I . . I _ _ _ If h .4 W b “I . *I u 0 M . .Mm. N.h._ . _ .... ..n :.. “4.“ m . ..v .. .I I.. I. .n... .... .. I. ... .1": I _ I. I.--“ -. .I M _ . . . _ O H .. . .. . . . . . . ..I 1.4..-. II. .1., -IILIII . :_ .9 ._ _. . . ..I .._:; .94. _ 4.. -...9 I. 4|-.III:I.4II.... . III-.- III}. I. .I. II.--|III .IIII . . . . . . . I .VHI . u . U I _ . ._ . . . ..- .I- I. . ..1 u _ _ . _ _ _ n . _ m . . ”I T t .9 m ..A n _ . u... ,_I . .7... .H .... . . Int 1.4. ”I. f III M .anul . u . u . . . u . . . . . _ I fiIIIIf l I I . I... I III .. II: II .. II.IIII + . . n . _ _ . .{d “.I— . . 4 . III I. I. .I _I I.II.4I. ..IIi IIIII..IIJII1.II ..... ...I" I .I o I._..: 0 fl. . . . . . . _ . _. . I .. . . . . . .. ..... . H .. . . . _ n _ . . . m .. _ . . . ”Sh _ u .I . ....I . I45.“ I h I . . I _I I IIILAI‘. I m ._ . _ _ _ w . .n n . . I . .. I....I . ..., .. -. I. III .-..-- I .II .-I In IIIIHIII II......-.I .. . , 74...... ......m.. I. . _. _ .. . _M -.- L -. .. .. . . . . . _ . _ H _ . _I . . n .. u : 4.. . .. .h -- -u I... . .. - -. .. ._ r .. TI. . a n . . . .. . . . m I- 4 .I..... In ...: . . . . _ . . . . . . . . I . I . III. I ..I I14. I I III . Il- IT I I... II I III . IIIII . (I . I . . y l' I I l I II I -I' I. 3... a... m . H u _ J ... . . . . ”I _ . - . . . _ I . .-- III .I .. .. . . .I . . . .u . . .... . .. I .-.. I. . I . . . I . . I.I .. I I I I I I .I 4 J.. . U n . . . .. . . I. . _ u . . . ..g . .4. . _ . . . . . . .... 4.4.." .u . . w. I. I .3 -.. I I. .I . . a .I - II . 1...! I .. . .. . .. . I . . .- . ..I :... n . . . n . . u '7' I. I I I I I . _ - “.... . . _ . N . I" I . . _ I "u. r n. . _ . U u I. ..I III. .I .a n» 4 ..nI ..I... I I II II I I. I. I I .II I. I. I u. I w. . . I u. . . I ImI II . J . . . . . 9. . n .. u n n . . I I I . I.. . 5. I I I _ ..I I . A. .. I... I: I. . . I I... I _ I . ”I . . . .I I II .. I r . I...I I. I II I. .I.. .9-.. . £ .. u o n . . . r .. .. u . I ...I. . . _ .. . _ u u . . . . ... . . I_. . - I... - I I . .- . m _ h . . _ . . . . m n . .. _ I I . I .. . I. ... ...... I n I. I . I . . . 4 . I . If. . . . .. I t . .I . . I. . . . . u 4 . . . _ . . I-.. I .I.IIIII .I. .. ..I... If ....... ..I . . . n 4 4 a . . I II 1 I I III I . I I III I I . I I. O .I II II II 'I I I III . H I . . . _ _ . . . I... u . . I u . . . . . . . . . . . I .. _ . . . . . . _ . I H rlfIL IIIPII III .rIIIlIII IIIL'LlIlIlIII III I _ I» I, ‘IIrII I I I - - 145 WRRH‘ SQHOOL EIHIVEEINIGI CIT III I- e F I I' F F uuomwcoouuo-OOODo-oc u 0 con ooab‘n‘o sour o‘tovooiuooo o. . . .. 0 a,“ o onwv' DWI I - o . I . o I ‘ v ' or I . . . . . o c u on a no I on on” - I .9 0' on o O. O. O. I. to O. I O C 0 0.0000000 " no. on... 60 80 IOO [20 gno Ion-no.9... 00- 00“. «0 MORE F180 1‘. -‘Cout1med. ....o‘ ugh“ ..1. II‘N ::..OO ..::3' .0 to 60 IOO' P18. 146 EARLY SCHOOL ENTERING 3‘ CLT 4| 1“. —Cont1m19d. Ill , . ' A. n l‘ I. § O ‘ Lu . x ‘u 4 . . u I. u ', . t . _ . .. t f A v 3. A‘ d X. . . .0 _ . w... t. . ., a I. I . I. I tout}! 1“! I! \§. v5 1347 YEARLY SCHOOL ENTERING CI 4| 4c»- 80' I00. 120 [50 .......... «no ' ‘ ’ ’ '0. ...... ‘0... OR MORE Fig. 14.--Cont1nued. . to» .< I.‘ 4 (it ~.._’ ‘l ‘0.“ 148 important. Data cited previously leads to this same con- clusion. Self-Improvement It is assumed that individuals that are school leaders and personal influence leaders are more mentally aggressive and desirous of new knowledge since they are, presumably, in part at least, chosen for their knowledge. Female school leaders, both those that are and are not personal influence leaders tend to have the same educa- tional desire since they tend to choose the same course titles most frequently (Table 15 and Figure 15). There is a tendency to choose courses of the homemaking type, such as sewing or cooking. Somewhat less than ten percent of the female school leaders indicated they wanted no further edu- cation of any type. However, the course choices are rather well spread over the seventy-five course choices found in the survey indicating no really high homogeneity of course choice. Female non-leaders showed a definite tendency to avoid all further education. In the lowest socio-economic areas over fifty percent of the female non-leaders had no desire for further education of any type. However, females indicating they had no further desire for education declined with higher socio-economic census tracts, ranging downward to 26.5 percent. This is still over twice as high as the SCHOOL LEADERS -- PERSONAL INFLUENCE LEADERS -- 1h9 TABLE 15 EDUCATION DESIRED NON-SCHOOL LEADERS -- BY SEX AND CENSUS TRACTS _f-__ t CT 29 31 35 #1 NOT ARE NOT ARE NOT ARE NOT AEE PIL PIL PIL PIL PIL PIL PIL PIL FEMALE SCHOOL LEADERS C/N 10/1 -/- 1/1 -/- 45/7 45/4 43/2 45/2 50.0 - 10.0 - 15.9 9.1 7.u 7.# C/N 65/1 -/- 6/1 -/- 62/3 62/3 62/2 62/2 50.0 " 10.0 " 6.8 6.8 7.4 7.4 C N -/- -/- 25/1 -/- 6/2 6/2 67/2 6/1 "’ "' 10.0 "" L*.5 4.5 7.4 3.7 c/N -/- -/- 27/1 -/- 11/2 22/2 73/2 11/1 % - ' 1000 ‘ “O5 05 704 307 C/N -/- -/- -/- 36/1 23/- 5/1 h5/1 19/1 - - - 10.0 - 2.3 3.7 3.7 C/N -/- -/- 39/1 -/- 27/1 11/1 61/1 20/1 _ - 10.0 - 2.3 203 307 307 C/N -/- -/- #5/1 -/- 29/2 17/1 -/- 29/1 - "' 10.0 " 4.5 2.3 - 3.7 C/N -/- -/- -/- 53/1 72/1 27/1 -/- #2/1 - - - 10.0 2.3 2.3 - 3.7 c/N -/- -/- -/- 62/1 -/- 42/1 -/- 61/1 - - - 10.0 - 2.3 - 3.7 C N -/- -/- -/- 66/1 -/— 72/1 -/- 6u/1 "' "' "' 10.0 - 2.3 '- 3.? CT TOTAL (D)* 10 an 27 MALE SCHOOL LEADERS C/N #5/2 -/- 45/2 #5/1 45/2 #5/4 45/2 21/3 % 100.0 " 6607 3303 16.7 3303 22.2 3303 C/N - - -/- - - -/- 1/1 11/ #0/1 7/1 % - - - - 8.3 8.3 11.1 11.1 C/N -/- -/- -/- -/- 27/1 39/ -/- 27/1 % - - - - 8.3 8.3 - 11.1 C/N -/- -/- -/- -/- 53/1 71/1 -/- 75/1 z - - - - 8.3 8.3 - 11.1 CT TOTAL (D)* 3 12 9 150 TABLE 15--Continued L *— Lr _r CT 29 31 35 41 29 31 35 41 F F F F M M M M NL NL NL NL NL NL NL NL NON-SCHOOL LEADERS. ...._.. ..... C/N 45/4 “5/11 45/36 45/22 45/1 45/5 “5/33 “5/27 % 57. 2 40.7 36.0 26.5 100.0 55.6 64 .7 22.6 C/N 12/1 6/3 62/10 62/12 -/- 6/1 72/4 39/5 % l4. 3 11.1 10.0 14.5 - 11.1 7.8 8.2 C/N 17/1 25/2 36/7 61/7 ‘ -/— 12/1 6/2 1/2 2 14.3 7. 4 7.0 8.4 - 11. 1 3 9 3.3 C/N 29/1 62/2 6/6 6/6 -/— 16/1 40/2 40/2 2 14.3 7.4 6.0 7.2 - 11. 1 3.3 C/N -/- -/- 61/6 1/3 -/- 39/1 50/2 59/2 % - - 6.0 3.6 - 11.1 3.9 3.3 C/N -/- -/- 72/4 17/3 -/- ._,_ -/- 72/2 2 - - 4.0 3.6 - - - 3.3 c N -/- -/- 27/3 12/2 -/- -/- -/- -/- - - 3.0 2.4 - - - .- C/N -/- -/- 32/3 22/2 -/- -/- -/- -/- % - - 3.0 2.4 ' - - - - c/N -/- -/- - - 27/2 -/- -/- -/- -/- z - .. - 2.4 - - . .. g/N -/- -/- -/- 33/3 -/- -/- -/- -/- g/N -/- -/- -/- BE/E -/- -/- -/- -/- C/N -/- -/- -/- 39/2 -/- -/- -/- -/- % - - - 2.4 - - - - CT TOTAL D 7 27 100 83 l 9 51 61 PIL = Personal Influence Leader CT = Census Tract C = Education Desired Code Number (See Apprendix I). N = Number of Respondents NL = Non-School Leader F = Female M = Male D = Percentage Denominator (Only outstanding cases shown for N's. See Figure 15 for complete distribution ll!!! 151 EDUCATIONTDES‘ILRE G; T 2 ‘9 F' NA A] an ARSLNL :ARSLNL 20 40" 40" «c 0.000.... 313,-. EDUCATION DESIRE C.Tl 3! M M M SLNL ARSLNL. 0 o o 0 0-00.“. 0. - t O 1 1 to... a t O I 00. o o 0.000 0 000- o 0‘ n no a o a o I O I C o D o O O. .0. O I. I 0' o o O o I o I O O I o to. a O. a . 1 - 1 ”...”..DO 00.....- 00. to... I u o o c o o O o o a” .0 O . O c o o O I O 15.--Education_Desire. See Appendix I for Codes. O l 1 -_-,.,.._......-d ."OA . L...__J_ -.. I L...‘ i I ‘I _., 8 ...-lo. I C . n O .l I". . . 1. ,- .— .- . ’7 .1 h. .l U I 3 0 III M a H II .II I. O ... _ _ — W U .. d ._ c - - ,. ,1- -wL: - -..--.- - u ._ A _ . 1. . -.|-.II1 . . m. _ I m... I - ... T. I film- IuI-II-I ...,- O. . m _ w ._ 1 n. :..-I _ _ _ _ i-H II... a . . . L _ H _ _ mu. u I.- ..I . II ... n I- ..I-Ill 60 w *- n m .73“ IL - . 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ILII'II 152 EDUCATION DESIRE : * c.1735 * F' F' - - A ‘ R s L. EDUCATION DESIRE CI 35 M A R SL 20. 4o” 60' 80 Fig. 15. «Continued. ....... oooooo .......... .....OOO“ ....0000000 O... .0. fill‘llllll'l'l'I II! c .. . a .4 -. ... m... m - . ) .III-II,... mdmIIIué. um haw-«n -.." .wpIm-.u-...a.. ....- ..II Jinx-I JquIJ-n-dI-Iq.I . «I. .q . . . u 4 n J- . WJII I.. I4 . .o ' I . I . . 4 ..., ..M act-Hr. ... . II Iw III%.III4..;I.IIII. . _ a _,, . ,... _ :Ifii -. In L - I l - --..-- ' I — " I | ‘_ _-' I - . -.- 1.- :...I ——-'-— I I I ' l I I -.; i "'...T.......... I I_ I .-i. I 1 I .- I- . I A I ' ,. I. .--“ ..: . I - I i I I ‘ I y I I I - I L44- --. I .3131 . p . . . H . _ , A 1 I .p . VI I I .-..III -II N. .... . _1-r U . x. . ..h . 7,- . . 4 ... r .... t. ._,. .7 _ , ._ ._ _fl ,n.__ ...c r,.I-.III “. .II. .I. IIIT . l I L Ir-l-III I 1.14.1. I .1.] «I I .Iqu-II I I I I. II.wIII.I. Ir. I m- .. L“. - . ,4 I C - . .. 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J H 4 I HI: H _ , _ n . . . . _. .. , . u 4 . . . . . n . ., . V. s . . . . Lax-...- . . - , _ .I . _ .- H...-. .LMU.“ _IL-I_.r .I...-T..I.I.-w..-TI_,-.r.-.-.-. . ..:-.p. .\ . _ . . IV . . . ,. . . 4 _ . . . r‘uv . . _ 4 4 . 4 m . _15. 4 _ “a . . . _ . u 4 _ . ... . . 4 HQ».- --... I I . .... I ..I o _- q. n u mun. on s . .fi ,n..-.:I-- I h . I TAI 4. - .0. . H «Ir-,- .IIq-. - o.- ..-o. .- I I. I- .- I.I .- . n . 0 . a on C u .0 . 4 . . _. _ . _ n . . 47-! 3 C u . . _ n . 4n . .3 4 . . . . u . ..-- .43 . u . .U ..:-M In.- - . . 4-. .. . n .- .4 AU ..I.- -4_ . . n . _ n-v ..I. 4 . A _ . . _ _ . u. ..I ’II. .I II. I I I I I I .- - II .I >- H I I n! I.- III - .tlr I. I I _ I..I L II w. I III.» 1.. II. .. I I II. I II I I I I I I a haul. Ora . . ~ E .4 . . 4' \d I. Q. - . In . . 75 . . ...: .. . I I . .- I - . .- . I - .I . I . -I I . I. .- - .I I I: I I . ... I I. . I . .I- I 1.4 .1.. . . . .-...I. . . . . a ,1..." . . a _. . .121 . . 4 . I“ . . - . - . . .4:— I _ . - . - - . - . 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In . . _ . . n . . u _ 4 . . . . 4 c . _ . . _ .. . . . _ I: .- .r . .- v . . w - I I . 4 _ .- .I _ , . . m -o - . . . . _ . . . 4 . _ . _ . . n - . . . . _ , . —vI.-..r I. - . - I III I .II .. -I I-,..II ..II- ...II,III.I. .-...III.. I ,. I - -- ...- . I. ..--..1. . . .I. {..I-III. —I .. . . _ . . . 4 . _ . . u _ - . w . 153 EDUCATIONDESIRE CI 35 R 60 ...... . . coo-omoouoooo 80 Fig. 15.--Cont1nued. on. to to... no... IIIII , J _ _ I I a... ...: .....I , 1;. T- «I ,II . . 'III'II' IOIIIIIII .I I III, IllIIIlI . 509 a O I . . . IIII .....u..I.wII‘I.IcIIoIJI..uII IJ-KIm "III _ II. J I.- I1 IImIIImIJ. Inn.“ ..ullI “..I .I .II II III..II . u .. . . . . _ u u a. . . . o c a u _ . .o . r . . . a o . . . _ I O O \ . A I I I a I I II I I I II. II I I . I II II mI IUIII I III I I r- I .. u N - H _ . n ~ _ . o _ u . s I . u u . . . .. . u. . I. I I J . _ . a I .I I , I J .A u . I I I _ . I _ . w . . . . I . fl . _ _ o . . w . . . _ . . IoIII I II I III .II.Il.I IIIIIIIIIII I III... I I II IJTIII IIIII III I IIIIII :4 III IInII I I . _ _ . _ , _ . , n , . _ u ‘ _ . , . I. . . : . I I I . I. . I I II” I. I U » I . u I m , . . u A n n I u m _ . _ . p _ . _ _ .IlI,I. .. III- I I: III II .II It. I. II II.I.+I|III. ...... IIIIIIIII I ....I I I III- I ~ 4 _ I IT M I _ _ I . n. _ . . . . . . , v . . I . I I .I1. I .IILI II VI I_II I .II . I. I u h . ; m . N h h . . u . _ fl . a _ . . . I III III I III. I I I I I II II III IIIII I :7 II.I III.I III. rII III! III II III. I '4 II fl — . . . III. — n A . V . I _ . . . . fi _ . . . , _ u . . U _ . V V I . .I H u .I.I . a. .I I .. I I m I . I .I. I Ir I .A. . I . . ~ . . . _ n . . . . _ ,I I “III m III I I I I I I I I IflIIIIIFI II III IIIIII.I II IIIIIII III.” IuIIIAI I I IIII. IIIIIIL . . . . . . . u I . w _ u I I . n . . c . _ u _ . I I c I III_. II I I I -I cl II~ wt. ..I fix? .m ..1. MI 0-. I o I. NI. .4 - .. n q I o o I . fl - c o o . . n a I . O u a _ .0 , o . u I I 5 I 4 u. I n i u _ . . . 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Oiltil 7 o o w , , 0‘ O ‘ ‘ . c o o n l l .t ‘ V} ... o - » ‘ It. on ‘ .- . . o o 8 z (to : 6o ‘ o o o o o C. . a v . o o n o u C. ”C. ..... I ... U .0 . a O. ......”C..”.' ......U..... o , . . a A. 1 C U o .. o . 3 annoy; 000.00.00.00 0 o . C . ‘ o o o c o 9 u .- bi o a I .0009 , u y . 0.0» O 0 30000.00 = not... 0 , O 0 a n 0 I. :- o 1 2' you. n .0. : D 22K). I no no. 7. :00 :0. f. :0 000- z 7 no :00 a ’ o. .0. a 00 o ,0 3 , .‘ _ ‘ I. o a you. o 0-. 000000. .IOOIII 4O .0. o o. 1 , , ,; o. o- n o It... a I I O I o o o I o t - C}. , nu o o o :0 :0 60:01.00... 1 to ‘ ‘ 0...... ‘ ‘ oooooonov'fioo“. ’ ‘ ' 0000 w ‘ " :..-0.050000 5 c o... ‘. f _, , q . 09 If . : ‘ ' r 3.. 3.. o. to O. O O EEC) Fig. 15.--Cont1nued. v ' ‘ 1 E) S J O 8 .Ju. a a ..V 3 _ x. H II II III. V I IV. II. . ; II C I 7.114% I ..m I.» .....d. ".I. "a n o . . a .I. .m. u .1.. u n. ..V m a. .u VV .u a." ..V. 0.2.4.3.“ dfllnI ndannVIIV...IJJV-Ja .VIIIIVIV. ~.. I.IIV.I.EV.I.«I... IV. _ V . u u . . .. . I . . I u . 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III I IIl.II I n. I 2 . H _ _ o._ n . . u" U . an n H n . VV 4" . V _ _ “I V V I II n H. . . I _ . H H ”a H V _ _ . H H , _ , . z . . H u. .. V H. I . a .1II. V . . V. V Vfi I V V V... VI I,_V I. H . . VVH -...-.VVV IV ”I I..,V I V.VI. .I.-. . d _ . . . H . _ H _ . . H . . .. V _ _ II .. _ . H V . . . u . _ . . . H. . . ._ h _ .V _ _ . II II I I. II I: l I III I I I III II I' _II III III. I . I . ~ , . _ . V. ., I V . . . I“ _ . . H II .ImtlI. V V. I ..II.IIIII|+I .VrI VI. V IIII IIIhI I IIIII Ivi I III IIIC IIIIL IVIIII “ V a . . . _ V V. H _ . . . . , V _ . . . . V . . . _ _ , _ , H . V. V . . V V. V V _ H . . . . . . - . V . _ . ”who. .uo.mc,.o.curu gnu“ m..flo.o..~ .aH. " . Q1. _ V ..I 1H,. VIHIV IHI “..I .1.-J V V VoV, V V I s I . I ,. III..I| VI. I V. I- IIIIII :V I. IL I II I VI.IVVrIVI. V II. F. -V IV....I. Ii II. II. V L NJ“ H . . u ..v _ .fiVl—‘J V 0 _ . o _ . a _ IHIIII J 3 V . . u _ C m V. _ . . ; V V. H . n . u n, V . ,VVVV , V _.V . V V VVIVV : . v . 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V ”V w I I... _ _ V V I A _ V I . V “I . I m I V_ _ , _ . u _ . _H .V J n mo. I.I a cl mic mo. .0 o I. .1; n I v. .0 m .0.- o | I II I I I I I IH I I. I V 1 V I o I I I V V. . I u c . I a V _ .. u . V , V . M .. u I V . u _ . n V H no . I H , Q I I. II . II I 0 I o I H a. I .IIIV.I I V VVVVuV I I .V .V. I . A: m. . V ,. _ n u . V . . . I- .u _ . ..Ifl u 4 . . , .. . . III V I I . I L V I I I I I V . I I II I I , u , H .I. u u H u v. I I I . o ....... rIIII I. ..I III .II II III- I. I , . . . HII I. III II VI..I III: . III... II II II. “IVIIIIIIVVI III. I...-.I VII LII: I ..IIIIIIIVIII .bernidnoO--.EI .EIH 155 school leaders and over three times higher than the school leaders that are personal influence leaders. About one-third of the male school leaders have no further desire for education, both those that are and are not personal influence leaders. The exception is those males in the highest socio-economic census tracts where per- centages decrease. 0f the male school leaders, including those that are personal influence leaders, that desired further education the course choices tended to be of the job upgrading or im- provement type, such as automation or electronics. In contrast to the male school leaders, the male non-leaders have a definite tendency, ranging up to 6#.7 percent of the male non-leaders in a census tract, to have no further desire for education of any sort. In this re- spect they are like female non-leaders where the lower the socio-economic status of an area the lower will be the de- sire for further education. In summation, about ten percent of the female school leaders and about one-third of the male school leaders in- dicated they had no wish for further education. Male and female non-leaders show a much greater tendency to desire no further education, with the males showing higher percentages than females. Non-leaders in higher socio-economic census tracts showed a greater desire for further education than those in lower socio-economic status areas. School leaders that are 156 personal influence leaders indicate a slightly greater ten- dency for further education than school leaders that are not personal influence leaders. Future researchers and educators may wish to par- ticularly note the relationships between socio-economic status and the desire for further education. CHAPTER VII MEASURING PERSONAL INFLUENCE The general plan for measuring personal influence was described in Chapter V. A three-phase approach consist- ing of sociometric analysis, key informants, and self- designation was used. The sociometric method consisted of finding out from whom peOple seek advice and information. The survey ques- tion design was discussed in Chapter V. Using cartographic techniques that may be called standard as well as those gained from several years of ex- perience, the author constructed a base map of over 5,000 housing units in three census tracts. These housing units are dimensionally and spatially correct, and the entire cartographic base is drawn to scale, thereby providing for horizontal interaction measurements. Every housing unit was addressed and the name of every occupant was catalogued according to the block where he resided, thereby providing a numerical locator system to transfer data to the cartographic base. The key informants, school principals and community school directors, supplied the names of school leaders. Each of the school leaders was plotted on the sociometric base map according to the housing unit where he resided. 157 158 The blocks where the school leaders lived became the prime survey blocks. The blocks contiguous to the school leader blocks were designated as the secondary survey pri- ority list. It must be recognized that this is an extremely large survey area for a single researcher, but it is a necessary one since there is great socio-economic diversity throughout the three census tracts, and earlier pilot sur- veys showed personal influence nominations overlapped census tract boundaries. In all, #2# individuals were surveyed, 105 males and 279 females, 74 female school leaders and 27 male school leaders for a total of 101 school leaders, 205 female non- leaders and 118 male non-leaders for a total of 323 non- leaders. No attempt was made to return to housing units where nobody was home since the size of the research area required constant survey progress. No particular time of day, evening, or weekend was assigned. It required nearly four months to complete the survey. Sociometric Analysis The personal influence items on the survey form were open-end questions allowing complete nomination freedom. Each personal influence nominee was located and plotted on the sociometric base map and the nominee's relationship to the reapondent was recorded. This technique was followed for both personal influence and self-detected leader nomina- tions 0 159 The resulting map showing the flow of personal in- fluence and self-detected leader nominations was called the ”PILF MAP", or Personal Influence Leader Flow Map. Analysis of this data showed five choice types, ”PILN' or Personal Influence Leader Identified--Nonrecipro- cating, ”PILS” or Personal Influence Leader Self Identified, ”PILV" or Personal Influence Leader--Verified, "PILAP or.“ Personal Influence Leader-~Alternating, and ”PILB” or Per-w sonal Influence Leader-~Reciprocal (Figure 16). A "PILN" or Personal Influence Leader Identified-- Nonreciprocating is a personal influence leader identified by one or more persons, but this individual does not see himself or others as personal influence leaders. A ”PILS” or Personal Influence Leader Self Identi- fied is an individual that sees himself as a personal influ- ence leader but does not see others, and is not designated by others, as a personal influence leader. A "PILS" is a self-detected leader but is not thought of as a leader by others. A ”PILV” or Personal Influence Leader--Verified is an individual identified as a personal influence leader and who sees himself as a personal influence leader of the nomi- nator. A ”PILV” is a self-detected leader who is seen as a leader by others. A ”PILA” or Personal Influence Leader-~Alternating was an individual that nominated a personal influence leader and also saw himself as a personal influence leader "GPILL SYMBOL “on. ‘ 0 Fig. 160 GPILL AND PILF MAP SYMBOLS PILF sgyBOL SYMBOL EXPLANATION' PILN--Personal Influence Leader 5'IdentifIEd--Nonreciprocating. A personal influence leader ident- ified by one or more persons, but :does not see himself or others as personal influence leaders. PILS-éPersonal Influence Leader §plf Identified. An individual 'sees himself as a personal in- .fluence leader, but does not see others, and is not designated by others, as a personal influence leader.. PILVe-Personal Influence Leader-- Verified. An individual is ident- ified as a personal influence lead- er, and sees himself as a personal influence leader of the nominator. PILA--Personal Influence Leader-- Alternating. An individual des-. ignates a personal influence lead- er, and also sees himself as a personal influence leader of the designee. ' - PILR--Personal Influence Leader-- Reciprocal. Two individuals see each other as personal influence leaders. SL--School Leader. An individual identified as a school leader by key informants. 16 --GPILL and PILF Map Symbols. The GPILL-- Generalized Personal Influence Leader Locator Map, and the PILF-~Personal Influence Leader Flow Map will be found in Appendix 11,, 161 of the nominee. A ”PILA” is a self-detected leader who also sees others as leaders but who is not nominated as a leader by others. A I'PILR" or Personal Influence Leader--Reciprocal is the case where two individuals see each other as personal influence leaders. The ”PILR” individuals see each other as leaders but do not see themselves as leaders. Each of the choice types pertain to this research, but there have been some rather noteworthy efforts by other researchers along these lines. Bjerstedt1 has suggested the term "relational plurels" instead of ”choice types" for these kinds of socicperceptual-sociopreferential categoriza- tions. His theories are rooted in ”truth-table” models and must be credited with the kind of methodological exactness that permits one to transfer his ideas to studies such as this research. Our function in this research is to validate the school-leader acting as a personal influence leader hypothe- sis. Therefore, we are concerned here with the detection of the personal influence leaders and have reduced the "choice types” to either personal influence or self-detected leaders. Psycho-sociological methodologists may wish to note the "choice-types” found here. Sociometric mappings have always suffered from com- plexity, and there is normally no simple method to simplify 1Ake BJerstedt, The Methodoloay of Preferential Sociometry (”Sociometry Monographs, No. 37; Lund, Sweden: University of Lund, 1956), pp. 77-87. 162 them. However, the "PILF Map" was converted to simple sym- bols, the flow arrows were removed, and a new, simplified, map called the “GPILL Map” or Generalized Personal Influence Leader Locator Map was constructed. This map accounts for all the personal influence leader types previously noted, and, in addition, plots the location of the school leaders. The ”GPILL Map” simplifies and shows the combina-. tions and locations of the various personal influence types. The flow of personal influence is more easily analyzed in tabular form. This information is presented in Table 16. Nomination Relationships A topic of central concern is the relationship of the personal influence leaders to the nominators. When a personal influence leader was nominated, the nominator was questioned as to the relationship to the individual. The same technique was applied to self-detected leaders when they were asked their relationship to the individual they believed they influenced. Upon completion of the survey, all nominations were analyzed. Personal influence leaders could be grouped into six categories. Self-detected leader relationships to those they believed they influenced could be grouped into the same six categories plus one additional category. The nomina- tions indicate some rather startling contrasts reflecting on contemporary urban society. First, it should be noted there are significant choice differences by individuals in different socio- 163 TABLE 16 INTERACTION BLOCKS-~ALL RESPONDENTS AVERAGE DISTANCE BETWEEN INTERACTION BLOCKS -- MEAN DEVIATION VALUE OF HOUSING UNIT MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 15 29 26 ...-.. 51 #1 --- 3h 29 14 -h500 110 35 --- 35 29 1 —4500 58 29 --- 10 31 1 - 250 13 31 - #00 13 31 13 - 400 13 31 - #00 36 n1 - 100 115 35 +1550 14 31 22 - 400 86 35 - 100 15 31 12 - 100 54 35 - #50 19 31 9 + 500 27 35 - 550 55 35 + 150 96 35 +1A50 111 35 +1650 20 31 16 --- 1o 35 - 500 26 31 15 --- 77 35 - 200 28 31 16 - #00 77 35 - 200 164 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 34 31 5 - 150 20 35 - 550 35 31 11 - 300 36 31 - 350 86 35 - 100 87 35 - 150 36 31 7 - 350 35 31 - 300 28 31 - 350 31 - 300 44 31 + 450 28 35 - 550 31 35 - 500 62 35 - 400 97 35 +1450 111 35 +1650 3 41 --- 37 31 12 - 200 41 31 - 5o 31 41 + 550 37 41 - 300 4o 31 10 - 300 41 31 - 50 28 35 - 550 31 41 + 550 51 41 --- 41 31 5 - 50 23 31 - 200 31 - 300 20 35 - 550 42 35 - 550 125 41 - 450 44 31 4 + 450 36 31 - - 350 44 31 + 450 45 31 + 600 165 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 20 35 - 550 86 35 - 100 45 31 1 + 600 44 31 + 450 47 31 10 - 500 54 35 - 450 7 41 + 700 3 35 9 - 700 63 35 - 350 67 35 - 50 125 41 - 50 9 35 8 - 600 20 31 --- 9 35 - 600 86 35 — 100 87 35 - 150 37 41 - 300 12 35 8 --- 86 35 - 100 13 35 5 - 750 28 35 - 50 4o 35 - oo 14 35 6 - 550 14 35 - 550 27 35 - 550 32 35 - 500 115 35 +1550 52 41 + 100 84 41 - 150 125 41 - 450 16 35 4 - 500 16 35 - 500 63 35 - 350 45 41 - 35o 166 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 20 35 6 - 550 34 31 - 150 41 31 - 50 20 35 - 550 41 35 - 600 4 35 - 500 2 32 ; 3’28 2 41 29 41 --- 105 41 - 500 24 35 7 - 550 27 35 - 550 68 35 - 300 95 35 + 950 26 35 3 - 550 27 35 - 550 86 35 - 100 27 35 - 550 14 35 - 550 26 35 - 550 27 35 - 550 28 35 - 550 32 35 - 500 5 35 - 550 0 35 - 400 55 35 + 150 10 41 --- 28 35 7 - 550 6 31 - 350 0 31 - 300 13 35 - 750 27 35 - 550 76 35 - 250 31 35 16 - 500 36 31 - 350 167 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 32 35 4 - 500 14 35 - 550 27 35 - 550 50 1 - 200 33 35 3 - 350 51 41 --- 35 35 3 - 550 27 35 - 550 37 35 2 - 350 40 35 - 400 “2 35 - 550 38 35 5 - 1P50 77 35 - 200 40 35 7 - 400 13 35 - 750 20 35 - 550 7 35 - 50 0 35 - 00 67 35 - 550 68 35 - 300 91 35 +1850 99 35 +1450 89 41 - 400 41 35 4 ' - 600 27 35 - 550 63 35 - 350 42 35 8 - 550 41 31 - 50 37 35 - 350 43 35 14 - 600 121 41 - 200 44 35 2 - 350 77 35 - 200 168 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN N0. TRACT IN BLOCKS THE CENSUS TRACT 45 35 5 - 500 20 35 - 550 45 35 - 500 87 35 - 150 91 35 +1850 51 35 12 - 150 52 41 + 100 54 35 6 - 450 15 31 - 100 6 31 — 350 7 31 - 500 20 35 - 550 54 35 - 450 55 35 + 150 86 35 - 100 112 35 - 600 4 41 --- 55 35 5 + 150 19 31 + 500 20 35 - 550 27 35 - 550 54 35 - 450 55 35 + 150 110 35 --- 115 35 . +1550 14 41 + 700 56 35 7 + 250 56 35 + 250 86 35 - 100 93 35 +2650 98 35 --- 112 35 - 600 88 41 - 550 60 35 12 - 200 169 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 61 35 13 - 350 110 35 --- 121 41 - 200 62 35 13 - 400 36 31 - 350 63 35 7 - 350 3 35 - 700 41 35 - 600 75 35 - 650 77 35 - 200 91 35 +1850 3 41 --- 24 41 + 700 67 35 8 - 550 3 35 - 700 40 35 - 400 95 5 + 950 79 1 - 250 117 41 - 600 68 35 3 - 300 24 35 - 50 40 35 - 00 68 35 - 300 69 35 - 400 69 35 1 - 400 68 35 - 300 70 35 6 - 300 77 35 - 200 75 35 1 - 650 63 35 - 350 76 35 6 - 250 28 35 - 550 170 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 77 35 6 — 200 12 35 . --- 26 35 - 550 44 35 - 350 63 35 - 350 70 35 - 300 77 35 - 200 78 35 - 150 80 35 - 150 86 35 - 100 113 35 --- 84 41 - 150 121 41 - 200 78 35 7 - 150 77 35 - 200 86 41 - 300 79 35 12 - 250) 50 41 - 200 89 41 - 400 80 35 9 - 150 77 35 - 200 86 5 - 100 29 1 --- 86 35 10 - 100 13 31 - 400 14 31 - 400 35 31 - 300 12 35 --- 26 35 - 550 54 35 - 450 56 35 + 250 77 35 - 200 86 35 - 100 87 35 - 150 91 35 +1850 92 35 +2650 108 35 +2350 171 TABLE 16--Cont1nued W MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN N0. TRACT IN BLOCKS THE CENSUS TRACT 68 41 - 150 88 41 - 550 87 35 9 - 150 9 35 - 600 20 35 - 550 28 35 - 550 45 35 - 500 54 35 - 450 86 35 - 100 37 41 - 300 91 35 5 +1850 40 35 - 400 4“ 35 - 350 63 35 - 350 77 35 - 200 86 35 - 100 92 35 12 +2650 86 35 - 100 121 41 — 200 93 35 3 +2650 56 35 + 250 95 35 8 + 950 20 35 - 550 56 35 + 250 67 35 - 550 95 35 + 950 96 35 +1450 99 35 +1450 104 35 +2250 111 35 +1650 112 35 - 600 4 41 --- 8 41 +1350 10 41 --- 96 35 9 +1450 19 31 + 500 172 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 95 35 + 950 111 35 +1650 9 41 +1450 47 41 --- 106 41 - 300 97 35 3 +1450 36 31 - 350 95 35 + 950 98 35 --- 110 35 --- 111 35 +1650 98 35 2 --- 56 35 + 250 97 35 +1950 98 35 --- 111 35 +1650 99 35 1 +1950 95 35 + 950 99 35 +1450 100 35 +1650 100 35 6 +1650 54 35 - 450 99 35 +1950 100 35 +1650 29 41 --- 104 35 13 +2250 95 35 + 950 108 35 9 +2350 86 35 - 100 108 35 +2350 115 35 +1550 7 41 + 700 37 41 - 300 109 35 17 +2650 84 41 - 150 173 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 110 35 8 --- 34 29 -4500 55 35 + 150 61 35 - 350 97 35 +1450 111 35 5 +1650 19 31 + 500 36 31 - 350 55 35 + 150 86 35 - 100 95 35 + 950 96 35 +1450 98 35 --- 111 35 +1650 112 35 7 - 600 54 35 - 450 55 35 + 150 56 5 + 250 37 1 - 300' 126 41 - 350 113 35 8 --- 27 35 - 550 77 35 - 200 7 41 + 700 114 35 8 + 50 56 35 + 250 30 41 + 150 115 35 10 +1550 14 35 - 550 2O 35 - 550 55 35 + 150 108 35 +2350 29 41 --- 3 41 10 --- 3% 3% - - 0 29 A .33.. 174 TABLE 16--Cont1nued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN N0. TRACT IN BLOCKS THE CENSUS TRACT 4 41 11 --- 20 35 - 550 54 35 - 450 95 35 + 950 37 41 - 300 5 41 1 + 750 6 41 + 850 6 41 5 + 850 44 31 + 450 5 41 + 750 6 41 + 850 7 41 + 700 29 41 --- 31 41 + 550 60 41 - 350 121 41 - 200 7 41 9 + 700 47 31 - 500 108 35 +2350 113 35 ...... 41 + 850 7 41 + 700 24 41 + 700 8 41 17 +1350 95 35 + 950 9 41 12 +1450 96 5 +1450 121 l - 200 10 41 12 --- 27 35 - 550 95 5 + 950 37 1 - 300 52 41 + 100 11 41 10 + 750 86 5 - 100 37 1 - 300 175 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN N0. TRACT IN BLOCKS THE CENSUS TRACT 14 41 8 ' + 700 55 35 ‘ + 150 31 41 + 550 22 41 8 --- 27 35 - 550 24 41 7 + 700 63 35 - 350 7 41 + 700 29 41 --- 29 41 9 --- 20 35 - 550 45 35 - 550 80 35 - 150 100 35 +1650 6 41 + 850 29 41 --- 37 41 - 300 30 41 13 + 150 114 35 + 50 31 41 5 + 550 37 31 - 200 6 41 + 850 14 41 + 700 37 41 - 300 33 41 2 + 100 29 41 --- 36 41 24 - 100 13 31 - 400 37 41 8 - 300 37 31 - 200 108 35 +2350 112 35 - 600 4 41 --- 10 41 --- 01 £11 01 176 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 11 41 + 750 29 41 --- 31 41 + 550 37 41 - 300 51 41 --- 85 41 - 250 121 41 - 200 45 41 7 - 350 16 35 - 500 47 41 20 --- 96 35 +1450 50 41 4 - 200 32 35 - 500 79 35 - 250 5O 41 - 200 51 41 --- 52 41 + 100 53 41 - 250 51 41 9 --- 15 29 --- 40 31 - 300 33 35 - 350 50 41 — 200 51 41 --- 52 41 + 100 52 41 5 + 100 14 35 - 550 51 35 - 150 10 41 --- 50 41 - 200 51 41 --- 52 41 + 100 124 41 - 300 53 41 1 - 250 54 41 - 300 82 41 - 5o 177 TABLE 16--Cont1nued r _- _1- T MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 54 41 1 - 300 53 41 - 250 60 41 7 - 350 6 41 + 850 64 41 5 -..- 123 41 - 300 68 41 13 - 150 86 35 - 100 79 41 4 " 25° 67 35 - 550 6 41 + 850 79 41 - 250 80 41 - 200 80 41 1 - 200 79 41 — 250 80 41 - 200 81 41 4 - 5o 84 41 - 150 82 41 1 - 50 53 41 - 250 84 41 9 - 150 14 35 - 550 77 35 - 200 109 35 +2650 81 41 — 50 85 41 8 - 250 37 41 - 300 86 41 12 - 300 78 35 - 150 88 41 9 - 550 56 35 + 250 86 35 - 100 178 TABLE 16--C0nt1nued A _.‘— MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN N0. TRACT IN BLOCKS THE CENSUS TRACT 89 41 5 - 400 40 35 - 400 79 35 - 250 37 41 - 300 89 41 - 400 118 41 --- 105 41 4 - 500 20 35 - 550 106 41 10 - 300 96 35 +1450 107 41 8 , - 350 77 35 - 200 117 41 2 - 600 14 35 - 550 118 41 1 --- 89 41 - 400 121 41 8 - 200 43 35 - 600 61 35 - 350 77 35 - 200 92 35 +2650 3 41 --- 6 41 + 850 9 41 +1450 37 41 - 300 121 41 - 200 126 41 - 350 12 41 5 - 300 6 41 --- 124 41 6 - 300 52 41 + 100 179 TABLE 16--Continued MEAN DEVIATION VALUE FOR APPROXIMATE ALL HOUSING UNITS IN THE MEAN DISTANCE BLOCK FROM THE MEAN VALUE BLOCK CENSUS BETWEEN BLOCKS OF ALL HOUSING UNITS IN NO. TRACT IN BLOCKS THE CENSUS TRACT 125 41 5 - 450 41 31 - 50 3 35 - 700 14 35 - 550 125 41 - 450 126 41 5 - 350 112 5 - 600 121 1 - 200 126 41 - 350 l LA ‘1 economic areas and by school leaders that are personal in- fluence leaders, school leaders that are not personal in- fluence leaders, and non-leaders. Personal Influence Leader Nominations When all respondents were considered, it was note- worthy that professional persons lead all nominations for personal influence leaders (Table 17). A synonym for professional person in contemporary society would be "eXpert.' These professional people were not chosen because they were outstanding citizens, although several were, rather they were chosen because they had valid information in some area of knowledge. These professional people were not only doctors, lawyers, or engineers that one normally thinks about, but they were landscape gardeners, 180 n.8H a.ma m.HN A.ma n.0H 6.HN o.ma a.ma S.mH o.aa ~.- «.ma 1 H.m u m «mm an mm on SH Sm Ema on on ma 8 m u a 1 z Amm>Ha¢qmm aozv mmommonz 1“ ‘ll a.om a.a~ a.mm m.om :.Nm m.am n.om o.m~ m.~m m.am a.m Htam a.a a.ma u m mo: noa ma oma ma mm mma as mm on a ma H m u z mm>Ha¢gmm oze ngzem m.m m.m o.ma 0.0H m.m a.ma S.m a.ma m.m e.a a.m m.om A.s n u m oma mm m: we a ma mm mm 8H m a m a u u 2 2mm? 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SS. . mH HH u .909 m.m m.m. m.N .H.m m.m m.o o.S H.S m.S m.H a.m u a.m u u m AS mH m mH m H mN m a N H u H u s z mmmsmozaoo m.H m.o H,N S,H N.H m.H m.o u m.N a.m u u u a u m AH H m m H N m u S S u u u u u z monamNHzmmmo HmonmmHmomm m.mm. m.SS m.mm S.oS m.mS a.mN m.mm H.NS m.Nm a.HS a.mm m.AN o.as a.Na u m amm amH mm mmN HS Hm mSN ooH mm mS mH NH OH m a z mzommmm Hmonmmmmomm Hz HHm HHN Hz HHN HHm Hz HHm HHm Hz HHm HHm Hz HHm HHm aoz mmm Hoz mmm aoz mmm aoz HHS eoz Hem Hm Hm Hm Hm Hm Hm Hm Hm Hm Hm HHS HS mm Hm mN so 182 TABLE 17--Continued PIL = Personal Influence Leader CT - Census Tract N = Number of ReSpondents SL = School Leader NL = Non-school leader dancing instructors, bridge instructors, music instructors, mechanics, photographers, or various kinds of teachers. The personal influence leaders tend to be those people that "know the answer" or whose everyday job it is to deal with problems of a particular type. These professional persons seem to be personal influence leaders whether they are serving in their professional capacity for a fee or whether they are simply a friend of the nominator. At the micro-community level, within the framework of everyday de- cisions, we find a departure from Floyd Hunter!s study2 where high level leadership came from the business-indus- trial-banking group with minor contributions from the pro- fessions, although professional persons as used here has the wider connotation of "expert.” However, it should be strongly noted there is a pro- fessional person selection strength difference when school leaders that are and are not personal influence leaders and individuals that are non-leaders are tabulated, and when socio-economic differences in census tracts are noted. School leaders that are not personal influence 2Floyd Hunter, Communit Power Structure (Chapel Hill: University of North Carolina Press, 19535. 183 leaders overwhelmingly nominate professional persons as per- sonal influence leaders. So, also, do non-leaders, although with slightly less frequency than school leaders that are not personal influence leaders. In contrast, school leaders that are personal influence leaders nominate family and relatives with only slightly less frequency than they nomi- nate professional persons. 3 provides insight for the reason indi- Alex Bavelas viduals tend to nominate ”eXpertS.” He notes that the modern trend in management has been to remove decisions from the realm of hunch and intuition and to depend on orderly research and analysis, implying the eXpertise rationale. We may be viewing the transference of this process from in- dustry to personal influence nomination. It was anticipated that professional persons would be least often nominated in the lowest socio-economic areas and.most often nominated in the highest socio-economic areas. There was a complete reversal of this hypothesis. As sOOiO-economic area status increased, frequency of pro- fessional nominations decreased. This ”inverse socio- economic status--professional person nomination ratio” assumes greater credence when it is noted that the personal influence choices were made from a total of 2,017 nomina- “tions. Next to professional persons the next leading nomi- 3Alex Bavelas, "Leadership: Man and Function," Administrative Science Quarterly, IV (March, 1962), 497. 184 nation type was the family and relatives group, accounting for about one-fourth of all nominations. There were not great differences in nomination percentages in the various census tracts. However, the school leaders that are per- sonal influence leaders tended to nominate family and rela- tives more frequently than school leaders that are not per- sonal influence leaders. Non-leaders also nominated family and relatives as personal influence leaders slightly more frequently than the school leaders that are not personal in- fluence leaders. The differences are not large and when all respondents in all census tracts are accounted for there is almost no difference between school leaders that are and are not personal influence leaders and individuals that are non- 1eaders in frequency of selecting family and relatives as personal influence leaders. Third in nomination frequency was neighbors, accounting for about one-fifth of all nominations. If we would consider ”neighbors" and "family and relatives" nomi- nations together, we would find that about one-half of all personal influence nominations do occur in the nominators immediate neighborhood. Non-leaders nominated neighbors less frequently than school leaders, and over all census tracts, school leaders that are personal influence leaders nominated neighbors more frequently than school leaders that are not personal influence leaders. Friends outside the survey area account for about one-tenth of all personal influence nominations. However, 185 overall, the school leaders that are personal influence leaders, tend to nominate friends outside the survey area more frequently than school leaders that are not personal influence leaders. In this respect non-leaders and school leaders that are not personal influence leaders are similar. Co-workers and professional organizations were occasionally listed as influence leaders, although the fre- . quency of nomination was so slight as to be negligible, accounting for less than five percent of all nominations. When all nominations are examined, several questions must be raised. Since only about one-fifth of all personal influence nominations were neighbors while about forty per- cent of the nominations were professional persons, are we witnessing the urban society where sociologists indicate neighbors tend to become strangers, and in contemporary society where individuals are known by the work they do are we becoming so technologically oriented that we increasingly seek the advice of the professional or expert in all phases of human activity? This research points in this direction. Furthermore, with increasing occupational Speciali- zation, how do we proceed to separate the specialists from the non-specialists, and how do we utilize the personal in- fluence skills of the professionals? Analyzing the data from another point of view, we find professional organiza- tions a very slight personal influence factor and it may well be that we are witnessing a transition to the educa- tional facilities of the nation, with the large numbers of 186 professional individuals found in educational institutions, as the most potent influencing force this nation has ever had. Self-Detected Leaders The corollary to the nominated personal influence leaders are the self-detected leaders. The same analysis techniques were used for both types of leaders. The school leaders that are personal influence leaders as well as self-detected leaders most often nomi- nated family and relatives as those whom they lead (Table 18). These individuals Showed the highest nomination per- centages in the poorest socio-economic status census tract and the lowest nomination percentages in the highest socio- economic status census tract. For school leaders that are personal influence leaders and self-detected leaders the higher the socio- economic status of an area the lower the frequency of nomi- nating family and relatives as those whom they lead. In contrast, the self-detected leaders that are school leaders but not personal influence leaders nominated family and relatives as those they led most frequently in the highest socio-economic area while the other areas had relatively similar but lower nomination frequencies. Both types of Self-detected leaders, the school leaders that are and are not personal influence leaders, most frequently chose family and relatives as those whom 187 m.SN H.mH m.AN N.ON m.mN m.MN m.mN H.mH N.NN N.NN m.mN m.mm 1 m.SH 1 NmH SN NS om OH MH mm mH mN SH m m 1 H 1 ll! 1" ZN Amm>Hqumm Bozv mmomMOHmz a.mN m.aS o.Nm m.NN m.mm m.AN m.mN S.mm m.mm N.NN m.mm a.mm o.OOH m.NS 1 a SmH ma mS mm mN mH mm mm AN SH a a m m 1 z mm>HH N 7 L... ......OI..”.OO.IOOQ .0... ... ..:.O 0.... 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N ”‘51L 0 00:000. 000 000000000 00000 000000 00 000000... N 71"1117‘4-‘11- o ::::: 00 -0 .00....0...“000.0.0. 35:00 IO 1 ‘. 1 . A A ‘71- ART ‘1 v“ ; w-l _: '1'1“ : " V 11 o :0:00::0:0 000000000000000000000000000000 000000000000000000000000000000 0 0. 000000. 00. 00000000 000'. 00 00000 0 i ._ 000 0 0 000000 0000000000 Fig. 17.--Continued. 9 H... 3 4.. r, “L H S .11.. . v .1 w ..1. .... H . ‘Il‘lfllllll‘lald-JJI‘IJWI .1 .1.¢I.Il0 I’ll] .5!“ ‘41.- .I 11!. u ...... ...-10.00. II'II .. M Jiufl-Illi mull! .1 qIJWII .. 0||Illu1t1lh1 {III I'll- Inludpdln I n A 0 I i n I .I n 1- ” . . .. .. . . . - 1. . . n. 1 . u m. .- . . u ,. . . . , ... _ ._ .. . A ... .1. .... . .. . n r n I o I ‘ _ . . n 1 «U ”7...... u. .- 9m r..\ 1II-1011. 1' .1 .17-- .1 1 L 1 , ji 1 -.....- ..-... w A“ 4 . _.'.;.. -L. . I...- .. . . H 1 l 1.. 19.1.. 0|. oll .. u _ . H m . . _ on. . ... . . H . _ 1" . . _ . A V I‘r0l' I I. l'u'nll . . _ . .1. 11111.... 111190 II-:.l1|.vl.l I l -.... .1.. .....- 1 .-... -l I 3 . I I . I 1 I. . ! . . F . ,.-.........:_..1. .. .... . . l l ....-.....__... 1 . _._.._ 1 1 ...-.1...— 199 or that they exert influence, where education is concerned. AS the highest self-identified leader index scores are approached, the school leaders begin to be more promi- nent than non-leaders. There are about three times as many school leaders as non-leaders scoring high on the self- identified leader index. School leaders that are personal influence leaders have a smaller percentage of low scores than other respon- dents. Restated, school leaders that are personal influence leaders tend to rate higher on the self-identified leader index than school leaders that are not personal influence leaders, or individuals that are non-leaders. It must be remembered that we are establishing self- identified leader index data within an educational context. For educational leadership or personal influence, the school leaders in general, and the school leaders_that are per- sonal influence leaders in particular, rank higher than non- leaders. This is as anticipated. However, it will be recalled that for activities not specifically directed toward education, the non-leaders had the highest frequency of self-detected leader nomination. It is not that non-leaders do not see themselves as leaders, or having leadership competency, rather they do not have much to do with schools or education, preferring to direct their energies in other directions. In contrast, the school leaders indicate higher leadership or personal influence competency where education is concerned. 200 School Leaders That Are Pergggal Influence Leaders Up to this point we have been discussing the school leaders that are and are not personal influence leaders and contrasting them with non-leaders. We have not, however, indicated how the school leaders that are personal influence leaders were ascertained. At first thought it would appear the exposition is the reverse of logical presentation sequence. However, when one visualizes the complexity of human interaction it is often simpler, and clearer, to view the effects then search for the causes. This complexity is pointed out in Figure 18 where the cyclic nature of the human interaction process can be visualized. We have arrived at the end of the interaction cycle which is, in fact, the beginning. When the survey results were tabulated it was found that a significant number of school leaders had been nomi- nated as personal influence leaders (Table 20). In con- trast, very few school leaders were nominated by self— detected leaders (Table 21). When school leaders that are personal influence leaders and their nominators are analyzed several signifi- cant trends are noted (Table 20). Interaction between the school leaders and those that nominate them as personal in- fluence leaders usually occur within their mutual block, or in a contiguous block. With much less frequency the inter- PERSONAL IMO! ANALYSIS NAPS V V LL HAP PIP HAP (Par-om Innuoneo Plow) 11112011 P nonal (Gen Influ0ncc 1.00401' Loo-tar) INDI CA‘I'XNO PIL! (Plnmnl Influcnu 01- Manual-- ”maul-outing) 911.500me 1.0040: 3011' detinod) PILV (Pot-00041 Innunco L0040r—- nod) PILL (POI-00ml m1 11.300 Laura-Alternating) nu (roman 1mm tulip-40013110001 ) 8!. (School L0040r) ANLTS SCHOOLS IN SURVEY AREA K EY I NPORHANTS connufin season magmas SCHOOL PRINCIPAL-3 KEY INFORNANT SCHOOL LEADERS ’ PERSONAL 1mm LEADER H' .-:-1 n1 SUBSTANTIATING THE “Formats conunity that has a V PRIMARY CONSIDERATION If the hypothe-il in correct then any be signific Int 0 data tha in rela- tivcly 010910 to oollcct and 68 201 Threc Toonniquea May 50 U004 KEY INFORNANT TEENIQUES W SELF-DETECTI CN TSCRNI QUES OR SOCIOHETRI C 0301 CE EVEN-NUMBER QUESTIONS ODD-NUMBER QUESTIONS V SELF-DETECTED LEADER INDEX (SCORE) SOCIAL morn: 31'ch _ __ ._ ...__ __.__..__ ...- - ,... -----1--- :xz-_-..r_ =“H.:."_ mu»..- ..-. ..-—...... -_ ..,.....-..-.-.......- Ilnxvmuu. SOCIAL um. (15.0.9) 3:: lumen-non (2.8.9) up: crew (3.7) mm STATUS (12.16) mum SOCIAL (15_8,9,10,11) LOCALSIH (5.6) ms 1mm moans: (13.14) SCHOOL panama (17) 5x11 zunomxmr (12‘) V 1 arr-1 :...1- “man .u: PERSON RESPONDEH‘ BELIEVES JDULD DESI‘JNATE RIM AS A PERSONAL INFLUENCE LEADER # P _ BOOK 03 OTHER EXPER‘HCB ATERIAL "will“ II- a; a! 11: 511 115 Hi i a 1 . I . .1 . i n E I a E 9 I E u .. __— mflmmunmS-mn—m—u1 ’- __— mmu-n wnmnnm—wmuu-m 1n '_—___ munmmmnmmvmw—uu nmuum-m—v mu mum-um— -my-mu-su-u-n—n: gun‘s—1‘1 Mwnur-v ”m “may“: unwmxfi ununummu mus-mysmm.w..mmnumvmnmuunw Mun-lump: ”13!! F “El” Fl 1" H Fi!“ "I a: 11?: Hi 133E xi u; H- iI All .‘1 ;'~‘ RESPONDE'TS V V W V V A TO 5 CATEGORIES A - FRIED-dun IN SURVEY — AREA "mama — n U I I OO-VORIER-ONOT IN SURVEY— AREA D - (to-HOMER IN SURVEY AREA—— [1 - PROPBSIONLL PERSON c1 - RELATIVE--111 SURVEY ABBA LUD FE DAUGHTER. H - BEMTIW- NOT IN SURVEY iRRA--KXCLUD DIN GEUSBAND HOTHBR.§A1HKR. 141 F5 1 DAUGHTER, SON I - SIBLING—-IN SURVEY AREA J - SIRLING—-NOT IN SURVEY AREA K - HUSWIN SURVEY AREA 2. :- UIPE—-IN SURVEY AREA M ‘ MOTHER--IN SURVEY AREA :1 ,. MOTHER—-NOT IN SURVEY AREA 0 I“ FATHER—-IN SURVEY AREA P l FATHER—410T IN SURVEY AREA III |||| M Q S p jFasSIONAL ORSANIZA- ‘4' THAT DESI GNATES 1? w AP ENENT D‘Il HELLER IN SAME HULL‘IPKB DWELLING zmusuc can-cm'wx can Duns, Are the choices an indica- tion of, A personal influonoe loader or neighborlirmu or V NEIGHBORIJ NESS INDEX (SCORE 1mm PERSONAL INPLUECE LEADER DESIGNATED BY RESPONDBVT FRIENDS (NOT IN "SURVEY AREA) FLNIL‘.’ AND RELATIVES NEIGHBORS PROFESSIONAL PERSONS "F‘ESSIONAL ORGANIZATIONS CO-‘IIORKERS B! NUHBER AND/OR MOUNT HIE ALL PLUHEING FACILITIES WITH ALL PLUMBING FACILITIES mm DEVIATIW PRO! AVERAGE 3.533113 DATA BY BLOCK V BY PERCENT $ SOUND HOUSING UNITS LACKING 30143 OR ALL PLUMBING e FACILITIES DETERIORATING HOUSING UNITS GSONE PLUMBING LACK Herman, m nvm LAGIING FLUSH TOILET W101 DILAPXDAI’RD HOUSING UNITS OWNER OCCUPIED HOUSING UNITS mm 0! ROOMS DEVIATION: VALUE OF ALL NNRR OCCUPIE PRO! AVERAGI NUN EOUSIléG-fi‘ls IN ENTIRE IN ALL OWEN OCCUPIED HOUSING. TRACT . UNITS IN ENTIRE CENSUS TRACT mLLAR DEVIATION no: Am CONTRACT am P 0 4H. RENTAL UNITS IN INTI“ ensue TEAM $ ENTER OCCUPIE HOUSING UNITS V V NUMBER 0? ROOIS BBDEgILTION P30! AWN!!! Pm: occurxm HOUSING UNITS fl 1. 01 OR! MORE PERSONS 31201311 9 1- as UNOCCUPIED HOUSING UNITS 9 STANDARDIED MRERING SISTER DESIGN!) BY BUREAU OF mensus DERIVED NAPS SOOID locum W13 umm \\ m OR ALL? ’ FACILITIES DURIORATIIG HOUSING UNITS [Am-O 80H! 0 A“. P DETmOBATING HOUSING UNITS SR TOILET 011.»!me Housxla arm-s . . AVERASE um: 01’ owns occunxr 30113qu UNITS . NUIEBR 01’ OCCUPIED HOUSING UNITS 111'! 1. 010 OR N033 PER ROG! MG 3061 O-EWIOIIC INDEX 33834361! rm m: am: 0! SCHOOL “£9333 “ESSA“. Inwfllcx mm 1 1111 :, Roi-0n 202 com . com u o x mm m: mm m: mm ocm s con u o x mm m: mm m: mm com . com u o x mm m: mm m: mm nun com . aa x mm mm a: m: mm com u oom : o x m: mm mm mm mm oom n com u o x mm mm mm Rm mm omaa+ om3H+ o N am mm mm wm mm om:a+ omaa+ o x n: mm mm mm mm omaa+ om:a+ o x m: mm mm mm mm omia+ omja+ o x mm mm mm mm mm om:a+ omza+ o x mm mm mm mm mm omaa+ om:H+ o x m: cm mm mm mm on: + om: + o x mm a: an :: am on: + on: + o x m: a: an a: an on: + om: + o x A: a: an :: Hm on: + on: + o x m: a: an :: Hm om: + 0mm + o N a: :: Hm : an own u 00 n H N a: mm an m an moe¢szoz qu mmuoqm mmommUHmz mm>He«qmm mma¢szoz .02 so .02 an .B.o mme 2H zmmzemm a quzmbm moadszoz goomum Mvoqm mmB 2H . mBHZD Oszbom 44¢ mcm MDQ¢> ZOHBmQ z¢mz SU‘IV mmmm¢mq moZMquzH A¢Zommmm m¢ QMB¢ZHSOZ mmmmmom MOOHm mooqm a ZOU Hmcmmq Hoogom pawns mamnmo u 90 Hmcmmq monmsamnH Hanomnmm n qu OOO + OOO + O M HO O HO O HO OOO + OOO + O x OO O HO O HO nu- nun O x mm mm HO Om HO uuu nun O x HO ON HO Om HO nus ..I O x mO Om HO Om HO nan nun O x mm mm HO Om HO nun nu: O x mm mm HO Om HO nu: nu: O x OO Om HO Om HO OOO + OOO + O x HO O HO O HO OOO + OOO + H x on O HO O HO OOO + OOO + OH x mm OO HO O HO OOO + OOO + H x an O HO O HO OOO u ..I OH H HO ON Om ON HO OOO u OON I O x mm NO mm on HO mOOOZHsoz HHm monBOHQ mmommOHmz OMOHBOHmm onemmpO .02 BO .02 go as O SEE Emma 53m 53m dmdflapfloollom mqmHqumm OmgOszoz .02 BO .02 BO omaomamm ZOOOOmm O OHHOOO OOO Hm MOOHm mooqm -mqmm mOZOOOHm monszoz OOHmz zo onaOooq .e.o mma 2H zamz OB mHmmonqumm onemmOO ZOHOOOoH mmaqu meHzp OZHOOOO ..xommmO mmmOmH qoomOO OwOmOm mOBOszoz geomom OOO mo mOHO> z¢m2 mmB 20mm Mooqm mmB ZH mBHZD oszDom Add_mom mDA§> ZOHB¢H>MQ zHqumm onemmOO .02 BO .02 9O ameomemn ZOOS O OOHEOO Om>mpm mooqm mooqm -mqmm UmSQHpQOUIIHN mqm¢B 208 leaders, and the non-school leaders. In the final analysis we want to know if personal influence is a widespread phenomena, whether school leaders are significant personal influence leaders, whether there are other more significant personal influence types, or whether some combination assumes greatest significance. When city block census data was analyzed for the various interaction blocks one factor stood out. Inter- action blocks have homes of similar value (Tables 16, 20, 21). With very few exceptions every interaction complex showed housing units grouped above or below the mean value of all housing units in a census tract and the actual values were very similar. Of greater significance, is that this pattern is constant either within or between census tracts. The implication is clear. Housing unit value is an indication of socio-economic status. Since individuals in- teract in areas having similarly valued housing units the implication is that persons of similar socio-economic status interact. Furthermore, the pattern was constant between school leaders that are personal influence leaders and their nominators, self-detected leaders and those they lead, and all respondents nominations of personal influence leaders. We see here a strong verification of the two-step hypothesis develOped by Katz and expanded.by Masons where it was indi- cated the socio-economic level of personal influence leaders 5Robert Mason, "The Use of Information Sources by Influentials in the AdOption Process," Public Opinion Quarterly, XXVII, No. 3 (Fall, 1963), #60. 209 would be very much like those they influence. Reid and Ehle6 used the ability of an area's resi- dents to pay a given rental as the indicator of residence patterning and socio-economic status. The data presented here indicates the mean deviation value for all housing units in a block from the mean value of all housing units in the related census tract is a more positive indicator. When interaction distance is analyzed in terms of the mean distance between interacting blocks and number of blocks interacting (Table 22) it is found that the greater the number of blocks interacting the more cellular the in- teraction complex becomes. In contrast, the greater the mean distance between blocks the fewer were the number of interacting blocks. This is another verification of the data indicating individuals interact in blocks of similar socio-economic status. The data presented by Reid and Ehle7 shows the same distance and interaction patterns, although the presentation of their data is devised somewhat less comprehensively. The interaction distances show that individuals will travel rather long distances to maintain the interaction pattern rooted in socio-economic status. When we view the total interaction pattern in the —. A A 6Reid and Ehle, op. cit., p. 263. 7Ibid., p. 267. 210 TABLE 22 DISTANCE (IN BLOCKS) BETWEEN INTERACTIONS AS A FUNCTION OF NUMBER OF INTERACTING BLOCKS--ALL RESPONDENTS MEAN DISTANCE BETWEEN BLOCKS (IN BLOCKS) 2 3 a \OOOVO‘xm-F'wNI-J NHNI I—‘Nl I l-' HH HO ..1 N HID-’ll-‘ll-‘llel-‘N-P'C'IHIWNw-C'Nwwm llllllllllllleINHml-‘IHl—‘l-‘HN llllllllllilll—‘i—‘Hl NNNNNNNHHHHHHH owntnatukdcnocnxaown#nw NUMBER OF BLOCKS 5 ! IllIIIIIIIIOIIHHNNHIHWHHHI 6 I llIllllllllllllll—‘I—‘NNIWHHII 7 IIIIIIlllllllllllknll—‘lll—‘III 8 llllIllllllilllllNlI—‘l—‘I—‘llll 9 Illlllllllllllillllllwllll 10 Illlllllllllllllllll—‘Hl—‘llll INTERACTING ll llllllllllillllllll—‘l—‘l—‘lllll 12 13 llllllllllllllllllNlb—‘lllll l# 15 16 1? IllllIIIIIIIIIIHIIIIIIIIII 211 survey area (Figure 19) we find almost complete coverage of the total area. The areas where there is no interaction are primarily business areas along main traffic arteries, poorest socio-economic areas, overcrowded areas, areas with deteriorating housing, areas with many rental housing units, and areas of the very poor and very wealthy. A visual comparison can be gained by comparing Figure 19 with Figures 3-6. The Neighborliness_lndex Early in this research the question had been raised as to whether we were measuring personal influence or neighborliness, or if one was a function of the other. The neighborliness index discussed earlier was introduced into the survey and we are now in a position to analyze the re- sults. School leaders that are personal influence leaders (Table 23 and Figure 20) achieved outstandingly high index scores. Nearly sixty percent of these individuals scored in the highest two indexes. The school leaders that are not personal influence leaders ranked second in high scores, and the non-leaders ranked lowest. For male and female school leaders the percentage of high neighborliness index scores increased as the socio- economic status of the area increased, although all school leaders still tended to score in the higher numbers. In contrast to the consistently high neighborliness 212 / m1? Fig. 19.-rInteraotion blocks. This figure shows 'all blocks where there was a personal influence interaction. - LEGEND Interaction Blocks 0. Community School Location 213 TABLE 23 NEIGHBOBLINESS INDEX SCHOOL LEADERS -- PERSONAL INFLUENCE LEADERS -- NON-SCHOOL LEADERS -- BY SEX AND CENSUS TRACTS CT 29 31 35 41 NOT ARE NOT ARE NOT ARE NOT ARE INDEX PIL PIL PIL PIL PIL PIL PIL PIL FEMALE SCHOOL LEADERS k0 ON N O o H \JI o N O o IlllllllllOl—‘OHIIIlllllllO-F’Obd [..1 \O O llllllllllllll-P’H-P‘HIIP-‘HIIWUTOCD H O o [—.I H o H O C N O o lllllllllIllllllllOl—‘llllOH OU‘BRF' N 'u—I O e ..1 O 0 U1 0 IllIIIIIIIIIOl-‘IIOI-‘IIOHONONO-P llllIIOHIIIIIIOHOHOHOHOH|III ...: Illll O [-4 O o N O I l I I l IOJNI I-Pi-‘l I l Impti—onxoomxomxom 10. H O O N O 5. H l-J o o O O N O U'x o 50 U! o 10. lllllllllll N lllllllllllllllll BBROBEHBQNBmwBQOOmOBaoOOOBQGmwOBEHBQH .p IO A) c: C 10 2111 TABLE 23--Continued CT 29 31 35 41 NOT ARE NOT ARE NOT ARE NOT ARE INDEX PIL PIL PIL PIL PIL PIL PIL PIL MALE SCHOOL LEADERS 13 - - — - - 1 l l % - "' " "' "' 901 1000 10.0 12 - - - l - l - 1 96 - - - 33.3 - 9.1 - 10.0 11 - - 1 - - 1 1 - % "' " 3303 " "' 9.1 10.0 " 10 - - - - - 2 - - 95 - .. - — - 18.2 - .- 9 l - - - 1 l - 1 % 50.0 - - - 9.1 9.1 - 10.0 8 - - - - l - - 1 % - - - - 9.1 - - 1000 7 - - - - - l l 1 g - - - - - 9.1 10.0 10.0 % - - _ - - - _ _ 5 - - 1 - 1 — .. .. z - - 33.3 - 9.1 - - - 4 - - - - 1 - - - z - - - - 9.1 - - - 3 - - - - - - - l % _ _ _. — I- - " 10.0 2 l - - - - - - - % 50.0 - - - - _ - _ 1 - - - - _ - - - % - - - _ _ _ - _ 0 - - - - - - - l % .- - - - - - " 1000 CT TOTAL (D) 2 3 ll '4 O 215 TABLE 23--Continued 41 M 35 N 31 M 29 M #1 F 35 F 29 31 F F CT NL NL NL NL NL NL NL NL INDEX NON-SCHOOL LEADERS 69777743516935265143352618- on “2 9» n! o, nu :4 a) 0/ n! 4, a) .l l l l l 779748584868391029291029..58 o 3 7 7 9 7 1 5 2 3 3 2 $ 9 1 1 1 33112211..11._11............ o o 3 1 2 l 1 l 3 1 2 1 1 1 lO—..........-....._..__.... 0 O O 1 33504387870377330..1313272713 l 01 o e 0 cl 0 o 7 O 5 0 0 3 9 u 1 1 2 2 1 l 2 l l l 01588fi377h849h33232212121_.32 2 cl 0 01 o o o o l 5 8 3 7 8 0/ 3 3 2 2 2 3 2 1 1 7931u8u8312u___...171717..17 5 1 u 4 1 7 3 3 3 3 1 1 1 1 1313._13_...26....13.———.—13 Wm .u. .u. 8. h. .4 1 2 1 1 q; “2 11 Au l%l%1%l%ode/#8%7¢fl6%5¢o/hw%3dfl2afilwfio,% CT 55 51 7 27 95 75 TOTAL (D) 216 m.N H.N u m.m :.N m.m . u u m m H n H . m H u u n m :.m - m.N N.m :.N . H.HH . N.m m HH I H m m I H I m : H.N m.m m.H H.m m.H N.HH . m.m N.N m 0H m H N m N u H H m H.m H.N m.H m.m N.N : u m.m N.N N OH H H a m u u H H m m.N m.m m.m N.m N.m m.HH H.HH m.m N.N N :N m N m mH N H H H N n.0H N.: N.NH m.HH N.m m.m H.HH m.m :.mH N mm N N mH ON H H H m m m.m m.m m.N m.N N.m m.HH N.NN m.m 3.: N NN m a m mH N N H N m N.HH m.m H.mH N.m m.NH m.HH u N.m m.NH N on 2 m oH mN N u N m CH N.m H.N N.NH m.HH m.N m.m N.NN . H.HH N mN H N mH mH H N u m HH m.mH H.NN N.NH m.:H m.mH N.NH u m.mm m.mH N Hm mH N NH :m m I OH N NH o.mH N.HN N.NN m.:H N.NH m.HH H.HH N.NN m.:N N mm mH NH NH H: N H mH HH MH meomma mmmzmo HH4 HHm HHm HHm HHm HHm HHm mezH mm« 902 mmm eoz mmm 902 Hz Hm Hm Hz Hz Hm Hm Hm Hm 2mm 2mm ENN z m z s m m umSQHpSOOIIm N QOij 217 Hmdmoq Hoonom Hmvmmq HOOSomnmoz HOHMSHSOSQQ mmmpcmonmm pumps mdmzmo Hmdmmq oosmsamsH Hmnomnmm 0H mam: mamm II II II II II II II l—J Z mum mm mm mHH mom 5H m on m: HHV Hmaoe am m.m H.N - m.: :.m m.m n u u R NH H a m u H u : u o m.o u . m.o o.H u u u u m m - u H m u u L . H m.m H.N u m.m H.N u H.HH a n m m H u H m u H u u m HHm HHm HHm HHm HHm HHm mezH mmH eoz mmm Roz mmm 902 Hz Hm Hm H2 H2 Hm Hm Hm Hm sz 2mm SHm z m z s m m dmdflapQOOIImm mqm¢e Ii «NJ i‘ i. ‘5 4a.; 20 £13 I F O... .0... I... I" CO. I... > ”I :00. o 0‘ a. ‘I o i.:. O O C.T. 35 3.. ‘23:::::::... $388888 3.... ‘00.... ::....“I. ”....”O. ... 0.00000 00 0. 218 N EIG Haemmsswmi) 5w 115$ @5393? :5 V b.1314: 3:33.23” F SL 8 S ‘33' Z r O. .0 $3? 0 :3 ::zgz" ) II I..: .i:. Fig. 205nmgumliness Index (Scores). ) £95., ‘ : ;:': . .2 ..:: nI easnllqoddntsw;- OS ..-. .1 .. . a _ . .3: _ . m n . u ¢ I . v I ; ...-...... _ .4. .4. . . .J. . ... - . ~14. _. n} In ..:.r! . . . fl -. . .IJ . . . o n :..!»I. - .. _ ...,— ._ . . _ . . . ... .3 u o ...: . . u “ fi3§z§§L . . f. . H 1:11 ..- . ..-.. . H . . ...- -v '1! . ... .u . . . .1. . all. _ ...4- -.:-H . a ; .a- H .~ _ n ..v . . m g .. .. . . . . .n . . I. ..I-f . . . .. . . . u" 1.... 4 . .u- u. . Iv... n. .. . .cm ..I-o.H.A.... _ u . .. m- : H2. 1 .... .-. «our... . .. 7....m - .- - . m u. . :1 :-. . .IIII 1;...” . u M} In." .. H _ . n 0.4 In u .. . . . ...-... ll .- . ... 7.0.. .. _ .. .. .. H . n u .. . .4. u. - u: ... JH» .....u. mm" . .- L. m. 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H . . . _ ...3. _ . .. _ . . ..O u _ , . . _ * H . v 1.. — v x“ . o. > . . . - .- . u H . . . w . .uoli.v¢. . . u . i-TI ITO. . . . - ..I ..h - - . . u H ” “I..-..l-rl _ .w H m . . u .._ i . .. “1 H; - u .-....-.. . u .. ... . . . . . . _ _- . .- . . y . .. . . . _. i . .r . fl h_ . h?” . n u. _ H ”__r .. L. _ . ... r ..:...h _.H . _ . l :..-I. .H. s . . _ . v 4 I IL I.. lulu. AA . 4L ¢ .7 I.’ Yfifc o (88' 0 C129 A A\ F? mar"- 83:83 05:. '::0:00 C . F1 3. 219 NEIG HBORLINESS INDEX (SCORES) CT35 20.--Cont1nued. 3:3‘3E331. .0! AK A R 0.... 0.. O. 0'... 0. '00.... ......Q...”OO.“ “IO". II~I0000-.0.” O. 3: i511"... :::0000900 0 .IIIOOII'O .0... 0- OO' '0 FE mu : ::.. :aOOICC 00...”...Oim... :::::::'° 2:2; 0.0.03. '0”. ::.G :. ..::O..:.....”.0.0.... A m F 3......‘. I 0 N L. *;3' n53.33333.- :oo o . M§::::.O I...“ ... 0...... 0...... .-r—--~'—-v'- - ' —- '_—. 7.“: L'- L‘fi) F a .w (CHI-”1 . 1 I o A ‘. i T . S I g 3 _ 3 A J ... . . .. [.1.-110 ‘1... @- .... .1 . . . 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H . _ J.- .. .. . .. _ .1 .-. . ...... ...l « .1..IIL1|.1 I" I....- an. ...-...--XIJ ... .11..-1.1T .11.! 4.1.1.1!4.-- . 11..---. -............r-.1_ IJ-1.+. 1- a ..1....T.|_..11.-.l . . ...m . . . m . ... . . . . p _ . n. . H . H. . . . _. . . . . _ .. . n. . U . . h . u . . . .- . _ _ * F . . . . . . _ - -. 1n a. w 1.: v - ¢ .9 I.. L ...m -. ... w. -...|.. ...... .. . —. .0 . ... ... .....- {.I. . . .. ...-l o x..~ . ... a _ .4. T.._ .Hm ..." . m _._ ... .. ... H n ._ . ...... I. ...-ll. "13.4.0: .1. ml. I.I+...I.n..lL ...-u..v.~t.l..ll|.m..l ...-.‘Ifla.+:l1|..|'.l.lv.1.. vlu. 1*?“ all"! ...! ..ILII._. .II1III..r.I-! I.» ..I... l JI 1...... _ . _ . _ . _ n _ . . . . _ . . . . w . . - ~ _ . . . . . _ _ . . . H . _ _ _ .. . . _ . :L.-"IT. .. M..- .1»-1.. ._--H ..1.“ ._ 1.11:...- -.H L11“. ..._...1. -....-.+.m-..-....11.w .. H ..:”-.-J. I... . . _ fi _ m . . . . m m _ _ .. m n w . . _ a _ ._ u . . -.. m ..1-..- .. H . . _ _ 3-1... I--.” .L. .. ... r.--_...-.11..r- . +1.- T.- --L1111r1. . L- ..-..L- 1-. - .- . H u H w . m m . . .m . . u 4 . . . . w -. . . _ . . . . _ ... . . w U _ . _ . .p m .m .. . q . . H . u n * . “ . m . ..1L » - ... . - . I- .1... . i..- ...-.. .11 1 .. .“1 .u. 4. . . . :... .. 1.-. .1--.1.-. :...... ._ . _ . . m . u I“ . .~ . u . . u . w .. u n a . . _ . w .. _ . H . . . . . . . . . . . . n a h _ . -..-.1..1.._-1...-.L. 1. .- ..:-..1...“ -1" -Ir ....1: .1. - 1. ... .1 - H- -- ...1 . ... - .-.-.l! .1 111-.11.....- r-l. 14-111111. .. . . . . . . n . _ . _ . . . . n .. — . . . _ u . _v . n w _ . m _ . _ . M. . . . _ . . M . . _ . r . . . 1 . .1. . 1 .- . . ....o . . . y 1 . 10.- ... 1 A .1 ...1 r .T- I..,- ..1.16 a . H H .. a _ m . U . _ . . .. . .._ u . .. m. _ .. . 220 scores of the school leaders, the non-leaders tended to be distributed throughout the total range of possible scores. This should not cloud the fact that non-leaders also had the largest percentage of scores on the high end of the index. Rather, the non-leaders had a smaller percentage of high scores than school leaders and were distributed more evenly throughout the possible scoring range. We find that school leaders that are personal in- fluence leaders interact more with their neighbors. We are seeing here a higher gregariousness for school leaders in general, and personal influence leaders in particular. Moreover, the factors in the neighborliness index suggest a high score would indicate a more intimate and ongoing inter- action as Opposed to the occasional or chance meeting suggested by a low score. Therefore, the high neighborliness index scores in- dicate positive, intimate, ongoing societal interactions, and, as would be anticipated, the school leaders that are personal influence leaders rank highest. CHAPTER VIII CONCLUSIONS The data presented in this research have manifold and immediate implications for adult educators and community school personnel who must serve their communities by serving citizens through community schools. This exploratory research provides a new thought paradigm of significance for community school educators seeking analytic methods to discover extant human interac- tion complexes through knowledge of the flow of personal influence in a community school environment. Through the rigorous and varied investigatory tech- niques presented here community school personnel with both limited and broad resources should find ideas applicable to their community. Although the basic idea of personal in- fluence is not new, the application of personal influence research methods to community school participants and the area served by a community school has not received attention in past research. The data in this research points to the significance of knowledge of personal influence. To choose a single outstanding statement to des- cribe personal influence leaders is impossible. The im- possibility is rooted in the fact that we are dealing with peOple, community, and school, and when these are considered 221 222 simultaneously we have an extremely complex triad. However, this does not negate the idea that each of the variables presented in this research can stand alone, and therein lies the value of this research. Each of the variables can be analyzed in isolation, and then can be interwoven to present a model of the individuals that are community school leaders, as well as personal influence leaders, in their neighborhood. Thg_Typicalgggmale_gnd‘hale Schggl Leader Thgt is a Personal Influence Leggeg At the point of oversimplification, we are now in a position to describe a typical female that is a community school leader, and who is also a personal influence leader. This female will either be a college graduate or have had some college work. She will be a housewife, al- though she may work, particularly if she resides in a poorer socio-economic area. If she works, she will have a somewhat prestigious occupation and will be a salaried, as Opposed to hourly, worker. She will be married, and will be between thirty-five and thirty-nine years old. She owns her home, although she may still be paying for it. Neither she nor her parents will be of foreign derivation. She is a Protes- tant and belongs to a women's club at her church. She also belongs to the P.T.A. She may belong to other organiza- tions. She attends organization meetings frequently, but she is selective in attendance and divides her time among the various organizations. She has lived at her present address more than seven years, although if she lives in a 223 higher socio-economic status area she may be relatively new to the community. She reads more newspapers than other fe- males, reads pOpular magazines, and is better informed than other females. Since she is more selective in organization attendance, she does not enter the schools as frequently as other females involved in community school activities. She has an outstanding tendency to desire further education, although she will probably choose courses related to home- making skills. She believes the people that are her personal influence leaders are most often professional pe0ple, and family or relatives, although if she lives in a poorer socio- economic area she will have a greater tendency to choose professional peOple as those that influence her or help her solve problems and make decisions. To a lesser degree she is influenced by her neighbors, and friends in other parts of the city. She is not influenced by her co-workers or professional organizations. She believes she has strong in- fluence with her family and relatives, especially in poorer socio-economic areas. To a lesser degree she believes she influences her neighbors, and friends in other parts of the city. She also has a tendency to believe she can solve her own problems. She does not believe she influences her co- workers, professional organizations, or professional per- sons. Although she does not feel she is an outstanding leader in matters related to schools and education, she feels more capable than other females. Regardless of her socio-economic status she interacts with others of similar 22h status, seldom going above or below her status level. Al- though she may travel throughout the city, those whom she visits will be of similar socio-economic status. She will interact less if she is very poor or very wealthy, lives in overcrowded areas, or lives in areas with many rental hous- ing units. Although she is the most neighborly of all females, her neighborliness will decrease as the socio- economic status of the area where she resides decreases. Obviously, we have described the most typical female that is a school leader as well as a personal influence leader and must exercise caution. There are females with other characteristics that should be weighed by the adult educator planning to investigate the area served by his school. Again, recognizing the inequities inherent in over- simplification, we can now direct our attention to a des- cription of a typical male school leader who is also a per- sonal influence leader. This male will be quite well educated, being a college graduate or having taken some college work. His occupational status is relatively high and he has made sufficient progress in his company to become a salaried worker. He will be between thirty-five and thirty-nine years old, married, and owns his home or is buying it. He and his parents will not be of foreign derivation. He will be a Protestant. He will belong to a few organizations, but does not belong to a union. He attends meetings frequently 225 but divides his time among several organizations and is selective in his attendance. He will have lived at his pre- sent address more than seven years. He reads more news- papers than other people, reads pOpular magazines, and is relatively well informed. He may wish to further his educa- tion, especially if he lives in a higher socio-economic area. He wants to take technical courses of the job improve- ment type. He believes he is influenced most by professional persons if he lives in a lower socio-economic area. He also believes some of his neighbors influence him. He sees him- self as a leader of his family and relatives, especially in poorer socio-economic areas. He also believes he is a leader of his neighbors. 'He does not feel he is an ex- tremely competent leader in educational matters, but he does feel more competent than other individuals. He interacts with individuals of similar socio-economic status. Although he is usually a neighborly individual in higher socio- economic areas, he may not be if he lives in a lower socio- economic area. The typical male and female school leaders that are also personal influence leaders are quite similar in many respects. In most instances we could almost substitute female for male characteristics. However, the community school educator is again advised to note there are indi- viduals that are atypical, and these individuals are also a part of the total picture. 226 ‘Thgglypical Female and Male Schoo;_Leader Who Is Not_ag§e;§gnal_lnfluence Leader While this research has the prime function of ex- amining school leaders that are personal influence leaders, it is also important to understand the school leaders that are not personal influence leaders, and, later as we will point out, the non-leaders. The typical female school leader who is not a per- sonal influence leader is a high school graduate. She is usually a housewife regardless of her socio-economic status. If she does work, She has a somewhat prestigious occupation and Job position. She is in her thirties or early forties, married, and either owns or is buying her home. She, or her parents, are rarely of foreign derivation. She is usually a Protestant, occasionally Catholic, and rarely Jewish. She belongs to the P.T.A. and a church women's club and attends meetings often. Usually she has lived at her present address more than seven years, although she may be rela- tively new to the community if she lives in a higher socio- economic area. She reads more newspapers than most females in the community, reads pOpular magazines, and can be des- cribed as well informed. She enters the community schools more often than other females in the community. She usually wants further education, particularly of the homemaking type. She believes professional persons are those that in- fluence her most. This is particularly true in the lowest socio-economic areas. She also believes she is occasionally influenced by her family and relatives, neighbors, and 227 friends. She believes she is rarely influenced by co-workers or professional organizations. She believes she most often influences her family and relatives, particularly in higher socio-economic areas. She also believes she can solve her own problems. To a lesser degree she believes she influ- ences her neighbors and friends. She does not believe she influences co-workers, professional organizations, or pro- fessional persons to any appreciable degree. Although she does not feel she is a particularly strong leader in educa— tional matters, she does feel she is better suited to educa- tional leadership than many other females in the community. She interacts with individuals of similar socio-economic status. She interacts with her neighbors quite frequently, especially in higher socio-economic areas. The typical male school leader who is not a personal influence leader is a high school graduate. He has a some- what prestigious occupation and has risen to a salaried position. He is in his thirties or early forties, married, and either owns or is buying his home. He and his parents are not of foreign derivation. He is usually a Protestant, occasionally a Catholic, and rarely Jewish. He belongs to some organizations and the P.T.A., but not a union. He attends organization meetings often. He has lived at his present address more than seven years, although, if he lives in a higher socio-economic area, he may have lived at his present address a shorter time. He reads more newspapers than most members of the community, and he usually reads 228 pOpular magazines. He is considered to be well informed. He enters the community schools quite frequently. If he lives in a higher socio-economic area, he has a greater ten-‘ dency to desire further education. He usually wants further education of the Job improvement type. He-believes he is most influenced by professional persons, and occasionally by his family and relatives, neighbors, and friends. He does not believe he is often influenced by co-workers and professional organizations. He believes he influences his family and relatives most often, and his neighbors and friends occasionally. He also believes he is capable of solving his own problems. Although he does not feel he is a particularly competent educational leader, he feels better equipped than most males in his community. He interacts with individuals of similar socio-economic status and tends to interact with his neighbors. Again we must note the oversimplification inherent in idealization. While we must be alert to variations, the generalizations serve to again point out the similarities between male and female school leaders that are not personal influence leaders. he Typical Non-Leader r“ We can now direct our attention to the typical female non-leader. This is the typical female that is not a school leader or school leader that is a personal influ- ence leader. We, again, must recognize the inequities in- herent in typification, while simultaneously noting the 229 value of generalization. The female non-leader will have rather low educa- tional attainment, with the upper limit being a high school graduate. She may work, and if she does, she will have a less prestigious occupation and Job position. She is either renting or buying her home. She probably belongs to no or- ganizations, but if she does, they will be the P.T.A. or a church women's club. She seldom attends organization meet- ings. She doesn't read more than one newspaper. She reads pOpular magazines and may be deScribed as not too well in- formed. She does not often enter schools. If she lives in a lower socio-economic area, she does not want further edu- cation, but if she lives in a higher socio-economic area, she occasionally may want some further education, although it may not be an academic course. She believes she is usually influenced by professional persons, especially if she lives in a lower socio—economic area. She also believes she is influenced by her family and relatives. She does not believe she is influenced much by her neighbors, friends, co-workers, or professional organizations. She believes she is quite capable of solving many of her problems, and shows outstanding strength in this respect. She believes she in- fluences her family and relatives, and her co-workers. She does not believe she is a good leader, or knowledgable in educational matters. She interacts with individuals of similar socio-economic status. Her interaction frequency is least in poorest socio-economic areas, overcrowded areas, 230 and areas with many rental housing units. She is usually but not overly, neighborly. The typical male non-leader has a relatively low educational attainment with the upper limit being a high school graduate. He has a somewhat less prestigious occu- pation and Job position. He either rents or is buying his home. He usually belongs to a union. He rarely belongs to any other organizations. He seldom attends organization meetings. He usually reads one newspaper, and pOpular magazines. He is best described as not too well informed. He does not often enter a school and he does not want fur- ther education. However, if he lives in a higher socio- economic area, he has a slightly greater tendency to want further education. He believes he is most often influenced by professional persons, especially if he lives in a lower socio-economic area. He also believes he is influenced by his family and relatives. He does not feel he is often in- fluenced by his neighbors, friends, co-workers, or pro- fessional organizations. He has a strong feeling he is capable of solving many of his own problems. He believes he influences his family and relatives, and, occasionally, his friends and co-workers. He does not see himself as very knowledgable in educational matters. He is not overly neighborly. The male and female non-leaders possessed similar traits, and in most instances one description would have fit either sex. 231 Overview of Respondent Types The males and females of each category, school leaders that are personal influence leaders, school leaders that are not personal influence leaders, and non-leaders, had very similar characteristics within the category, but were often different between categories. These similarities and differences are synOptically described in Table 24. Generally, the school leaders that are personal in- fluence leaders rank higher in each of the characteristics measured. However, in the generalization process we lose some important information presented in the text of this re- search. Yet, in terms of the exploratory nature of this re- search, the generalizations point to the importance of the study of personal influence as a significant force to be utilized by community school personnel. An important finding was the relationship between interaction and socio-economic status. Individuals interact with people like themselves and they believe they influence people like themselves. In contrast, most individuals be- lieve they are influenced by professional persons. We are using the term "professional person” as a synonym for ”eXpert” which has a broader connotation. There was a smaller amount of interaction in the lower socio—economic areas, and there were fewer school leaders that were and were not personal influence leaders. 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