A commmmm OF MUN WOMEN wwssaw mums mm mm: ’ V _ y : Alum WOMEN ou'smcm muons , : -. .» , : rum. :0; m. mm. of DI». D """ ’ MICHIGAN STATE WIMP“ £729 Joanne Baldwm Lantz I969 """"""" [uh-Sis A.“ :LIBRARY Li Michigan State University This is to certify that the V» thesis entitled A Comparison of Adult Women University Students with Other Aduit Women on Selected Factors Date 0-169 presented by Joanne Baidwin Lantz , . . 1 . t . a _ ‘ "4* I has been accepted towards fulfillment of the requirements for PhD ——________dmpeein Education May 1 WW @9312 a W, . “win 'I' m (M ABSTRACT A COMPARISON OF ADULT WOMEN UNIVERSITY STUDENTS WITH OTHER ADULT WOMEN ON SELECTED FACTORS BY Joanne Baldwin Lantz Purpose of Study This study was concerned with women currently enrolled as university students and others some of whom had had some college background. All of the women involved in the study were at least twenty—five years of age and had been away from an educational environment for a minimum of five years. The purposes of the study were lg to achieve a description of adult women cur- rently enrolled as students and others who had indicated an interest in continuing education but were not currently enrolled, 2° to compare these two groups in the areas of academic ability, personality variables, and occupational interests, 3. to determine what motivates an adult woman to return or not to return to an institution of higher learning, Joanne Baldwin Lantz 4. to eXplore the perceptions of the "meaningful others” in the lives of these women as they pertained to the subjects' specific involvement in continuing education, 5. to prepare a guide for Purdue University, Fort Wayne, Indiana, outlining the needs of these women, and specific ways for the University to attempt to meet these needs. Design of the Study This study was designed to seek past causes for present conditions. Questionnaires, standardized instru— ments, and structured interviews were used to compare women who had chosen to return to school after a fairly prolonged absence with other women who had not, as yet, decided to further their education. Findings The women in the study were similar in age, marital status, educational background, previous employment, and volunteer activities. However, the educational level of the Women studied was much higher than the national population educational level. The husbands of the women studied were also similar in age, educational level, and income. The educational level and income of the women's husbands were well above the national population educational and income levels. Joanne Baldwin Lantz The academic ability of the adult coeds and the adult women who are not students was compared but no signif- icant difference was found. The only personality variable which demonstrated a significant difference was achievement need, and that dif— ference was not in the hypothesized direction. The adult women who are not students exhibited higher achievement needs than did the adult coeds. Occupational interests of the adult coeds and of the adult women who are not students were significantly differ- ent. The study revealed that adult coeds have a greater interest in occupations requiring a college education than did the women of the other group. Individuals in both groups had entered college after high school but had been unable to finish. They listed marriage, lack of finances, and the necessity to work as the principal reasons for discontinuing their education. The families had reacted in a favorable manner when the adult coeds returned to school, and the other women would anticipate a similar favorable reaction if they decided to continue their education. It was found that members of families assisted with household duties to enable the adult coeds to further their studies. The routine of most of the adult coeds had changed. Hobbies, clubs, and social activities were frequently sacri— ficed, but many felt they were better able to organize their activities and to use time more wisely. The adult women who Joanne Baldwin Lantz are not currently enrolled anticipated problems in schedul— ing their activities and organizing their school and home responsibilities. One area of difference was that adult women who are not students were concerned about their ability to compete with today's college students. The adult coeds had well—defined goals while the goals of the adult women who are not students were not well— defined. The latter group was considering occupations that were less feminine—oriented than those the adult coeds were preparing to pursue. Many different people and factors influenced the adult coeds to return to school. Having returned, they were enjoying their student experiences and felt that they were receiving positive and desirable benefits from continuing their education. The adult coeds believe that most women return to school seeking security and self—fulfillment. If women in either group could have changed their lives, most would have had more education. The future seemed to be more definite to the adult coed than the adult woman who is not a student. When questioned about the role of the university in helping the woman student, the adult coeds" responses were education oriented and the responses of the adult women who are not students were convenience oriented. A COMPARISON OF ADULT WOMEN UNIVERSITY STUDENTS WITH OTHER ADULT WOMEN ON SELECTED FACTORS BY Joanne Baldwin Lantz A THESIS Submitted to Michigan State University in partial fulfillment of the requirement for the degree of DOCTOR OF PHILOSOPHY Department of Education 1969 ACKNOWLEDGMENTS The writer wishes to express her thanks and appre— ciation to those who advised and assisted in the study, specifically Dr. Walter F. Johnson, Dr. Norman Abeles, and Dr. Buford Stefflre. In addition, special thanks to Dr. Laurine E. Fitzgerald whose interest and support were of the utmost importance. Thanks are also due the women of Purdue whose time, interests, and ideas were an integral part of the success of the study. Special recognition is also due my husband, Wayne, whose encouragement and understanding have made it possible for me to complete this study. ***** ii TABLE OF CONTENTS ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . LIST OF TABLES . . . . . . . . . . . . . . . . . Chapter I. II. III. IV. THE PROBLEM . . . . . . . . . . . . . . . Introduction . . . . . . . . . Statement of the Problem . . . . . . . Importance of the Study . . . . . . . . Definition of Terms . . . . . . . . . Limitations of the Study . . . . . . Organization of the Remainder of the Study . . . . . . . . . . . . . . . . REVIEW OF THE LITERATURE . . . . . . . . Introduction . . . . Background and Projection of Education and Employment of Women . . . . . . . Life Goals of Women . . . . . . . . . . Life Patterns of Women . . . . . . . . Women“s Education; Past, Present, and Future . . . . . . . . . . . . Interest and Concerns of Others . . . . Summary . . . . . . . . . . . . . . . . DESIGN . . . . . . . . . . . . . . . . . Introduction . . . . . . . . . . . . . Sample . . . . . . . . . . . . . . . . Instrumentation . . . . . . . . . . . . Hypotheses . . . . . . . . . . . . . . Analysis . . . . . . . . . . . . . . . ANALYSIS OF STANDARDIZED INSTRUMENT DATA Academic Ability . . . . . . . . . . . Personality Variables .y. . . . . . . . Occupational Interests . . . . . . . . Summary . . . . . . . . . . . . . . . . Page ii I-J k0\lU'lUJl—‘ lO Chapter V. VI. SUMMARY OF PERSONAL INTERVIEWS . . . . . The Women Interviewed . . . . . Reaction of the Women to the Study . . Why Did They Discontinue Their Education?. . . Reaction of Others to Their Return or Anticipated Return to School and Family Responsibilities . . . . Changes in StudentsII Routine and Anticipated Problems . . . . Goals, Expectations and Achievements of Adult Coeds . . . What Work Would They Do-—What Would They Study? . Who Influenced the Student to Return to School, What Are Her Feelings About Her Role, Is She Different? . . . . . Would They Change Their Lives and What About the Future?. . . . . . . How Can the University Help? . . . . . Objectivity of the Interview . . . . . Summary . . . . . . . . . . . SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary . . . . . . . . . . . . . Conclusions . . . . . . Recommendations for Counselors of Girls and Women . . . . . . . . Recommendations for Purdue University, Fort Wayne, Indiana . . . . Recommendations for Future Research . . BIBLIOGRAPHY . . . . . . . . . . . . . . . . . Appendix A. B. QUESTIONNAIRE FOR THE ADULT COED . . . QUESTIONNAIRE FOR THE ADULT WOMEN WHO ARE NOT STUDENTS . . . . . . . . . . . . QUESTIONNAIRE FOR THE GENERAL ADULT WOMEN STRUCTURE OF INTERVIEW FOR ADULT COEDS . STRUCTURE OF INTERVIEW FOR ADULT WOMEN WHO ARE NOT STUDENTS . . . . . . . . . iv Page 62 63 64 65 66 68 69 71 72 74 76 77 77 80 80 86 88 88 9O 92 96 99 102 107 Table 1.1. LIST OF TABLES A comparison of the number of continuing education programs for women from 1966 to 1968 . . . . . . . . . . . . . . . Educational attainment of the population and of workers, by sex, March 1964 (per— sons 18 years of age and older) . . . . Degrees conferred on women in selected years . . . . . . . . . . . . . . . . . Median test: Form for data . . . . . . Ages of women in samples . . . . . . . . Marital status of women in samples . . . Educational background of Group A and Group B . . . . . . . . . . . . . . . . Educational background of general adult women compared to population of women in United States . . . . . . . . . . Women" 3 average age compared to husbands' average age . . . . . . . . . . . . . HusbandsI educational background . . . HusbandsI income . . . . . . . . . . . Number of children of Groups A and B Satisfaction with role in life . . Score on academic ability of adult coeds and adult women who are not students . . Median scores for Groups A and B on personality variables . . . . . . . . Page 14 15 42 42 43 44 45 46 47 47 48 49 52 53 Table 4.3. Combined median,probability,and significance level for the selected personality variables . . . . . . Verification scores for samples . Ratings of occupations on Kuder DD Occupational Interest Scale . . Occupational ratings for groups on Kuder DD . . . . . . . . . . . . Number of credits earned by adult coeds since their return to school . . . Salary expectations of adult coeds vi Page 54 57 58 59 7O 71 CHAPTER I THE PROBLEM Introduction New opportunities are opening to the women of today. Changes in technology and changing patterns in family‘life are permitting women unprecedented leisure hours that may be utilized for self—enrichment or for employment outside the home. If these opportunities are to be meaningful, in most instances they should be accompanied or preceded by training either for new skills or updating of previously acquired skills. With ever—increasing mechanization, women have a greater chance to compete in the labor force, since physical endurance is no longer a factor in many types of employment. Presently, in the United States, one in every three workers is a woman. The 1965 Handbook on Women Workers states: Women workers will probably show a rise of 41 percent between 1964 and 1980 as compared with only 27 percent for men. Of the total labor force growth between 1964 and 1980, about 21 million (87%) will be due to population in— creases, and the remainder will be due to the continued rising labor force participation of adult women. In an expanding economy, able and trained workers are ever in demand, while the need for workers at the un— skilled level is decreasing every year. At the same time, societal mores are changing. Women are marrying and bearing children at an earlier age than formerly. Since this early marriage and child—bearing period coincides with the years normally Spent in college, many women find themselves at twenty—five or older neither trained nor educated to seek employment above the unskilled level. It is against this background that many women are returning to college and university campuses as adult coeds. Some are returning for self—improvement, but large numbers are planning to return to the labor force via the university, and the educational institutions involved must now be con- cerned with the adult coed and her Special educational prdblems. These institutions have been concerned, in general, with the education of women since their first admission to institutions of higher learning more than a century ago. Now the colleges and universities should prepare to meet this special challenge. In the 1963 report of the Presi- dent‘s Commission on the Status of Women, two of the areas lU.S., Department of Labor, 1965 Handbook on Women Workers, Women”s Bureau, Bulletin 290 (Washington: Govern— ment Printing Office, 1965), p. 221. of investigation were the needs and Opportunities for educa- tion and the programs for counseling the mature woman. If our institutions of higher education are to help these women prepare themselves for the jobs of the future, the question of how to meet the needs of the adult coed of today becomes an important area for research. Statement of the Problem The following points constitute the fivefold purpose of this study of adult women: (1) to describe adult coeds and adult women who are not students; (2) to compare the academic ability, personality variables, and occupational interests of the adult coed with thosecfifthe adult woman who is not a student; (3) to determine what motives operate in the decision of adult women to return or not to return to school; (4) to eXplore how the ”meaningful others" in their lives perceive education and the subjects' specific involve— ment in education; and (5) to prepare a guide for Purdue University, Fort Wayne, Indiana, to enable that institution to best meet the needs of the returning adult coed. The first part of the study will describe the sub- jects' ages, marital statuses, educational backgrounds, work experiences, and families. 2American Women, Report of the President's Commis- sion on the Status of Women (Washington: Government Print- ing Office, 1963), pp. 9-17. The second part of the study will make the following comparisons: ing 1. Are the two groups of women equally able to pursue academic studies? Are there differences in personality variables between the groups? Are there differences in occupational interests? The third part of the study will answer the follow- questions: 1. Why did the subjects terminate their previous education? Why have the adult coeds returned to school? What circumstances might motivate the adult women who are not students to return to school? What are the goals of the adult coed? What are the goals of the adult woman who is not a student? The fourth part of the study will determine: The adult coed's perception of her family's attitude regarding her return to school. How the adult woman who is not a student thinks her family would react to her return to school. Who influenced the adult coed to return to school. How the adult coed feels about her current experi— ences as a student. The fifth part will determine the implications of the study for (1) counselors of adult women, (2) Purdue University, Fort Wayne, and (3) future research studies. Importance of the Study The increasing number of adult women students on the college and university campuses is one facet of the increas— ing enrollment. The institutions of higher education are being taxed to the utmost to provide for this increased enrollment. The number of institutions which provide con— tinuing education programs for women has increased from 1966 to 1968 (see Table 1.1). The programs listed, although not complete, show an increase of more than 134 percent. Defini— tive research will be an asset to on—going programs as well as to new programs that will undoubtedly be initiated in the next decade. Super states, The sex roles of men and women are socially as well as biologically determined as anthropolog— ical studies and the changing role of women dur— ing the past century make clear. But women"s careers, career orientations, and career motiva— tions differ from those of men and are likely to continue to differ in important aSpects. An adequate discussion of these differences becomes eSpecially important as large numbers of women participate in the work force. 3Donald E. Super, The Psychology of Careers (New York: Harper and Brothers, 1957), pp. 76—81. Table 1.1. A comparison of the number of continuing education programs for women from 1966 to 1968a States Number of Programs Listed* 1966 1968 Increase Alabama Arizona Arkansas California Colorado Connecticut District of Columbia Florida Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island Tennessee Texas Utah Vermont Virginia Washington Wisconsin = 9 I—l eHNHOOHHmNNSOHeONHOHmowmeoMNNHowONmNHNmooo l O N fiflOl—‘HNwwwNmi—‘QOI—‘W‘PNI—‘ww H H eroc>kdorakaMlvhJth¢>H.>nab+AUJw f—l l—l C‘I—‘NO-P-OUINL» LA) l“ H H mtns>wtou1w+4c>bruh4Ht»C)H~bkahrar4N lbrvth-MtnsgotnnJo~4kaN N = 211 N = 12 H a . Table prepared u31ng U.S., Department of Labor, Pamphlet 10, 1966 and Pamphlet 10, 1968. *Lists are not presented as being complete listings. The questions of why, for what, and how to educate women have been asked by many. Research of the type reported in this study may help to answer some of these above-mentioned questions. Definition of Terms Adult coed——A woman who is twenty—five years of age or older and who is enrolled as a student at a college or university. Adult women who are not students--Women who are twenty—five years of age or olderlwho are not students in a college or universityybut who have participated in a program of testing and counseling for women. General adult women——Women who are twenty—five years, of age or older,who are not students in a college or univer— sity,and who are not involved in a program of testing and counseling for women. Family——For the purposes of this study will be only those people represented in the primary family. 4Opal D. David, ed., The Education of Women, Signs for the Future (Washington: American Council on Education, 1959); Lawrence E. Dennis, ed., Education and a Woman's Life (Washington: American Council on Education, 1963); Kate Hevner Mueller, Educating Women for a Changing World (Minne- apolis; University of Minnesota Press, 1954); Rebecca R. Neuman, "When Will the Educational Needs of Women Be Met? Some Questions for the Counselor,” Journal of Counseling Psychology, X (Winter, 1963), 378—385; Mabel Newcomer, A Century of Higher Education for American Women (New York: Harper and Brothers, 1959); and Marguerite Wykoff Zapoleon, Occupational Planning for Women (New York: Harper, 1961). Personality variables-—Those dimensions of personal- ity as measured on the Edwards Personal Preference Schedule. Occupational Interests—-Those dimensions of occupa- tional interest as measured by the Kuder Occupational Inter— est Survey Form DD.6 Academic ability——For the purposes of this study, the scores on the College Entrance Examination Board Scho— lastic Aptitude Test and the Cooperative School and College AbilityTest.7 Interview-—A specialized pattern of verbal interac— tion initiated for a Specific purpose and focused on some content area, with consequent elimination of extraneous material.8 5Allen L. Edwards, Edwards Personal Preference Schedule Manual (New York: The Psychological Corporation, 1959), p. 11. 6Frederic Kuder, Kuder DD Occupational Interes£_ Survey General Manual (Chicago: Science Research Associates, Inc., 1966), pp. 1-12. 7College Board Score Reports, A Guide for Counselors and Admissions Officers (Princeton: College Entrance Exami— nation Boards, Educational Testing Service, 1967), p. 19; and Cooperative School and College Ability Tests Manua1_ Interpreting Scores (Princeton: Educational Testing Service, 1957), PP. 5-7. 8Robert L. Kahn and Charles F. Cannell, The Dynamics of Interviewing (New York: John Wiley & Sons, Inc., 1957), p. 16. Limitations of the Study The limitations of this study are related to selec— tion of samples, apprOpriate applicable statistics, and the intrinsic limitations of the questionnaire and interview methods. The adult coed group (Group A) will be a random sample of adult women enrolled at Purdue, Fort Wayne, while the adult women who are not students (Group B) will be women who have volunteered to participate in a testing and counsel— ing program. The general adult women (Group C) will be mem— bers of variOus civic, professional, and philanthropic groups. Since Group B was not randomly selected, the gen- eral adult sample, Group C, will be used to ascertain that the women who volunteered differ from other women who might have volunteered for the testing and counseling program but did not do so. Furthermore, because of the image of Purdue as a science—technology oriented institution, women attend— ing the university may not be representative of all college and university women in this country. The statistics that will be applicable for this study are non—parametric and hence do not have the strength of parametric statistics. The use of a questionnaire limits the reSponse to a written reSponse. The questionnaire allows for anonymity knit the interview does not. The questionnaire does not perndt the researcher to gain needed clarification,but the 10 interview does permit the researcher to question when it seems necessary.9 However, the use of the questionnaire and the interview in combination will, in part, control the lim— itations of each. The strength of the interview and the questionnaire will counterbalance the Weakness of each. Organization of the Remainder of the Study The remainder of the study is presented in the following manner: Chapter II presents a review of the literature per— taining to the background and projections of education and employment of women, the life goals and life patterns of women, women's education as it is and as it might be, and the general interests and concerns about modern women. Chapter III pertains to the research design, the methods used in gathering data, and the statistical treat— ment of that data. Chapter IV describes the students, and compares the academic ability, personality variables and occupational interests of Groups A and B. The results of the interviews with Groups A and B are reported in Chapter V. These data include (1) reasons 9Claire Sietz pp 31., Research Methods in Social Relations (New York: Holt, Rinehart & Winston, 1965), p. 237; and Herbert H. Hyman gplg1., Interviewing in Social Research (Chicago: The University of Chicago Press, 1954), P- 15. 11 for discontinuing education, (2) reasons for returning to the college campus, (3) personal and vocational goals, (4) perceived attitudes of family members, and (5) experiences of adult coeds. Chapter VI is a summary of the study, and contains the conclusions and implications for college and university programs. The Appendix includes the following: (A) Question- naire for the adult coed; (B) Questionnaire for the adult women who are not students; (C) Questionnaire for the group of general adult women; (D) Structure of interview for the adult coed; and (E) Structure of interview for the adult women who are not students° CHAPTER II REVIEW OF THE LITERATURE Introduction Women, their work, and their education have played an important role in the development of this country. Histori— cally, women did most of their work at home because the goods and services of the day were produced in the home. Eventually, increased mechanization placed some of the work outside the home, enabling women to work as operatives in textile mills and similar industries. Traditionally, women have worked in the homes of others, as domestics and gover— nesses, and in rural areas women have helped to gather and preserve the harvests. Today, the picture is similar in that women are still working, but the women of today are Thus, the women working in a wider variety of occupations. who Work in occupations above the unskilled level usually are able to do so because they have had more education. The college education of women has had an interest- ing history. The first concerns regarding women's higher education were (1) could a woman physically and mentally WithStand the rigors of education? (2) was she able to COmpete with men in the academic disciplines? and (3) would 12 l3 11er education be helpful in terms of her future employment? 2st this time the answers to these questions are implicitly understood. The literature regarding the education of women is abundant, but much of it deals with unanswered questions, speculations, ideas, untested hypotheses, and random thoughts. Actual research on the education of mature women is notably absent. The literature reviewed in this chapter is divided into five parts. The first presents the background and pro— .jections of education and employment of women and will tlface the continuing education movement. The second part is; related to the life goals of women and concerns their aESEDIIatiOnS, plans for education and vocation, and their ixieantity and social roles. The third area relates to the 114562 patterns of women. The fourth deals with women's edu— ca1:j_on as it is presently constituted and as it might be in the: future. The last section briefly explores general jJItearest and concern about the modern woman. Background and Projection of Education and Employment of Women There is a direct relationship between the amount of a wOman's education and her participation in the labor force, Wonfiin in the paid labor force are generally found to have hadmore education than women who are not gainfully employed. WOmEn over the age of eighteen in the labor force have had 14 scmewhat more schooling when compared with women of the same age group in the population.1 Men show less relationship loetween educational attainment and labor force participation. 2% comparison of the figures in Table 2.1 demonstrates this relationship.2 Table 2.1. Educational attainment of the population and of workers, by sex, March 1964 (persons 18 years of age and older) Population Labor Force ”Years of School Completed Women Men Women Men Nanmer (in thousands) 61,883 55,118 24,326 45,600 Percent 100.0 100.0 100.0 100.0 Ele mentary lgess than 5 yearsa 5.2 6.8 2.5 4.4 .5 to 7 years 9.4 10.6 6.9 9.0 £3 years 13.8 14.6 10.9 13.6 Hi gh School 1 to 3 years 19.2 18.4 18.8 19.4 4 years 36.0 28.1 40.9 31.1 Col lege 1 tzo 3 years 9.8 10.8 10.6 10.6 4 §zears or more 6.5 10 8 9.5 12 l Nkaciian years of sichool completed 12.1 12.0 12.3 12.1 a Includes persons L— 1 1965 Handbook on Women Workers, 2Ibid., p. 172. reporting no School years completed. op. cit., p. 171. 15 Women of today are earning over 40 percent of all baccalaureate or first professional degrees, which is above the previous peak reached in 1930. The percentages of women earning masters' and doctors' degrees are below the 1930 figures. The percentages of women earning college degrees are presented in Table 2.2.3 Table 2.2. Degrees conferred on women in selected years Percent Earned by Women Degrees Conferred 1966 1960 1930 1900 Bachelors or first professional 40.4 35.3 39.9 19.1 Masters 33.8 31.6 40.4 19.1 Doctors 11.6 10.5 15.4 6.0 The future for women workers is projected to show increasing participation. During 1966 there were, on the average, 28 million women in the labor force. This figure exceeds by 7.4 million the record number of women workers during World War II. It is anticipated that by 1980 there Will be 36 million women in the labor force.4 Not only are \_—— 3U.S., Department of Labor, Trends in Educational Lttainment of Women, Women's Bureau, Wage and Labor Stan— dards Administration (Washington: Government Printing Office, April, 1968), p. 15. 4U.S., Department of Labor, Job Horizons for College W, Women's Bureau, Bulletin 288 (revised; Washington: Government Printing Office, 1967), p. 137. 16 Inore women expected to be employed but many will be mature Vvomen who will have reentered the labor force. In 1966 there mere almost twice as many women workers 45 to 64 years of age as in 1950, and almost two—fifths more in the 35 to 44 age group. However, the women workers under 35 years of age increased by less than one—third during the same period.5 With the previous background and projections, it is easy to trace the start of formal continuing education pro— grams for adult women. In 1951, the National Manpower Coun- cil was instituted under the Ford Foundation. In 1957 'this Council published a report entitled Womanpower, which f<3cused upon secondary and post high school education of vvcxnen. There were four recommendations from this report. B1:Cmd1y stated, they are: l. Expanded and improved guidance service for young women. 2. Expanded support of scholarship and fellowship pro— grams for young women of high ability. 3. Research on the impact of the increasing employment of women. 4. Provision of adequate facilities to help mature women who want and need additional education. L 5U.S., Department of Labor, Utilization of Women HSEflggggJ a reprint from the 1967 Manpower Report, Women's Burxgau (Washington: Government Printing Office, 1967) P- 137. 6Womanpower, National Manpower Council (New York: C01umbia University Press, 1957). 17 In 1958, the Commission on the Education of Women of the American Council on Education began publishing its bulletin, . 7 . . . 'Ihe Education of Women. Tautfest maintains that th1s bul— letin reflected a broadened concept of education to include self—expression and personal enrichment, rather than educa— tion for material gain alone. Formal continuing education programs and centers for adult women first appeared in 1959. Later, in 1963, Presi- dent John F. Kennedy established the Commission for the Status of Women, and from the work of this Commission came This report stressed the need (2) 1:he report, American Women.9 fror (1) education and counseling facilities for women, cliild care and family services, and (3) security of basic irnsome for widows and single women. Further, this Commis— s:i<3n report discussed the labor standards for women and the rtigyhts of equality under the law. 7Education of Women (Washington: Commission on the Ehitlczation of Women of the American Council on Education, I19ESEB). 8Patricia Bond Tautfest, ”Continuing Education Pro— gIWarns and Their Implications for Counselors," Journal of the lflat:j_ona1 Association of Women Deans and Counselors, XXVII (Summer, 1964), 194—197. 9 . . Amer1can Women, op. Cit. 18 Life Goals of Women In a study of adolescent girls, Bott found that the girls studied had ambivalent feelings about the possibil— ities before them. Most of these girls aSpired to short— range vocational p1ans;and although their educational aSpi— rations were high,they looked to college mainly for personal and social fulfillment.lo With the increasing number of snomen in the labor force today, the attitudes of the girls in this study toward employment and marriage are not con— gruent with the current occupational perSpective. It has been said that men are identified by ”what triey do" and women by "who they are.“ The question ”who am 12?" is one that many women are asking today. For a man, icieantity stems from his job; but a woman's identity usually is based on her husband's occupational status, her home and fannily. In 1955, 677 women in fifteen colleges were ques— tixarled about their life plans. All but one reSpondent pliarined to marry and to have children.11 The students exzaeacted their college and university education to prepare theeni for marriage and motherhood, as well as for employment 10Margaret M. Bott, ”Feminine Identity and the EHAUIEational Vocational Plans and Preferences of Adolescent GAITLS Attending Parochial Schools: A Pilot Study" (unpub- igzged Doctoral dissertation, Michigan State University, ) . llJane Berry, ”Life Plans of College Women," Journal Of the National Association of Women Deans, January, 1955, PP. 76-80. 19 in the event of future emergency situations. These students tended to consider their career as an activity which would take place in the one or two years between graduation and marriage, or before the birth of their first child. Only sixteen of the respondents planned to work outside the home and 15 percent planned to while their children were small, 2 return to work when their children were in high school.1 The expectations of university freshmen women were studied by Hopwood who found that many girls enter college without clearly defined goals. Those whose goals were defined had come to college to (1) get a well-rounded educa— tion, (2) to prepare for marriage and a job, or (3) to devel— op a philosophy of living that will make life interesting. Following these three primary goals, and in sixteenth posi- tion, was "preparation for a vocation." Since preparation for marriage and a job ranked second, and preparation for a vocation ranked sixteenth, it would appear that these women are Viewing vocation in a different light than a job. It would be interesting to know how these women would have responded if "marriage and job" were not one response item, and if job and/or vocation had been a single choice. In View of Berry's research, it might be assumed that marriage L Ibid., pp. 76-80. l3Kathryn Hopwood, "Expectations of University Women," Personnel and Guidance Journal, XXXII (1954), 464 ~469 . 20 snould still rank higher than preparation for a vocation or a job.14 The expectations of these university women may seem strange to those who think of college as preparation for a vocation. A recent study done with adult women students reports that the women had fairly well-defined goals. An associate degree was the goal for 6 percent, a bachelor's degree the goal for 16 percent, and 23 percent were working :for teacher certification. Of the women studied, 78 percent «eXpected to obtain their goal in the next five years and 69 Exercent expected to be gainfully employed within five years.15 The subjects in the above study were questioned about feandly income, future income from their work, and the neces- :3j;ty of their being gainfully employed. More than two-thirds ch' the women reported that working was not a financial neces- saii:y,and over half reported that their husbands earned above $S9,(DOO per year. Further, 75 percent of the women eXpected tc> eaarn between $4,000 and $9,000 per year. This figure of $4n,(300 to $9,000 per year appears to be realistic in View of tTHa fact that 62 percent of them eXpect to teach and 10 per— cedlt: plan to enter nursing or other allied health fields. TYRE ‘women seemed to be preparing themselves for employment WIlich has long been stereotyped as feminine. Only 2 percent l4 . Berry, op. c1t. 15Laurine E. Fitzgerald and Joanne B. Lantz, "The Adult Coed: A Personal/Vocational Profile," National Busi- ness Woman, XLIX, No. 9 (October, 1968), 8-14. 21 of the women surveyed indicated they were studying for purely personal enjoyment, which appears to refute the criticism that most adult coeds are just taking up space in already over-crowded classrooms.l6 Nachmann, Gurin and Segal state, "Vocational problem becomes tied to the problem of sexual identity and adequacy, and as such may be loaded with affect, defensiveness and anxiety."17 Life Patterns of Women The life patterns of men and women appear to differ widely. While men usually enter the labor force when they leave school and continue in the labor market until retire- ment, women present a variety of life patterns. The voca— tional life patterns of college women seem to develop in six ways:18 (1) those who never expect to be gainfully employed but who plan to be full—time homemakers; (2) those who will not work immediately after college but may find it neces- sary to work at a later time, in the event of an emergency; (3) those who expect to work until marriage and/or pregnancy and may or may not reenter the labor force when their l6Ibid. 7Maizie G. Gurin, Barbara Nachmann, and S. J. Segal, 'WPhe Effects of the Social Context in the Vocational Counsel- ing of College Women," Journal of Counseling Psychology, X (1963), 28—33. 18 . Berry, op. c1t. 22 children are grown or in school; (5) those who plan to work after graduation and drOp out of the labor force only long enough to bear children and immediately reenter the labor force; and (6) those who plan to enter the labor force and stay until retirement. There may be many variations within each pattern depending on marital status, age at marriage, age at birth of children, number of children, and unforeseen emergency situations which may arise. Marriage, child-bear- ing, and loss or incapacity of the husband as provider may have a profound influence on the vocational life pattern of a woman. Until recently, when a woman married,she dropped out of school. Today, the married woman student is found on most college campuses. Five thousand undergraduate married women students from one hundred institutions were surveyed by DeLisle who found that 74 percent of these students were not employed while attending college.l'9 Only 13 percent worked twenty or more hours per week. From 40 to 50 percent of the students surveyed were majoring in education. These results are similar to the results found by Fitzgerald and Lantz in their study of adult coeds——that only 27 percent worked full time and 62 percent planned to be teachers.20 19FranceSH. DeLisle, "Survey of Undergraduate .Married Women," Journal of the National Association of Women Deans and Counselors, XXV (1962), 41—42. 20Fitzgerald and Lantz, o . cit. 23 Hansel found patterns of alternate work and study, and that most employed women work for interest, self devel— opment, satisfaction, or enjoyment; few of them worked because of monetary need.21 It has been noted that women live, on the average, longer than men. Women of today are having more children than their mothers did and are having their children more closely together.22 Useem advances the thesis that present day women are living two lives. In the first life the women are producing and socializing the next generation. The second life begins at about thirty—five years of age when the children are half—grown and the mother is still able— bodied. Women at this point may enter or reenter the labor force.23 In 1940, one—half of all women employed outside the home were single and were in the twenty to thirty-four age range, while in 1964, less than one—fourth were single.24 The median age of women workers has shown a continu— ous rise during the twentieth century. In 1900, the median 21Eva B. Hansel, ”Patterns of Women Power: A Pilot Study,” Journal of the National Association of Women Deans and Counselors, XXV (1962), 81—87. 2 . . . 2Ruth H111 Useem, "Changing Cultural Concepts in Women's Lives,“ Journal of the National Association of Women Deans and Counselors, XXIV (1960), 29—35. 23Ibid. 241965 Handbook on Women Workers, opp,cit., p. 20. 24 age was twenty—six years; in 1940, thirty-two years; in 1943, thirty—four years; in 1950, thirty-seven years. By 1965, the median age of women workers had risen to forty-one.25 Projecting the rise in the average age of women workers and the rise in the numbers of women workers into the 1970's would indicate that there will be more women employed than ever before and that the largest group of employed women will be married and over forty. Since many gainfully employed women resign at the time of marriage only to return to employment at a later date, their life patterns allow for alternate periods of work and non-work. It is during these periods of non—work that women may return to formal education. Women's Education: Pasti Present, and Future The higher education of women has long continued to concern professional educators——whether, in fact, women should be educated and whether or not they are physically able to cope with the rigors of education. With the devel— opment of secondary schools, more women than ever before were prepared for higher education, and Oberlin College was the first institution of higher education to admit women.2 There were only three women in the Oberlin College graduating 25Ibid., p. 12. 26Newcomer, op. cit., pp. 1—5. 25 class in 1841. Today, women represent 35 percent of all college and university students. "How to educate women" was a question in 1841 and is still a major issue today. Are women to be educated like men, or are they to be educated differently? Benezet feels that women's education should fit them for their most impor— tant duty, creation and maintenance of the family unit.27 Today, the curriculum for women, in most schools, is a carbon c0py of the curriculum for men. From 75 to 85 percent of women college graduates marry and will be homemakers, regard- less of possible employment. Further, Benezet feels that what is needed is a college education that "meets feminine needs."28 Crocker challenges Benezet's idea of a different education for women, maintaining that the type of education suggested by Benezet will not only be different but also second-rate.29 But, Crocker asks, "How meaningful are the differences?” After all, in our society, men and women are more and more playing equal and interchangeable occupational and family roles.30 27L. Benezet, "Modern Mythology in Women's Education, American Association of University Professors' Bulletin, XXXVI (1950), 487-496. 28Ibid. 29L. D. Crocker, "A Second-rate Education for Women," American Association of University Professors' Bulletin, XXXVII (1951), 253-259. 3OIbid. 26 Mueller states that women must secure some vocational training as well as a liberal education.31 The proportion of college time that women students spend in vocational training rather than general education should be dependent upon indi— vidual expectations. The proportion of time should be deter— mined by the woman's anticipated career.32 "Women's education can scarcely be planned apart from the expectations of men.”33 The plans of women will be determined, in some part, by what men expect. Thus if women anticipate working side by side with men in business and industry, their education should be equivalent, at least, on a technical basis. In practice, this knowledge would usually be over and above whatever education the women might have had to fit them for the homemaker role. Although there are many articles appearing in the literature about women's education, there are few, if any, empirical studies to support any one point of View. There are studies indicating the percentage of bachelors, masters, and doctors degrees granted to women; the number of women employed in various occupational classifications; the number represented in the professions; the number who drop out of _\_____— . 31Kate H. Mueller, "Women's Education: VocatiOn or L1beral Emphasis?" Journal of the National Association of lkmr31_Qean§, XVIII (1954), 25—27. 321bid. 33L. W. Norris, "How to Educate a Woman's Husband," gigociation of American Colleges Bulletin, XLIII (1951), ‘259. 27 school at what age, and for what reasons.34 Although these studies may be factual, they have added little to our com— prehension of the subject. When women consider returning to work/they sometimes are not able to return to their previOus type of employment. Their skills may have become outdated,and there may have been many advances in knowledge and technology in their occupational areas. These returning women may need addi— tional education and training to reenter the labor force at their previous level of employment. Some American women who are not planning to return to work feel a need for educa— tional stimulation. These two groups mentioned above have been returning, in increasing numbers, to the college and university campuses. Raushenbush stresses that we must stop discouraging girls from undertaking long—range planning, and must: (1) provide ways of carrying out such planning in college, (2) find ways of helping women continue their education through 34Opal D. David, ”Factors Influencing Women's Deci- sions About Higher Education,“ Journal of the National Asso— ciation of Women Deans and Counselors, XXIII (1959), 35—38; Eleanor Dolan, Collegp and University Facts and Figures (Washington: American Association of University Women, 1960); Mabel Newcomer, "Women's Education: Facts, Findings, and Apparent Trends," Journal of the National Association of NQWen Deans and Counselors, XXIV (1960), 35-39; J. B. Parrish, "Professional Women Power as a National Resource," Qflarterly Review of Economics and Business, XI (1961), 54—63; and D. Screiber, ”School Dropouts: the Female Species," Journal of the National Association of Women Deans and Counselors, XXV (1962), 175-181. fl '7". 28 the early years of marriage and child rearing, and (3) pro- vide a good opportunity for them to resume their training in later years when they are freed from the most time—consuming duties of earlier years.35 The University of Minnesota has undertaken such a plan. The Minnesota Plan for the Continuing Education of Women was designed to provide the nation with additional trained manpower (educated women), and to help women find personal happiness through self—development and growth. The plan's three phases are: (1) discussion and preparation for women's multiple roles, at the undergraduate stage; (2) con— tinuing education individually tailored for the young wife and mother; and (3) vocational and personal guidance for the mature woman, with Special scheduling and Summer classes emphasized.36 There are many other institutions that have devel— oped Special programs for women. A partial list has been compiled by the Women's Bureau of the U.S. Department of Labor.37 In addition to this list, the Women's Bureau lists 35Esther Raushenbush, "Unfinished Business: Contin- uing Education for Women," Educational Record, XLII (1961), 261-269. 36Virginia L. Senders, "The Minnesota Plan for W9men's Continuing Education: A Progress Report," Educa- tlonal Record, XLII (1961), 270—278. 37U.S., Department of Labor, Continuing Education EIQSEfigmg and Services for Women, Women's Bureau, Pamphlet 10 (Washington: Government Printing Office, 1968), pp. 15-73. m-..-.... 29 related services or programs for adult women.3 Higher edu— cation and the Federal Government have shown great concern for the education of adult women. This interest is not limited to the above mentioned groups, but today, almost everyone has something to add to the literature dealing with women. Interest and Concerns of Others The American Management Association is very much con— cerned with working wives. A symposium sought to answer these questions: (1) How well is business talking their language? (2) Who are they? (3) How do they live? (4) What do they want?39 Management realizes that the problems of working wives differ from those of the full—time home— maker. Businesses are Sponsoring research to find answers to these questions. The Women's Division, Institute of Life Insurance has published a paper asking the question, "Work— 40 ing Women . . . Who Are They?" Professional women are interested in the reasons more women are not actively 381bid., pp. 75—86. 39"Consumer Communications—A Symposium——Working Wives: HOWJWell is Business Talking Their Language?" Management Review; April, 1967, pp. 4—21. \- . 4OBetty S. Martin, ”Working Women . . . Who Are They?" Inst1tute of Life Insurance, Women's Division, Number 324 (New Yerk, January, 1966). involved in scientific pursuits and are searching for ways to remedy this situation.41 The Intercollegiate Association of Women Students is interested and concerned about continuing education. These young women appear to be looking at the future as well as the present in regard to their education.42 In addition to all of the above, many popular periodicals are focusing on the adult woman, her education and social role in the chang— ing American society.43 Summary American society has changed from agrarian to indus— trial. Goods and services are no longer produced in individ— ual homes but are mass-produced in large, highly mechanized factories. The men and women of the agrarian society worked at home while those of our industrial society are employed away from home. In the last hundred years, education has changed from being a privilege for a few wealthy members of society to being an opportunity for almost everyone. Today the 4 . . . . 1Alice S. R0551, "Women Sc1ent1st: Problems and Prospects,” Sigma Delta Epsilon News, XXXI (May 2, 1967), 2—7. 2 . 4 "A Fact Sheet on the Roles of Women in America," Feminine Focus (East Lansing: Michigan State University, March, 1966). 4‘3“What Education Women Want,” Newsweek, June 13, 1966, pp. 68—75; and Margaret Mead, ”Do We Undervalue Full- Time Wives?" Redbook, November, 1963, pp. 22—26. 31 median number of years of schooling completed by the popula- tion, 18 years of age or older, is 12.1 years for women and 12.0 for men.44 At the present time, one in three workers is a woman who has completed 12.3 years of schooling.45 There is a direct relationship between the amount of educa- tion a woman has received and her participation in the labor force. Also, women are marrying at an earlier age and hav— ing their families while they are young. By the time a woman is thirty-five she usually is free of child care dur— ing the school day and school year. Modern technology has taken much of the drudgery and time—consuming elements out afznost housework. Also many women enter or reenter the labor force when they are freed from the time-consuming duties of child care. Even if the woman has been trained in a vocation, the years of child birth and child rearing have taken a toll of previously acquired skills° The changed technology and the knowledge eXploSion may call for retrain- ing. Some of these women may be unemployable because automa— tion has eliminated their previous occupation, and they will need to be trained in a new field. Some women were never trained and will want to approach a vocational goal for the first time. 44 1965 Handbook on Women Workers, op. cit., p. 71. 45Ibid. 32 The future can only be predicted from past trends, and if the past indicates the future, the economy will find more women working than ever before. The women workers will be, on the average, older than in the past and greater num- bers of them will be married. With all this background in mind, the educational institutions will be called upon to provide training, re— training, education, and reeducation for many adult women. Before a woman can make any decision about returning to SchooL she should have some clarification of her life goals. Many women and girls have ambivalent attitudes about their role in society. Biologically they will be the pro— ducers of the next generation, but women are asking, ”Is biology my only destiny?” Counseling with girls and women may help them clarify their goals and plan some direction in their lives. The outmoded conflict of career or marriage is being replaced with the idea of career and marriage. While men have long played multiple roles in society, women are just beginning to take on multiple and concurrent roles. The life patterns of women differ from the life patterns of men. Men typically enter the labor force when they leave school, while women may enter the labor force and Stay a short time, dropping out for marriage and/or birth of a child. Women may stay out of the labor force or return at a later time, and this pattern may be repeated numerous times. There are many variations in the life patterns of 33 women depending on the individual, and on the extenuating circumstances of her life. With the variations of life patterns, training and retraining may be a necessity for the woman during her adult life. Education Should be able to meet the individual needs of adult women, and this is one of the objectives of most continuing education programs for women. Educators, counselors, and institutions of higher learning are not the only ones interested in and concerned with the problems of the adult woman. The popular periodi— cals, life insurance companies, management associations, and opinion research centers are among the many who are studying the modern woman and her unique situation. CHAPTER III DESIGN Introduction The primary purpose of the study was to compare the adult coed with the adult woman who is not a student with respect to academic ability, selected personality variables, and interest patterns. Further, the study was designed to determine what motivated adult coeds to return to school and to eXplore how the "meaningful others" in their lives perceive education and the subject's Specific involvement in education. The secondary purpose of the study was to describe adult coeds and the adult women who are not coeds. Sample The first group (Group A) was a random sample of all women enrolled at Purdue University, Fort Wayne, Fall 1968, who met the following criteria: 1. Twenty—five years of age or older 2. Undergraduates 3. Had interrupted schooling for a least five years. The sample was selected by using a table of random numbers. 34 35 The second group (Group B) was comprised of women who volunteered to take advantage of a testing and counsel— ing program and further were: 1. Twenty-five years of age or older 2. Not enrolled in any college or university 3. Had not been enrolled in school for a period of at least five years. Since Group B was not randomly selected,a group of adult women from the general population was also studied to deter- mine whether Group B was similar to the general population. This third group of women were members of county extension clubs, business and professional women's groups, women employees of a local factory, and members of a philanthropic society. Instrumentation The general background information was gathered from all three groups by questionnaires.1 The questionnaire fol— lowed the general format of "The Adult Coed Inventory" used in a previous study.2 Only Group A and Group B were given the Kuder DD and the Edwards Personal Preference Schedule. Group B was given lQuestionnaire for Group A is Appendix A, labeled "Questionnaire for Adult Coed"; Questionnaire for Group B is Appendix B, labeled ”Questionnaire for Adult Women Who Are Not Students"; and Questionnaire for Group C is Appendix C, labeled "Questionnaire for General Adult Women." 2Fitzgerald and Lantz, op. cit., pp. 8—14. 36 the Cooperative School College Ability Test and some of Group A had taken the Scholastic Aptitude Test of the Col— lege Entrance Examination Boards. Women who were enrolled in college before their admission to Purdue were not re- quired to take the Scholastic Aptitude Test. However, those women who had never attended college before were required to take the Scholastic Aptitude Test. Admission to Purdue is based on high school performance and Scholastic Aptitude Test achievement level or previous college level work. All instruments except the Scholastic Aptitude Test were given by the same person. The Scholastic Aptitude Tests were taken at regular College Board Testing Centers. All of the instruments were studied to see if they were suitable for adult women. Norms were available for each instrument that were applicable to the groups studied. All of the instru— ments were pretested on the adult women, in October 1967. Structured interviews were conducted with Groups A and B in a counseling office setting and by the same person. Each interview was approximately one hour in length. The interview structure was used as a guide; however, the re— spondents were free to discuss their unique problems and 3 . . concerns. As a part of each interVIew,the results of 3Structure for the interview for the adult coed is Appendix D, labeled "Structure of Interview for Adult Coeds"; and structure for the interview for the adult women who are not in school is Appendix E, labeled "Structure of Interview for Adult Women Who Are Not Students.” 37 all instruments administered to the subjects were inter- preted. The instruments used are well known and are fairly well researched instruments. The Kuder DD Occupational Interest Survey General Manual in the Technical Section discusses the background of the survey, the assumptions underlying the evaluation of interests, the development of the verification scale, the use of the scores based on data from male groups in counseling women, and the characteris- tics of the scores.4 Reliability for the Kuder DD Occupa— tional Interests Survey was 0.96.5 The Edwards Personal Preference Schedule Manual suggests that the instrument is appropriate for research with groups like the ones in this study.6 The normative groups were appropriate for the sam— ple used in this study.7 The intercorrelations of the selected variables were from —0.05 to + 0.33.8 ”The low values of the intercorrelations indicate that the variables measured by the Edwards are relatively independent."9 Reliabilities for the selected variables were: achievement 0.74, order 0.87, change 0.83, and endurance 0.86.lo 4Kuder, op. cit., pp. 17—41. 5;p;g., p. 37. 6Edwards, op. cit., p. 19. 7M” p. 20. 8I_Joi_d., p. 21. 9M” p. 22. lOIbid., p. 19. 38 The tests of academic ability are well knOWn and are well reSearched tests. The COOperative School and Collqu Ability Tests have reliability coefficients for Form 1A of 0.92 Verbal, 0.93 Quantitative/and 0.95 total.11 The Scholastic Aptitude Test of the College Entrance Examination Board is one of the instruments used for admissions to Purdue University. In an unpublished study of regional campus students the Scholastic Aptitude Test showed predic— tive factors of 0.302 for Scholastic Aptitude Test——Verbal for grade point index.12 The demographic and attitude data were collected by questionnaires and interviews. The advantages of the ques— tionnaire are the standardization of order, wording, and the impersonal nature which insures some uniformity from one situation to another.13 The interview allowed for greater flexibility than the questionnaire. Clarification was gained, as necessary, in the interview. The interviewer had an opportunity to observe both the subject and the total situation to which she was reSponding.l4 By using a 11Cooperative School and College Ability Tests Tech— nical Report (Princeton: Educational Testing Service, 1957), p. 11. 12Roger Manges, ”Report on Multiple Regression Study for Regional Campus Students” (unpublished, Purdue Univer— sity Admissions Office, 1965). 13 Sietz et al., op. cit., p. 237. l4Ibid. combination of a questionnaire and an interview,the advan— tages of each controlled the disadvantages of the other. W With the combined use of the above mentioned instru— ments, tests, questionnaires, and interviews the following hypotheses were tested. These hypotheses are stated in the null form, stated symbolically, and when appropriate,the directional alternate hypotheses are stated. 1. No difference will be found in the measure of academic ability between Group A and Group B. H ' M = M 0' l 2 Legend M1 = median on academic ability of adult coeds M2 = median on academic ability of adult women who are not Students The literature suggests that adult women who return to col— lege have high achievement needs; high scores also would be expected on the personality variables of change and endur— ance, and low scores would be expected on order. The four scales employed in this study were chosen following a review of the literature and of the definitions used in the instru— ment. Both the literature and the instrument suggest these dimensions are significant in an academic setting. 2. No difference will be found in the measures of personality variables between Group A and Group B. a. H : A = A o 1 2 Legend A1 = median on achievement needs of adult coeds 40 A2 = median on achievement needs of adult women who are not students Hla = A1 > A2 The adult coeds' median score on achievement will exceed the adult women who are not student's score. b. Ho: 01 = 02 Legend 0 = median score on order of adult coeds 02 = median score on order of adult women who are not students 2a‘ 01 < 02 The adult coeds' median score on order will be less than the adult women who are not student's median score. C. HO: C1 = C2 Legend C1 = median score on change of adult coeds C2 = median score on change of adult women who are not students H3a: C1 > C2 The adult coeds' median score on change will exceed the adult women who are not student's median score. d. H : E = E o 1 2 Legend E1 = median score on endurance of adult coeds E = median score on endurance of adult women 2 who are not students H4a: El > E2 The adult coeds' median score on endurance will exceed the adult women who are not student's median score. 41 3. No differences will be found in occupational interests of Group A and Group B. HO: I1 = I2 Legend I1 = median score on occupational interests of adult coeds I = median score on occupational interests of adult women who are not students. H5a: Il > I2 The adult coeds' median score on occupational inter— ests in careers requiring college will exceed the adult women who are not student's occupational interests in careers requiring college. Analysis The null hypotheses were analyzed using the Median Test.15 To perform the median test the median score for the combined group is determined. Using the combined median dichotomize both sets of scores and cast them in a two by two table like Table 3.1.16 Since all nl+n2 were larger than forty,the X2 corrected for continuity was appropriately used. That formula is: N(:|AD-BC|,—1%)2 X = (A+B) (C+D) (A+C) (B+D) H H df 15Sidney Siegel, Nonparametric Statistics (New York: McGraw—Hill Book Company, 1956), pp. 111—116. 16Ibid., p. 111. 42 Table 3.1. Median test: Form for data Group I Group II Total Number of Scores above combined median A B A+B Number of scores below combined median C D C+D Total A+C B+D N = nl+n2 The questionnaire data were tabulated and compared and are presented in the following tables. In Table 3.2 the ages of the three samples are presented. Table 3.2. Ages of women in samples General Adult Group A Group B Women Age Number (%)* Number (%) Number (%) 25—29 8 27.0 3 10 27 8.0 30—34 4 13.5 7 24 30 9.0 35—39 9 33.0 5 17 32 10.0 40—44 4 13.5 9 33 41 12.0 45—49 3 10.0 3 10 39 11.5 50—54 1 3.0 l 3 39 11.5 55—59 0 0.0 1 3 42 13.0 60—64 0 0.0 0 0 24 7.0 65 & over _9 0.0 _p __p _§g 18.0 Total 29 100.0 29 100 333 100.0 Average age 36 38 48 *Percentages have been rounded to equal 100%. 43 The sample of women who were in school is younger, average age thirty-six, than the group who are not students, average age thirty—eight. The average age of the general adult woman was forty—eight, ten years older than Group B. Twenty- five percent of the general adult sample were over sixty years of age,and two—thirds of that group responded that they had not considered returning to school. The women who volunteered for testing and counseling were younger and more interested in returning to school than were the general adult women. The marital status of the three groups is very similar (see Table 3.3). Table 3.3. Marital status of women in samples General Adult Marital Group A Group B Women Status Number (%)* Number (%) Number (%) Married 20 69 20 69 236 71 Separated 0 0 2 7 0 Divorced 3 10 4 14 ll 4 Single 4 14 2 47 14 Widowed __2_ __7_ __l __3 _fl _L]; Total 29 100 29 100 331 100 *Percentages have been rounded to equal 100%. 44 The greatest divergence was Group B in which 21 per— cent were separated or divorced compared to 10 percent of Group A, and only 4 percent of the general adult women's group. Educational backgrounds of Group A and Group B were similar (see Table 3.4). Table 3.4. Educational background of Group A and Group B Group A Group B Level of Education Number (%)* Number (%) Less than high School education 1** 3 0 0 High School graduate 12 45 14 49 One year of college 2 7 2 7 More than a year of college but less than a degree 8 28 6 20 Other (includes business college, nursing, etc.) 6 20 7 24 Total 29 100 29 100 *Percentages have been rounded to equal 100%. **Finished high school in 1963. While the educational backgrounds of the general adult women when compared to the population of women in the United States show great differences, the general adult woman had a much higher level of educational attainment than the women in the United States (see Table 3.5). Comparing all four groups in regard to the percentage of women who had more than a high school education/there were 52 percent of Group A, 51 percent of Group B, 47 percent of the general adult women, and 16 percent of the women in the United States with more than a high school education. Table 3.5. Educational background of general adult women compared to population of women in United States General Adult Population of Women 5 Women in United Statesa 1 Level of Education (%) (%) ‘ Less than high school graduate 15 47.6 High School graduate 38 36.0 Some college but less than a degree 25 9.8 College graduate and graduate work 12 6.5 Other (includes business college, (no figures nursing, etc.) 10 available) Total 100 100.0 a1965 Handbook on Women Workers, pp. cit., p. 172. In all three sample groups/the work experiences ranged from the level of unskilled to professional. The professions were concentrated in nursing for Groups A and B and in nursing and teaching for the general adult group. In regard to present employment,Group A had 38 percent employed 46 full or part time while the Group B had 45 percent employed full or part time. Volunteer work for all three groups centered in church and service groups. Each woman in Groups A and B was surveyed in regard to her husband's age, educational background and income. Table 3.6 represents a comparison of average age of these women and their husbands. In both groups the husbands' average age was three years more than their wives'average age. Table 3.6. Women's average age compared to husbands' average age Group A Group B Average age of women 36 38 Average age of husbands 39 41 Table 3.7 represents the educational backgrounds of the husbands of the two groups. Eighty percent of the hus— bands of Group A had more than a high school education and 78.5 percent of the husbands of Group B had more than a high school education. Table 3.8 represents the income of the husbands of the two groups. None of the husbands of the Group B women had incomes of less than $9,000 per year, while 17 percent of the husbands of the Group A women had incomes below the $9,000 per year figure. 47 Table 3.7. Husbands' educational background Group A Group B Level of Education Number (%)* Number (%) High school graduate 4 20 5 22.5 Some college but less than a degree 4 20 5 22.5 Bachelor's degree 5 25 7 31.5 Graduate work and graduate degree _1 35 _§ 22.5 Total 20 100 22 100.0 *Percentages rounded to equal 100%. Table 3.8. Husbands' income Group A Group B Income Level per Year Number (%)* Number (%) Less than $4,000 0 0 0 0 $4,000 to $8,999 3 17 O 0 $9,000 to $13,999 4 22 14 64 $14,000 to $19,999 7 39 4 18 $20,000 and above ‘44 22 .44 18 Total 18 100 22 100 *Percentages rounded to equal 100%. 48 In both Groups, A and B there were twenty-five women who had children. The children of the women in Group A ranged in age from one year to thirty years. The children of the women in Group B ranged in age from two years to twenty-seven years. Table 3.9 represents the number of children involved. Table 3.9. Number of children of Groups A and B Group A Group B Number of Children Number (%)* Number (%) 1 4 l6 6 24 2 7 28 10 40 3 7 28 5 20 4 4 16 2 8 5 3 12 1 4 9 _Q 0 __1_ 4 Total 25 100 25 100 *Percentages rounded to equal 100%. All three groups were asked to rate their satisfac— ti‘nn'with their present role in life be it student, house- ‘Mife’ employee, or any combination of the three roles. Tabflja 3.10 presents these data. The general adult women had gag percent with some degree of satisfaction while Group A haél'73 percent, and Group B had 61 percent with the sane degree of satisfaction. The general adult women had 4 per— cerfi;rvith some degree of dissatisfaction while Group A had 49 22.5 percent and the Group B had 21 percent with some degree of dissatisfaction. Table 3.10. Satisfaction with role in life General Adult Group A Group B Women Level of -—-———-— -—-—-————- -—-——————— Satisfaction No. (%) * No. (%) No. (%) Very satisfied 11 40.0 4 14 155 51 Satisfied 9 33.0 13 47 113 37 Neither satisfied nor dissatisfied 1 4.5 5 18 23 8 Dissatisfied 5 18.0 6 21 10 3 Very dissatisfied 1 4.5 O 0 3 1 Total 27 100.0 28 100 304 100 *percentages rounded to equal 100%. A causal—comparative design was used in the study to determine the reasons some adult women have returned to formal education and other adult women have not. In a study of this kind a true experimental design was not feasible. The study was designed to seek past causes for present con— ditions- Thus the results should lead to information that will be helpful in reassessing on—going programs and in developing and Planning new programs for adult women. CHAPTER IV ANALYSIS OF STANDARDIZED INSTRUMENT DATA This chapter will present the data from the stan- dardized instruments administered to adult coeds and the adult women who are not students. The data will be presented in the following manner: 1. Analysis and comparison of the measures of academic ability 2. Analysis and comparison of the measures of personal— ity variables 3. Analysis and comparison of the measures of occupa— tional interests. These data were obtained by the use of the Coopera— tive School College Ability Tests, Scholastic Aptitude Tests of the College Entrance Examination Boards, Kuder DD Occupa— tional Interest Survey, and Edwards Personal Preference Schedule.l 1 . see ChapterIII for a d1scussion of these instru— mentS. 5O 51 Academic Ability Measures of academic ability were given each of the adult women who are not students. The instrument, the 999p: erative School College Ability Tests, provides equivalent scores for the School College Ability Tests and the Sgppf lastic Aptitude Tests.2 Thirteen of the adult coeds had taken the Scholastic Aptitude Test before their admission to Purdue University. The scores received on the School Col— lege Ability Test—-verbal were translated into Scholastic Aptitude Test--verba1 scores. The translated Scholastic Aptitude Test scores may be generous in View of the transla— tion and the relative shortness of the School College Abil_ _gpy_gp§£_compared to the Scholastic Aptitude Test. Table 4.1 represents the scores for both groups studied. The hypothesis was made that no difference would be found in the measure of academic ability. Both groups of Ivomen would be able to do college level work. Ho: M1 = M2 Legend M1 = median on academic ability of adult coeds M2 = median on academic ability of adult women who are not students Using the Median Test and significance level of .5, -the probability was < 0.10. The probability is greater than the significance level and hence the null hypothesis is 2 . Cooperative School and College Ability Tests' jnanual for Interpretipg Scores, 9p, cit., p. 44. 52 Table 4.1 Score on academic ability of adult coeds and adult women who are not students Adult Coed Adult Women Who Are Not Students SAT——Verbal SCAT Translated to SAT——Verbal Score Number Score Number 704 1 625 6 619 1 600 l 610 l 575 4 600 1 550 2 500 1 525 4 495 l 500 3 490 l 475 5 450 l 451 1 424 1 375 2 420 1 350 l 412 2 __— 310 __; Total = 13 Total = 29 Median 490 Median 528.8 Combined median 512.5 accepted. There is no significant difference in academic ability between the adult coeds and the “H10 are not students. Since the adult coeds are lege and successfully competing academically,the meaSures of adult women now in col— assumption could be made that the adult women who are not students could compete successfully in college. v Mr ..‘ o- «I; 53 Personality Variables Each of the fifty—eight subjects took the Edwards Personal Preference Schedule. The scores were ranked from ffigh to low on each variable for the adult coeds and the adult women who are not students. The medians were found for each of the groups on the selected variables. Table 4.2 summarizes these medians. Table 4.2. Median scores for Groups A and B on personality variables Personality Variables Group A Group B Achievement 14 16 Order 10 12 Change 17 19 Endurance l6 l3 The combined median was ascertained for each selected variable and the results were cast into a two by two table. In most cases, the score representing the combined median was scored by several subjects so the A and B cells in the table represent those scores that fell above the combined median and the C and D cells.in the tables represent those scores which did not fall above the combined median. 3Siegel, op. cit., p. 112. 54 Table 4.3 presents the combined medians, the prdbability of no difference and the level of Significance for each variable. Table 4.3. Combined median prObability and significance level for the selected personality variables Direction Combined of Variable Median Probability a Level Difference Achievement 15 p< .025* .05 Group B Order 11 p< .10 .05 Group B Change 18 ‘ p< .25 .05 Group B Endurance 15 p< .25 .05 Group A *Below level of significance. The hypothesis to be tested for the personality 'variables was that no difference would be found in measures (IE personality variables. Four hypotheses were generated :Erom.the original hypothesis, They were: 1. There would be no difference in measures of achievement need between Group A and Group B. HO: A1 = A2 Legend A 1 adult coeds' median on achievement need A2 adult women who are not students' median on achievement need Hla: Al > A2 55 The adult coeds' median score on achievement need will exceed the other adult women's score. In Table 4.3 the probability associated with achievement is < .025. There is a significant difference and the null hypothesis is rejected,but the alternate is also rejected because the differences is not in the predicted direction. The adult women who are not students have higher achievement needs than do the adult coeds. 2. There would be no difference in measures of order between Group A and Group B. Ho: 01 = 02 Legend 01 = adult coeds' median on order 02 = adult women who are not student's median on order H2a: 01 < 02 The adult coeds' median score on order will be less than the adult women who are not student's median score, In Table 4.3 the probability is < .10. There is no significant difference. The null hypothesis is accepted. There is no significant difference on order between Group A and Group B. 3. There would be no difference in measures of change between Group A and Group B. Ho: C1 = C2 Legend Cl — adult coeds' median Score on Change c2 = adult women who are not student's median score on change. H3a: C1 > C2 56 The adult coeds' median score on change will exceed the adult women who are not student's median score. In Table 4.3 the probability is < .25. There is no significant difference on change between Group A and Group B. 4. There would be no difference in measures of endurance between Group A and Group B. Ho: E1 = E2 Legend E1 = adult coeds' median score on endurance E2 = adult women who are not student's median score on endurance H E > E 4a: 1 2 The adult coeds' median score on endurance will ex— ceed that score of the adult women who are not students. In Table 4.3 the probability is < .25. There is no significant difference on endurance between Group A and Group B. Occupational Interests Each of the fifty—eight subjects took the Kuder DD Occupational Interest Survey. The instruments were machine scored by Science Research Associates, Incorporated. For the purpose of this study only the women's occupational Scales were used. Each subject was scored on every occupa— tional scale for women and on selected occupational scales fOr men. The verification scores were checked because the Va].idity of the results is questionable if the verification Schre is below 45. All scores except one fell above the 45 57 level of verification (see Table 4.4). The subject whose score was below the 45 verification level had higher inter— est scores on the men's occupational interest scales than on the women's occupational interests scale. One other subject, verification score of 51, also had higher interests on the men's occupational scale than on the women's occupational scale. The interests of these two women were physical edu— cation—recreation and engineering. Both were in the group of adult women who are not students. Table 4.4. Verification scores for samples Scores Numbers 58—59 . . . . . . . . . . . . . . 4 56—57 . . . . . . . . . . . . . . 7 54—55 . . . . . . . . . . . . . . 8 52—53 . . . . . . . . . . . . . . 8 50—51 . . . . . . . . . . . . . . 14 48—49 . . . . . . . . . . . . . . 11 46—47 . . . . . . . . . . . . . . 5 40 . . . . . . . . . . . . . . __1 Total . . . . . . . . . . . . . . 58 The occupations listed in the women's scale were judged by three independent raters. Each rater was asked to put a plus (+) or a minus (—) for each occupation on the basis of requiring a college education (+) or not requiring a <:ollege education (—). There was complete agreement on all. occupations but one, interior decorator. A judgment was reacfled on interior decorator by checking the educational _— 58 level of the group used to standardized the inventory. The ratings are shOWn in Table 4.5. Table 4.5. Ratings of occupations on Kuder DD Occupational Interest Sca1e* Rating Occupation Rating Occupation + Accountant + NurSe - Bank clerk + Nutritionist — Beautician + Occupational therapist - Bookkeeper — Office clerk - Bookstore manager + Physical therapist + Computer programmer + Primary school teacher + Counselor, high school + Psychologist + Dean of Women + Psychologist, clinical — Dental assistant + Religious ed. director — Dept. store saleswoman + Science teacher, high + Dietician, administra— school tive — Secretary + Dietician, public + Social caseworker school + Social worker, group — Florist + Social worker, medical + Home demonstration + Social worker, agent psychiatric + Home ec. teacher, col. + Social worker, school + Interior decorator — Stenographer + Lawyer + X—ray technician + Librarian + Math teacher, high school occupation; *Legend: occupation. The top score was located for each subject. + indicates college education required for - indicates college education not required for All scores falling within .06 of the top scores were used and assigned a plus or a minus. were tabulated and added algebraically. The total pluses and minuses Each subject received a score ranging from minus seven to plus fourteen (Table 4.6 summarizes the scores). Since plus five was the 59 Table 4.6. Occupational ratings for groups on Kuder DD Group A Group B Score Number Score Number 14 2 14 l 13 l 13* 1 12 1 12* 1 ll 2 11 1 10 1 10 1 9 2 9 2 8 l 8 3 7 4 7 l 6 4 6 0 5 3 5 3 4 2 4 1 3 1 3 0 2 1 2 2 1 1 l 1 0 1 0 1 —l 0 —1 3 —2 0 —2 2 —3 1 —3 0 -4 l —4 1 —5 0 —5 3 —6 0 —6 0 —7 __Q —7 __l N = 29 N = 29 Group A median +6 Group B median +4 Combined median +5 *Represents the two subjects who rated higher on the men's occupations; however, the figure reflects only the women's occupational interests. 60 combined median and six people scored plus five, the two by two table was cast using scores that fell above the median in the A and B cells and those which did not fall above the median in the C and D cells.4 The hypothesis was made that no difference would be found in occupational interests between Group A and Group B. Legend I = adult coeds' occupational interests I2 = adult women who are not student's occupational interests Ha: Il > 12 The adult coeds' occupational interest in careers requiring college will exceed that of the adult women who are not students' occupational interests. The significance level is .05. The Median Test was used and the probability was < .05. The null hypothesis is rejected and the alter- nate is accepted. There is a significantly greater interest in occupa— tions requiring college by adult coeds than by adult women who are not students. Summary When comparing the adult coeds to the women not currently enrolled in school on measures of academic abil- ity, both groups appear to be able to pursue programs at the college level. There is no significant difference indicated. 4Siegel, op. cit., p. 112. 61 The groups were significantly different with respect to achievement need. The women who are not students had noticeably higher achievement needs than did the adult coed. Perhaps the adult coeds feel they are achieving at the pres— ent time, and hence it is not an important need for them. The other selected variables of order, change, and endurance showed no significant difference. Occupational interests of the adult women students are quite different from the occupational interests of the women not currently enrolled in school. The interests of the adult coeds are generally in occupations that require a college education, but the interests of the adult women who are not students appear to be in occupations that do not require a college education. CHAPTER V SUMMARY OF PERSONAL INTERVIEWS This chapter contains a summary of interviews with fifty—eight women. Twenty—nine of those interviewed were students at Purdue University, Fort Wayne; and the other twenty—nine were women residents of the greater Fort Wayne, Indiana area who volunteered for a testing and counseling program. The purposes of the interviews were to discover the feelings of the women about themselves, the feelings and reactions of their families and friends to their educational plans, and to determine educational vocational plans for the future. The following questions provide the bases for the presentation of this chapter: a Who were the women who were interviewed? o What were the reactions of the women to the study and the interview? 0 What caused them to discontinue their education when they did? 0 What reactions have their husbands, children and other family and friends had to their return or anticipated return to school? 62 63 0 Have the students' families taken new reSponsibil- ities? 9 Has the students' routine changed since they returned to school,and what problems would the other women anticipate if they returned? 0 What were the goals and educational expectations of the students? 0 What work would the students like to do when school is finished,and what would the women not now en— rolled study if they returned to school? 0 Who influenced the student to return; what are her feelings about her student role; and is she in any way different since she returned to school? 0 What factors influence women to return to school? 0 Would the women change their lives if they could do so, and where do they See themselves in the future? 0 What could the university do to assist the women who are not students if they decide to return to school, and what could the university do to improve the program for those women presently enrolled? The Women Interviewed The adult coed sample (Group A) was a random sample of all women enrolled at Purdue University, Fort Wayne who were twenty—five years of age or older, undergraduate, and had interrupted schooling for at least five years. Each of the thirty women was contacted personally. At the time of 64 the original contact,the purpose of the study was explained and each woman was told how much of her time would be in- volved. Twenty—nine of the thirty women agreed to take all the instruments, fill out the questionnaire/and come back for test interpretation and the interview. The total time for each subject was approximately three hours. The second group (Group B) was comprised of twenty— nine women who volunteered for a testing and counseling pro— gram offered by Purdue University. These women were twenty— five years of age or older, not enrolled in a college or university, and had not been enrolled in school for a period of at least five years. Every woman who volunteered agreed to take all instruments, fill out the questionnaire and come back for test interpretation and the interview. The total time for each subject was approximately four hours. Group B took an academic ability test. Some of the women in Group A had previously taken the Scholastic Aptitude Test before entrance to college. All of the women in the Group B had thought about returning to school. Reaction of the Women to the Study The general reactions of both groups were ones of interest and cooperation. Only one of fifty—nine contacted felt that she would not have time to participate. When appointments for testing and interviewing were scheduled, they were kept with great punctuality. In all, only four appointments had to bere—scheduled. This cooperation seems 65 to speak well for the interest of the women in the study. Most of the subjects in both groups expressed interest in the results of the study. In general the subjects from both groups Were comfortable in the interview situation. Several women from Group A noted that some of their student friends wondered why they had not been selected and had offered to participate if more subjects were needed. After the data had been collected, several women from Group B called to see if the volunteer program would be offered again because they had a friend who was interested. A husband of one of the women from Group B called to see if there was any possibil— ity that a similar program would be offered for adult males. Why Did They Discontinue Their Education? Some of the adult coeds entered college after they graduated from high school; others had no college background. One adult coed dropped out of high school and then returned to finish her high school education prior to entrance to college. The reasons the adult coeds gave for discontinuing their education were: 0 Marriage, 13 o Finances, 12 0 Lack of interest, 4 0 Changed vocational goal, 2 0 Family opposition, l 0 Completed terminal program, 1 66 0 Personal problems and rebellion, l o Forced to leave native country and came to the United States as a refugee, 1 Some subjects gave more than one reason for discontinuing their college education. When the adult women who are not students were ques— tioned as to why they had discontinued their education/these reasons were given: 0 Marriage, 11 o Finances, 6 0 Work, 4 0 Lack of encouragement to continue, 3 o No interest in college, 3 0 Completed terminal program, 2 o Undecided on vocational goal, 1 0 Parental pressure to work, 1 Some subjects gave more than one reSponse. Reaction of Others to Their Return or Anticipated Return to School and Family ReSponsibilities The adult coeds' husbands have, generally, expressed favorable reactions to their wives' return to school. Eigh— teen of the twenty married women used such phrases as "en— couraging,‘ ”definitely in favor," ”all for it,” and two noted that their husbands who had not been in favor of their return to school had "mellowed in time.“ One of the women whose husband,at first,had been in favor of her return 67 was now as she said "getting tired,” another noted her hus— band would have ”chosen another field of study for her," and one said, "He doesn't care so long as it doesn't inter— fere with family life." Half of the husbands of the adult coeds had taken new reSponsibilities at home since their wives had returned to school. These responsibilities included helping with the evening meal, helping with children, helping with general housework, doing dishes, cleaning kitchen, baby sitting, feeding pets, and doing the grocery shopping. One adult coed noted that her husband had taken a new job immediately after her return to School and that the job reSponsibility had increased so that he did not have time to assist at home. Most of the women who are not students, in the main, expressed feelings that their husbands' reactions would be favorable to their returning to school. Only six of the twenty with husbands felt that the reaction would be unfav- orable. When children's responsibility was discussed,nine adult coeds said that their children had always taken respon— sibility and that their return to school had not altered this. The other adult coeds noted that their children helped with meals, helped with house cleaning/and had made more decisions for themselves since the homemaker had re— turned to school. Nineteen of the adult women who are not students felt that their children's reactions would be favor- able to their return to school. Six felt their children 68 would not like it or would have no reaction one way or the other. One subject noted that her children would probably react differently, one in favor and one against her return to school. Discussion of the reactions of families and friends toward their return to school brought a variety of reSponses from, "My father is delighted” to ”They think I'm crazy." Usually, however, the reaction was favorable. One subject noted that since she had returned to school several of her friends had also started back to school. Another subject stated that one of her friends had commented, "That takes guts.” The adult women who are not students would expect similar reactions from their family and friends if they returned to school. These subjects used Such words as "surprised,” ”shocked," "thrilled,” "terrible," ”happy," ”supportive” and ”interested.” Two of the Subjects stated they did not care how anyone else might feel if they decided to return to school. Changes in Students' Routine and Anticipated Problems Twenty—four of the adult coeds stated that their routine had changed since they returned to school,and only five felt it had not changed. One said, "I just traded work for school.” The changes in routine were: "hobbies and clubs dropped," ”social activities dropped," ”meals not on 69 time," "less sleep," "better organized,” "better use of time,“ "less light reading,” ”busier," "neglect home and personal appearance," "neglect of children and husband,” "relationship with husband improved," "time to show children more affection because of domestic help,” and "not able to help husband in his work." Of all the above mentioned reSponses, those most often noted were related to better organization and wiser use of time. The women in Group B anticipated their problems would be: inability to organize their schedule of home and class, lack of time, lack of available child care, finances, and unfavorable reactions from husbands. Some indicated a lack of confidence in their ability to study and comprehend the curriculum; others wondered if they would be able to fit into college social groups and whether or not the program they chose would be available to them. Goals, Expectations and Achievements of Adult Coeds The adult coeds had well defined goals. Fifteen had an associate degree as their goal,and six of the fifteen felt that they might continue until they earned a bachelor's degree. A bachelor's degree was the goal of ten adult coeds, and one of this group considered continuing for a master's degree. The master's degree was the goal for three adult coeds and a Ph.D. the goal for one adult coed. 70 When questioned about the length of time required to achieve their goal, only one reSpondent was indefinite. The others had a definite time. Ten expect to accomplish their goal in 1969, six in 1970, two in 1971, three in 1972, five in 1973, and two in 1978. These women have earned varying numbers of credits since they returned to school, and this is summarized in Table 5.1. Table 5.1. Number of credits earned by adult coeds since their return to school Number of Creditsa Number of Women 0—15 . . . . . . . . . . . . . 8 l6-30 . . . . . . . . . . . . . 4 31—45 . .‘. . . . . . . . . . . 11 45—60 . . . . . . . . . . . . . 2 61—75 . . . . . . . . . . . . . 2 75—90 . . . . . . . . . . . . . 2 N = 29 aDoes not include the number of credits being com— pleted during present term of enrollment. The adult coeds were asked about their plans after they had achieved their educational goal. If work was men— tioned in their p1ans,the subject was asked how much they expected to earn and whether working was a financial neces— sity? Table 5.2 summarized the salary expectations for those who planned to work. Eight adult coeds had no idea how much they would earn or did not think the salary was important. Several of these women noted that they only planned on part— time employment. Eighteen of the adult coeds felt no . 71 Table 5.2. Salary expectations of adult coeds Expected Salary/Year Number of Women $5,000—$5,999 . . . . . . . . . . . . 4 $6,000—$6,999 . . . . . . . . . . . . 8 $7,000—$7,999 . . . . . . . . . . . . 3 $8,000—$8,999 . . . . . . . . . . . l $9,000—$9,999 . . . . . . . . . . . O $l0,000—$lO,999 . . . . . . . . . . . . l $11,000—$12,000 . . . . . . . . . . . . l N==18 financial necessity to work, but eleven felt that there was a financial necessity. If it was not a financial necessity for the women to work,they were further questioned as to why they had decided to return to work. ”The work being something they had always wanted to do” and ”security” were the two responses most often given. The other reSponses ranged from “to help others,” "useful," "need to do something worthwhile" to "bored——a1ways wanted to go to school,“ "do not like to stay home,” "time available" and "to gain experience." What Work Would They Do—- What Would They Study? The adult coeds reSponded in varying ways to the question, "What work would you like to do?" Fourteen indi— cated an interest in nursing, with several noting Specific interests in surgical, geriatric, or hospital nursing, work- ing in a doctor's office, School nursing, establishing "well baby” clinic, and nursing education. Second in work interests 72 were occupations associated with social agencies, ten of the group indicating interests in counseling and social work, counseling and teaching, Work with juvenile delinquents, work with the aging, work with alcoholics, work with parents and children with special needs and concerns, and work in general mental health agencies. Two adult coeds were inter— ested in audiology and speech therapy, one in college teach— ing, one in clinical psychology,and one in technical theatre. The adult women who are not students, when ques- tioned about what they would study if they returned to school,had somewhat wider interest areas. There was one response for each of the following: interior design, super- vision and personnel, engineering, real estate, travel agent, art, political science, English, computer programming, recre— ation, floral design,and drama. Two each reSponded busi— ness, accounting, and elementary education. Nine responded to the question of what they would study by indicating interests in the areas of social work, sociology, psychology, mental health, and work with handicapped children. Who Influenced the Student to Return to School, What Are Her Feelings About Her Role, Is She Different? Who or what influenced the adult coeds to return to school? Friends, husbands, families, professional educators, and social workers were most frequently mentioned. Family physician, priest, and children were each noted once as having influenced their return to school. But people were 73 not the only influence. Articles in the popular literature and ”the times" influenced others in their decision to return to school. When asked how they felt about their experiences as students, the reactions were usually positive. The majority of the women have enjoyed the student eXperience. The reSponses were; ”fine,” "enjoy it,” ”interesting,” ”great,” ”challenging,” ”ideal way to be a student," "discouraged sometimes," ”first year terrible, great after that,“ and "I have more positive feelings about self." Several women men- tioned that they had eSpecially enjoyed the contact with young people. The Subject of whether they were different since they returned to school was another question that brought forth a smile and a wide variety of answers. The reSponses of the adult coeds were: ”broader horiZOns and interests," ”helped to understand self and others more,” ”not nearly as judgmental,” ”have many new ideas,“ ”more out going," "have liberalized my views,” and ”enjoy things around me more.” There were other ways they also felt they had changed. Some felt they were more considerate of others, some had matured, others felt they had added Self—confidence, many felt they were able to apply themselves more, and others felt they had a new perSpective on life. One adult coed felt that she had developed a closer relationship with her husband and one reSponded ”I feel like an old woman." 74 The adult coeds were asked, "Why do you think most women go to school?" Their responses were: Security, 8 Self fulfillment, 5 Financial necessity, 5 Do not want to be useless, 5 Boredom, 4 Finding meaning for themselves, 3 Have a definite purpose or goal, 3 Prepare for a vocation, 3 To keep from stagnating, 3 Close the educational gap between themselves and their husband and children, 3 Keep young, 1 The challenge of learning, 1 More professional opportunities open to women, 1 To better themselves, 1 Opportunity not available before, 1. Would They Change Their Lives and What About the Future? Both groups were asked the question, "If you could start over (age 17 or 18), what might you do differently?" Nineteen women were satisfied with their lives. Thirty—one gave responses such as; "should have gotten more education," "should have gone to school," "should have finished college," "Should have gone to college instead of nurses' training,” 75 and "should have studied elementary education.” Six said they "should have waited to get married," however, three noted they would have married the same man. One reSponded she ”should have married earlier.” One each reSponded ”I would not have worried about what others thought,” "I Should have worked,” ”I was not aware of the possibilities,” “I would have overcome my self—consciousness earlier,” ”I Should have gotten to know myself better,” and “you would have to go back a lot farther than that for my life to have been different." The reSponses for both groups were similar and so are not reported separately. The question about the future and how they see it for themselves caused many members of both groups to ponder. One woman in Group B (adult women who are not students) said she saw herself "as a vegetable, which worries me!” Four from Group B responded that they could not foresee anything in their future. Others responded: "managing a small busi— ness," "early retirement and pursuing an avocation,” ”help— ing people," "accomplish a sense of personal worth,” "finish college,” "become a grandmother and work," "trying to find themselves,” ”run an interior decorating shop,” ”work in a social agency and travel,” ”remarry," "work in politics and writing," and "stay mentally young and look forward to the time when her children were on their own.” The adult coeds' reSponses to the question of their future were: "accepting more reSponsibility," "work after children are older and help develop new theories in her 76 chosen field," "serve others through nursing," "work and a little more social life," "work" (mentioning several areas), "marriage and career,“ ”more children," ”remarriage," "being able to Spend more time with their family," and "help others and at the same time help herself.” Only three of the adult coeds felt that they did not know what they might do in the future. How Can the University Help? The adult women who are not students felt the uni— versity could best help them by scheduling classes in the evening and in larger blocks of time, offering more appro— priate courSes for them, and by providing services such as: academic advising, financial aid, counseling, giving reme— dial academic help, and helping to organize a baby—sitting pool. The adult coeds had different suggestions for the university. They included changes in curriculum, better instructors in some areas, more clinical experience, more available laboratory facilities, specialized Science and mathematics courses, series classes offered every semester so one can start a sequence anytime, more evening classes, classes scheduled in the middle of the day, light class loads to start the program, larger blocks of time for classes, closer faculty—student relations, more small group sessions with professors, financial aid for part—time stu— dents, more liberal requirements for older students, 77 acceptance of more previously acquired credits, availability of nursery school,selected graduate programs, and a bache— lor's degree in nursing. One woman noted that She thought adult women should be treated less like typical sophomores and more like adults. Another noted that in many areas older women have the advantage of experience. Several women felt that more testing and counseling, such as they had had during the process of this study, would be very beneficial. This service is available, but these women were unaware of this opportunity. Objectivity of the Interview Samples of the personal interviews were tape re— corded. The interviews were then reviewed by an indepen— dent observer and an interview guide completed. After the second interview guide was completed, both copies were com— pared to test the objectivity of the original interviewer. The original and independent observer interview guides were in close agreement. In fact, in most instances the re- sponses were exactly alike. filmy All the women involved in this study were very coop- erative and enthusiastic. In each group, some had entered college after completing high school, but none had finished the program. The women of both groups listed marriage, lack of finances, and employment as the prime reasons they had 78 discontinued their schooling. The reactions of the families and friends of both groups of women were, or would be, favorable to their return to school. The adult coeds had been assisted in continuing their education by their fam— ilies' assumption of greater share of the household respon- sibilities. The routine of most adult coeds had changed. They felt they had less time for hobbies, clubs, and social func— tions; but many felt they were better able to organize their work and use time more wisely. The problems anticipated by the adult women not enrolled as students were found to be in the same general areas as those the adult coeds had encoun— tered. One area of difference was the apparent concern of the women not enrolled as students that they might be unable to compete with other college students. The adult coeds had apparently conquered that problem. The adult coeds had well defined goals. They knew what they wanted, how they were going to get it, and when they expected to achieve their goals. The goals of the women not enrolled as students were not as well defined. They were at a thinking and planning phase of their lives. Perhaps, in time, this latter group will move in the direc— tion taken by the adult coeds. When compared with the adult coeds, the women who are not students were more creative in planning study pro— grams. More of this second group were considering occupa— tions that are less feminine—oriented than those the adult 79 coeds were planning. Thinking and doing are two different things, and it would be interesting to follow the adult women who are not students to see if this pattern will be established. Many different people and factors influenced the adult coeds to return to school. Once back in school, the adult coeds were enjoying their student experiences and felt that positive and desirable attributes had been added to their lives. The adult coeds felt that most women who return to school are seeking security and self—fulfillment. Most of the women in both groups indicated they would change their lives if they were able to do so. How— ever, most of the things they would like to change were associated with continuing education. The future seemed to be more definite to the adult coeds than to the other group of women. When questioned about the role of the university in assisting women students, the adult coeds had ready answers and very definite ideas, but the adult women who are not students were inclined to ponder the question. As a general rule, the responses of the adult coeds were education ori— ented whereas those of the women who are not students were convenience oriented. CHAPTER VI SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary The image of American women has changed in recent years and undoubtedly will continue to change in the future. Historically, women were not chosen to be educated. The woman student in American institutions of higher learning is a phenomenon known only in the last century and a half. Yesterday, a woman who entered college usually did so directly from a secondary school; and if she married, it was customary for her to discontinue her education. Today, in America, the picture is very different. Women are present on almost all college and university campuses. The woman student may be young or old, married or single, a part-time or full—time student who is interested in everything from art to zoology. This study was concerned with women currently en— rolled as university students and others, some of whom had had some college background. All of the women involved in the study were at least twenty—five years of age and had been away from an educational environment for a minimum of five years. 80 l 81 The purposes of the study were: 1. to achieve a description of adult women currently enrolled as students and others who had indicated an interest in continuing education but were not cur— rently enrolled, 2. to compare these two groups in the areas of academic ability, personality variables, and occupational interests, 3. to determine what motivates an adult woman to return or not to return to an institution of higher learning, 4. to explore the perceptions of the "meaningful others" in the lives of these adult women as they pertained to the subjects' specific involvement in continuing education, 5. to prepare a guide for Purdue University, Fort Wayne, Indiana, outlining the needs of these women and specific ways for the University to attempt to meet these needs. This study was designed to seek past causes for present conditions. Questionnaires, standardized instru— ments and structured interviews were used to compare women who had chosen to return to school after a fairly prolonged absence with other women who had not, as yet, decided to further their education. If demonstrable differences were found,these might lead to constructive conclusions. 82 Three samples were used in this study: 1. Adult coeds (Group A) were a random sample of all undergraduate women enrolled at Purdue University, Fort Wayne, Indiana, in the Fall of 1968, tWenty—five years of age or older, who previously had interrupted their education for at least five years. 2. Adult women who are not students (Group B) were individuals who had volunteered to participate in a testing and counseling program. These women were also twenty—five years of age or older, but not currently enrolled in any college or university, and had not been enrolled for at least five years prior to the study. 3. General adult women (Group C) were selected to compare with Group B,since this latter group was not randomly selected. These individuals were members of county extension clubs, business and professional women's groups, women employees of a local factory, and members of a philanthropic society. Groups A and B were small, twenty—nine in each group, while the general adult women (Group C) numbered 333. Fur— ther, national census figures were used to compare all three groups to the national population. The instruments used to gather the data were: 1. Questionnaire for adult coeds, Appendix A 2. Questionnaire for adult women who are not students, Appendix B 3. Questionnaire for general adult women, Appendix C 83 4. Cooperative School College Ability Test 5. Scholastic Aptitude Test of the College Entrance Examination Board 6. Kuder DD Survey of Occupational Interests 7. Edwards Personal Preference Schedule 8. Structured interview for adult coeds, Appendix D 9. Structured interview for the adult women who are not students, Appendix E. The average age of Group A was thirty—six years; Group B, thirty—eight years; and Group C, forty—eight years. In contrast to Groups A and B, Group C included a number of women over sixty years of age, two—thirds of whom indicated no interest in returning to school. The marital status of all three groups was quite similar——69 percent of Group A, 69 percent of Group B, and 71 percent of Group C were married. The educational level of all the individuals in— cluded in the study was well above the national population educational level. Fifty—two percent of the adult coeds, 51 percent of the adult women not currently enrolled, and 47 percent of the group of general adult women had acquired more than a high school education. The comparable percent— age for the national population of women is 16.3 percent. Women in all three groups were found to have been employed at one time, in a variety of occupations from unskilled to professional, with nursing and teaching being 84 the most frequent professional occupations. Less than half the women in Groups A and B were presently employed. Mem— bers of all three groups were involved in volunteer work, usually in connection with a church or a service organiza— tion. The husbands of the women in Groups A and B were found to average three years older than their wives. The educational level of the husbands was very high. In Group A, 88 percent of the husbands had more than a high school education; in Group B, 76.5; the national population of men having more than a high school education is 22.7 per— cent. The income level of all husbands was also high. Less than 10 percent had incomes of less than $9,000 per year while 20 percent had incomes in excess of $20,000 per year. All three groups of women were asked to rate their degree of satisfaction with their roles in life. Seventy— three percent of Group A, 61 percent of Group B, and 88 per- cent of Group C indicated at least some degree of satisfac— tion. The academic ability of the adult coeds and the adult Women who are not students was compared but no signif— icant difference was found. The only personality variable which demonstrated a Significant difference was achievement need, and that differ— ence was not in the hypothesized direction. The adult women 85 who are not students exhibited higher achievement needs than did the adult coeds. Occupational interests of the adult coeds and of the adult women who are not students were significantly differ— ent. The study revealed that adult coeds have a greater interest in occupations requiring a college education than did the women of the other group. Individuals in both Groups,A and B had entered col— lege after high school but had been unable to finish. They listed marriage, lack of finances, and the necessity to work as the principal reasons for discontinuing their education. The families had reacted in a favorable manner when the adult coeds returned to school, and the other women would anticipate a similar favorable reaction if they decided to continue their education. It was found that mem— bers of families assisted with household duties to enable the adult coeds to further their studies. The routine of most of the adult coeds had changed. Hobbies, clubs,and social activities were frequently sacri— ficed, but many felt they were better able to organize their activities and to use time more wisely. are not currently enrolled anticipated problems in schedul— ing their activities and organizing their school and home responsibilities. One area of difference was that adult women who are not students were concerned about their ability to compete with today's college students. The adult women who- 86 The adult coeds had well—defined goals while the goals of the adult women who are not students were not well— defined. The latter group was considering occupations that were less feminine—oriented than those the adult coeds were preparing to pursue. Many different people and factors influence the adult coeds to return to school. Having returned, they were enjoying their student experiences and felt that they were receiving positive and desirable benefits from continuing their education. The adult coeds believed that most women return to school seeking security and self—fulfillment. If the women in either group could have changed their lives, most would have had more education. The future seemed to be more definite to the adult coed than to the adult woman who is not a student. When questioned about the role of the university in helping the woman student, the adult coeds' responses were education oriented while the responses of the adult women who are not students were convenience oriented. Conclusions The adult coeds and the adult women who are not stu— dents are similar in the areas of age, marital status, educa— tional background, interests in college, and academic ability. The age of a woman appears to be a factor in whether or not she is interested in returning to college. The adult coeds and the adult women who are not students were younger _Q 87 than the general adult group who could have volunteered for the testing and counseling program but did not do so. Both Groups,A and B have the academic ability to pursue a college education. All of the women in Group A were successful students while many of those in Group B were concerned about their ability to function at the col— lege level. Perhaps, if the adult women who are not stu- dents were to return to school and achieve some degree of academic success,they would find this fear alleviated. The adult coeds and the adult women who are not students differ in the areas of achievement needs and occu— pational interests. The adult women who are not students had significantly higher achievement needs than did the adult coeds. Perhaps the women who are students feel they are achieving and the need to achieve is not important. If the adult women who are not students returned to school, perhaps their achievement need would be lower. The occupational interests of Group A were in posi— tions that require a college education while the interests of Group B were in occupations that did not require a col— lege education. It would appear that occupational interests may ultimately play the decisive role in determining whether or not a woman returns to a college campus. 88 Recommendations for Counselors of Girls and Women The results of this study made possible certain recommendations for those who work with women of any age: 1. Counselors should be able and in a position to help young women make long range plans for their educa- tion. 2. Counselors should be able to deal with women as individuals, realizing they have special interests, concerns, and abilities. 3. Counselors should be well informed about available programs in their communities and the possibilities for financial aids for mature students. Recommendations for Purdue University, Fort Wayne, Indiana The recommendations for Purdue University are those which resulted from this study and, if implemented, could facilitate the education of adult women in the Fort Wayne community. These suggestions fall into three broad cate— gories; namely, academic, service, and administrative, and are: 1. Explore the possibilities of eXpanding present curricula. 2. Make available remedial classes for returning stu— dents who have been away from formal education for an extended period of time. 10. ll. 12. l3. 14. 15. 89 Maintain a continuing study of the weaknesses in clinical and laboratory facilities. Explore possibilities of specialized classes in science and mathematics for various curricula. Constantly strive to increase graduate offerings. Explore possibilities of a program in nursing educa— tion leading to a baccalaureate degree. Be constantly aware of the needs of the community and, when necessary, offer seminars to help employed women and women contemplating employment become apprised of new materials in their respective areas. Encourage closer faculty—student relationships. Explore the possibility of more small group discus— sion classes. Study the possibilities of the financial aids offered, with specific regard to age and part—time student restrictions. Inform prospective students of the availability of financial aid. Explore the possibility of increased service in the areas of counseling and academic advising. Assess the need for a nursery school or a child care center. Offer a testing and counseling program, on a continu— ing basis, for interested people of the community. Expand, whenever possible, the course offerings in the evenings. l6. 17. 90 Consider offering classes which would meet once a week for two or three hour blocks of time. Allow greater flexibility in requirements for older students. Recommendations for Future Research Research such as this answers some questions but leaves others unanswered and creates still further topics for future research. Some problems yet to be explored sug- gests the following possibilities: 1. Maintain contact with the group of adult women students to determine whether or not they achieve their goals in education and employment. Follow—up the group not currently enrolled as students to determine whether or not they return to continue their education and whether or not they persist in their less feminine occupational interests. Maintain contact with the adult women who are not students who decide to return to school, to deter— mine whether or not their achievement needs and occupational interests change significantly. Study the families of the adult coeds and the adult women who are not students to determine the accuracy of their perceptions regarding their families. 91 Replicate the study at a different university and section of the country to see if Purdue coeds are typical of other adult coeds. Develop a similar study,using as subjects adult males who are returning to education after some time away from the university, for purposes of comparison with this research. BIBLIOGRAPHY BIBLIOGRAPHY American Women. Report of the President's Commission on the Status of Women. Washington: Government Printing Office, 1963. Benezet, L. "Modern Mythology in Women's Education." American ASSOCiation of University Professors' Bulletin, XXXVI (1950), 487—496. Berry, Jane. "Life Plans of College Women.” Journal of the National Association of Women Deans, January, 1955, pp. 76—80. Bott, Margaret M. 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Washington: American Council on Education, 1963. 92 h; 93 DeLisle, Frances N. "Survey of Undergraduate Women." Journal of the National Association of Women Deans and Counselors, XXV (1962), 41-42. Dennis, Lawrence E., ed. Education and A qugn's Life. Washington: American Council on Education, 1963. Dolan, Eleanor. College and University Facts and Figures. Washington: American Association of University Women, 1960. Edwards, Allen L. Edwards Personal Preference Schedule Manual. New York: The Psychological Corporation, 1959. Education of Women. Washington: Commission of the Educa— tion of Women of the American Council on Education, 1958. "A Fact Sheet on the Roles of Women in America." Feminine Focus, Michigan State University, March, 1966. Fitzgerald, Laurine E., and Lantz, Joanne B. "The Adult Coed: A Personal/Vocational Profile." National Business Woman, XLIX, No. 9 (October, 1968), 8—14. Gurin, Maizie G., Nachmann, Barbara, and Segal, S. J. 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Institute of Life Insurance, Women's Division, Number 324. New York, January, 1966. Mead, Margaret. "Do We Undervalue Full—Time Wives?" Redbook, November, 1963, pp. 22—26. Mueller, Kate Hevner. "Women's Education: Vocation or Liberal Emphasis?" Journal of the National Associa— tion of Women Deans, XVIII (1954), 25—27. . Educating Women for a Changing World. Minneap— olis: University of Minnesota Press, 1954. Neuman, Rebecca R. "When Will the Educational Needs of Women Be Met? Some Questions for the Counselor. Journal of Counseling Psychology, X (Winter, 1963), 378—385. Newcomer, Mabel. A Century of Higher Education for American Women. New York: Harper & Brothers, 1959. . "Women's Education: Facts, Findings, and Apparent Trends." Journal of the National Associa— tion of Women Deans and Counselors, XXIV (1960), 35—39. Norris, L. W. "How to Educate a Woman's Husband." Association of American Colleges Bulletin, XLIII (1951), 253—259. Parrish, J. B. ”Professional Women Power as a National Resource." Quarterly Review of Economics and Business, XI (1961), 54-63. Raushenbush, Esther. "Unfinished Business: Continuing Education for Women." Educational Record, XLII (1961), 261-269. Rossi, Alice S. "Women Scientist: Problems and Prospects." Sigma Delta Epsilon News, XXXI (May 2, 1967), 2—7. Screiber, D. "School Dropouts: The Female Species. Journal of the National Association of Women Deans and Counselors, XXV (1962), 175-181. Senders, Virginia L. "The Minnesota Plan for Women's Con— tinuing Education: A Progress Report." Educational Record, XLII (1961), 270—278. 95 Siegel, Sidney. Nonparametric Statistics. New York: McGraw—Hill Book Company, 1956. Sietz, Claire, Jahoda, Marie, Deutsch, Morton, and Cook, Stuart W. Research Methods in Social Relations. New York: Holt, Rinehart & Winston, 1965. Super, Donald E. The Psychology of Careers. New York: Harper and Brothers, 1957. Tautfest, Patricia Bond. "Continuing Education Programs and Their Implications for Counselors." Journal of the National Association of Women Deans and Counselors, XXVII (Summer, 1964), 194—197. U.S. Department of Labor. Continuing Education Programs for Women. Women's Bureau Pamphlet 10. Washington: Government Printing Office, 1966. . Continuing Education Programs and Services for Women. Women's Bureau Pamphlet 10. Washington: Government Printing Office, 1968. . 1965 Handbook on Women Workers. Women's Bureau Bulletin 290. Washington: Government Printing Office, 1965. Job Horizons for College Women. Women's Bureau Bulletin 288, Revised. Washington: Government Printing Office, 1967. . Trends in Educational Attainment of Women. Women's Bureau, Wage and Labor Standards Administra— tion. Washington: Government Printing Office, April, 1968. . Utilization of Women Workers. A reprint from the 1967 Manpower Report, Women's Bureau. Washington: Government Printing Office, 1967. Useem, Ruth Hill. ”Changing Cultural Concepts in Women's Lives." Journal of the National Association of Women Deans and Counselors, XXIV (1960), 29—35. Womanpower. National Manpower Council. New York: Columbia University Press, 1957. "What Education Women Want." Newsweek, June 13, 1966, pp. 68—75. Zapoleon, Marguerite Wykoff. Occupational Planning for Women. New York: Harper, 1961. APPENDICES APPENDIX A QUESTIONNAIRE FOR THE ADULT COED 1. Age: 25—29 40—44 55-59 30—34 45—49 60—64 35—39 50—54 65 and over 2. Marital Status: Married Separated Divorced Single Widowed 3. Educational Background (previous to this return to school): Less than high school graduate High school graduate More than a year but less than a bachelor's degree Associate degree Other vocational education after high school (ex-business School, beauty school, nurses training-—please specify) 4. Work Experience (previous jobs): Job Title Full or or Type Employer Part time Dates 96 97 Present Employment: Are you currently employed? Job Title Full or or Type Employer Part Time Dates Volunteer Activities (include church and community service): Type of Work Approximate or Activity Organization Hours Worked 5. Are you satisfied with your present employment? (be it employment, housewife or other) Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very dissatisfied If you are married; please answer questions 6, 7, and 8. 6. Husband's age: 25—29 40-44 55-59 30-34 45—49 60—64 35—39 50—54 65 and over 7. Husband's occupation: Job Title or Type Employer If 10. ll. 12. 13. 98 Husband's approximate salary: Less than $4,000 per year $4,000 to $8,999_____ $9,000 to $13,999 $14,000 to $19,999 $20,000 and above Husband's Educational Background: Less than high school graduate High school graduate One year of college More than one year of college but less than a degree Associate degree Bachelor's degree Graduate work Graduate degree Other vocational education after high school (please Specify) you have children, please answer question 9. Number of children Ages of children Who, if anyone, influenced your return to school? Who did you talk to when you returned to school? Did you take tests? How many credits have you earned since you returned to school? APPENDIX B QUESTIONNAIRE FOR THE ADULT WOMEN WHO ARE NOT STUDENTS 1. Age: 25—29 40—44 55—59 30-34 45—49 60—64 35-39 50—54 65 and over 2. Marital status: Married Separated Divorced Single Widowed 3. Educational Background (check highest attainment): Less than high school graduate High school graduate One year of college More than a year but less than a bachelor's degree Associate degree Other vocational education after high school (ex—business school, beauty school, nurses training——please specify) 4. Work Experience (previous jobs): Job Title Full or or Type Employer Part Time Dates 99 100 Present Employment: Are you currently employed? Job Title Full or or Type Employer Part Time Dates Volunteer Activities (include church and community service): Type of Work or Activity Organization Approximate Hours Worked Are you satisfied with your present empl employment, housewife, or other) Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very Dissatisfied If you are married, please answer questions 5. Husband's age: 25—29 40—44 30—34 45—49 35—39 50—54 6. Husband's occupation: oyment? (be it 5, 6, and 7. 55-59 60—64 65 and over Job Title or Type Employer lOl Husband's Approximate Salary: Less than $4,000 per year $4,000 to $8,999_____ $9,000 to $13,999 $14,000 to $19,999 $20,000 and above 7. Husband's educational background: Less than high school graduate High school graduate One year of college More than one year of college but less than a degree Associate degree Bachelor's degree Graduate work Graduate degree Other vocational education after high school (please Specify) If you have children, please answer question 8. 8. Number of children Ages of children 4. APPENDIX C Questionnaire for the General Adult Women Age: 25—29 40—44 55—59 30—34 45-49 60—64 35-39 50-54 65 and over Marital Status: Married Separated Divorced Single Widowed Educational Background (check highest attainment): Less than high school graduate High school graduate One year of college More than one year of college but less than a degree Associate degree Bachelor's degree Graduate work Graduate degree Other vocational education after high school (please specify) Work Experience (previous): Job Title Full or or Typp Employer Part Time Dates 102 103 Work Experience (present): Job Title Full or or Type Employer Part Time Dates Volunteer Activities (include church and community Service): Type of Work Approximate or Activity Organization Hours Worked Are you satisfied with your present employment? (be it employment, housewife or other) Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very dissatisfied Have you ever considered returning to school? Are there special circumstances which would cause you to go back to school? If so, what? If you returned to school,would you return to: Upgrade job skills?____ Work for a degree?____ Take credit courses for information?____ Non—credit courses for personal enjoyment?____ Other3____ 104 How do you think your family would react if you decided to return to school? Opposed Indifferent Interested I dOn't really know 10. APPENDIX D STRUCTURE OF INTERVIEW FOR ADULT COEDS How has the routine changed since you returned to school? How does your husband feel about your going to school? Have your children taken on new reSponSibilitieS Since you have returned to school? Has your husband taken on new reSponSibilitieS since you have returned to school? Have any of the rest of your family, friends, or neighbors eXpressed any attitudes about your return to school? Who? What attitude? What is your educational goal? When do you think this goal will be achieved? Do you have any special plans once you have achieved your educational goal? If work is the goal, how much would you expect to earn per year? Is it a financial necessity for you to work? 105 11. 12. l3. 14. 15. l6. 17. 18. 19. 20. 21. 7 .1“ ..,V_.. , f g“ e . , ~ .—>.—.. w». \ -. v...-. - k'“)'r 106 If it is not a financial necessity for you to work, what made you decide to return to work? What kind of work would you like to do? Did you enter college upon graduating from high school? If no, why? If you entered college, when did you leave? Why? Was there anyone who influenced you to return to school? Who? How do you feel about your experience as a student? Do you feel that you have changed Since you returned to School? How? What suggestions might you have to the university so that the program might better meet your needs? Why do you think most women go to school? If you could start over (age 17 or 18L what might you do differently? . What do you see for yourself in the future? APPENDIX E STRUCTURE OF INTERVIEW FOR ADULT WOMEN WHO ARE NOT STUDENTS 1. Have you ever thought about returning to school? 2. What made you decide to discontinue your education when you did? 3. How would you expect your husband to react if you decide to start going to school? 4. How would you expect your children to react if you started to school? 5. Are there other people, friends, neighbors, parents or in—laws who might have some reaction to your returning to school? Who? What do you think their attitude would be? 6. What would be the major problems you might anticipate if you returned to school? 7. If you came back to school,what might you study? 8. What could the university do to assist you in returning to School if you decided to return? 9. If you could Start over (age 17 or 18), what might you do differently? 10. What do you see for yourself in the future? 107 M71111111111111][lilflflilfll'lflllflifl/W '"'7111711111gllggmmES