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AN EVALUATION OF THE BASAL READERS UTILIZED IN THE
ANTIGUA AND BARBUDA PUBLIC SCHOOLS TO DETERMINE
THE TREATMENT OF CAREER INFORMATION

presented by
EVELYN BERNADINE JOSEPH GUISTE

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Administration

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AN EVALUATION OF THE BASAL READERS UTILIZED IN THE ANTIGUA AND
BARBUDA PUBLIC SCHOOLS TO DETERMINE THE TREATMENT OF CAREER
INFORMATION

BY

Evelyn Bernadine Joseph Guiste

A DISSERTATION

Submitted to
Michigan State University
In Partial Fulfillment of the Requirements
For the Degree of

DOCTOR OF PHILOSOPHY

Department of Curriculum and Administration

1985

we “H135

ABSTRACT
AN EVALUATION OF THE BASAL READERS UTILIZED IN THE ANTIGUA AND
BARBUDA PUBLIC SCHOOLS TO DETERMINE THE TREATMENT OF CAREER
INFORMATION
BY

Evelyn Bernadine Joseph Guiste

This evaluative study was designed to determine whether or
not, and to what extent, career information presented in the basal
readers is reflective of occupational situations in the Antiguan and
Barbudan society. It also sought to ascertain whether the two basal
reader series, Caribbean and Nelson New West Indian Readers, differ
substantially in the variability of careers.

Data sources for the study were acquired from three Antigua
and Barbuda government ministries. A current list of the adapted
elementary"public schools basal readers, the most. recent census
report, and a directory of current occupations were obtained from:
the Ministry of Education, Sports and Culture; the Ministry of

Finance - Statistics Division; and the Ministry of Labour

reSpectively.

Two former Antiguan teachers were selected and trained to
assist in establishing reliability and validity of the instrument by
evaluating three basal readers. A basal reader (from another series
not under study) was used to train coders and for preliminary
testing of the instrument. For additional testing two basal readers
were selected, one from each of the two basal reader series in the
main pOpulation. Utilizing the Sub formula, an intercoder
reliability percentage was established at .90 or 90% between the
coders and the researcher.

Seventeen basal readers were evaluated, and the career
information presented was compared to the occupational information
reflected in the Antiguan and Barbudan society. Frequency,
percentage, and chi-square goodness of fit ‘were the descriptive
statistical analyses used. The findings revealed the following.
The three hundred and two (302) occupational references indicated
more variations than similarities. Except for infant 2,
occupational references increased by grade levels. Textual career
information occurred nine times more than pictorial occupational
information. Six percent of the lines in the basal readers was
devoted to occupational information. Finally, there was a marked
discrepancy between career information depicted in the basal readers

and the Antiguan and Barbudan society.

 

DEDICATION

This dissertation is dedicated to my ultimate educator, my

mother, Phyllis Ann Elizabeth Willock.

iv

ACKNOWLEDGEMENT

Words cannot adequately express my sincere appreciation for
the cOOperation of the many persons who directly or indirectly made
the completion of this research possible. Special recognition and
heartfelt gratitude is extended to:

-- My advisor and chairman of my dissertation committee, Dr.
Richard Gardner, for his incalculable contribution which served as a
constant source of inspiration. His assistance in my orientation to
Michigan State University and my academic program cannot be
overlooked. His patient reading and rereading of this manuscript,
and his offering of critical constructive suggestions led to
clarification and improvement. In addition, his vision,
open-mindedness, steadfast guidance, and confidence in my study
allowed me to integrate my special interest areas in one research
problem.

-- Other committee members, for sharing their wealth of

knowledge as members of my doctoral guidance committee. Their

professionalism and scholarly commentary were invaluable to the
study. Dr. Ben Bohnhorst, for his insightful suggestion of
descriptive textual illustrations which added another dimension to my
study. Dr. Cas Heilman, for' his continuous support and
encouragement. Dr. George Sherman, who helped greatly by informing
me of a content analysis expert.

-— Dr. Gaston Blom and Dr. Paul L. Dressel whose expertise in
content analysis and evaluation respectiveLy made this study more
viable. Their contribution lent integrity to the methodology and
statistical procedure.

-- Dr. Paul L. Dressel, for his careful, thoughtful direction
and prompt assistance with this study. He demonstrated a personal
interest and proved to be a loyal, trusted and understanding friend.
He willingly clarified many terminologies which aided in
conceptualizing the issues. His creativity, ingenuity, and demand
for excellence provided me the Opportunity to gain, not only
financial support as his graduate research assistant but more
importantly, professional development.

-- The Antigua and Barbuda Government and especially, Mrs.
Rosetta Etinoff, Ms. Joycelyn Roberts, and Mr. Cuthbert Prince who
responded favorably to my request and provided the information
relevant for this study.

-- My good friends and collegues, Agnes Lloyd, Icilma

Anthanze, Angela Braithwaite, and of course Doniza Alexander who (in

vi

spite of their own demanding schedules) gave their time, talent, and
energy to collect essential official material pertinent to this
study. Angela Braithwaite even went an extra mile by consenting to
patiently read the manuscript. Mow commendable! Her insight and
helpful suggestions are noteworthy.

-- My father, Euriel Emanuel Joseph, who unfortunately, died
prematurely. I am deeply indebted to my mother, Phyllis Ann
Elizabeth, who provided Christian education, and a home filled with
love, warmth, and positive examples. Throughout the good and
difficult times, she has continuously expressed and demonstrated her
concern, unchanging love, unwavering faith, spontaneous and constant
encouragement, enthusiam and support, all of which have been
stabilizing factors in my life.

-- My remarkable husband and friend, Earlington Winston
Guiste. Special thanks for his support, patience, non-demanding
encouragement, generous and continuous love.

Most important of all, I must acknowledge God, my best Friend,
who has never failed me. His guidance, abundant blessings,

protection, and care are evidenced of this academic achievement.

vii

TABLE OF CONTENTS

Chapter Page

1. IMRODUCTION 0......00......OOOOOOOOOOOOOOOOOOOOOOOOO... 1

Statement of the Problem.............................
Purpose of the Study.................................
Objectives of the Study .............................
Research Questions...................................
Assumptions .........................................
Rationale of the Study ..............................

Early Career Awareness.............................

Basal Readers .....................................
Significance of the Study ........................... 11
Delimitations of the Study .......................... 16
Limitations of the Study ............................ 16
Generalizability of the Study ....................... 18
Terminology Pertinent to the Study .................. 18
Organization of the Study ........................... 21

mmNJ-‘bUNt—fi

2. REVIEW OF RELATED PRECEDENT LITERATURE ................. 23

The Evolution of Career Education ................... 23
An Emerging Definition of Career Education .......... 29
Concerns and Criticisms of Career Education ......... 33
Career Education at the Elementary School ........... 37
Children's Occupational Knowledge ................. 39
Toward a Career Education Program ................... 42
Theoretical Foundation ............................ 43
PhiloSOphy of Career Education .................... 45
Goals of Career Education ......................... 46

viii

3.

4.

Objectives of Career Education ....................
The Teacher's Role ................................
Career Education Model ............................
Career Education Materials ........................
Evaluation of Career Education Activities ...........
Importance of Textbooks..............................
Pictorial Illustrations ...........................
Basal Readers .....................................
Research on Textbook Evaluation......................
Content Analysis .................................
Evaluation of Basal Readers........................

sumary .00...OOOOOOOOOOOOOOOOIOIOOOOOOOOOOOOOOOOOOOC

RESEARCH DESIGN AND METHODOLOGY ........................

Procedure for Data Collection .......................
Collection of Government Data .....................
Textbook Selection ................................
Instrumentation ...................................

Career Identification ...........................
Determination of Career Status -- Categories ....
Operational Definition ..........................
Validation of the Instrument ....................
Reliability and Use of the Instrument ...........
Selection of Coders .............................
Training of Coders ..............................

Procedure for data Analysis .........................
Career Identification .............................
Treatment of Textual Content ......................
Treatment of Pictorial Illustration ...............

SumarYOOOOOOOOOOOOOOOI..0.00...OOOOOOIOOOOOOOOOOOOOO

PRESENTATION AND ANALYSIS OF DATAOOOOOOOOOOOOOOOOOOOOOOO

Research Question 1..................................
Career References .................................
Research Question 2..................................
Career Frequencies ................................
Career Information lines ..........................
Gender Career References ..........................
Valence Career References .........................
Research Question 3 .................................
Occupations -- Basal Readers and Current Career
List..............................................
Career Status -- Basal Reader .....................
Career Status -- Contingency Tables ...............
Professional and Technical Workers ............

ix

46
47
48
49
51
54
55
57
57
57
59
67

68

69
69
71
71
72
72
74
74
75
75
76
85
85
86
87
88

90

91
91
91
91
93
97
97
100

100
100
102
102

Administrative and Managerial Workers .........
Clerical Workers...............................
Sales Workers .................................
Service Workers ...............................
Agricultural and Animal Husbandry, Forestry
Workers, Fishermen and Hunters ...............
Production Workers, Transportation Equipment
Operators, and Labourers .....................
Gender Career References - Basal Readers and Census
Report.......... ...................................
Career Status -- Basal Readers, Census Report and
the Current Career List.............................
Conclusion...........................................

5 O SWY’ CONCLUSIONS, AND RECOMNDATIONS. O O O O I O O O O O O O O 0

Objectives of the Study .............................
Methodology and Procedure ...........................
Conclusions .........................................
Research Question 1................................
Research Question 2................................
Research Question 3................................
Recommendations......................................

SELECTED BIBLIWRAPHYOO0.0...0.000.0.0000...OOOOOOOOOOOOOOOOOOOO

APPENDICES

Appendix A -- CORRESPONDENCE TO AND FROM THE ANTIGUA
AND BARBUDA GOVERNMENT

Ministry of Education, Sports & Culture..
Ministry of Finance, Statistics Division.
Ministry Of Labour OOOOOIOOOOOOOCOCCOCOCO

Appendix B -- CODER'S MANUAL

Table of Contents ........................
Purpose of the Study ....................
Objectives of the Study .................
Research Questions.......................

105
105
108
108

111

111

114

116
118

119

119
120
123
123
124
127
128

135

156
159
162

164
166
166
167

Classification of Career Status .........
Operational Definition ..................
Cover Letter ............................
Direction to Coders .....................
Guide Sheet with Selected Sample Stories

from a Basal Reader.....................
Abbreviations ...........................
Sample Sheet ............................

Appendix C -- CAREER IDENTIFYING INSTRUMENT ............

Appendix D -- BASAL READERS
Basal Readers Utilized in the Training

And COding seSSions OOOIOOOOOOOOOOOOOOO.

List of Current Basal Readers Widely
Used in Antigua and Barbuda Elementary
PUbliC SChOOlSOOOOOOOOCOCOOOOOOOOOOOOOOO

caribbean Readers .0.....................
Nelson West Indian Readers ..............

Appendix E -- TEXTUAL DESCRIPTIVE CAREER ILLUSTRATIONS..

Appendix F -- A PARTIAL LIST OF OCCUPATIONS IN WHICH
THE PEOPLE OF ANTIGUA AND BARBUDA ARE
CURRENTLY EmLOYEDOOOOOOCCOCOOOOOOOOOOOOO

Appendix G -- CAREER REFERENCES IDENTIFIED IN THE
BASAL READERS UTILIZED IN THE ANTIGUA
AND BARBUDA PUBLIC SCHOOLS O O O O O O O O O O O O O O 0

xi

168
178
180
182
185

188
189

192

195

197

197
198

199

240

243

Table

3.1

3.2

3.3

4.2

4.3

4.4

LIST OF TABLES

Page

Source of Symbol Coding Errors by Numbers........... 81

Coders' Response to Three Basal Readers Used to
Determine Reliability I.OOOOOOOOOOOOOOOIOOOOOOO0.00. 83

Coders' ReSponse to Three Basal Readers Used to
Determine Reliability OOOOOOOOCOCCCOOIOOOOOOC0..O... 84

Distribution of the Total Number of Pictorial and

and/or Textual Career References Presented in the

Basal Readers by Grade Levels According to

Frequency and Percentage............................ 92

Distribution of the Total Number of Career

Information Lines Presented in the Basal Readers

by Grade Levels According to Frequency and
Percentage.......................................... 94

Distribution of the Total Number of Gender Career
References Presented in the Basal Readers by Grade
Levels According to Frequency and Percentage........ 98

Distribution of the Total Number of Valence Career

xii

4.5

4.6

4.8

4.9

4.10

4.11

4.12

4.13

References Presented in the Basal Readers by Grade
Levels According to Frequency and Percentage.........

Career Information Presented in the Basal Readers by
Career Classification and Gender....................

Antigua and Barbuda Labour Force Presented by Career
Classification and Gender ..........................

Contingency Table Presenting Observed and EXpected.
Frequencies of Professional and Technical Workers
According to GenderOOOCCOOCCCOOCOCOOOCOCOOOOOOOOOOOO

Contingency Table Presenting Observed and EXpected
Frequencies of Administrative and Managerial
Workers According to Gender ........................

Contingency Table Presenting Observed and Expected
Frequencies of Clerical Workers According to

GenderOOOOI.00...0.0..OOOOOOOOOOOOOOOOOOOOOOO0.00...

Contingency Table Presenting Observed and Expected
Frequencies of Sales Workers According to

Gender 0.0.0.000...OOOOOOOOOOOOOOOOOCOOOOOOO00......

Contingency Table Presenting Observed and EXpected
Frequencies of Service Workers According to

GenderOOOOOOOO00......0.0000000000000000...0.0.0....

Contingency Table Presenting Observed and Expected
Frequencies of Agricultural and Animal Husbandry
Forestry Workers, Fishermen, and Hunters

According to Gender ................................

Contingency Table Presenting Observed and Expected
Frequencies of Production Workers, Transport
Equipment Operators, and Labourers According

to Gender 00......O0..IOOCOOOOOOOOOOOOOOOOOOOOOOO...

xiii

99

101

103

104

106

107

109

110

112

113

4.14

4.15

Contingency Table Presenting Observed and EXpected
Frequencies of the Total Career References
According to Gender .OOOOOOOOCOOOOOOO0.0000000000000 115

Distribution of Occupations Presented in the Basal
Readers, Census Report, and Current Career List
According to Occupational Status.................... 117

xiv

LIST OF FIGURES

Figure Page

1. Michigan Model for Career Education.................... 49

CHAPTER I

INTRODUCT ION

Statement of the Problem

An effective curriculum is greatly influenced by the nature of
textbooks that are available (World Survey of Education, 1971).
These materials seem to be one of the primary media of dispensing
information to school children. It is difficult for them to read
textbooks without actually learning and acquiring explicit and
implicit messages. Textbook materials transmit realistic and
stereotypic cultural values that may affect not only the learners'
perception of society's norms, but also their self perception (Rupley,
1981), attitude, and orientation to careers (Tennyson and Monnens,
1963-64).

Vocational programs have been introduced in the Antigua and
Barbuda secondary public schools, but limited resources and increasing
enrollment have resulted in the dearth of career education in the
elementary schools. Thus, one of the challenges that the Antiguan and
Barbudan educators encounter is how to integrate 'the world of work

with the world of study,’ education and training, academic and

1

2
vocational education, or career education with the existing elementary
school curriculum to enhance and improve the quality of life for all
students.

Research indicates that elementary school children are aware
of career information (Tremaine and Schau, 1979). However, in spite
of careful literature review, there was no record to verify that the
Antigua and Barbuda government or the Education Department had: (a)
conducted any systematic study of the elementary school practices that
might have influences on the vocational attitudes and decisions of
developing boys and girls, and/or (b) investigated the feasibility of
introducing career information at the elementary level with the scope
and sequence of widely utilized textbooks. An unscientific survey of
the textbooks used in the Antigua and Barbuda public schools revealed
that there was insufficient career information available. The scant
presentation of careers, range of work activities, and realistic
occupational images of the society appeared to be obscured by the
preponderance of other information. Hence, the study was designed to

evaluate the treatment of career information in the basal readers.

Purpose of the Study
The primary purpose which guided and directed the researcher
was the quantitative and. qualitative examination. of the potential
contribution and magnitude of the textbook treatment of career

information presented to the Antiguan and Barbudan elementary public

3
school children. This study was not designed to evaluate the most
widely used and currently circulated basal readers as a whole, neither
the impact the content had on children's perception, nor ‘how the
content had been taught. Rather, it was designed to determine whether
or not, and to what extent, careers presented in the basal readers
(adopted by the Antigua and Barbuda Education Department) are
reflective of occupational situations in the Antiguan and Barbudan
society, as well as introduce and suggest occupations to children that
might foster an attitude toward their career develOpment and career
aspirations. It also sought to ascertain whether the two basal series,
Caribbean and Nelson New West Indian Readers, differ substantially in

the variability of careers.

Objectives of the Study

More specifically, the objectives of the study were to:

1. Ascertain textual and/or pictorial careers in the basal
readers utilized in the Antigua and Barbuda elementary public schools.

2. Examine the variability in career information across grade
levels. And,

3. Compare the extent and distribution of career information
depicted in the basal readers to the occupational information

reflected in the Antiguan and Barbudan society.

4
Research Questions

If young children are really affected by what they view and
read, the critical question is, what type of career information and
reading experiences are the Antiguan and Barbudan children acquiring
through the basal reading series? To fulfill the stated purpose of
the study, answers to the following questions seemed sufficiently
important to merit investigation. Not only had these questions been
designed for maximal career inquiry, but they also provided focus for
this research.

1. To what extent do the basal readers utilized in the
Antigua and Barbuda elementary public schools present textual and/or
pictorial occupations?

2. To what extent does career information vary across grade
levels? And,

3. To what extent is the career information depicted in the
basal readers reflective of the occupational information in the

Antiguan and Barbudan society?

Assumptions
Most of the following assumptions emanated from the review of
existing literature, and current research supports their relevance,
significance, and acknowledgment. In order to establish the
theoretical framework of the problem and the purpose of this study,

the research was guided by the following assumptions:

5

1. Schools are the most significant formal educational
institution in that their main function is to prepare and equip
students to become capable, responsible, and contributing citizens for
a better life and status in the community.

2. Schools have reflected and have been perceived to exert a
powerful influence in the transmission of knowledge and values (Taxel,
1980).

3. "Career awareness can and should be a part of the
elementary school curriculum" (Splete, 1978, p. 215). As tentative
plans for the future are made, students should be provided with the
opportunity to become aware of a variety of realistic occupations so
that they may select, plan, and have a better basis on which to make
wise career decisions.

4. Basal readers are read at a stage when children are
easily influenced. It is at this vulnerable and formative period that
young children remain most impressionable (Mortimer and Bradley,
1979). Also, during this early stage, self images are created,
characters are molded, and values are developed (Schnell and Sweeney,
1975).

5. The basal readers serve as the primary reading textbooks
and are one medium of transmitting societal views and introducing
children to occupations. Illustrations also transmit messages of
apprOpriate occupational role (Holcomb, 1981).

6. The Antigua and Barbuda Education Department supplies

6
every elementary public school with basal readers.

7. The basal readers in this study are representative of
readers utilized extensively throughout Antigua and Barbuda by 99 to
100 percent of the elementary public school teachers and students.
These basal readers are used because of the school system guidelines.

8. Exposure to basal readers is an educational constant for
every elementary child from infant I to junior V (or kindergarten to
sixth grade). The children derive their first systematic 'scholarly'
perception of the world beyond the classroom from these sets of
readers which they are expected to read everyday.

9. Teachers are heavily influenced by and hardly deviate
from the basal readers. They adhere closely to the content, sequence,
and instructional strategies specified for teaching basic reading
skills.

10. Teachers are obligated to foster, develop, and provide
career awareness activities for elementary school children.

11. The Antiguan coders will accurately identify and assess
the careers in the basal readers.

12» The reliability of the data-gathering instrument is
adequate for the purpose of this study.

13. A classification of the various careers presented in the
elementary readers portrays the extent to which careers are depicted.
The occupational classification utilized in the Antigua and Barbuda

census report constitutes valid career status clusters for

7
categorizing the objectives of the study. And,
14. The recent census report and the list of current
occupations from the Antigua and Barbuda Labour Department are
reflections of the various types of occupational situations in which

the people of Antigua and Barbuda are engaged.

Rationale of the Study

Basal readers can contribute to students' knowledge of career
information without the readers losing any literary value. The recent
technological explosion has resulted in a plethora of computer and
other instructional materials. Yet, basal readers continually seem to
be not only a central feature of the reading programs, but also a
reliable and available aid for both teachers and students.

In the past two decades, numerous content analyses, reflecting
current issues in reading instruction and attributes within society,
have been conducted with basal readers. Specific studies include:
moral judgment, value implication, reflection of children's interest,
portrayal of the elderly, personality and behavorial traits,
readability, syntactic complexity, skill develOpment, vocabulary
develOpment, images of the family, and multicultural analysis (Morrow,
1982). The rationale for this study was based on the assumptions and
research which have recognized and established the importance of: (a)
children's early career awareness, and (b) basal readers as an

instructional material in the elementary public school reading

curriculum.

Early Career Awareness

 

When children first become aware of and interested in careers
is not clear. However, according to the USOE's Curriculum Center for
Occupational and Adult Education, there is evidence to show' that
children develOp vocational concepts by the age of six (Gillet, 1980).
Children's attitudes toward occupations begin to form in early
childhood and "career information comes naturally to the child as the
child matures" (Arciniega and Newlon, 1981, p. 207). Studies
conducted by Liben and Signorella (1981), Jack and Fitzsimmons (1979),
Teglasi (1981), Greg and Dobson (1980), Cordua, McGraw, and Drabman
(1979) indicate and support the theory that young children are aware
of occupations. Herr concurred by stating that:

The individual entering school possesses some knowledge
about attitudes towards and interest in careers. He knows
something about career performances, associate life—styles,
rewards, leisure time, working conditions, and the

education and training of some persons in careers (Herr,
1976, p. 82).

Basal Readers

 

"Basal reading programs have been the most common
instructional materials in classrooms for over a hundred and
twenty-five years" (Farr and Roser, 1979, p. 428). They have
traditionally maintained a prominent position and still play perhaps

the most important role in the elementary school curriculum (Model

9
Readers, 1982). With a few exceptions, basal readers are usually the
first and only books that some children read and are exposed to
everyday, thus, the impact is considerable (Arnold, 1978).

Since reading is an active experience, symbolically the
children live vicariously in other peOple's experiences as they go
through the story actions and the process described. The content is
not limited only to cognitive material, but it also contains affective
cues (Realey, 1980). The two processes are inseparable. Hence,
either by passive reception or active involvement, overt and covert
messages in readers very subtly and unconsciously penetrate the
children's mind, emotions, and actions simultaneously early and often
(Arnold, 1978).

Besides providing instruction for teaching and learning
reading skills, basal readers (which are replete with ‘words and
illustrations) serve as instruments of socialization, convey messages
about society (Scott, 1980), the world (Blom, 1978), and may
communicate values (Kealey, 1980). As a result, myth, propaganda,
beliefs, attitudes, values, new ideas, and images transmitted through
reading materials may affect children's self perception. (Tibbets,
1978), their perception of and attitude towards their environment (Zak
and Kaufman, 1978), the world (Grandison, 1981) and their behavior in
the future. Since most children believe that information in textbooks
is authoritative and final, reading material therefore should

presumably be realistic in content and help readers to cape with life

10
problems (Check and Check, 1979).

Since the socialization of youth is one of the school's
principle functions, public education has supported the view and has
been given the task and responsibility of presenting occupational
information to students. However, unlike the private schools, the
public schools provide free education to the largest number of
students. Everyday each child from infant I to junior V spends a
percentage of his class time eXposed to basal readers. As a result of
their constant and daily use, it is easy to take the basal readers
for granted and disregard their significance (There's Gold in Them
Thar Basals, 1979).

Before instructional materials are used in the classroom,
textbook evaluators should examine, analyze, and evaluate them
carefully not only to establish a certain level of objectivity and
high standards, but also to ensure that the values reflected in the
text harmonize with educational goals and aims. Robbins (1980)
suggested that textbook evaluators need to identify the strengths and
weaknesses of basal readers. ‘Educators ‘must be aware of ‘values
presented in material children read (Kealey, 1980) and be conscious of
the nature of 'hidden messages' which basal readers contain (Zak and
Kaufman, 1978). Therefore, it would appear to be essential that "any
material used as frequently as these readers, must be develOped and

evaluated with an understanding of the learning -- overt and

11
incidental -- that they produce" (Kyle, 1978, p. 310). Also because
of the extensive, daily, and universal usage of basal readers and the
considerable attention they receive from educators, teachers, and
students, it seems logical and reasonable that such instructional
material should merit evaluation and close examination to discover its
content, and more specifically the extent to which these basal readers

reflect realistic career information.

Significance of the Study
The increased attention by prominent, authoritative and key
decision makers who are responsible for immediate and essential
educational change has emphasized and stimulated interest 'to
integrate work and study,‘ career education, vocational guidance and
training. The following concerns have provided the basis for this
research and also served as one of the major impetus, value, and
significance of this study.
The mandate from the Educational Law (the Antigua Education
Act No.7 of 1973) requires that the Minister in charge of public
education be responsible for:
Devising a system of education calculated as far as
possible to ensure that the educational and vocational
abilities, aptitudes, and interests of the children find
adequate expression and opportunity for develOpment (State

of Antigua. Report of the Education Department, 1974, p.
2).

The Antigua and Barbuda education division recommended that students

12
should be provided "with an opportunity of sampling some additional
subjects with a view to their future selection of career subjects"
(Ibid., p. 8). The Prime Minister, in his challenging Throne Speech,
also expressed the need for adequate skills and training of
individuals in order to raise the economic base and standard of living
by stating that: "Jobs should be researched so that the needed skills
to fill these jobs can be offered" (A Continuing Revolution ... 1981,
p. 21).
The charge spearheaded by the Prime Minister was further
endorsed by his government:
...the education system has to be geared to develop the
special talents of our young people .... The country
requires these young peOple be trained in their own area of
skill so that they can contribute to their own welfare and
to the develOpment of the country as a whole (Ibid. p. 4).
The Ministry of Labour conducted a study in which Sargeant and
Grossman (1982, pp. 87 and 89) concurred on the need to provide more
adequate career and vocational education. Among their recommendations

to improve vocational training activities are:

(i) more career guidance should be implemented by the
government...

(ii) A more complete reformulation of the school system ...
so that government schools emphasize vocational training
activities and improve their quality....
Sargeant and Grossman also suggested that in order to help the
unemployed, "special adult education and career guidance programs

should be implemented to orient school-leavers" (Ibid.)

The Antigua and Barbuda Labour Party advocated

l3
strengthening secondary school programs and satisfying young
peOple at three levels -- academic, technical, and agricultural.
Moreover, their proposed education would seek to:
Combine the 'world of work with the world of study' to give
students practical experience in the work situation so that
subsequently they would be prepared to meet the demands of
the world after leaving school (A Continuing Revolution...
1981, p. 5).

One cause of the existing mismatch in labour supply and
labour demand is that "the educational system is not designed to meet
the growing needs imposed by the diversification of the national
productive structure" (Sargeant and Grossman, 1982, p. 83). Some of
the students experience problems in perceiving the relationship
between academics and career. Some students have no idea of their
future career goals as indicated in the annual reports of the Labour
Department:

Using the information gathered from applicants registering

with this Unit, it is obvious that some form of career

guidance in the schools is absolutely necessary. Indeed,

many applicants did not know which field they intended to

make a career; most were undecided as to what kind of jobs

they were seeking (State of Antigua. Annual Reports of

the Labour Department, 1974, p. 23).
In fact, some young people explore career possibilities too late,
possess insufficient knowledge of the Options, and make unwise career
decisions. "There is a widespread need for a simple form of
vocational guidance operating through the school which would tell the

children, before leaving school about the different kinds of

opportunities for employment" (D'aeth, 1956, p. 49).

14

If educators accept the premise that students in the
elementary school are in their formative years, where values,
attitudes, and characters are developed; that students are in the
process of deciding their future jobs, occupations, or careers; and
that basal readers are thought to exert a strong influence in the
elementary school (Durkin, 1981), then in order to facilitate and
implement the integration of 'work and study,‘ the curriculum
designers should be aware of the type of information available in the
basals. These basal readers are frequently used in the actual
classroom situation. They affect an extremely large audience (infant
I to junior V), constitute the primary source of reading instruction,
and also provide knowledge and information on which decisions are
made.

Since the basal readers were published for the Caribbean
society, judged to be appropriate for use in the elementary public
schools, and adOpted by the Antiguan and Barbudan government for the
purpose of reading instruction, it is expected that by recognizing,
scrutinizing, analyzing, and evaluating the 'hidden curriculum' in
these basal readers, the findings of the study will be useful in
assisting:

1. Curriculum developers in deciding both quantitatively and
qualitatively which textbook is preferable in such aspects as the
amount of accurate and realistic portrayal of occupations.

2. Writers and illustrators by suggesting some guidelines for

15
including a variety of career information in the material.

3. Educators and librarians responsible for judiciously
selecting and evaluating instructional materials for young peOple.

4. Publishers to deve10p satisfactory books and to guide
with updating and revising the reading series.

5. Teachers as a guide in using textbooks and for teaching
career education once careers have been identified.

6. Teachers and educators when evaluating textbooks for
career information.

7. The broadening of the occupational knowledge of both
students and teachers as they deve10p an awareness, understanding, and
appreciation for a wide range of work -- professional and
nonprofessional.

8. The provision of additional information on the treatment
of career information in basal readers, and therefore in extending and
contributing to the knowledge of career awareness at the elementary
level. And,

9. Future researchers by drawing attention to the main
problem of this research and also by stimulating further research to
be conducted perhaps to determine the effect of career information in

the basal readers on the young children.

16

Delimitation of the Study

The need to focus on the significant problem defines,
delineates, and establishes the paramaters basic to the research.
Since the purpose of the study was to examine occupational information
in readers, it was delimited to the content analysis of the treatment
of career information in elementary basal readers. It was beyond the
scape and purpose of this study to determine: (a) the acquisition of
reading skills, (b) the pedagogical value, (c) the apprOpriateness of
purported reading levels, vocabularies, and sentence structure, (d)
the impact of the internalization of career information by children
who viewed and read the basals, (e) the effect which the exposure to
career content might have had on children's career aSpiration and
goals, and (f) how teachers utilized these basal readers. These were
not investigated. Others may have the opportunity of conducting such
studies once information is made available as to the quality of career

information and extensiveness of the problem.

Limitation of the Study
Interpretations of the basal readers evaluations were
influenced by and subjected to the following limitations:
1. The study was concerned with the content analysis of the
basal readers, designed for the Caribbean students and utilized in the

Antigua and Barbuda elementary public schools -- infant I to junior V.

17

2. Private schools basal readers were excluded. No attempt
was made to analyze the content of manuals, workbooks, and other
materials which may have comprised the reading program.

3. Only the seventeen public elementary basal readers which
had been selected, adopted and authorized by the Antigua and Barbuda
Education Department were utilized.

4. The basal readers were evaluated with the omission of the

preface, introduction, specific exercise skills and activities, poems,

glossary, riddles, teacher's notes, tables, and annotated
bibliographies.
5. The analysis and evaluation of the basal readers were

restricted to words (i.e. names), lines, and illustrations that
applied to careers, vocation, occupation, or the world of work within
the pictorial and/or textual content.

6. The inclusion of career information in the basal readers
does not guarantee that it will be assigned by the teacher, studied by
the student, or discussed in the classroom environment.

7. The basal readers texts are directly concerned with
reading skills and providing information. But indirectly, they also
serve as an instrument of socialization by presenting selections of
textual and pictorial career illustrations. And,

8. The nature of some careers are evolving and changing,
therefore the findings of this study may not remain constant over

time.

18

Generalizability of the Study
Generalization was based upon the limitations and conclusion
of the research. It is important to recognize that the implications
of the research transcend the elementary school children .and the
career information in the basal readers.

Content analysis technique might have applicability to other
teaching aids such as: films, tapes, newSpaper, magazines, and other
textbooks used in the public and private schools. Since a large
portion of the population attend public schools, the results of the
findings will be appropriately generalized to this group and to those
elementary schools in the Caribbean area that utilize these basal

readers.

Terminology Pertinent to the Study

Sometimes words have a variety of meanings as demonstrated in
dictionaries. Sax (1968) has identified four types of definitions:

1. Informative -- clarity for the facilitation of meaning.

2. Noninformative -- it is not intended to convey
information, but to convince and persuade.

3. Lexical -- provide the reader with an understanding of a
given term as it is used by most persons. And,

4. Stipulative -- define any term in the way the researcher

sees it.

Some of the definitions employed in this research can be

19
categorized as informative and others as stipulative. For the purpose
of this investigation, the following definitions were associated with
these terminologies and provided the substantial foundation for this
study.

Antigua and Barbuda are two Caribbean islands jointly ruled

 

under the same government located in Antigua. These two West Indian
islands achieved independence in November 1981.

Basal Readers refer to the elementary reading textbooks

 

adopted by the Antigua and Barbuda government for daily usage. Basal
readers are designed for developmental reading instruction (Rupley,
Garcia, and Longnion 1981), and provide easy and graded reading for
teaching decoding processes and basic comprehension skills (Zak and
Kaufman, 1978). These basal readers, whose content includes stories,
poems, articles, excerpts from novels and classics, are the foundation
of the Reading instruction program (Jacobson and Freeman, 1981).

Career is synonymous with occupation or vocation. It refers
to professional and nonprofessional textual and pictorial references
of an individual's employment or occupational activities.

Career Awareness provides all elementary students meaningful,

 

relevant, realistic views, and knowledge about the world of work, what
it involves and the importance of learning to make choices.

Career Education "is the system which delivers the skills and

 

knowledge peeple need to <explore, understand, and perform their
various life roles -- as student, worker, family member, and citizen"

(Herr, 1977, p. 8).

20
Category refers to a general division that defines, describes,
and identifies similar groups of material to be analyzed.

Content Analysis "represents a sOphisticated level of

 

investigation, concerned with the identification of the more subtle
and more significant dimensions into which a given phenomenon can be
analyzed from the standpoint of a clear-cut research problem" (Mouly,
1963, p. 280). This method analyzes the manifest and latent content
of specific communication or characteristics within the text regarding
the questions and purpose of the study. As a research technique, it
also applies empirical and statistical methods to textual material
(Rosengren, 1981), and is designed to gather relevant data for the
objective, systematic, quantitative description of communication
(Berelson, 1952). Content analysis can also illuminate and/or draw
inferences about career information (that would not otherwise be
apparent) on the basis of appearance or nonappearance of attributes
(qualitative methods).

Elementary students refer to students enrolled in infant I to
junior V or from kindergarten - grade VI.

Occupation refers to work in the world of paid employment and
self-employment.

Illustrations refer to career pictographic representation such
as drawings, paintings, collages, geometric diagrams, cartoons,

charts, maps, woodcuts, lithographs, engravings, graphs, photographs,

21
salk screenings, or any other picture that communicates or
accompanies the printed text.

Text refers to the principle part of the book exlusive of the
front and back material (Woolf et a1., 1981). The student reads the
formal prose and is expected to learn some new ideas from it.

Textbooks contain the content of subject matter used for
instructional purposes (Ibid.). They transmit society's values (Aaron
and Anderson, 1981) and convey direct and indirect information to
students (Chaudhai, 1974).

Treatment is the manner or way in which careers are presented,
depicted, or portrayed.

Vocation refers to a specific paid, unpaid, or self employment
for a particular period of time. It is also work in which a person is
regularly employed (Woolf et a1., 1981).

World of Work refers to any occupational activities in which

 

people are employed to survive and/or make a living.
Work is consciously making an effort to contribute and be
productive in society for oneself and/or for others in an occupational

activity.

Organization of the Study
Chapter I described the problem, assumptions, rationale,
significance, purpose, objectives, research questions, deliminations,

limitations, generalization, and pertinent terminology used in the

22

study.

Chapter 11 contains a review of precedent professional
literature that pertains to the problem.

Chapter III outlines the methodology and procedures utilized
in conducting the study.

Chapter IV presents the results of the analyzed data.

Chapter V includes the summary, conclusion, implications, and

recommendations for further study.

CHAPTER II

REVIEW OF RELATED PRECEDENT LITERATURE

This chapter will review and synthesize relevant and
pertinent literature that provides a conceptual framework for career
education. and textbook evaluation. 'rhis section identifies and
describes the evolution, definition, criticism, and the significance
of integrating career education in the regular school curriculum.
Distinctive major career education concepts which help to establish
and determine the basis of combining 'work and study,' components of
career education, and children's knowledge of occupations will be
discussed. The last section will present the results and findings

that researchers discovered as they evaluated basal readers.

The Evolution of Career Education
Although the terminology 'career education' was only coined
on January 23, 1971 by Sidney Harland, the concept is not entirely
new. How did career education evolve? An overview of the literature
indicated that many prominent educators over the generations (such as

Plato, Aristotle, Lock, and Descartes) have reflected, wrestled, and

23

24

attempted to answer and conceptualize the long standing questions:
'What is education? What is the purpose of education? What is the
relationship between education and life, education of children and
the adult world, or education and work? Should education emphasize
academics? Should it provide students with the basic survival
skills? Should education combine 'work and study?‘ Since the
writings of Plato in 378 B.C., what progress has been made to answer
these questions and simultaneously realize the goal of education?
How did career education evolve?

According to Arcy (1980), Plato's educational scheme revolved
around selection and guidance where every man in the state should be
assisted to choose occupations best suited for him.

In 1759, Benjamin Franklin advocated that education should
have pragmatic and utilitarian purposes which should coincide with
the increased interest of the Industrial Revolution that extended
from EurOpe to America in the late 1800's (Gilli, 1978). As a
result, vocational schools were initiated. The Morrill Act of 1862
initiated mechanical and agricultural arts to the land grant
institution. Commercial subjects were added to the public school
curriculum in 1871, and by 1876 and 1880 practical, manual and
industrial education, supported by the Knights of Labor and the
American Federation of Labor, became part of the school curriculum
(Herr, 1977).

Heinrich Pestalozzi (1746-1827) believed that children should

25
be provided with special methods to develop meaning and understanding
by an active experiential education (Ryan et a1. 1974). He also
contended that "life itself is the true basis of teaching and
education ... a man learns by action ...." (Pestalozzi, 1951, p.35).
At the beginning of the 20th century, Frank Parsons

formulated the elements of vocational guidance for the training of
youths. His most important contribution 'Time ‘Reasoning' is a
procedure which explains the vocational guidance process:

First, a clear understanding of yourself, aptitude,

abilities, interests, resources, limitations, and other

qualities. Second, a ‘knowledge of the requirements and

conditions of success, advantages and disadvantages,

compensation, opportunities and prOSpects in different lines

of work. Third, true reasoning on the reflections of the two

groups of fact (Herr, 1977, p. 17).

David Snedden contended that cultural education served the
consumer; while vocational education served the producer; therefore
both should be independent and equal. In 1909, he prOposed course
offerings around job analysis in the industry. In 1917, he and
Charles Prosser advocated that general education should be separated
from vocational education (Craig, 1978). Vocational education was
supported by many influential groups.

In 1911, the National Association of Manufacture's Committee
believed that vocational schools should be staffed by industry

personnel, modelled similar to the German training structure; and

students should leave the elementary schools with training for trade

26

efficiency and a joy or love of work. The Congressional Commission
on National Aid in 1914 advocated 'actual training for vocation-' The
National Society for the Promotion. of Industry“ Education (NSPIE)
maintained that individuals should be trained to get a job, hold it,
and advance to a better one. The Smith-Hughes Act PL 64-347 in 1917
climaxed the work of the NSPIE. Many of the career education goals
are mirrored in the 'Seven Cardinal Principles of Secondary
Education'--health, command of fundamental processes, worthy home
membership, citizenship, worthy use of leisure time, ethical
character, and vocation. These were formulated by the National
Education Association (NBA) in 1918 (Knezevich, 1962).

John Dewey advocated that children learn by doing which
provided an Opportunity for them to explore, construct, and create
while simultaneously fostering job skills (Taylor et a1., 1977). At
the convention of the National Society for the Promotion of
Industrial Education in 1914, George Mead and John Dewey emphasized
the unified system of democratic education which focused on the
equality of opportunity for all children instead of a dual
system-one for the intellectual and the other for the wage earner
(Craig, 1978). During the 1930's and 1940's, John Dewey's phi1080phy
of unified education influenced an approach known as 'Life
Adjustment' education which aimed to provide universal education to
an industrial society rather than a small elite group.

With the initiation of the Vocational Act of 1963

27

(P.L.88-210), the trend of the 1917 'vocational education shifted
markedly from the employers' need to that of the employees'. The
1968 Amendment broadened the definition to include public and private
secondary and post secondary institution. This act provided
education to prepare individuals for productive gainful employment as
semi-skilled and skilled workers, technicians and subprofessionals
(Knowles, 1977).

The National Advisory Council recommendations were
incorporated into the Education Act Amendment of 1968 (P.L.90-576).

Some of the recommendations pr0posed that:

1. Occupational preparation should begin in the
elementary schools with a realistic picture of
the world of work ....

2. Occupational education should be based on a
spiral curriculum which treats concepts at higher
and higher levels of complexity as the student
moves throught the programs....

3. Some formal post-secondary occupational education
for all should be a goal for the near future....

4. Any occupation which contributes to the good of
society is fit subject for vocational education....

The Educational amendment of 1972 further defined
post-secondary as education, training, and retraining. Inclusive in
the definition were guidance, counseling, and placement services for
persons 16 years of age or older (Ibid.).

Gilli (1978) stated that with increased industrialization,

28

advances in technology, automation, and the economic fluctuation,
jobs began to emerge, disappear, and change. Hence, instead of the
focus being on vocation or occupational education which trained and
prepared the individual for the 'one job,’ the emphasis changed to
career education which embodied the totality of all kinds of work
experiences. The Career Education Incentive Act (CEIA, P.L.95-207)
was enacted in 1977 to offer incentive grants to State and local
education agencies (SEA's and LEA's) to develop and strengthen
elementary and secondary career education programs. The purpose was
to advance career education from its research and development phase
supported under P.L.93-380, into national implementation (Bonnet,
1982).

At the dawn of the let century a new terminology, 'career
education,‘ seemed to concentrate on a more comprehensive
perspective of education. This approach attempted to incorporate and
reconceptualize the acts, amendments, strategies, meanings,
objectives, and goals of education. Herr (1977, p. 13) summarized
career education (the roots of 'which are embedded. in ‘vocational
education) to include the following:

1. A need to diminish the curricular separations
between academic and vocational education.

2. The importance of experiential learning or learning by
doing as a prime mode of instruction.

3. The viability of using real and recurring problem,
including those occupational in nature, from life to
integrate and sequence subject matter, increase
educational relevance, and increase application of

29

learning.

4. The notion that career awareness and career
exploration are compatible with broad educational
goals.

Returning to the basic question, how did career education
evolve? What is the ultimate goal of education? The discussion
seemed to be still embroiled in a philosOphical division -- work
versus study, vocation versus academic. However, Brickell believed
that education has to achieve both objectives. Education has to
liberate the mind and ennoble the spirit; it has to be practical and
useful. And career education appears to fulfill both goals (Brickell

cited in Neilson and Hjelm, 1975).

An Emerging Definition of Career Education

Since career education was launched in 1971, there seems to
be many questions yet unanswered. This relatively new concept
appears to be misunderstood. Hence, one of the biggest challenges
facing educators is having peOple understand what career education
incorporates (Johnson, 1983). 'What is career education?’ There has
been a wide cleavage of opinions, perceptions, 'and interpretations
among educators regarding its definition. However, if they are taken
together, they can supply a framework for elucidation and evaluation
of normative statement about career education. The Commissioner of
Education, Sidney Harland, believed that the federal government

should not define career education; but rather it should be defined

30
within the general parameters of the constituencies served (DeCarlo,
1980).

Since occupational choice and its variations are different
components of career education, many educators used the terms
interchangeably (Gilli, 1978). Paulovits stated that "career
education is not a single, easily definable system but rather one
that has its foundation in the Vocational Education Amendments of
1968" (Paulovits, 1980, p. 436).

Many individuals seized upon Marland's challenge and applied
'career education' to almost every situation. A number of
definitions proliferated until the concept was becoming meaningless.
Although some speculated ad infinitum without arriving at any
worthwhile definition, others have tried to substantively and
practically conceptualize career education. But because it is still
an evolving concept, an attempt will be made to define and describe a
working definition as is reflected in the underlying principles of
the literature.

"Traditionally career education has emphasized a threefold
process of development: awareness, exploration, and preparation"
(Doepke, 1982, p. 32). It has been used synonymousLy with other
terminologies. Knowles (1977, p. 801) described it "as an umbrella
incorporating such areas as technical education, vocational
education, occupational education, educational guidance and

placement."

 

31
Ressler noted that career education is "... that aspect of
the formal education process through which a person develops insights
helpful in career selection, and is further provided with the
abilities and understandings that relate the student's 'real' world
with emphasis on his future need to support himself in a manner which
will meet 'all' his needs" (Ressler, 1973, p.1).
Kenneth B. Hoyt, professor of education at the University of
Maryland, defined career education as follows:
Career education means programs for k-12 public education
and the community to help individuals become familiar with
the values of a work-oriented society, to integrate such
values into their personal value structure, and to implement
some set of work values into their lives in such a way that
work becomes possible, meaningful and satisfying to each
individual (Hoyt cited in Arcy, 1980, p.12).
The legislative House Bill No.4422 in Michigan stated that:
"Career education means programs for k-12 students designed to create
career awareness, orientation, exploration, planning, preparation,
and placement, to maximize career Options available and to provide
comprehensive career develOpment-"

Bailey and Stadt (1973, pp. 346-347) defined it as:
...educational programs and curriculum at many different
develOpmental levels, and provided several types of delivery
systems, which provide experiences designed to help
individuals become oriented to, select, prepare for, enter,
become established, and advance in an individually

satisfying and productive career.

Resnick and Smith (1979) asserted that career education is a

continuum or cradle to grave approach. It starts in early childhood

32
and extends throughout employment and the course of one's life.

The theories, philosOphies, and writings of Benjamin
Franklin, John Dewey, and David Snedden are reflected in the
assumption that career education is based on instructors utilizing
carefully selected work study, observation cooperative education, and
internship programs for career develOpment possibilities (Knowles,
1977). Clyde (1979) supported this concept by pointing out that
career education which is child centered, does not depend entirely on
school based learning only, but also knowledge about the
environment--community, home, and job.

Jean Piaget and other psychologist have suggested that
learnings proceed from the enncrete to the abstract. Craig (1978)
stated that "career education. embraces both aspects of cognitive
learning, for it deals with 'fixing things' but it is also concerned
with creating them because it liberates the mind for self
eXpression."

Banta (1980, p. 12) identified career education as
"preparation for all meaningful and productive activity, at work or
leisure, paid or volunteer, as employee, employer, or family member."

Paulovits (1980, p. 347) postulates that "career education is
a vital part of total public education enterprise, which promotes
meaningful integration of academic and vocational education."

By contrast, Olsen (1973) wrote that career education is an

instructional strategy to enhance and improve the teaching learning

33
process. And Banta (1980) concurred by noting that career education
has the potential to be infused into the regular school program by
every teacher, in every course at every grade level.

The different definitions of career education expressed the
difficulties educators experience in attempting to achieve consensus.
DeCarlo (1980, p. 60) therefore summed up the following key
components about career education as follows:

1. Career education is a continuous develOpmental
process which includes all age groups and grade
levels. It commences in early childhood and

continues throughout life.

2. It combines all phases of education and it is for
all students.

3. It is deeply concerned with the growth of
individual self-awareness and self-concept, while
assisting all individuals in achieving maximum
potential and a satisfying life.

4. Career education focuses upon the decision—making
process. It aids the individual in developing
increasing skill and experience in the rational
process of decision-making.

5. Career education represents an effort to make
school and education. ‘more relevant, challenging,
and interesting.

Concerns and Criticisms of Career Education
Concerns, reactions, criticisms, and doubts about the career
education concept and the quality of its program have been forcibly
and explicitly expressed by some individuals. Their writings reflect

the ever present embers of dissatisfaction that career education is

not a panacea; it has its limitations, shortcomings, problems, and

34
troublesome areas which have been addressed. Individuals are still
asking questions that need to be considered, investigated, and
answered.

One of the fundamental questions raised about career
education is whether occupations should have the primary focus; while
the other life orientation roles such as family, citizenship, and
leisure hold a secondary place (Fitzgerald, 1975).

Dolcie (1975) believed that the most substantial issue of
career education is lack of explicit framework, clear boundaries, and
the inclusion of any and all types activities that appear to be
appropriate for this terminology.

According to Herr (1976), some critics contended that career
education, a cosmetic title for vocational education, not only
Opposed higher education and intellectual activity, but also
contradicted the liberal arts and the traditional concepts of the
educated man.

In the past, it has been instilled in the student's mind that
'if they do not apply themselves to academic pursuits, they will have
to work for a living.‘ Hence, many teachers perceived career
education in that light. The teachers tended not to favor career
education, and viewed it as an invasion of their subject matter
(Suhor, 1979). And, although teachers played a key role in career
awareness, yet, "most teachers have little or no personal experience

with positive accomplishment and achievement associated with physical

35
types of work" (Clyde, 1979, p.40).

In a speech to the New Hamshire Vocational Association in
1973, Helling cautioned that "For too long we have said things like
'all work has dignity; all jobs are worthy; all productive labour
is good' but this is not true! There are rotten jobs, degrading work
and unrewarding labour." Children should aspire for some of the more
lucrative careers and should definitely avoid others (Helling, N/D).

As many schools tried to implement career education programs,
the AFL-CIO strongly objected to any programs which encouraged the
violation of child labor laws, payment of subminimum wages,
compromise health or safety laws related to work, and displacement of
adult workers by students.

Annegret Harnischfeger and David E. Wiley speculated, in a
paper "Achievement Test Score Decline: So We Need to Worry", that
standardized achievement scores in the public schools have declined
and career education seemed reSponsible. The gross data indicated a
considerable enrollment decline in such academic courses as English
and Mathematics at the secondary school level; and Algebra in the
typical college preparatory courses (Kemble, 1978).

The AFT asserted that implementing career education may allow
for the privatization of the public schools to subsidize business
training programs. The AFT locals and state federations have
documented the following problems in response to a survey:

The programs pull students away from academic classes during
the regular day .... There is a poor supervision of both

From

From

From

From

36

students and program .... Our school board is on the
bandwagon. Other required courses for graduation have been
dropped... but career education and work experience have not
been cut There is only one counselor for every 300
students; they are terribly overworked .... Funds have been
channeled away from the regular program. Students see it as
easy credit for pay while other classes such as languages,
science, history, and English are cut and can't fill their
enrollments .... Students can graduate very early because of
work experience .... We are suspicious because of the
Board's reactions and emphasis on this while they' are
cutting regular programs. There is much resentment.

Chicago, Illinios:

The program is conceived and beautifully presented on
paper.... The implementation is totally missing .... Career
education in Chicago exists only on paper and in brochures.

Hayward, California:

In their junior years, students earn a maximum of 2 credits
a year by working at least 10 hours a week. These credits
are in place of credits that would otherwise be earned in a
classroom I know there are violations of child labor
laws and inadequate enforcement which affects students
working in on-supervised jobs.

Nashua, New Hampshire:

We lack the number of guidance counselors needed for the
students ... one vocational guidance position was created in
the past year but more than one is needed for a 3,000 pupil
high school.

Perth Amboy, New Jersey:

Strengths of the program are: low class/teacher ratios and
the provision of guidance services; the value of
experience in the world of work; the 'making of more
realistic career selection. and the availability of
experienced teachers. Weaknesses include: the fact that
there is no coordination among programs that there is no
one person in charge of these programs. The central
administration lacks knowledge in this area.... At the

37
middle school level students are given full credit as a
major subject(s) for work in this area. At the high
school level students may earn 15 credits per year towards
their graduation requirement....

From Corpus Christi, Texas:

Usually the work is menial and unrelated to any particular
field of study (i.e.: students serve as waitress, dime store

clerks, busboys, etc.)...in elementary programs career
education.‘was given priority over reading, history, and

music.
From Montgomery County, Maryland:
The shortened day for work study had eliminated teaching
positions and possibly lowered academic standards. A
student cannot participate in a class without being present
(Kemble, 1978, pp. 9 and 10).
There is also a practical problem with career education.
What will the world be like in the year 2000? Elementary school
teachers are teaching children who will be adults in the year 2000.
What kinds of careers are going to be part of the world during the
twenty-first century? Is it possible that many of the careers which
students will be trained in will become obsolete even before the
training is initiated?" (Craig, 1978).
These concerns, reactions, and criticisms can be utilized as

recommendations where applicable, and thus help to improve the

quality of career education program.

Career Education at the Elementary School
Is the elementary level too early to introduce career

education? Gentry (1978) stated that some educators believed that

38

career education should be delayed; it should not be integrated in
the elementary school curriculum. They constantly asked 'why not
wait until students reach junior high school to initiate career
education?‘

McDaniel (1968, p. 242) attempted to answer this question by
saying "youth are not too young to choose a vocation; only too
poorly prepared to make choices." Gibson (1972, p. 1) suggested that
"the elementary years are the most important in pmeparing youth to
make apprOpriate occupational educational decisions and related
personal-social adjustments." Herr and Cramer (1972) agreed that
elementary schools should be concerned with career awareness. It is
at this level that the identification stage in the child's vocational
deve10pment emerges (Havighurst, 1964); and it is also the fantasy
period where impulse and need to achieve adult status are reflected
in childhood decisions about occupations (Ginzberg, 1951).

Most theories of vocational choice advocated that career
deve10pment is a process which begins early in the life of the child
(Cockrane, 1958) and continues gradually throughout the maturation
process as knowledge about occupation is constantly being assimilated
(Hill, 1956).

Research on career deve10pment (Herr, Osipow, Gybers, Super,
and Holland) indicated the need of early career curriculum planning.

The Illinois Committee gave support for occupational education in the

39
elementary school by stating that:
The elementary school and junior high school have more
urgent need in the immediate future than in the past for
stressing vocational information and vocational counseling
for a portion of their student p0pulation (Illinois
Committee, 1960, pp. 150-151).
Because it has been recognized that career deve10pment occurs
over a period of time, it is essential to deve10p career awareness

and lay the foundation in the elementary grades -- early in the

student's life.

Children's Occupational Knowledge

Since society, both historically and culturally, has assigned
various occupational roles to males and females, many children appear
to view careers from this perspective. Therefore as the child grows
and deveIOpes the stereotypical views, attitudes, and traditional
behaviors first formed in early childhood provide a basis for
consistency and continuity in ultimate career related decisions
(Teglasi, 1981; and Banta, 1980). Educators are not quite sure at
what age career awareness and vocational interest begin with
children. However, the following research indicate children's
occupational knowledge.

Simmons and Rosenberg (1971) asked children from 3 to 12
years of age to rate 15 occupations used in the Hatt-North Scale.
They discovered that even young elementary school children are

clearly aware of the different occupations which are more prestigious

40
than others.

Liben and Signorella (1980) examined the relationship between
children's gender, attitudes, and memories by showing first and
second graders pictures of pe0ple in various occupations and
activities. They were tested for recognition memory. Of the original
60 pictures, 20 were traditional activities. Children demonstrated
extensive knowledge of gender stereotypes.

Ninety-seven (97) boys and ninety-six (96) girls from
kindergarten through grade six were asked to select toys and
occupations under one of the three instructional sets: 1) choose for

a girl, 2) choose for a boy, and 3) choose the best one. Findings

revealed that: 1) children made selection for boys and girls that
were culturally accepted; 2) best toys and occupations wene more
identified for men; and 3) as children grew older, their

occupational choice (but not of toys) became more sex-typed (Teglasi,
1981).

A list of 35 occupations and activities were presented to 24
girls and 24 boys in grade one, and 35 girls and 35 boys in
prevocational ninth grade class. The students were asked to reapond
by indicating whether each occupation or activity should be performed
by a man, woman, or either. They found that first and ninth grade
boys were willing to accept both men and women in nontraditional
roles. First grade girls hold stereotyped views, but they seem to be

receptive to some nontraditional roles (Jack and Fitzsimmons, 1979).

41

The fifth grade students in three suburbs of Seattle were
examined to determine their occupational aSpirations on sex—typed
roles. Schlossberg and Goodman (1972) found that the boys wanted to
be doctors, lawyers, dentists, engineers, craftmen or scientists; and
the girls wanted to In: nurses, teachers, artists, stewardesses and
veterinarians.

Tremaine and Schau (1979) studied a total of 120 children in
four age groups--early and late preschool, second and fourth grades.
They were interviewed to determine several dimensions of job choices.
They were asked three fixed choice questions concerning nine jobs,
along with job choice items. The researcher discovered that older
children *were more selective in personal job choice, eSpecially
careers attributed to the opposite sex. Girls were less limited than
boys in job interests, and their choices on the Open-ended items were
more restricted.

Cordua, McGraw, and Drabman (1979) tried to determine
children's perception of sex-typed occupations. One hundred and
twenty-eight (128) children between the ages of five and six were
shown four films portraying all possible combination of female and
male physicians and nurses. The children were asked to relabel the
roles depicted. The findings indicate that the relabeling and its
asymmetric character' may be due to the differential exposure of
children to female physicians and male nurses.

Although there are many factors that contribute to the

42

child's career deve10pment, these findings do provide some evidence
of early career awareness and also support the theory that children
do have some knowledge of occupations and career roles at an early

age.

Toward a Career Education Program

"For many students today, a career awareness program in
schools could be a link to reality and make the difference between
staying in school and becoming a dropout" (Thomas and Stonecipher,
1982, p. 66). As a component of the school curriculum, career
education appears to be more than one more ephemeral school fad. It
is designed to capacitate individuals for their life roles~~economic,
community, avocational, religious, and aesthetic (Goldhammer and
Taylor, 1972). If the school experiences are to include more than
preparation for adult work roles, sound criteria for initiating
career education prognmm must integrate its theoretical foundation,
philosOphy, goals, objectives, methodology, and evaluation. These
elements should not only enhance and reinforce each other, but they
should help to foster a more effective, healthy, and balanced total
school experience. Eventually a more definite and consistent pattern
may emerge to fully characterize the distinctiveness of career

education program.

43

Theoretical Foundation

 

Since career education is based on sound educational
principles of child deve10pment (Arciniega and Newlon, 1981), career
educators should integrate other theories and views that are
compatible with career education (Bailey, 1977).

Havighurst (1964) indentified ‘vocational development as a
life-long process which has approximately six stages:

1. Ages 5 to 10 identification stage.

2. Ages 10 to 15 acquiring basic talents of
industry.

3. Ages 15 to 25 acquiring identity as a worker.

4. Ages 25 to 40 becoming a productive society.

5. Ages 40 to 70 maintaining a productive society

6. After 70 contemplating a productive life.

Occupational choice is a reality of a series of choices over
a period of time, and Ginzberg (1951, pp. 185-187) defined
significant periods in which vocational choices are made:

1. Fantasy period--impulse and need to achieve adult
status are reflected in childhood decisions about
occupations.

2. Tentative period--future occupational goals are
determined by current satisfactions; subjective
interests and values determine choice.

3. Realistic period--a compromise is made between
what is desired and what is available. Sex and
education factors influence the reality period.

Career decisions based on compromise are developmental,
complementary, and sometimes irreversible. Building upon Ginzberg et

a1. developmental process, Donald E. Super believed that vocational

choice is a process not an act. Therefore instead of vocational

44

choice, be emphasized vocational development--which is inseparable
from the whole personality. Among his contributions, his theoretical
approach to career deve10pment has been the most comprehensive and
perserving. Super nmintained that self-concept is crystallization
over the years of information regarding one's abilities, aptitudes,
interests, and achievement. Self concept as it relates to
occupational choice is processed through reality testing, experience,
and awareness of abilities that are necessary for a particular
career.

Tiedemen, Borow, Osipow have reflected upon Super's work and
have contributed to a large body of research in vocational choice,
career deve10pment, and work adjustment. Gybers and Moore (1971)
maintained that career deve10pment should be arranged to increase the
learner's ability to grasp (perceptualize), transform
(conceptualize), and transfer (generalize).

The development of self and adjustment to work are considered
to be significant aspects of career deve10pment. 'These can ‘be
achieved if the individuals make wise career selection, based not
only on social and economic status but also on basic intellectual and
emotional needs. Roe contends that vocational choice is based upon

Maslow's hierarchial classification of basic needs.

1. Physiological needs.
2. Safety needs.

3. Need for belongness and love.
4. Need for importance, respect, self-esteem, independence.

45

Need for information.

Need for understanding.

Need for beauty.

Need for self-actualization (Roe, 1957, p. 213).

oowo‘m
C

From the humanistic theorist who view the educational purpose
in terms of the learner's needs in the reality of present and future
decades, the types of education being pr0posed are reflected in these

concepts which concur with the philosOphy of career education:

affective humanistic process
psychological alternative moral
affirmative personalized confluent
futuristic survival self-actualizing
aesthetic life centered future focused
self-science liberating

(Bailey, 1977, p.63).

Many current career deve10pment theorists such as, Super,
Roe, Ginzberg, Havighurst, and others seemed to stress that career
choice is :1 long-range gradual process which includes both

understanding oneself and knowledge of occupational information.

PhilosOphy of Career Education

According to Michigan House of Representative Bill 4422,
(1973, p.1), the philosOphy of career education is "providing the
full development and fulfillment from career preparation and choice,
and to maximize the capabilities of students to explore, analyze,

prepare for, gain entry to and succeed in career choices."

46

Goals of Career Education

 

The goals of career education are to:

1. "Help individuals make a life that is occupationally,
personally, and socially productive and deve10p a feeling of self
worth" (Gilli, 1978, p. 11).

2. "Bring proper emphasis to education as preparation for
work without detracting from any of education's other goals" (Hoyt,
1977, p. 10).

3. "Establish educational conditions that permit and

encourage individuals to become capacitated" (Gentry, 1978, p. 10).

Objectives of Career Education

 

Career education assists students to live meaningful and
satisfying lives, and strive for changes in:

l. The deve10pment of attitudes--understanding the basic
concept about: work, the dignity of work, clarifying and fostering
positive work attitudes and values (Clyde, 1979) toward task
completion and pride in accomplishment (Smey, 1981).

2. The acquisition of career knowledge of self and work
setting. This includes identification and recognition of one's
talents, ability, aptitude, values, and interest; deve10ping one's
self awareness, self concept, and self control; understanding one's
self worth, capabilities, and preference of careers and learning how

these function as strengths or limitations in the pursuit of various

47
life roles (Banta, 1980). Knowledge of the work setting involves
becoming aware of a variety of careers and acquiring knowledge about
and respect for other people and their occupations (Thompson, 1979).

3. The acquisition of career development skills. The
individual must know how to analyze characteristics, solve problems,
gather and process information, and make decisions (Ibid.)

The cognitive objectives of career education include
intellectual deve10pment, accumulation of knowledge and factual
information, acquisition of skills of critical thinking and problem
solving. The affective objectives include modification or maturation
of attitudes and values. Affective and cognitive objectives are
inseparable. The ultimate .analysis, however, attempts to teach
career education without recognition of value overtones seems

virtually impossible.

The Teacher's Role

The implementation of career education. depends ultimately
upon the classroom teacher who is the key in fostering and assisting
children with career awareness. The teacher's task is not intended
to teach a specific skill or to organize the world of work, but
instead to:

1. Relate activities of career awareness to the child's
growth and deve10pment, and to the way students can apply it in their

life roles as family members, citizens, workers, and participants in

48
leisure time activities (Banta, 1980).

2. Consider what experiences the children bring with them.
Take the children's knowledge and attitudes about careers, associated
life styles, rewards, leisure items and working conditions, and use
this knowledge to assist the children in understanding the process
involved in the deve10pment, growth, behavior, training, and rewards
of persons employed in different jobs (Clyde, 1979).

3. Examine the world of work. currently available in the
community through guest speakers and field trips. Integrate these
career related experiences into the existing, systemmatic, relevant,
basic curriculum-reading, science, math, and social studies

(Knowles, 1977; Solomon, 1980; and Arciniega and Newlon, 1981).

Career Education Model

 

No model can ensure the development of all the goals and
objectives previously listed. However, models attempt to represent
the concept comprehensively and to reorganize career education in a
more relevant and meaningful structure. Figure 2.1 is an
illustration of Michigan career education model which integrates

career deve10pment and career preparation.

49

CAREER EDUCATION

CAREER DEVELOPMENT CAREER PREPARATION
Self Awareness Academic Education
and Assessment /
Career Awareness and _ Vocational Education
Exploration
Career Decision Making Technical Education

 

Career Planning & Placement

AN INTEGRATED APPROACH

Figure 2.1

MICHIGAN MODEL FOR CAREER EDUCATION

In the elementary school, emphasis is placed on career
awareness. The students in K-6 are expected to develop awareness of
many careers, awareness of self in relation to careers, respect and
appreciation for workers in all fields, and to make tentative choices
of career clusters to be explored in junior high school (Knowles,

1977).

Career Education Materials

 

Whenever appropriate, career education materials should
reflect the career interest and aspirations of the children. Vacca
(1978) proposed the following materials to deve10p basic skills
through career centered reading materials, since reading is the only

skill that will be used in every job:

50

The New Rochester Occupational Series: The Job Ahead (SRA,
1963).

Careers: A Supplemental Reading Program. (Harcourt, Brace,

Jonovich, Inc. 1975).

According to Splete (1978, pp. 130-131), decision making themes can

be found in:

Leaf, M. Wee Gillis. New York: Viking Press, 1938.

 

Burch, R. Doodle and the Go-Cart. New York: Viking Press,
1972.

Burch, R. Two That Were Tough. New York: Viking
Press, 1976.

Beim, L. & Beim, J. Two is a Team. New York:
Harcourt, Brace & World, 1945.

 

The importance of employability skills is incorporated in:

Burton, V. L. Mike and His Steam Shovel. Boston: Houghton
Mifflin, 1939.

Beginning competence and economic awareness:

Beskow, E. Pelle's New Suit. New York: Harper 8
Brothers, 1929.

Self awareness is dealt with in the context of the story:

Hunt, I. Up a Road SlowLy. Chicago: Follet,
1966.

Growing and evolving self awareness:

 

Hunt, I. Up .a Road Slowly. Chicago: Follet,
1966.
Hunter, M. Sound of Chariots. New York: Harper

 

& Row, 1972.

51

Greene, B. Philip Hall Likes Me.
Maybe. New York: Dial, 1974.

I Reckon

Other books teachers Inight find useful are the career awareness

series suggested by Hapkins (1980, p.68):

Community Helpers. Albert Whitman & Company.

 

What Does Do? Dodd, Mead & Company.

 

Early Career Books. Learner Publishing Company.

 

I-Like-to-Read-Books. Lippincott.

 

Exploring Careers. Lothrop.

 

Vocations in Trade. LothrOp.

 

Adventures in the World of Work. by Random

 

House.

Banta (1980, p. 16) suggested two other series:

Science Research Associates (SRA)'chu€'Kit
deals with self concept, reSponse to environment,

 

socialization, sharing and problem solving. This
includes filmstrips, records, or cassettes, pupil
activity books and large photoboards.

Changing Times Education Service "Real PeOple at
Work"'. Begins at kindergarten level with

activities designed to introduce the concept of

work by relating it to simple tasks that
perform.

Evaluation of Career Education Activities

children

According to Hamilton, Baker, and Mitchell (1979), for a

career education activity to be regarded as effective, there should

be sound evidence that the observed changes in the participants are

52
in fact due to career education as indicated in the following
research.

Leifer and Lesser (1976) cited evaluative studies of three
sets of career education umterials designed to influence children's
attitude. The results indicated that: 1) videotapes of five
different occupations produce a more positive attitude about work
among sixth graders (Barnabei and Case); 2) six career education
lessons increased attitudes (occupational prestige, distaste for some
occupations, and understanding of the nature of one's own
occupational choice) in fourth-through-sixth grade Blacks and Whites
(Harkness); and 3) books about working women affected
kindergarteners' perceptions of jobs women. could. do (Barclay).
Hence, they concluded that career materials can influence children's
attitudes.

In the October 1975 issue of the Journal of Vocational
Behavior, Omvig, Tullock, and Thomas published an article dealing
with the effects of career education on the career maturity of six
and eight grade students. The findings indicated. that program
differences were present, with the career education group
demonstrating higher career maturity levels.

Kershner and Blair evaluated the eXperienced based career
education administered in Philadelphia by Research for Better Schools
(RBS) under a grant from the National Institute of Education. The

results, coupled with other findings regarding academic achievement

53
and attitudes led the researchers to conclude that the
experience-based career education program as Operated by R38 had a
high degree of effectiveness (Kershner and Blair, 1976).

Another study was conducted to determine the relationship
between career education, sex, career maturity of six and eight grade
pupils. Omvig & Thomas (1977) found that the career education
program again, as in 1975, had a positive effect in increasing
students levels of career maturity.

Career education research and evaluation reports published
prior to 1977 were reviewed by Edwin Herr. He observed that
"elementary school teachers are more enthusiastic about career
education than are secondary school teachers" (Banta, 1980, p.17).

He justified and ended his review by reporting and listing some
positive career education outcomes:
A comprehensive career education program enhances student
motivation and helps bring about increases in academic
achievement.
Student involvement in career education activities tend to
improve ‘work habits, attitudes toward school and toward
work, and knowledge of a wide range of occupations.
Almost without exception students, parents, and school
personnel report positive attitudes toward the goals and
intent of career education.
A well-coordinated career education program that has
administrative support can expand the interface Of school

with community and create a more positive image of the
school (Ibid.).

In order for a career education program to be effective, all its

54
components must be considered and carefully articulated if the

students are to experience the full benefits of this curriculum.

Importance of textbooks

One of the main goals of textbook writers is to synthesize
accepted information. Textbooks transmit society's values (Aaron and
Anderson, 1981), and convey vicarious experiences and information to
students (Chaudhau, 1974). Sometimes they are the basis for
instructional agenda, course organization, and classroom activities.
Textbooks facilitate the plan for progress, testing, reviewing, and
extending teaching (Benthul, 1978); and "reinforce academia. or
supplement an understanding of complex phenomena" (Yeager and
Edwards, 1980, p. 114) and (Danzer, 1980, p. 113). Textbooks are
considered not only as a guide of the teaching-learning process in
print, but also a chief resource in the classroom (Fischer, 1977).
They are "a primary knowledge source, a knowledge supplement, a major
and minor reference," and serve as a laboratory guide (Guthrie, 1981,
p. 555).

Textbooks contain words and illustrations and presumably are
the sources of influence and reinforcement for cognitive and
affective cues regarding children's perceptions Of society-—its
values, norms, culture and himself (Holcomb, 1981; Rupley et a1.

1981; and Lorimer and Long, 1979-80).

55
Pictorial Ilustrations

Besides the textual information, pictorial illustrations
convey certain messages which can be used as a basis for inquiry,
critical thinking, emotional and intellectual experience, and for
interpreting visual evidences. Children respond to pictures and
illustrations (Fischer, 1977) and find it difficult to ignore them.
Various types of pictorial illustrations have some of the common
characteristics of instructional text (Brody, 1973). Readers once
dependent on a few simple drawings, now incorporate bold graphics,
photographs, and color drawing in distinctive artistic styles for
illustrations (Garcia and Osborn, 1981). Illustrations 'enhance,'
'enrich,‘ and communicate a close relationship between the text
(Goldstein and Underwood, 1981).

Some researchers questioned the value of pictorial
illustrations in instructions. Some studies indicated that pictures,
when used as adjuncts to printed text, neither facilitate learning
nor hinder comprehension (Thomas, 1978). Goldstein and Underwood
(1981) further posited that the dangers of distraction arising from
pictures had been investigated. It was discovered that pictures do
lead to errors when young children are presented with one word at a
time. Others believed that pictures distract, inhibit learning to
read, interfere with the child's comprehension, and tend to slow down

the reader's speed.

56

But other studies revealed and supported the notion that
pictorial illustrations can be useful; and they are an integral part
of the reading material. Duchastel (1979) regarded illustrations as
fulfilling three main functions in the instructional text:
attentional, explicative and retentional role. Pictures can. be
utilized to: provide meaning against which the printed word may be
compared, explain a point in prose, enhance long-term and subsequent
recall of prose (Duchastell, 1980); foster deve10pment of an
organized scheme of text (Goldstein and Underwood, 1981); aim to
give specific reference for the printed word (Reid and Low, 1977);
extend a story text, decorate pages, reinforce and expand upon a
story mood, stimulate the reader to use his/her imagination, comprise
an essential part of the story and highlight major story situations
(Cianciolo, 1976). Other researchers discovered that pictorial
illustrations provide excellent means of: motivation, word
recognition, and comprehension (Harber, 1983); assessing children's
language abilities, interest, and other information concerning
reading readiness (Legenza and Knaffle, 1978); assisting in
decoding text; adding details which fit naturally into the framework
of the story and providing connotative setting (Rusted and Coltheart,
1979). Pictures also help to provide realistic impression of the

object by amplifying and clarifying the printed text (Woolf, 1981).

57

Basal Readers

 

Some of the factors which contribute to the frequent and
continual use of basal readers are: organization, apparent
completeness, developmental approach to reading around grade levels,
familiarity of administrators, selection and adOption by educational
authorities for utilization by schools within their boundaries, and
the minutely detailed suggestions offered to new teachers (Durkin,
1974). They serve as a major tool for the development of reading and
thinking skills (Pieronek, 1980). The traditional monotone format of
earlier basal readers have changed, in. an effort to have their
content represent society more accurately (Farr and Roser, 1979).
The information in basal readers have been replaced by more diverse,
more pluralistic, and people-oriented content (Garcia and Osborne,
1981). Therefore the content of reading textbooks can be considered
to have a number of overall functions: instrumental, motivating,
socializing, and therapeutic, all of which interact (Blom, 1978, p.

132).

Research on Textbook Evaluation

Content Analysis

 

In textbook. evaluation, the researcher systematically
inquires into the material (both textually and pictorially) for the
basic meaning and value in word usage (Newman and DiSalva, 1980)
and uncover conceptual reference inherent in the structure (Taxel,

1980). Content analysis is the research design that has been

58

extensively utilized to obtain objective data from written material
and transcripts of spoken communication. It it frequently viewed as
an analytical technique applied to a wide diversity of tOpics,
issues, and material for observing, and studying problems, fields and
subjects of communication process (Berelson, 1952). Content analysis
is also perceived as a specialized procedure for processing
scientific data, analyzing message content and message handling
(Budd, et a1., 1967), measuring overt variables of communication
(Newman and DiSalva, 1980), and making valid inferences from data to
context (Krippendroff, 1980, p. 21). Like all investigative
methodology, "its purpose is 1x: provide knowledge, new insights, a
representation of "facts" and a practical guide to action" (Ibid.).
Many evaluations of basal readers, films, textbooks, illustrations,
and other instructional material use this technique which is
considered to be one of the most pOpular employed with studies of
frequency and percentage (Kingston and Lovelave, 1977—78).

What is the message that school textbooks, including basal
readers, are sending to the children? Investigators have tried to
answer this question by examining such issues through content
analysis from a variety of perspectives including: psychological and
sociological frames of reference, bias treatment, identifying
behavioral characteristics, occupational role assignments--tallying

and noting the number of times a particular concept is depicted in

the text and illustrations. The following examples mention some

59
specific research in which content analysis was utilized with
textbooks other than basal readers.

Karp (1981) examined fifty-one leading textbooks for the
introductory course in American national government to determine the
treatment of American government from a global perspective.

Economics textbooks published after 1970 'were examined.
Blankenship and Hahn (1982) modified the instruments deveIOped by
Trecker and McLaed to determine the treatment of males and females in
17 Economics/Business/Free Enterprise in Georgia High School.

Horedezky and Weinsten (1981) believed that in elementary
grades 'consistency and vocabulary' across the grades and between
series is of vital importance for instruction. Hence the two authors
examined the most recent arithmetic series of grades 1, 2, and 3 in
order to deve10p a current basic comprehensive primary vocabulary
list (BCPVL) which would reflect modern and metricated mathematics
vocabulary.

Miller (1980) analyzed 21 textbook with COpyright date 1976
and later to find out how introductory Psychology books treat the
issue of 'Jensenism.' And, Mortimer and Bradley (1972/3) surveyed
picture books which showed males in 104 occupations and females in 19

occupations.

Evaluation of Basal Readers

 

This section discusses the findings and reviews some Of the

research that utilized content analysis to determine how different

60
types of issues are treated in basal readers.

Jacobson and Freeman (1981) randomly selected and analyzed
twenty pages from 5 sixth grade popular basal readers and 10
contemporary adolescent realistic fiction. novels. These books,
published after 1970, were examined for the occurrence of three types
of language styles and registers -- formal, informal, and
technical—Special. Compared with the basals, the results revealed
that the novels depicted more informal citations, twice as much
colloquials, and triple the slang entries; but, the basals portrayed
more technical-special language. However, both basals and novels
presented register variations in their material.

The researchers, therefore, contended that students can
discuss and hence become aware of the importance of language
variation since it: occurs everywhere and with everyone.
Understanding and recognizing stylistic variations "register" can be
utilized by teachers to improve and enhance communication, and also
foster the deve10pment of skilled language use (Jacobson and Freeman,
1981).

Sippola (1982) examined six widely used basal reading series
-- Economy (1975), Lippincott (1975), Houghton-Mifflin (1976), Scott,
Foresman (1978), Allyn and Bacon (1978), and Ginn (1979) -- to
determine the proportion of distant to "here and now" stories. The

stories were characterized as being "not distant," "moderately

61
distant," or "distant" to the majority of American school children.
These stories were evaluated by two (2) university reading/language
arts professors and eight (8) doctoral students.
According to the analysis, it seemed that some basal series
publishers increased the prOportion of distant stories as the age of

the intended audience increased. Sippola, therefore, suggested some

additional questions for further study: "Does this trend exist in
other basal programs? 1k) what extent is distance preferred by
primary school children at different grade levels? Are there

discrepancies between basal reader series and young reader
preferences? Do elementary school preferences' change with time."
Sippola believed that the content of basal readers might be changed
if these important questions are answered (Sippola, 1982).

An .adjective checklist (based on common descriptions from
previous content analysis studies) was developed by Kingston and
Drotter (1981). They surveyed basal readers used in grades one
through six to ascertain how elderly peOple was portrayed. Stories
were carefully examined and observations noted in regards to sex,
evidence of age, occupations, relationship to the protagonist and
whether the main character aged.

The findings, which tend to substantiate previous studies,
depicted age in a positive manner, but rarely as the protagonist or
with personalities fully presented. Typically, the adjective

checklist revealed the aged as active, kind, wise, and hardworking,

62

but hardly as fashionable, attractive, or goodlooking. Stereotyped
illustrations portrayed women as: wearing spectacles, sewing,
knitting, dressed with aprons, and hair in bows; while the men were
portrayed as: smoking pipes, wearing suSpenders, carrying canes, and
having bald heads. Both men and women, however, were pictured as
plump, unwrinkled and smiling. Hence, Kingston and Drotter concluded
that basal readers do not adequately depict the aged in a realistic
nonstereotyped fashion (Kingston and Drotter, 1981).

Kealey (1980) investigated six basal reading series published
since 1978. These second grade readers were surveyed to seek answers
to two questions: (1) What types of families were presented? and
(2) How many stories of each type are there in the readers? The data
indicated that: variability among the basal readers does exist.
However, mention was never made of deceased or divorced parents,
separation was inferred only once, grandparents were stereotyped.
Nevertherless, all readers had one common variable: the family
settings show a strong helping and caring relationship among all of
its members.

Two of the questions asked by Kealey are: 'should the basal
readers reflect the family as it currently exists in America today?
or should these readers portray the intact ideal family?’ ‘These
answers are crucial in respect to the values found in readers. Being
aware of the values depicted in readers, teachers can carefully

select and discuss family stories to develOp family values; while

63
teachers and educators can determine if these values reflect the
school's philosophy"before selecting or adOpting readers (Kealey,
1980).

Rupley, Garcia, and Longion (1981) evaluated 2,750 stories
found in basal readers published 1976 and 1978. Their findings
indicated that although twice as many males as females were portrayed
in the story content, male representation had been cut considerably;
stories about males had been replaced by 'other.' Results of the
1978 revealed a change; there were almost equal numbers of males and
females main characters in these basals. When tallies from the
1974-76 readers were compared with that of 1976, and both of these
were compared with that of 1978, a trend toward equalization was
evident. Therefore, it appeared that there had been an attempt by
publishers to depict males and females equally in story content.

Garcia and Osborn (1981) surveyed twenty five (25) stories in
ten (10) recently published reading series (1977-80) that were
identified and utilized by Texas A & M University Curriculum Library.
The purpose of their study was to examine whether the publisher's
depiction of U.S. history as mirrored in stories and poems coincided
with the goals of social studies education (i.e. to reinforce social
studies concepts during reading and social studies classes.)

The findings revealed that U.S. history content was
substantial in basal and supplementary readers. Twenty-eight percent

of the stories had U.S. history orientation -- the most found in

64
Allyn and Bacon, the least in Ginn and Economy. Although all the
series included some type of U.S. history content, the image
presented was unbalanced and incomplete.

Garcia and Osborn, therefore, recommended that essential
writers of stories need to include broader facets of American history
in basal readers. Basal and supplementary readers hold the potential
of becoming vital aSpect of the social studies program. Hence with
more effective integration, editors from both programs can provide
the classroom teacher with an Opportunity to utilize the content from
the basal readers in a more realistic manner (Garcia and Osborn,
1981).

Alvermann (1981) evaluated basal readers considering the
following factors: readability, interest, appeal, and representation
of the content areas. One basal reader from each of the following
series was selected: Pathfinder, American Reader, Reading, Holt
Basic Reading System, Houghton-Mifflin Reading Program, and Basics in
Reading.

The results indicated that basals: (1) offer reading
specialist and secondary teachers simple reading materials -- to
complement required textbooks in the content areas, and to assist
remedial reading students in grades 9 .and 10 'with content area
assignments; (2) readability ranges from 4th to 6th grade, hence
poor readers are accommodated; and (3) appropriately reflect the

interest of high school students (Alvermann, 1981).

65

Durkin investigated five (5) basal reader series manuals k-6
in order to identify and record recommendations for teaching children
how to comprehend, and simultaneously discover if a match existed in
any of the six definitions related to comprehension and the four for
study skills.

The findings suggested variation rather than similarity; but
an analysis of the manuals fostered the impression of similarity. A
common characteristic of the five programs appears to offer numerous
applications and practice exercises instead of direct, explicit
instruction. The relationship between what was taught or how to read
was either minimized or entirely overlooked when instruction
surfaced. The program also seemed to: (1) treat what the writers
suggested in a manner that ignored the significance of being
instructive for reading comprehension, (2) and avoid providing
answers concerning how the writers arrived at their priorities with
comprehension questions.

Therefore the researcher' was desirous of finding, out how
decisions are reached about:

a. what will be taught and when.

b. how each tOpic will be taught.

c. how often and when each will be reviewed.

d. how much practice and what kind will be provided.

e. why some comprehension instruction.

f. why suggestions for reviewing a tOpic are usually

66
identical to 'what is recommended for teaching it.
And,
g. why manuals rely much more on applications and practice
to teach rather than on direct instruction.
These are the questions that Durkin believed needed to be answered
(Durkin, 1981).

Zak and Kaufman (1978) surveyed Krl primary readers in the
Israeli school system to determine whether the sex roles demonstrated
were stereotypic or realistic. All adjectives describing human
behavior or feeling were listed, considered as indicators, and
analyzed in the item-unit.

Results revealed that males and females were presented as
warmhearted and conscientious. Males seemed to be portrayed as
predominantly intelligent, assertive minded, emotionally unstable,
and prudent. The data were then compared to differences found in the
Israeli population. The findings indicated that females were
described as more warmhearted than males, far less intelligent, more
humble, accomodating, conforming, capricious, shy, timid, and
sensitive. Adults (vs children) were found to be calm, assertive,
restrained, practical, and shewd.

Zak and Kaufman concluded that such groupings, especially the
male and female combinations, depicted a stereotypic description of

personality not found in real life (Zak and Kaufman, 1978).

67

Research indicated that instructional materials, including
the basal readers, have been evaluated from a variety of perspectives
and with specific concerns, objectives, and goals. Content analysis,
an investigative research design, was utilized to inquire into
textual and pictorial material. The findings of content analysis
research. provide scientific information so that valid inferences
might assist educators and others in gaining knowledge, new insights,

and serve as practical guide for action.

Summary
Career education has been discussed and reviewed from
different perspectives. This included: its evolution, definition,
criticism, and the signficance of major distinctive components of the
program which helped to integrate 'work and study,' and children's
occupational knowledge. The findings of textbook evaluations were
presented. Chapter III will explain the procedure the researcher

utilized to achieve the goals of this study.

CHAPTER 111

RESEARCH DESIGN AND METHODOLOGY

In this period of educational accountability, Zimet (NA)
maintained in a paper submitted to the National Education Association
(NEA) that it is not only imperative to know how well children are
being taught but also what it is, directly and/or indirectly, they
are being taught. This notion concurred with the introduction to
Gaston Blom's article, 'The Role of Content in the Teaching of
Reading,‘ where it was pointed out that "what children are taught to
read matters more than how they are taught to read" (Samuels, 1978,
p.121). SO in order to accomplish this, the relevant content of the
textbook must be identified and evaluated.

Since the data were not available and the pertinent content
of the textbooks had never been evaluated, the focus of this study
was to ascertain the nature of career information in the basal
readers rather than the impact the content had on children's
perceptions or how it had been taught. The research was designed to
determine whether or not, and to what extent, careers presented in

the basal readers (adOpted by the Antigua and Barbuda Department) are

68

69
reflective of occupational situations in the Antiguan and Barbudan
society, as well as introduce and suggest occupations to children
that might foster an attitude toward their career deve10pment and
career aspiration. It also sought to ascertain whether the two basal
reader series, Caribbean and Nelson New West Indian Readers, differ

substantially in the variability of careers.

Procedure for Data Collection

"Content analysis is a way to generate new information about
the content (products and both latent and manifest messages) that is
communicated through ‘various 'media" (Papademas, 1983, p. 392).
Content analysis studies usually involve six stages: 1) formulation
of the investigator's questions, 2) textbook selection and
Operational definition of categories, 3) coding procedures according
to specified objective rules, 4) scaling of items or utilization of
statistical measure to arrive at a score, 5) comparisons of scores
with measurement of the other variables, and 6) interpretation of the
findings according to apprOpriate concepts or theories (Budd et a1.
1967). For the purpose of this study, the following procedure for

data collection and data analysis was utilized.

Collection of Governmental Data
The study required collection of essential data from several

sources. Hence, in order to secure the appropriate and pertinent

70
data, requests were made to the following Antigua and Barbuda
government ministries:

1. Ministry of Education, Health and Culture for the current
list of the adOpted elementary public school basal readers.

2. Ministry of Finance, Statistics Division for the most
recent census report. And,

3. Ministry of Labour for the current list of careers in
which the peOple of Antigua and Barbuda were presently employed (see
COpies of correspondence in Appendix A).

The labour commissioner and the chief statistician were later
contacted by phone, and the research project was further explained to
them. A complete current career listing was not available.
However, the labour commissioner provided a partial listing which
reflected some occupations in which some of the peOple of Antigua and
Barbuda were currently engaged. The information received from the
chief statistician was the 1970 census report. Plans for another
census report were discussed but to date no research has been
conducted. As a result the 1970 census report, which was the most
recent one available, was used in the study. This nevertheless gave
some insight into the occupational numerical distribution according
to the various career categories.

COpies of the correspondences mailed to the government
Officials were also sent to two other colleagues (see Appendix A).

These persons were also contacted by phone and the study was further

71
discussed. After they consented to help, arrangements were made for
them (with the cooperation of the three government ministries) to
assist the researcher in collecting officially authorized and

pertinent material for the specific purpose of this particular study.

Textbook Selection

 

The pOpulation for this study was the seventeen most widely
used and currently circulated elementary public school basal readers
selected and adOpted by the Antigua and Barbuda Education Department.
These two sets of basal reader series -- Caribbean and Nelson New
West Indian Readers -- are explicitly identified in Appendix D. The
basal readers were classified according to grade levels. In order to
avoid duplication and omission, and also to facilitate coding,
handling and retrieval procedures, each basal reader was assigned a
code number to designate grade levels and a letter to identify each

reading series.

Instrumentation

The researcher deviated from other models which provided and
accommodated the conceptual framework for this study. The procedures
for data collection. and data analysis, construction, refinement,
modification, and ideas for the Career Identifying Instrument were
acquired from a variety of sources including Sub (1970), Tennyson and

Monnen (1963-64), and Ryan and Young (1973). Two Michigan State

72
University' professors, experienced. in evaluation and content
analysis, checked the instrument and were consulted whenever
necessary. They were concerned primarily with the type of data
generated when using the instrument, and ensuring that it was
workable and satisfied the purpose of the study. A complete
description of the Career Identifying Instrument is outlined in
Appendix C. The instrument was designed to measure and analyze: a)
quantitatively -- textual and pictorial frequency of references made
of each career, and b) qualitatively -- textual and pictorial
reference to careers in terms of the identical career categories
utilized in the Antigua and Barbuda census report career status

variable.

Career Identification. With close surveillance, the careers
presented textually were underlined, while a check mark indicated
pictorial occupational illustrations. This facilitated ease in

rechecking and verification.

Determination of Career Status -- Categpries. Since a plan
for tabulation of data would depend largely upon the categories,
these were carefully selected. According to Budd et a1. (1967, p.
39), "no content analysis is better than its categories."
"Categorization is a direct reflection of the theory and the problem
of the analysis" (Reynolds, 1983, p. 112). The categories are in

essence a conceptual scheme which would mirror the goals of the

73

study, and. should. reflect adequately the investigator's research
question. Holsti (1969, p. 95) contended that clearly formed,
mutually exclusive, and independent categories, are "exceedingly
important to the reliability and validity of the content analysis."
Stone et a1. (1966) also added that the internal consistency of these
categories aid the researcher in category construction and the
interpretation of his results. Holsti (1969) further suggested that
the Operational definition of these categories should be valid
representation of the researcher's concepts and sufficiently precise
to assist the coders in producing reliable judgments.

Work is an important aspect of any society. Professional and
nonprofessional occupations allow the individual to form a positive
self image and help to establish the individual's position as a
productive and contributing citizen (Venn, 1964). Hence in this
study, the identical occupational categories guidelines for the
Antigua and Barbuda census report were utilized to group careers.
This career classification served as the criteria to deve10p an
objective instrument of well defined categories for coding the basal
reader's content (see Appendix C). A taxonomy of careers develOped
for various occupational categories was secured from several sources
including: Occupational Outlook Handbook (1982-83), Dictionary of
Occupational Titles (1977), and Green (1970) (see Appendix B). This
theoretical expected outcome pmovided the basis for comparison with

the empirical results/data obtained from the textbook analysis.

74

,Qperational Definition. Once the categories were

 

established, the criteria for inclusion and the Operational
definition were carefully defined (see Appendix B). This is
essential since the procedures and techniques utilized can influence

the reliability and validity of the measure.

Validation of the Instrument. According to Krippendroff

 

(1980), if an instrument measures what the researcher designs it to
measure, it is considered valid. In order to secure valid results,
Zak and Kaufman (1978) suggested that the categories must meet three
requirements. First, the classification of each category must be
similar to the contents of the original data. Secondly, regardless
of the content analysis, the categories should be externally valid,
that is, standing the criticism of objectively defined and measurable
entities. Thirdly, the units of analysis should be so defined that
any investigator following the same procedure, utilizing the exact
instrument on the identical material will arrive at essentially and
substantially the same results. The researcher practiced and
pretested the instrument on international basal readers formerly
and/or currently used in Australia, Canada, and the United States.

Content validity was accomplished by using the instrument in a

training session with two coders. Agreement among the coders was

75

accepted as one sign of content validity.

Reliablity’ and. Use of the Instrument . Reliability is
expressed as "repeatability with consistency of results" (Budd et
a1., 1967, p. 66); and "the degree to which data are independent of
the measurement instrument" (Berelson, 1952, p. 172). It is also
described "as a function of the agreement achieved among coders
regarding the assignment of units to categories" (Krippendorf, 1980,
p. 133). Hence a reliable instrument and methodology produce stable,
dependable, consistent, and accurate measurement (Stone et a1.,
1966). And if it can. be demonstrated. that the instrument and
procedures are reliable, there is then a basis for showing later that
the instrument is valid.

Reliability was derived from testing the instrument. Since
the reduction of errors fall into two categories: 1) selection_of
coders, and 2) coding procedures, two individuals were asked to read
three basal readers and go through the complete content analysis

process utilizing the Career Identifying Instrument.

Selection of Coders. Stempel III (1961, p. 454) suggested

 

that "care in the initial selection of coders can eliminate persons
not suited for the work," therefore, try to get coders with the same
frame of reference. TO enhance satisfactory reliability, two former

Antigua teachers (with extensive background of the educational

76
system, knowledgeable of the societal career activities on the
islands of Antigua and Barbuda and who might be able to provide
further insight into the problems and reactions of the Antigua and
Barbuda teachers) were selected to assist in assessing the

reliability of the instrument.

Training of Coders. Prior to the training session, the

 

coders were supplied with procedures and coding manuals that allowed
for self—study and a head start in understanding the methodology and
the research. The manual (see Appendix B) consisted of background
information, purpose and objective of the study, classification of
career status, Operational definition, cover letter, direction to
coders, guide sheet, sample story exerpts demonstrating how to
identify and classify career information.

Since coding demanded detached judgment, perceptive skill,
and a high degree of accuracy, a thorough training session to
acquaint coders with the entire research procedure was conducted.
According to Krippendorff (1980, p. 72), "coders are Often
instrumental in shaping the process especially during the preparatory
phase of the content analysis." Hence an instructional training
session was initiated to provide the coders with the Opportunity to
become familiar with the:

1. General background of the research.

2. Objectives, goals, and conceptual design of the study.

77

3. Subject matter, descriptions, definitions, and
interpretations of codes and categories. And,

4. Characteristics of the pOpulation, its presentation, and
generalizations.

The coders were then supplied with multiple COpies of the
identical Career Instrument to introduce them to the systematic
procedure necessary to collect, categorize, and tabulate the data.

As Stempel III (1961, p. 455) noted that "item analysis
offers more detailed picture of errors, it may prove to be the key to
the elimination of errors or reliability" since "it will show the
coders what their 'errors' have been." It will further "point out
revisions that can be made in the coding procedures that will
eliminate sources of errors without damaging the structure of the
study itself" (Ibid.). Hence every item on the instrument was
defined (see Appendix B).

The researcher explained the data collection procedure and
all the categories on the instrument. The investigator also
described and related how each category was designed to meet the
Objectives of the study. Discussions were encouraged to clarify
difficult areas and differences in interpretation so as to establish
a standard frame of reference for accurate coding by the researcher
and the coders. Prior to determining actual reliability, the coders
were instructed to skim through the stories to acquire an overall

view of the organization and content of the basal reader. They

78
placed the instrument before them as they carefully read and analyzed
each story separately from a basal reader not under study.

The coders and the researcher examined the practice basal
reader page by page, item by item, and recorded the career
information on the instrument. Career information, in which
differences in coding occurred, was discussed. With a permissive
atmosphere in which the participants were free to express their
Opinions, the coders were encouraged to be objective. The discussion
provided an Opportunity to:

l. Familiarize the coders and the investigator with the
kinds of problems that may arise when coding career information (for
example, counting lines).

2. Identify items which were considered to be possible
career information, and eliminate others for them to know the
criteria on which they were to base their judgment.

3. Obtain preliminary evidence concerning possible consensus
and/or variability in different categories.

4. Revise and clarify misunderstanding of coding problem
areas -- valence, occupational clusters etc. (see eXplanation of
'abbreviations' on the next page). And,

5. Determine approximately the amount of time needed to
complete the instrument.

Following the analysis of the practice basal reader, the

researcher double checked all the coding instruments completed by

79

Career Status

 

Profess. & Technical Workers

Admin. & Managerial

Agri. & Anim. Hus., Hunt.,
Fishermen, Forestry

Prod., Trans. Equip.
Operator, & Labourers

Unclassified

Abbreviations
Gender
M = Males
F = Females
I = Indeterminate
B = Both males and females
Valence
Fav. = Favorable
Neut. Neutral
Unfav. = Unfavorable

Professional and Technical
Workers

Administrative and Managerial
Workers

Agricultural and Animal
Husbandry, Hunters, Fishermen,
and Forestry Workers

Production Workers, Transport
Equipment Operator, and
Labourers

Unclassified Workers

80
each of the two coders. The coders alternately discussed their
findings. After comparing the results, the differences in judgment
were resolved through discussion. A close scrutiny was made whenever
there was disagreement. The following steps (some suggested by
Scott, 1955, p. 322) were utilized to test intercoder reliability:

1. The coders classified and recorded the career information
identified textually and pictorially.

2. As the coders discussed their findings, it was discovered
that some career information in the story were overlooked or
interpreted differently. Perhaps this was due to oversights and/or
to the individual's own biases. Most of the errors occurred in two
categories: a) failure to recognize textual and pictorial
presentation of careers, and b) classification of career information
under the wrong category (in Table 3.1).

3. Whenever there was disagreement in step one, the coders
examined their differences to arrive at the 'best' judgment in every
case of disagreement. And,

4. If there were still disparities after step three,
disagreements were isolated and the original. basal reader
re-examined, reviewed and further Checked. If differences 'were
irreconcilable, they were recorded. This then constituted the basis
of the report for the three selected basal readers.

Ultimate agreement was attained between the coders and the

researcher. They strove for consensus rather than majority Opinion.

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81

 

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82
When final decisions were reached, the researcher recorded (on
separate instruments) the consensus of the group, double checked, and
also indicated the disagreements of the respective coders under the
various categories (see Tables 3.2 and 3.3). Using the Sub formular
(1970, p. 7), an intercoder reliability percentage (IRP) was

established between the coders and the researcher as:

Number of Units Agreed Upon
IRP = X 100
Total Number of Units

 

Since Holsti contended that a satisfactory level of
reliability is the researcher's responsibility, 902 agreement was
considered to be acceptable consistency. A reliability of .90 or 902
means that there was substantial agreement among the coders and the
researcher concerning their perceptions of the career information,
their interpretations, and conclusions according to the specific
categories of the Career Identifying Instrument. Therefore, the high
percentage of agreement not only indicated satisfactory reliability
but also enhanced the reliability of the instrument. Agreements
ranged from 91 to 1002 (see Tables 3.2 and 3.3). The tables
presented a comparison of the coders' responses. Hence, from this
initial experience and the 'high results achieved, the researcher
decided to further test the instrument on one basal reader from each
of the two basal reading series under study. The goal (in additional

testing of the instrument) was to secure the best data possible, so

83

kl
LII I111

OCH OCH OCH

 

 

 

 

o.ooa ooa N.so o.oca coa coa sea ooa N.ss s.Ns sea N assoc
sea sea oca o.os cos o.c0a o.o0a coa.ooa sea oca o.ooa o.co~ sea a assoc
sea sea ooa o.cs ooa m.ss o.Ns. sea oca oca oca o.ooa o.Ns sea x assoc
N N N N N N N N N N N N N N assassaw< co N
a a N NN m smN NN m msa oN NN sea Nms Nm assassass assoc
a o a N m on ma a as s on on smN am Nz N assoc
a c a m m sm ma a as s on as omN an Nz N assoc
a o a m m on ma a as s om as smN an Nz N assoc
o a o sa o sNa s a as sa Nm mN smm Na Nc N assoc
o a o sa o Nma s a as sa Nm mN smm Na Nc a assoc
o a s sa o Nma s a as as Nm mN smm Na mc N assoc
o o o a O Na s m mm N s mm aN sa as N assoc
o o o a 0 cs s m mm N s mm aN sa as » assoc
o o o a O Na s N mm N s mm aN sa as N assoc
a o a N m om ma a as s cm as omN am Nz sssooossm
o a o ea c Nma s a as sa Nm mN smm Na mc sasassoa
o o o a o os s m mm N s mm aN as as soaaxsz
N a a : .>saoc .sosz .>sN N a a z sassasc ssoaa co N Naasaaosoaa sassssa ssoso
coaumanwcH oudmam> Hmmcou .Hmcwaoz coaumfiuommo uo\vcm Hmmmm Ifiowuumm
.HmHHODONA ummumo mHHmauxOH
umvcou cowumEhowcH ummumu Hmsuxma meawfiucovH
mucoamo

 

 

 

wHHAHm<HAmm mszmmHma OH 0mm: mmmn<mm A<m<m mmmmH OH umzommmm .wmmnoo
N.m OHQMH

84

 

OOH oofi OOH OCH OCH OCH OCH . DON OOH ucoEwmuw<

 

 

N N N N N N N N N No stsosoasa

o Na Na Na o o N am NN assassaN< assoc

o N N N N o s N am Nz N assoc

o N N N N o s N am Nz N assoc

o N N N N c s N am Nz N assoc

o o s N N o N Na NN Nc N assoc

o o s N N o N Na NN Nc N assoc

o o s N N o N Na NN Nc N assoc

o s o a a o . a a sa as N assoc

o s o a a o a a Na . as N assoc

o s o a a c a a Na as N assoc

o N N N N o s N am Nz sssooossN

o o s N N o N Na NN Nc saoassos

o s o a a o a a sa as soaasz

Umww mHmHDODmA NAHummHOh meHO3 wauoz Hwy—H03 Hmfihwmgmz HGUHCfiUmH NAHHwfiHOuUHm wHw—umwm muflmn

lww .QfiDUm Cwfihmsmwm mUHtmm mmHmm HNUHHOHU w .CHE?< aw .wmwwOHm HO\VCM Hmmwm IHUHUme
Immfic .mcmaH .ucsm ..ms: NHHmauxoe
no: . . scan .55 s Naw< ssENasssH
msumum Nomamu mummumo

 

wHHAHm<HAmm mszmMHmn OH Dam: mmmn<mm A<m<m mmmmfi OH mmzommmm .mmmnoo
.m.m mHan

85
that variance in collecting career information could be detected at
the onset of the research.

At the end of the preliminary testing of the instrument and
the training session, the coders were given identical cOpies of two
basal readers from the main population. The coders independently
read the basal readers and identified the career information to be
analyzed according to the established criteria. They then classified
the recording units. After several days when the coders had
completed the analysis, another session was scheduled and convened at
a time convenient for both coders. At this session, the coders and
researcher compared and discussed their findings, utilizing the same
procedure outlined and established at the training session. Most of
the disagreements were resolved, and thus a high degree of
reliability was achieved. The test of reliability demonstrated that
the variables included in the instrument were such that, the coders
were able to independently conduct content analysis of three (3)
selected basal readers. Since the correlation between the coders and
researchers ranged from 912 to 1002, the instrument may be considered
valid and reliable. Hence, the researcher had confidence in the

instrument to proceed with the research.

Procedure for Data Analysis

Career Identification

 

Seventeen basal readers were examined. Each story was read

in its entirety to secure representation of textual and/or pictorial

86
career information. Multiple research instruments were employed for
each basal reader. A record was made of all the careers portrayed.
The number of times each career occurred in every basal reader was

tabulated.

Treatment of Textual Content

 

In content analysis, the body of material surrounding the
coding unit is the context unit; and the coding unit is the smallest
segment of the content counted and scored (Budd et a1., 1967). Hence
for a coding unit to be part of the study, actual career information
must be included. Therefore, the beginning and end of career
information was not merely the word, but it was defined by the line
or lines which constitute the context unit. The relative percentage
of the textual content on careers was tabulated and determined by the
line counting method (Sub, 1970 b). A line represented a line in
print and the content unit of analysis. If a career was depicted
more than once on the same page, each line was counted separately.
If several occupations were mentioned on one line, the line was
counted separately each time, depending on the number of careers

presented.

PrOportion of Career Information in Basal Readers. In order

 

to ascertain the prOportion of text that referred to careers or

groups of occupations, the number of lines used to discuss the

87
careers was tallied and totaled. The proportion of lines devoted to
career information to that of the total basal reader was expressed as

a percentage for each context unit found in the book.

Career Content Unit (Lines) Proportion of Basal Readers

Devoted to Career

 

Total Basal Reader (Lines) Information (Percentage)

In addition, the content unit was subjected to further analysis.

Concerning the amount of space utilized for career description and
nominal career information, the same strategy was employed as
previously discussed. To determine the prOportion of text attributed
for each classification, the percentage was computed to ascertain the
ratio of lines relating to career description and/or nominal career

information.

Treatment of Pictorial Illustrations

 

Pictorial illustrations are powerful and pervasive means of
communication. Pictures can be manipulated as much as words, hence
similar statistical procedures discussed previously were applied.
Each time a pictorial career illustration was presented, it was
recorded, classified, tallied, and then totaled. If the pictorial
occupational illustration was portrayed more than once to eXplain the
text and/or depict the same occupation, it was recorded separately

each time.

88

When the evaluations were completed, values were assigned to
the various categories on the Career Identifying Instrument for each
basal reader. Data were keypunched on computer cards and tabulated
by computer. Upon recording the statistical occupational information
into the computer system, one section of the data was analyzed using
the SPSS on the Cyber 750, while Fortran programming on the Hewlett
Packard model 3000 was utilized for another part of the data. The
descriptive statistical analysis performed on the data revealed the
frequency of the careers and the ‘magnitude ‘variance (prOportion)
between the careers, categories, readers, and grade levels. Using
chi-square goodness of fit, the occupational information presented in
the readers was compared with the career information reflected in the
Antigua and Barbuda census report. More detailed analyses of the

representative readers are presented in Chapter 1V.

Summary

The purpose of this chapter was to discuss the research
design and methodology used in the study. The objectives of the
study were discussed. Procedures for data gathering were presented.
This included the collection of government data, textbook selection,
and instrumentation. Instrumentation consisted of: identifying
careers, determination of career status categories, Operational
definition, validity, reliability, the use of the instrument,

selection and training of coders. An intercoder reliability was

89
established at .90 or 902 between the coders and the researcher.
Procedures for data analysis, career identification, treatment of
textual and pictorial information.*were further explained. The
results of statistical analyses employed, which consisted of
frequency distribution, percentages, and chi-square goodness of fit,

are reported in chapter 1V.

CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA

This chapter presents data on the content analysis of two
sets of basal reader series, Caribbean and Nelson New West Indian
Readers. These seventeen textbooks widely used and currently
circulated in the Antigua and Barbuda elementary public schools,
infant one to junior five, were analyzed to determine the treatment
of career information.

The data generated from the treatment of career information
in the two sets of basal readers are organized in several tables.
These tables are in chronological order and grouped according to the
research questions under investigation. Some tables including
frequencies and percentages are presented. Due to the rounding off
of numbers, sometimes percentages do not always total 1001. Two-way
contingency tables were also calculated. The chi-square goodness of
fit indicates whether a similar distribution of occupational
information exists between the variables in the basal readers and the

census report.

90

91

Research Questions

Research Question #1. To what extent do the basal readers

 

utilized in the Antigua and Barbuda elementary public schools present
textual and pictorial occupations?

Career References. A list of three hundred and two

 

occupations in the basal readers are presented alphabetically in
Appendix C. There were: two hundred and forty-four (80.792) textual
occupations, six (1.992) pictorial occupations, fifty-four (17.882)
textual and pictorial occupations, and twenty (6.622) identical

occupations with twenty-two (22) different career titles. Hence, the
total number of distinct occupational references was two hundred and
sixty. One hundred and sixty-two (53.642) occupations appeared in
the Caribbean Readers, one hundred and ninety-three (63.912) in the
Nelson Readers, and fifty-five (18.212) identical occupations in both

sets of basal readers.

Research Question #2. To what extent does career information

 

vary across grade levels?

Career information is classified in four categories: career
frequencies, career information lines, gender career references, and
valence career references.

Career Frequencies. The data in table 4.1 indicate the total

 

number of textual and pictorial career frequencies in the basal

readers across grade levels. Excluding infant two, the number of

.owmucmouwm osu oumOchfi momonucoumm ca mucosa: one

 

92

 

 

 

Noo.ooNcsNN.a NoN.s cha ANN.oschN.a NON NoN.Nacha oNa.a asaoa
Aoo.oofivmom Aum.s me Aws.mmvoms mofi A05.~Nvm~ ooH c ommau no m Hoacsw
Aoo.oofivmmm Acw.m VHN Ao~.Navmwm mHH Amm.n VHN med m ommao no a Howcsn
Aoo.oofivmfim Aws.o~vmm Amm.mwv~wm mm Aon.-vmm msH s ovmuu no m Howcan
Aoo.oo~VoNH Amm.oHVwH Afiq.mwvmmfi as AN~.s~vm~ NNH m mpmao no N possum
Aoo.oovaw Anw.o~VsH Ama.mwvmo mm Am~.o~vsfi omfi N opmac no N Hoacnh
Aoo.oo~vmm Ace.ocvmm Amm.mmV~N m , As~.ofiv- NHN H ommuw no N ucmmcH
Aoc.ocHV~m ANN.NoVHN Aom.~mVoH 0H Acm.w VNN emu smuumwaowcfix HO H ucmmcw
Hmuoe HmNNOOONm Hmscxoa chNummnoco .voam aooamo .oz Hmuoe
pouowmon maONcmmsouo mo zucoawoam mo .02 Hmuoa caucusem mao>oq ommuu

 

 

.mumucmouom mum >ocmscoam ou mcfipaooo< wam>mq wvmao >3 maommmm Hmmmm ecu as
moucomoam mcocoaowom aooamu Hmsuxmh ao\pcm Hmfiaouowm we posesz HmNOH mac mo coausnfiuumwn .~.q mapmH

93

occupations increased according to grade levels. The greatest number
of occupations (163) was indicated in junior five; and the least
number (9) was revealed in infant two. The largest proportion of
pictorial careers appeared in infant one, twenty-one (67.742). The
highest textual career frequencies was depicted in junior four, three
hundred and eighty-two (97.22); the lowest was reflected in infant
one, ten (32.262).

The textual occupational frequencies occurred nine times more
than pictorial career frequencies when the career information in both
sets of basal readers were combined. One hundred and for'ty-two
(12.52) of the one thousand, one hundred and thirty six pictures and
illustrations in the basal readers were devoted to occupational
references.

Career Information Lines. Table 4.2 reveals the total number

 

of career lines devoted to descriptive and nominal occupational
information by grade levels and basal readers. With the exceptions
of infant two and junior four, the number of lines in the basal

readers increased by grade levels. There were eight times more lines

in junior four than infant one. No descriptive career information
line was indicated in infant two. Junior three depicted the most
descriptive lines, four hundred and six (7.92); and infant one

presented the least, seven (.752). See Appendix E for textual career
descriptive illustrations presented in the Caribbean and Nelson

Readers respectively by grade levels.

94

.owmucoouom ecu mumoumcfi momenucoamm :N muopesa 05H

 

 

xNN.o cNoa.N Nos.NcoNa.a NoN.NcNNN NNN.NN asaoa

NNN.N coco.a ANN.NcoNs Noo.scoNN NNN.sa NNNNNNN zoNNNz

NNN.N coNo.a AmN.Ncsss Aoo.NVNNN NNN.NN NNNNNNN z<NNNHN<c

NNN N csoo Nso.NcNas NNN.NcoNa NsN.N o sssac ao aoaoos
ANN.N csss NNN.schN NNs.acNaa Nso.N N sssac ao aoaoos
NNN.aacNNN NNs.NcNNa Nos.Ncoos NNN.N s sssac ao aoaoos
Aoo.o VNNN NNN.NVNNa Amo.NcNoa Nos.s N sssac ao aoaoos
NNN.N cNNa NNo.acNN ANN.NVNN NNN.N N sssac ao aoaaos
NNN. caa NNN. caa Nos. cc Nso.s a sssac ao aoscoa
Aoo.a cNa ANN. cN ANN. cN NNN assasNassoaN ao somaoa

HODOH HchEoz O>Numfiuomon mumvmmm Hmmmm cw

 

mocwq coaumea0mcH aooamo coca; mo .02 Hmuoa mao>og cmmac

 

 

.owmucoouom mam Nocoauoum ou wcfivaoou< mao>og ovmau Np mumpmmm

Hmmmm osu cw concomoum mocfiq coaumEMOMcH assume no nonasz Hmuoa osu mo cowusnfiuumwo .~.c OHAOH

95

In junior one, insights into seven careers were provided
including the fish vendor's occupation. For example, the words used
by the fish vendor to announce her presence, the distance she
travelled to accomodate her customers, the types of materials she
used to faciliate her services, and how she safely stored her money
were depicted (Appendix E, Nelson Readers Book 1).

Five textual descriptive career illustrations were presented
in junior two Caribbean Readers, and eleven in the Nelson Readers.
Activities in which crab ‘hunters were actually engaged as they
performed this occupation were explained. The most appropriate time
for hunting crabs, successful methods that have been utilized, how
crabs were caught and kept alive were mentioned (Appendix E, Nelson
Readers Book. 2). The text cited ‘how' the potter performed her
occupation, the materials used in the process; why certain methods
proceeded others; definition of special words and phrases related to
pottery; and the duration of the pottery process (Appendix E, Nelson
Readers Book 2).

Twenty-two textual descriptive career illustrations were
depicted in junior three Caribbean Readers, and twenty-five in the
Nelson Readers. The nurse and the sanitary inspector were included
in the eleven health occupations. The different types of doctors:
research doctor, family doctor, public health doctor, and doctor in
general were presented. Some insights were given into how some of

them performed their duties (Appendix E, Caribbean Reader Book 3).

96

The requirements for a hostess occupation, one's physical appearance,
the interview session, on the job training, reaponsibilities on board
the plane, suggestions in case of emergencies, and the qualities and
dispositions necessary to improve one's performance were explained
(Appendix E, Nelson Reader Book 3).

Nine textual descriptive career illustrations appeared in
junior four Caribbean Readers, while seventeen were depicted in the
Nelson Readers.

Twenty-four textual descriptive career illustrations were
presented in junior five Caribbean Readers, and twenty-two in the
Nelson Readers. Some insights were provided into the mould runner's
occupation. The text mentioned the time he began to work, definition
of the terms used, the atmosphere or conditions of the work place,
age at which the individual started to work, and what was expected of
him (Appendix E, Caribbean Reader Book 5). In reference to the clerk
of the peace, the nature of the occupation, and the qualities
necessary for the individual to execute his responsibilities were
discussed (Appendix E, Nelson Reader Book 5).

The lowest proportion of nominal career lines occurred in
infant two basal readers, eleven (.272); and the highest proportion
appeared in junior five basal readers, four hundred and eighteen
(5.692). Combining both descriptive and nominal career lines, junior
three basal readers reflected the largest proportion,five hundred and

eighty-five (11.392); and infant two depicted the lowest proportion,

97
eleven (.272).

There were thirty—three thousand two hundred and seventy
eight lines in the basal readers. Two thousand, one hundred and two
lines (6.322) were devoted to career information; nine hundred and
fifty-two lines (2.862) were descriptive and one thousand, one
hundred and fifty lines (3.462) were nominal. There was a higher
percentage of more career information lines in the Nelson Readers

(7.322) than Caribbean Readers (5.532).

Gender Career References. Table 4.3 reflects the total

 

number of occupations referring to gender across grade levels. With
the exception of junior three indeterminate category, six of the

seven grade levels revealed male career references with the highest
occupational frequencies. Juniors three and four basal readers were
the only ones which presented both males and females who worked in
four occupations. There were nine times more male career references
than female; and five times more indeterminate career references
than female.

Valence Career References. Table 4.4 shows the total number
of valence career references across grade levels. Excluding infant
two, neutral career references were presented with the highest
frequencies, followed by favorable and then unfavorable occupational
references across six grade levels. Neutral exceeded favorable and
unfavorable career references across all seven grade levels. No

unfavorable career reference was cited in infant one. There were four

98

.owmucouuom onu OumOchH mommsucoumm ON masses: one

 

 

 

Aoo.oo~vmmm.~ Aom. vs Awo.mmvnsm Amm.o vna Amn.nmvmwm A<HOH
noo.ocfivmom Aoo. VO Aom.mmV~mH AoH.N VNN Awm.mcvnfim o mmmuu no m Howash
noo.oofivmam Non. vm Amm.mmv~mfi Aow.m Va“ Aom.movm¢~ m owmuo no c uoHcSh
Aoo.oo~vm~m Ame. vm Afin.mqvqafi Amm.m~v~s Amm.oqvnmfi q ovmuo Ho m Howcaw
Aoo.oovacH Aoo. vo Amw.oqv¢o Anq.a veg Aom.m¢vsw m sumac no N uofianh
Aoo.oo~vmm Aoo. vo Aw~.m~vo~ Amm.n v0 Amq.mNVHo N ommuu Ho a Hoaaah
noo.oodvmm Aoo. yo Aoo. V0 AwH.vac Auw.~mvm~ H ovmuu no N ucmmaH
Aoo.oo~v~m Aoo. vo Amm.mfivo Am~.ofivm Amm.scvo~ cwuumwuovcwx no H ucmmcH
Hmuoe OHmEOm w mam: nuom oumcfisuouovcH OHmEmm mam:
awesoo mam>og mvmuu

 

 

Hmmmm ocu :N poucomoum moosmaomom pooumu nowaoo mo nonssz Hmuoe osu mo cowuanfiuumfin

.owmucoouom was moamsvoam ou wcfimuouo< mHo>OA sumac an whommom

.m.q anmH

99

.owmucmopmm mac mumONmCN mommsccwamm cN mucosa: one

 

 

 

Noo.ooacasN.a NNN.N CNN Asa.NNcNNc.a AsN.NavsaN N<aca
Aoo.ccacNNs NNN.aacNN Nos.oNcNNN ANN.NNvNca N sssac ao N aoaoos
Aoo.ooacNNN NNN.N VNN Nas.chNNN NNo.N_ch N sssac as s aoaoos
Noo.ocaVNNN NNa.N co ANN.NNVNNN NNo.N cNa s sssac ao N aoaaos
Noo.ooacNNa NNN.N cN ANN.NNcsNa ANN.N cNa N sssac ao N aoaaos
Noo.ooacss Nos.N cN ANN.NNVNN ANN.NHVN N sssac as a aoaoss
Noo.ocacca Noo.oaca Noc.oscs Noo.oNcN a sssac ao N soscoa
Noo.c0acca. Nos. co Noc.oscs Noc.oaca assasNassaNN ao s soscaa
Hmuoe wanmuo>mwca Hmuunoz mHamao>mm
oucmam> mHo>OA owmuo

 

 

Human ozu :N moucomoam moocoaomom Hooumu mommam> mo nonasz Hmuoe on» no couunpfiuumfin

.mwwucooamm mam hoaoawmum Ou waqvaoou< mHo>OA oemuo he muovmom

.s.¢ oanmh

100
times more neutral career references than favorable, and ten times

more neutral career references than unfavorable.

Research Question #3. To what extent is the career
information depicted in the basal readers reflective of the
occupational information in the Antiguan and Barbudan society?

The career information data in the basal readers were
compared with the current occupations and the census report.

Occupations -- Basal Readers and Current Career List.
Appendix F provides a partial career listing of the occupations in
which some of the people of Antigua and Barbuda are engaged. One
hundred and ninety careers were cited. When compared with the three
hundred and two occupations depicted in the basal readers (Appendix
G), forty-nine (25.792) of the occupations were identical, while one
hundred and forty-one (74.212) were different. Of the forty-nine
identical occupations, thirteen (26.532) were presented in the
Caribbean Readers but not in the Nelson Readers; seventeen (34.692)
were depicted in the Nelson Readers but not the Caribbean Readers;
nineteen (38.782) were mentioned in both sets of readers.

Career Status -- Basal Readers. Table 4.5 shows how career
information is presented in the basal readers according to the career
status and gender. Males were depicted with the highest frequency of
occupational occurrence in all the career categories. The

indeterminate occupational references were presented with the second

101

.owmucmouom onu mumOchH monocucoamm :N muonesc one

 

 

 

 

 

Aoo.oo~vsmm.H Amm. vm ANN.mmesm Amm.o va Amc.nmvsmw A<Hoa
Aco. vo Aoo. vo Aoo. vo Aoo. Vo Aoo. Vo mafimwmmmaocs
mamasonmq w .mHONmuomo newsmwnvm
Aoo.ooHVHw Aoo. vo Ass.ssvom Aoo. Vo Aom.mmvms uaommcmah .maoxuoz :ONuoscoum
mumucsm mam .GOEhwnmNm .mumxuoz
Aoo.oo~VmHN Asxufivs AHH.~mVoN Ano.m Vm Aom.movomH Naumoaom .muvcmnmam HmENc< w .Naw<
Aoo.oo~vsmm Aoo. Vo Aqm.csvqu Amn.m~vms Asm.mqueH muoxaoz OON>aom
Aoo.oofivwm Aoo. vo Amo.~mvm~ aNo.~HvN Aom.omvmm maoxuoz NOHmm
Noo.ooacs Nos. cc aNN.NNvN Aaa.aaca ANN.NNVN sasaaos Nssaasac
SQSCNS 3N. Z 8N.NNVNN SN. : 8N.NNV.:N sasxaoz Noaastasz N saaasassaoasss
Aoo.co~vsmm Aoo. Vo Amo.msvowH A-.N va AH~.Nsvom~ muoxuoa Hmowcsooa w Hchwaomoam

Hmuom. moamfimm a mmamz mumcfisamuwmfi mOHmEmm mmamz

aopcou mnumum accuse
possum was aONuchMNmmmHo aomamo Np maopmmz Hmmmm onu :N woucomoum cowumeaoucH awoamu .m.s_oanwe

102
highest frequency in every occupational classification. This was
followed by female career references in six of the seven career
status. Both males and females were identified once (.242) in
administrative and. managerial workers category; and four times
(1.842) in agriculture and animal husbandry, forestry workers,

fishermen, and hunters category.

Career Status -- Contingency Tables

 

The census data in table 4.6 will be used inthe contingency
tables 4.7 to 4.14 which contain Observed and expected frequencies of
males and females employed in the various occupational categories.
In order to test whether a similar distribution of males and females
identified in the basal readers was classified in the various career
status, the chi-square goodness of fit was used.

Professional and Technical Workers. The contingency table
4.7 indicates observed and expected frequencies of males and females
employed in professional and technical occupations. According to the
census data, 49.62 of the males and 50.42 of the females earn their
living working as professionals and technicians. Of the two hundred
and fourteen individuals in the basal readers who performed
professional and technical occupations, one hundred and eighty-six
were males, and twenty-eight were females. The chi-square value was
116.66, indicating a statistically significant difference at the .05
level existing for the observed and expected males and females
engaged in professional and technical careers. The distribution of

males and females working as professionals and technicians in the

103

.owmucmouom we» mumOchfi mommzucouma :N masses: may

 

Aoo.oofivnoo.mm

A-.me~oN.m

ANN.NNVNNN.sa

A<HOH

 

 

Aoo.oofivqwm.~ Amn.osvoqn Awm.mmvssw vowwwmmmaoca

muonsonma mam .mu0umuomo

Aoo.ocfivwow.m Ass.w vmmo Aom.fimvms~.n acosmfisvm uaommcmua .maoxuoz coauosvoum

muouasm can .cosuonmfim

Aoo.ocacsNN.N aNN.NNcNNN ANN.chNoN.a .sasaaos Nasssaoa .Nasosssom asaaos N .aaN<

Aoo.oofivmqm.m Ao~.~stow.m Now.mmvomm.fi muoxuoz oow>hom

Aoo.oo~vmmm.~ Aoo.oqvw~m Aoo.oevnmn muoxuos moamm

Aoo.oofivsco.m Awo.omvofim.~ Amm.mqvqu.H maoxuoz Hmowuoau

Aoo.oo~vomm AH~.aHvsq Amm.owvmw~ maoxu03 Hmfiuowmcmz w o>HumuumN=Ham<

Aoo.oofivmcw.fi Aoq.omvoqm Aoo.mcvmmm muoxuoz Havacsooe w Hmcowmmomoum
Hmuoa mOHmem mmamz

accuse mzumum umoumo

 

 

.uoccoo mam cONuNONwwamHu umoumo he vmucomoum moaom usonmg museumm use mzwfiu=< .o.q mapmH

104

qw.m u msam> HmONuNpu
no. u xv
H a we

©©.©~H.n maam> mumsvmlwco one.

 

 

uaomom

«Hm NON NON emucomxm msmcmu
mm owfi eo>hmmno mhmvmmm mumxH03 Hmowcaume cam Hm:0Hmmmmoum
HNNOH ONmEom was: msumcm umoamo

 

 

mam HMCONmmmmomm

.aovcmo OD mascuoco< moocouomom Hooumo Hecaczomfi
mo mafiucmsvoam concomxm can vo>aomno mcwucomoum wanna zocowafiucoo .N.q maema

105
basal readers was significantly different from the census data
distribution (If males and females who found employment in identical
occupational categories.

Administrative and Managerial Workers. Table 4.8 presents

 

observed and expected frequencies of males and females engaged in
administrative and managerial occupations. The census data show
that 80.792 of the males and 19.212 of the females earn their living
working as administrators and managers. Three hundred and eighteen
individuals in the basal readers performed administrative and
managerial occupations; three hundred and fourteen were males, and
four were females. The chi-square value was 64.43 indicating a
statistically significant difference at the .05 level existing for
the observed and eXpected males and females engaged in administrative
and managerial careers. The distribution of males and females
working as administrators and managers was significantly different
from the census data distribution of males and females.

Clerical Workers. The contingency table 4.9 reveals observed

 

and expected frequencies of males and females employed in clerical
occupations. The data in the census report indicated that 43.322 of
the males and 56.682 of the females earned their living working in
clerical occupations. Of the seven individuals in the basal readers
who performed clerical occupations, six were were males and one was
female. The chi-square value was 6.00, indicating that a

statistically significant difference exists at the .05 level between

106

qw.m u OSHm> HmOHuHuo

 

 

no. u xv
H u we
ms.¢o u msHm> mamsvmcho may
uaomox
me om mmm mmuowaxm msmcou
e «Hm eo>uomno mummmom mhmxuoz Hmwumwmamz was o>NumuumHaNEm<
Hmuoa OHmamm mHmz , msumum Homumu

 

 

.awvcoo ou wchuooo< mmoaoaommm Hmoumo HmHHowmcmz
mam o>HumauchHEv< mo mmHocwsvmum vouuomxm mam vo>uomno wcHucomoam manna hucowafiuaou .m.q OHan

107

cm.m u maHm> HmOHuHuo

 

 

no. n 10
H n up
00.0 n msHm> mpmscleco OLE
uaommm
n s m cmuomaxm mamcmo
H o vo>pwmno mummmmm mumxaoz HmuHHmHU
Hmuoe mHmEmm mHmz maumum Homumo

 

 

.Howcou Ou wchaooo< moocmaoHom
aooumo HmcHuoHo mo NOHocosvoam.vouooaxm was em>ummno wCHucmmoum OHan NocowcHucoo .m3q OHan

108

the observed and eXpected. males and females engaged in clerical
occupations. The distribution of males and females working as
clerical workers in the basal readers was significantly different
from the census data distribution of ‘males and females in this
occupational status.

Sales Workers. The contingency table 4.10 shows observed

 

and eXpected frequencies of males and females engaged in sales
occupations. As indicated in the census data, 602 of the males and
402 of the females were employed as sales workers. Thirty-five
individuals in the basal readers performed sales occupations,
twenty-eight were males and seven were females. The chi-square value
was 5.83 indicating a statistically significant difference at the .05
level existing for the observed and expected males and females
working in sales occupations. In the basal readers, the distribution
of 'males and females engaged as sales workers was significantly
different from the census data distribution of males and females.

Service Workers. Table 4.11 reflects observed and expected

 

frequencies of males and females who were employed in 'service
occupations. As indicated in the census data, 28.82 of the males and
71.22 of the females earned their living as service workers. Of the
two hundred and thirteen individuals in the basal readers who
performed service occupations, one hundred and sixty-four were males
and forty-nine were females. ‘The chi-square value was 236.71. A

statistically significant difference at the .05 level was found

between the observed and expected males and females engaged as

109

cw.m n msHm> HmuHuHHo

no. "so
H u we
mw.m n. msHm> mamsvmlHno OLE

uuomom
mm «H Hm vmuommxm msmcwo
n mm mo>ummno mumcmom

wauoz memm

 

HQHOH mHmeh mHmZ

wflumum HMQHQU

 

 

.ummamo Ou wcfimuoco< mmocmu0mom
umoumo poxaoz mmHmm mo mchcmscoam mmucoaxm mam vo>uomno mcHucomoam OHan NuamwcHucoo

.oH.s mHan

110

ww.m u wsHm> HmOHuHHU

 

 

no. a mu
H n we
Hm.omw u msHm> Ohmsemchu och
uuommm
mHN HmH No pwuummxm mamcou
as soH vm>homno maowmom muoxaoz OOH>umm
Hmuoe OHmEmm OHmz msumum Hmmumo

 

 

nowamo mamxa03 mow>hom

.uopcou Ou wchaooo< mmucouowmm
mo maficcmsvmam mmuuomxm mam pm>uwmno wcHucomoam OHan hucowafiucoo .HH.q. OHamH

111
service workers. The distribution of males and females working in
service occupations in the basal readers was significantly different
from the census data distribution of males and females employed in
indentical occupational status.
‘Agriculture and Animal Husbandry, Forestry Workers,

Fishermap,, and Hunters. The contingency table 4.12 contains

 

observed and expected frequencies of 'males and females who were
employed as agriculture and animal husbandry, forestry workers,
fisherman, and hunters. The census data revealed that 74.682 of the
males and 25.322 of the females earn their living working in this
occupational status category. One hundred and forty-four individuals
-- 136 males and 8 females -- in the basal readers were engaged in
occupations identified for this category. The chi-square value was
25.04, indicating that a statistically significant difference exists
at the .05 level between the observed and expected males and females
engaged in agricultural and animal husbandry, forestry, fishing, and
hunting occupations. In the basal readers, the distribution of males
and females working in this occupational category was significantly
different from the census data distribution of males and females in
this identical occupational status.

Production Workers, Transport Equipment Operators, and
Labourers. The contingency table 4.13 presents Observed and
eXpected frequency of males and females who were employed as

production, transportation and equipment Operators, and labourers.

112

sN.N n soasa asoaaaac
No. n as
a n as

so.mN u msHm> mamsvmleo may

 

 

uuomom
ssa NN Noa sssssoxm sososc
maoucsm
ocm .cosuoanm .muoxao3 haumoaom
w omH oo>aomno mamomom .maoamamam HmEHn< mam HausuH=OHaw<
Hmuoe mHmBom OHmz magnum amoumu

 

 

wcfiouooo< mmocmuowom

.noocou ou

umoumo mucucsm ocm .coauosmHm .muoxuoz Nuumouom .Nuocmnmam HmEHG<
mam HmaauH30Haw< mo NOHOcosvoam omuooaxm mam oo>uompo mcwucomopm OHAMH hocmwcwucou .NH.s oHan

113

qw.m u maHm> Hmufiufiuu

no. u KO
H u no
mm.q n msam> mamscmleo wee

 

 

uuomom

ms q He oouoomxm mausoo
mamuzoan mam .HOumHmao unoEmaaom
o no om>homno mumomom uuommcmas .muoxuoz cOHuoaooum
Hmuoa onEom OHmz maumum Hooumu

 

 

.mamxaos COHuuaooum

.umocoo OO wcHoaooo< maouaoan one .NOumHoao unmamHsvm uuommamua
mo mmHocosvoam ooucmmxm mam om>pomno mcHucmmoam OHan hocowcHuaoo .mH.q OHan

114
According to the census data, the percentage distribution of persons
employed in this occupational category was 91.562 males and 8.442
females. Forty-five males in the basal readers worked in. this
occupational category. There were no females. The chi-square value
was 4.39 indicating a statistically significant difference at the .05
level existing for the observed and expected males and females
engaged in production, transportation and equipment Operations, and
as labourers. The distribution of males and females working in this
occupational category was significantly different from the census
data distribution of males and females.
Gender Career References -- Basal Readers and Census Report.

The contingency table 4.14 shows observed and expected frequencies
of the total number of males and females employed. According to the
census data, 61.882 of the males and 38.122 of the females were
employed in this occupational category. Of the nine hundred and
eighty-one individuals in the basal readers who earned their living
in various occupations, eight hundred and eighty-four were males and
ninety-seven were females. The chi-square value was 329.51. This
indicated there was a statistically significant difference between
the Observed and expected employed. males and females at the .05
level. Similarly, the distribution of males and females workers in

the basal readers was significantly different from the census data

distribution of employed males and females.

115

sN.N u soas> assasaac

no. u mu

H n we

Hm.mmm u osHm> mamauwhfiso msa

 

 

uuomom
NNN NNN Nos sssosoxm sososc
mm «mm oo>aomno muoomom

Hmuoa mHmEom onz moocouowom Hooumo HNOOH

 

 

HOMHGU HNUOH NEH

.uoocmo ou wcHouoOo< moocmuowom
mo NOHocoocoam omuoomxm ecu oo>aomno wcHucomoam OHan NocowaHucou

.qH.q mHan

116

Career Status -- Basal Readers, Census ReportJ and the
Current Career List. Table 4.15 reflects the distribution of
occupational frequencies presented in the basal readers and the
census report according to occupational status. From the basal
readers, no occupation was identified in the unclassified category.
Administrative and managerial occupations were portrayed with the
highest frequency, four hundred and seventeen (27.182); followed by
professional and technical workers, three hundred and ninety-four

(25.682); and then service workers, three hundred and fifty-seven

(23.272). The lowest percentage was the clerical category, nine
(.592). From the census report, the three occupational
classifications with the highest percentages were: production

workers, transport and equipment operators, and labourers, seven
thousand eight hundred and eight (33.852); service workers, five
thousand three hundred and forty-three (23.162); and clerical
workers, two thousand six hundred and sixty-four (11.552). The
lowest percentage was administrative and managerial workers, two
hundred and twenty—nine (.992).

In the current career list, no occupation was presented in
the unclassified category. Three occupational categories with the
highest percentage were: service workers, seventy (36.842);
professional and technical workers, fifty (26.322), and
administrative and managerial workers, twenty-three (12.112). The

lowest percentage was cited in the agricultural and animal husbandry,

117

.mwmucooaom on» oumcHoaH momOSNGONma cH nausea: one

 

Hoo.ooHvomH

Hoo. vo

HNs.m VNH

NNo.N ON
ANN.NN coN
ANN.s vm
NNN.N cNa
Naa.Na cNN

NNN.NN VON

Hoo.ooanoo.mN

Amw.o vqmm.H

Amm.mm vwow.m

Awm.a vanm.m
AoH.m~ vmqm.m
AHo.m vmm~.H
Amm.HH Vcco.m
Amo. vmmm

Hoo.w vmow.H

oo.ooHvsmm.H

Hoo. Vo

Hmm.m VHw

ANN.sa cNaN
HNN.NN cNNN
NNN.N cNN
ANN. cs
NNN.NN cNas

Amo.mm chm

H<HOH

ssacasssaooc

mamasoan mam .muoumuomo
unoEmHaum uaommcmuh .muoxuoz cOHuusooum

maouasm ocm .coeuoanm
.mamxaoz Naumoaom .maocmpmsm HmEHc< w .Huw<

mumxuoz ouw>hmm

mumxuoz mOHmm

muoxuoz HmOHHOHU

maoxaoz HmHuowmcmz w m>HumuumHmHso<

maoxaoz HMOchooe mom Hmconmomoum

 

N mam aonezz
mucoumo unmanno

N one .voam
uuomom mammou

N ocm .voam
muoomom Hmmmm

msumum aooumo

 

 

.msumum Hmcowummsooo ou wcHouooo< umfiH umoamw
ucouuso mam .uuomom mammoo .maoommm Hmmmm ocu GH ooucmwoum maOHummnooo mo cowuspwuumwn .mH.N. OHAMH

118
forestry ‘workers, fishermen, and. hunters occupational category.
Although in different order, the three categories with the highest
percentages were similar for the basal readers and the current
occupations list. The service career cluster was common in all three
data groups —- basal readers, census report, and the current career
listing.
Conclusion

The data generated from the treatment of career information
in the two sets of basal readers series, Caribbean and Nelson New
West Indian Readers, utilized in the Antigua and Barbuda elementary
public schools were organized in several tables. These tables,
including the two-way contingency tables, were arranged in
chronological order according to the research question under
investigation. Comparisons were made between occupational
information in the basal readers, the Antigua and Barbuda census
report, and the current career list. Textual descriptive career
information was illustrated in Appendix E by basal reader and grade
level.

Chapter V presents the summary, conclusions and

recommendations for further research.

CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Chapter five provides the sumary, conclusions and
recommendations for further study. It integrates the background Of
the study, the conceptual framework. gleaned from the literature
review, the methodology utilized, and the analysis of the data

generated from the basal readers treatment of career information.

Objectives of the Study

The Objectives of the study were to:

1. Ascertain textual and/or pictorial careers in the basal
readers utilized in the Antigua and Barbuda elementary public
schools.

2. Examine the variability' in career information across
grade levels.

3. Compare the extent and distribution of career
information presented in the basal readers to occupational

information reflected in the Antiguan and Barbudan society.

119

120

Methodology and Procedure

The study required collection of essential data from several
sources. In order to secure the apprOpriate pertinent data,
requests were made to three Antigua and Barbuda government
ministries:

1. Ministry of Education, Sports, and Culture for the
current list of the adopted elementary public school basal readers.

2. Ministry of Finance, Statistics Division, for the most
recent census report. And,

3. Ministry of Labour for the current list of careers in
which the peOple of Antigua and Barbuda were presently employed.

The labour commissioner and the chief statistician were also
contacted by phone, and the study was further explained to them. A
complete current career listing was not available. However, the
labour commissioner provided a partial listing which reflected some
of the occupations in which some of the Antiguan and Barbudan peOple
were currently engaged.

Plans for another census report were discussed, but to date
no research has been conducted. As a result the 1970 census, which
was the most recent one available, was used in this study. This
nevertheless gave some insight into the occupational numerical
distribution according to the various career categories.

COpies of the correspondences mailed to the government

121
officials were also sent to two other colleagues. These persons
were also contacted by phone and the research was further discussed.
After they consented to help, arrangements were made (with the
cOOperation of the three government officials) for them to assist
the researcher' in collecting officially'.authorized and. pertinent
material for the specific purpose of this particular study.

The pOpulation of this study was the most widely used and
currently circulated elementary basal readers in the public schools.
These two sets of basal reader series, Caribbean and Nelson New West
Indian Readers, were selected and adOpted by the Antigua and Barbuda
Education Department. Two professors from Michigan State
University, experienced in evaluation and content analysis, checked
the instrument and were consulted whenever necessary. The
instrument was designed to measure and analyze: (a) quantitatively,
textual and pictorial career information, and (b) qualitatively,
career information in terms of textual career description and the
identical occupational status utilized in the Antigua and Barbuda
census report.

Two former Antiguan teachers were selected and trained to
assist in establishing reliability and validity of the instrument by
evaluating three basal readers. A basal reader (from another
series not under study) was used to train the coders for preliminary
testing of the instrument. For additional testing, two basal

readers were selected, one from each of the two basal reader series

122
in the main population. Utilizing the Sub formula, an intercoder
reliability percentage was established at .90 or 902 between the
coders and the researcher.

Seventeen basal reader stories were examined. Each story
was read in its entirety to secure representation of textual and/or
pictorial career information. Data were keypunched on computer
cards and tabulated by computer. Upon recording the statistical
occupational information into the computer system, one section of
the data was analyzed using the SPSS program on the Cyber 750, while
Fortran programming on the Hewlett Packard model 3000 was utilized
for another part of the data. The descriptive statistical analysis
performed on the data revealed the frequency Of careers and the
magnitude 'variance (proportion) between the careers, categories,
readers, and grade levels. Using the chi-square goodness of fit,
the occupational information presented in the basal readers was
compared with the career information reflected in the Antigua and
Barbuda census report.

The basic questions were discussed. These focused mainly
on the treatment of occupational information in seventeen basal
readers utilized in the Antigua and Barbuda elementary public
schools. After the conclusion is stated, the results of the study
will have implications for educators, teachers, story writers,

publishers, and those peOple involve with career education.

123

Conclusions

Based on the analysis of the basal readers utilized in the
Antigua and Barbuda elementary public schools, data apprOpriate to
each question were isolated and included in the explanation of that
question. The following conclusions may be drawn as answers to
these specific questions under investigation:

Question #1. To what extent do the basal readers utilized
in the Antigua and Barbuda elementary public school present textual
and pictorial occupations?

Career References. Using different career titles, there

 

were duplication of occupations from one series to another.
However, the three hundred and two (302) career references in
Appendix G pointed out the presence of occupations in the basal
readers. The incidental textual and/or ‘pictorial occupational
references indicated more variations than similarities between the
two sets of basal readers. Some of the obsolete occupations
depicted in the Caribbean Readers, together with the limited range
of careers presented over a seven year period seemed inadequate to
provide career information whereby students deve10p a better
appreciation of current and future occupations.

The sample of occupations in these basal readers were
reflective not only of some careers in Antigua and Barbuda, but they

also represented some occupations of the other Caribbean islands.

124
Children as early as infant one were introduced to some traditional
and current careers.

The careers presented in the Caribbean Readers appeared to
be dominated by quite a broad, general, and conservative view of
occupations that rarely depicted the complexity of technical
occupations prevalent in our society today. Individuals seemed to
specialize more with the careers presented in the more recently
published Nelson Readers, and ‘hence a ‘wider variety of current

occupations were evident.

Question #2. To what extent does career information vary

 

across grade levels?

Career Frequencies. Except for infant two, occupational
references increased significantly by grade levels. More textual
career references than pictorial occupational illustrations ‘were
presented as the grades increased from one grade level to another.
This can be partially explained since it seems to support one of the
educational principles that children in the lower grades are first
introduced to reading through concrete materials such as pictures
and illustrations; and as they grow and develop more abstract
materials are presented in the upper grades.

Career Information Lines. Since the purpose of the basal

 

readers was not necessarily to provide accurate, realistic, current

or future occupational information, the occasional textual career

125

illustrations tend to support the content of stories. Written from
the West Indian peOple's perspective, current career information was
depicted in the Nelson Readers. Some of the occupational
information presented in the Caribbean Readers were outdated.

Although the amount of space devoted to career information 'was
limited, students were provided with some insight into what, why,
and how individuals perform their occupations. Because the society
is not stagnant, occupations and career descriptions presented in
both readers might change over time. Already there have been
changes with different career titles such as headmaster,
headteacher, and principal; but the identical career descriptions,
requirements, and responsibilities have remained relatively the
same. Descriptive career illustrations may provide children with
career information as tentative plans for career decisions are being

develOped.

Gender Career References. Gender career references were

 

introduced to children in their first formal school setting ~—
infant one. It is interesting to note that students were also
provided with insights into some of the occupations that were
performed by both males and females simultaneously. Males had the
highest frequencies across six of the seven grade levels.
Percentages ranged from 49.702 to 81.822.

Historically and culturally, the society assigned career

126

roles and responsibility according to gender. These values were
reflected in the basal readers. Males were considered the
breadwinners of their families and were expected to go out and earn
a living. Most men might have felt the need to fulfill this
obligation, to provide leadership and support for their families.
Consequently, males seemed to have been reflected with the highest
occupational frequencies in all the occupational status
categories.

Many qualititative factors which are interactive with each
other and extremely difficult to measure may have had an impact on
the participation of some women in the world of work. Some of these
factors might be social, cultural, or economic. To date, there has
been no systematic evaluation of the implications of these factors
on the past, current, and future participation of women in the
Antigua and Barbuda labour force. However, it appears that because
of family economic conditions, most women, irrespective of their
marital status, sought employment. Quite frequently, two paychecks
have been a way of life in most families with grandparents acting as

baby sitters or guardians.

Valence Career References. From the three valence career

 

categories -- favorable, neutral, and unfavorable -- neutral
occupational references were depicted with the highest frequency

across all grade levels except infant two. Favorable and

127
unfavorable occupational overtones were not major factors in the
basal readers.

Although some findings indicate occupational references
unfavorable in nature, such unusual circumstantial evidence was so
seldom that it does not provide grounds to accuse authors of a
deliberate prejudicial attitude. Because most of the occupations
were presented in the neutral category, there appeared to be an
unbiased presentation of work modes. This perhaps might result in
the students having a neutral, but better perception and a more

positive attitude toward all different types of occupations.

Question 3. To what extent is the career information

 

depicted in the basal readers reflective of the occupational
information in the Antiguan and Barbudan society?

Conclusion. There is value in examining the occupations

 

presented in the basal readers in light of the identical career
categories utilized in the Antigua and Barbuda census report. The
data indicated that the basal readers devoted an uneven distribution
of occupation in the various career status. Most of the
occupational references were grouped into two work modes,

administrative and managerial, professional and technical, and less
frequent career references in the unskilled and nonprofessional work

modes. The highest frequency career clusters were: professional

128
occupations in the basal readers, nonprofessional workers in the
labour force, and service workers in the current career listing.

There is also a marked discrepancy between gender career
frequencies depicted in the basal readers and the economically
active employed individuals presented in the census data. More male
career frequencies were portrayed in the basal readers than the
census report, 90.112 to 61.882.

The career distribution for the basal readers appeared to
demonstrate a biased representation for the other occupational
status. Perhaps the significance of females under-representation in
the census report is due to the inclusion of two other categories
(indeterminate, both males and females) in the career indentifying
instrument. These other two gender classification were excluded
from the census report: (1) the indeterminate category where both
males or females might have been engaged in employment activities,
and (2) both males and females category in which men and women

performed identical occupations

Recommendations
Career education is not intended to replace the existing
curriculum or eliminate all the educational problems. But it can be
used as a vehicle to integrate the 'world of study with the world of

work' and to enhance the quality of education in Antigua and Barbuda

129
as primary school children begin to form tentative career decisions.

This study provided an indepth analysis of the treatment
of career information in the Caribbean and Nelson New West Indian
Readers. Emphasis was placed only on the specific questions of this
investigation. Since the data analyzed were limited to these two
sets of basal reader series, Caribbean and Nelson New West Indian
Readers, the findings could not be generalized to other readers,
textbooks, and supplementary materials. The basal readers presented
subtle career information which can be a powerful force in
children's career deve10pment. However, the evaluation of basal
readers 'alone' for career information does not appear to pmovide
sufficient information for a significant impact on the curriculum.
Nevertheless, such studies have the potential to sensitize career
education decision makers of the type of occupational information
available in the textbooks.

Based on the findings of this research, together with the
mandate forum of the Educational Law, the charge spearheaded by the
Prime Minister which was further endorsed by his government, and the
objectives of the Education Department, more research is needed to
substantiate their concern to 'integrate the world of study with the
world of work' -- career education. Hence the following
recommendations were made:

1. Educational publishers should be commended for the

apparent incidental occurrence of some current and realistic

130
description of occupations in the Nelson New West Indian Readers.
Nevertheless they should also be encouraged to include more.

2. Antigua and Barbuda educators, desiring to present
accurate career information to children and youth, need to provide
experiences beyond the use of the basal readers.

3. More time and attention need to be focused on purposeful
introduction, detailed planning, implementing, and evaluating of
career education programs. This might provide the necessary
training to various individuals -- such as committed teachers,
administrators, educators, business peOple in the community -- to
incorporate their unified efforts for a more relevant educational
program best suited for their school district.

4. Since some students leave school at the end of the
primary school (junior 5), the career education program will
simultaneously expose these youths to a wide universal range of
current and future occupations that will broaden their horizons and
their appreciation of diverse career possibilities not only in their
home country but around the world.

5. Related literature show that the teachers' treatment of
textbook material can influence the career deve10pment of students.
Thus:

(a) A correlation study between the teachers' and
administrators' attitude toward the acceptance and their perception

regarding the implementation of career information in the curriculum

131
is necessary.

(b) Teachers may need to carefully and critically
examine the career information presented in the basal readers since
descriptive occupational information changes over time.

(c) Comparative studies on the effects of teachers'
interaction on students' socialization for career aspiration are
essential. Teachers' interaction might include comparisons of
teachers occupational values, teaching styles, and the use of basal
readers.

6. To overcome the paucity of suitable career materials,
pre- and in-service teachers should be aware Of their abilities to
design and produce career information materials (the textual career
illustrations in Appendix E might be a start). They may find it
necessary to make additional files by assessing a wider variety of
descriptive career information from other textbooks, and perhaps
supplement the outdated career information with the selection of
current, accurate, and more factual occupational information from
other sources in the society. These might be used as supplementary
readers.

7. Textbook developers should be familiar with the unique
educational characteristics of the educational goals of the places
where the textbooks are; marketed. It is quite possible that
textbooks developers were not aware of the .Antigua. and Barbuda

educational goal to 'integrate the world of study with the world of

132
work' -- career education -- into the curriculum.

8. Since only 6.322 of the information in the basal readers
reflected career information, this may be considered less than
adequate. Hence those responsible for textbook selection should:

a. Not assume that the content scope of those books
will reflect the stated educational priorities of the organization
and harmonize with its educational goals and aims.

b. Establish standards with reSpect to the 'values
presented and accuracy of the content of the basal readers.

c. Indicate the maximum number of years a textbook can
be used so as to keep pace with the country's economic, social, and
educational deve10pment.

d. Conduct a follow-up study to determine whether
future textbooks have changed with regards to occupational
references and descriptive career information commensurate with the
technological society.

9. Additional studies would provide longitudinal data
regarding the potential contribution of selected state adopted basal
readers and ascertain its effects on children's socialization for
career awareness and tentative career decision.

10. Similar deve10pmental and comparative research might be
conducted at the same and other grade levels, by replicating the
study on a larger sample of current and different basal readers,

content area textbooks, trade books, and supplementary materials.

133

11. An update of all current occupations performed by the
Antiguan and Barbudan peOple.

12. Because Of the raters' effectiveness, teachers or some
more diversified trained raters might use the instrument with
similar textbook analysis to determine the treatment of career
information.

13. Before textbooks are purchased and distributed for
teachers' and students' utilization, educators responsible for the
textbook selection process might design an instrument, objectively
and carefully analyzing the amount of space devoted to career
information and/or other crucial issues.

14. Since all career status categories are of equal
importance to elementary school children, the basal readers should
present occupations with equal emphasis within each occupational
status.

15. Entire stories should not be dedicated to the coverage
of specific career information within each category, but whenever
possible writers, as they deve10p their ideas and themes, should be
alerted to and address new problems and issues. They should also
carefully examine basal readers by striving to:

(a) Become more aware of current occupations.
(d) Encourage teachers and educators to express their
Opinions regarding the inclusion or exclusion of certain types of

career information in the basal readers.

134

16. Elementary basal readers can be utilized in the local
classroom to 'present and integrate career information into the
subject matter. And,

17. As research studies are being conducted, various
strategies for improving the quality of decisions and diffusing the
scOpe and sequence of career education in the basal readers should
be revised, studied, applied, and implemented cost effectively with
the collaborative assistance of the reading specialist, story

writers, teachers, textbook publishers, and educators.

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APPENDICES

APPENDIX A

CORRESPONDENCES TO AND FROM ANTIGUA AND BARBUDA

Ministry of Education, Sports, 8 Culture

156

MICHIGAN STATE UNIVERSITY

 

COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ° 48824
DEPARTMENT OF ADMINISTRATION AND HIGHER EDUCATION
ERICKSON HALL

Mrs. Rosetta Etinoff

Education Officer

Ministry of Education, Health and Culture
Church Street

St. John's

Antigua, West Indies

Dear Mrs. Etinoff:

I am in the process of gathering data for my dissertation which is designed to
evaluate the treatment of career information in the basal readers used in the
Antigua and Barbuda elementary public schools. However, in order to conduct
this study, I solicit and would appreciate the following information:

A current list of the elementary basal reading series selected,
adopted, and authorized by the Antigua Education Department to

be utilized in the Antigua and Barbuda elementary public schools -—
Infant 1 to Junior V.

The requested information will be used for research purposes only. Upon
completion, I will be delighted to send you a summary of the study.

Thank you kindly in advance for your positive and immediate response which will
provide invaluable material. It will be a significant contribution for which I

am grateful.

Sincerely Yours,

Evelyn Guiste

Richard E. Gardner, Ed.D.
Associate Professor
Administration and Curriculum

    

”Ne

Q“ '

“I I MEG Ion

“gm“ c.7571 GOVERNMENT or ANTIGUA AND BARBUDA

ST. JOHN'S. ANTIGUA. WJ.

Telephone 809-4620191/20193 8th M, 1983

SUBJECT: mmmmmmmmommmm
EDUCATION IEPAR'MENTANDUSEDUTEEJNTIGUAANDW
00W PRIMARY SCHOOIB.

A. CARIBBEAN READER SEEM

Caribbean Reader Introductory Book I Infant I
" " " Book 2 Infant II
n u a Book 3
" " Book I Junior I
" " Book 2 Junior II
" " Book 3 Junior III
" " Book 4 Junior IV
" " Book 5 Junior V

B. NEISON'S NEW WEST INDIAN READER SERIES

Nelson's New West Indian Reader Infant Book I Infant I
" " " " " Introductory Book I
" " " " " Infant Book 2 Infant II
" " " " " Introductory Book 2
" " " " " Book I Jmior I
" " ” " " Book 2 " II
n u n n it Book 3 II III
I II II II n ”Gk 4 0' IV
n n n n In Book 5 " V

   
 

Rosetta Etinoff
Education Officer

 

158

MICHIGAN STATE UNIVERSITY

 

LEGE OF EDUCATION EAST LANSING ’ MICHIGAN - 48824
COL

DEPARTMENT OF ADMINISTRATION AND CURRICULUM
ERICKSON HALL

Mrs. Rosetta Etinoff
Education Officer

Ministry of Education,
Sports and Culture
St. John's

Antigua, West Indies

Dear Mrs. Etinoff:

Thank you kindly for providing me with the requested information, a list of the
elementary basal readers series currently utilized in the Antigua and Barbuda
elementary public schools. This pertinent material was extremely helpful.

I do appreciate your willingness to assist me in this research. Once again,
thank you. .

Sincerely Yours,

Evelyn Guiste

MS!) is an Affirmatiw Action/Emmi WV Institution

Ministry of Finance, Statistics Division

159
MICHIGAN STATE UNIVERSITY

 

COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ' 48824
DEPARTMENT OF ADMINISTRATION AND HIGHER EDUCATION
ERICKSON HALL

Ms. Joycelyn Roberts

Census Officer

Ministry of Planning, Development
and External Affairs

Statistical Division

Redcliff Street

St. John's,

Antigua, West Indies

Dear Ms. Roberts:

I am in the process of gathering data for my dissertation which is designed to
evaluate the treatment of career information in the basal readers used in the
Antigua and Barbuda elementary public schools. However, in order to conduct
this study, I solicit and would appreciate the following information:

A copy of the most recent Antigua and Barbuda census report.

The requested information will be used for research purposes only. Upon
completion, I will be delighted to send you a summary of the study.

Thank you kindly in advance for your positive and immediate response which will
provide invaluable material. It will be a significant contribution for which I

am grateful.

Sincerely Yours,

Evelyn Guiste

Richard E. Gardner, Ed.D.
Associate Professor
Administration and Curriculum

I60

Statistics Division

Ministry of Finance

Redcliffe Street

. St. J ohn's
Communications on,this subject ANTIGUA

should be addressed to:—

 

nudthcfollowi’ng Ref. 5.1). 1/42 July 6. 19.91

Number quoted.
Ms. Evelyn Guiste
Ericksonfiall
Michigan State University
East Lansing
MICHIGAN 48824

Dear Ms . Guiste,

We have received your request for the Antigua Census of Population report,
1970, which is the latest available census information.

Unfortunately, the publications are out of print, however, we have sent
you a photocopy of the origial which is enclosed.

With best wishes.

Sincerely yours ,

  

J oce Roberts
Chief Statistician

161
MICHIGAN STATE UNIVERSITY

 

COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ' 48824
DEPARTMENT OF ADMINISTRATION AND CURRICULUM
ERICKSON HALL

Miss Joycelyn Roberts
Chief Statistician
Statistics Division
Redcliff Street

St. John's

Antigua, West Indies

Dear Miss Roberts:

Thank you kindly for providing me with the requested information, a copy of the
most recent Antigua and Barbuda census report -- the 1970 census. This pertinent
material was extremely helpful. '

I do appreciate your willingness to assist me with this research. Once again,
thank you. -

Sincerely Yours,

Evelyn Guiste

"C, I .‘n _ A II£_-s.'-.- A A}-.. Ic--.-l AAA-“..-.-.‘sn l_-a.'s..s4'-.

Ministry of Labour

162

MICHIGAN STATE UNIVERSITY

 

COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ° 48824

DEPARTMENT OF ADMINISTRATION AND HIGHER EDUCATION
ERICKSON HALL

Mr. Cuthbert Prince
Ministry of Home Affairs
Antigua Labour Department
Redcliff Street

St. John's,

Antigua, West Indies

Dear Mr. Prince:

I am in the process of gathering data for my dissertation which is designed to
evaluate the treatment of career information in the basal readers used in the
Antigua and Barbuda elementary public schools. However, in order to conduct
this study, I solicit and would appreciate the following information:

A list of the current occupations which have been identified by the
Antigua Labour Department to reflect the careers of the Antiguan
and Barbudan peOple.

The requested information will be used for research purposes only. Upon
completion, I will be delighted to send you a summary of the study.

Thank you kindly in advance for your positive and immediate response which will
provide invaluable material. It will be a significant contribution for which I
am grateful.

Sincerely Yours,

Evelyn Guiste

Richard E. Gardner, Ed.D.
Associate Professor
Administration and Curriculum

163
MICHIGAN STATE UNIVERSITY

 

COLLEGE OF EDUCATION EAST LANSING ' MICHIGAN ' 48824

DEPARTMENT OF ADMINISTRATION AND CURRICULUM
ERICKSON HALL

Mr. Cuthbert Prince
Labour Commissioner
Ministry of Labour
Redcliff Street

St. John's

Antigua, West Indies

Dear Mr. Prince:

Thank you kindly for providing me with the requested information, a list of the
current occupations identified by the Antigua and Barbuda Labour Department to
reflect most of the careers of the Antiguan and Barbudan people. This pertinent

material was extremely helpful.

I do appreciate your willingness to assist me with this research. Once again,
thank you.

Sincerely Yours,

Evelyn Guiste

MS U is as III/Mm Action/Equal Opportunity Institution

APPENDIX B

CODERS' MANUAL

164

CODERS' HAIUAL

In order to ensure understanding of the research in which you
have been asked to participate: the background, purpose, objectives,
research questions, classification of career status, Operational
definition, cover letter, directions. to coders, guide sheet with
selected sample stories from a basal reader, and the Career
Identifying Instrument will be eXplained and discussed to familiarize

you with the research.

Table of Contents

Purpose of the Study ........................ 166
Objectives of the Study...................... 167
Research Questions .......................... 168
Classification of Career Status ............. 168
Operational Definition ...................... 178
Cover Letter ................................ 180
Directions to Coders ........................ 182
Guide Sheet with Selected Sample Stories

fromaBasal ReaderSOOO...OOOOOOOOOOOOOOOOO 185

I66

Purpose of the Study

The primary purpose which guided and directed the researcher
was the quantitative and qualitative examination of the potential
contribution and magnitude of the textbook treatment of career
information presented to .Antiguan and Barbudan elementary' public
school children. This study is not designed to evaluate the widely
used and currently circulated basal readers as a whole, neither the
impact the content had on children's perception, nor how the content
had been taught. Rather, it is designed to determine whether or not
and to what extent, careers (presented in the basal readers adapted
by the Antigua and Barbuda Education Department) are reflective of
the realistic occupational situations in the Antiguan and Barbudan
society, as well as introduce and suggest careers to children that
might foster career development and aid with their career
aspirations. It also seeks to ascertain whether the two basal
series, Caribbean and Nelson's New West Indian Readers, differ

substantially in the variablility and distribution of careers.

Objectives of the Study
More specifically, the objectives of the study are to:
1. Ascertain textual and/or pictorial careers in the basal

readers utilized in the Antigua and Barbuda elementary public

167
schools.
2. Examine the variability in career information across
grade levels. And,
3. Compare the extent and distribution of career information
depicted in the basal readers to the occupational information

reflected in the Antiguan and Barbudan society.

Research Questions

To fulfill the stated purpose of the study,
answers to the following questions seem sufficiently
important to ‘merit investigation. Hence, these questions
will provide focus for this research.

1. To what extent do the basal readers utilized in the
Antigua and Barbuda elementary public schools present textual and/or
pictorial occupations?

2. To what extent does career information vary across grade
levels? And,

3. To what extent is the career information depicted in the
basal readers reflective of the occupational information in the

Antiguan and Barbudan society?

168

Classification of Career Status

The identified careers will be grouped according to the
Antigua and Barbuda census report career classification. A taxonomy
of careers developed for various occupational categories was secured
from several sources including: Occupational Outlook Handbook
(1982-83), Dictionary of Occupational Titles (1977), and Green
(1970). This theoretical eXpected outcome will provide the basis for
comparing career clusters with the empirical results/data obtained
from the textbook analysis.

The Antigua and Barbuda census report occupational
classification has eight specific career status categories in which
the data will be organized:

1. Professional, technical, and related workers.

2. Administrative and managerial workers.

3. Clerical and related workers.

4. Sales workers.

5. Service workers.

6. Agricultural and Animal Husbandry, Forestry Workers,

Fishermen and Hunters.

7. Production and related workers, transportation, equipment

operators, labourers.

8. Unclassified.

169
1. Professional, technical, and related workers. Some of
these occupations require substantial educational preparation, such
as specialize college training of 4 years or more or its equivalent
as prerequisite for that career position. Reaponsibilities might
encompass mostly policy interpretation and sometimes policy making.
Examples of some occupations in this career cluster are as follows:

a. Occupations in architecture, surveyingL and

 

engineering include: architects, aeronauts, drafters, surveyors;
mechanical, chemical, metallurgical, electrical, electronic,
industrial, and nuclear engineers .

b. Occupations in mathematics and physical sciences:

 

mathematicians, astronomers, chemist, physicist, geologist,
meteorologist, physical scientist,and other related careers.

c. Occupations in life sciences: agricultural

 

scientist, biological scientist, psychologist, and other related
careers.

d Occupations in social sciences: economist, political

 

scientist, historian, sociologist, anthrOpologist, and other related
careers.

e. Occupations in medicine and health: physicians and

 

surgeons, dentists, veterinarians, pharmacists, registered nurses,
therapists, dietitians, medical and dental technologists, and other

related careers.

170

f. Occupations in education: college and university
professors; secondary school, primary school, preschool, and
kindergarden teachers; home economist, farm .advisers, vocational
educators, and other related careers.

g. Occupations in religion and theology: ministers,
pastors, priest, bishOps, rabbi, and other related career.

h. Occupations in law and juriSprudence: lawyers,
judges, and other related careers.

i. Occupations in ‘museum, library,, and archival
sciences: librarian, archivists, museum curators, and related
occupations.

j. Occupations in writing: writers, novelist, poet,

 

editors, interpreters, translators, and other related careers.

k. Occupations in art: commerical artists -- fine and

 

graphic artists; environmental, product and other related designers;
illustrators; photograhers; sculptors, and related careers.

l. Occupations in entertainment and recreation:

 

dramatists, dancer, musicians, athlete, and related careers.

2. Administrative and managerial careers refer to career
position involving mostly policy making and sometimes policy
interpretations, and the execution of these affairs. The duties
include major independent and varied responsibilites such as:
organizing, conducting, managing, overseeing, or supervising other

employees. Sometimes formal education might range from high school

171
to doctorate in a specific field. Examples Of some occupations
included in this career cluster are as follows:

a. Occupations in administrative specialization:
president Of a university, college, country, budget and management
system analysis, purchasing management, public relations, management,
personnel administration; inspectors, city managers, health service
administrators, school administrators, public administrators,
federal, local, and state administrators, superintendents,and other
related careers.

b. Managers and officials: Managers in agricultural,
forestry and fishing industry, finance, insurance, real estate,
construction, manufacturing, transporation, communication,
automobile, business service, wholesale and retail trade.

c. Miscellaneous managerial occupations: agents and

appraisers, navigators, ship captains,and other related workers.

3. Clerical and related workers. Individuals who perform
clerical duties that require specialized training and/or practical
knowledge applicable for general office occupations. Examples of
some occupations included in this career cluster are as follows:

a. Stenography,i typingii and filling: secretaries,
stenographers, typists, and typewriting-machine Operators,
interviewing clerks, file clerks, duplicating machine Operators and

tenders, mailing and Office machine Operators.

172
b. Computifi and account-recording occupations:
bookkeepers, and bookkeeping-machine Operators, cashiers and tellers;
electronic and electromechanical data processors; billing, rating,
payroll, timekeeping, duty-roster, accounting, and statistical
clerks, and related occupations.

c. Production and stock clerks and related occupations:

 

production, shipping, receiving, stock clerks, and related clerical
careers.

d. Information and message distribution occupations:

 

telephone Operators, telegraph, information, reception and
accomodation clerks.

e. Miscellaneous clerical occupations: government

 

service clerks, medical service clerks, advertising clerks,
transportation service clerks, library' attendants, bank. tellers,
eXpress messengers, railway mail clerks, messengers, Office boys,

postal clerks, and other related occupations.

4. Sales Workers. Sales occupations include careers in
which individuals are employed in such business as: commerce,
industry, supplying, and distribution Of commodities - goods or
merchandise. Examples of some occupations included in this cluster
are as follows:

a. Sales occupation: sales clerks, vendors, door to

 

door sellers, solicitors, auctioneers, rental clerks, ‘merchandise

173
displayers, ticket station and express agents, advertising agents,
husksters and peddlers, brokers and underwriters, newsboy, stock and
bonds salesman, counter workers, retail and wholesale trade sales

workers, manufactures sales workers, and other related workers.

5. Service Workers: Individuals whose career capacity
allows them to contribute to the welfare Of others. Their main
function is to serve others.

a. Domestic service occupations: household workers,
launders, cooks, domestics, baby sitters, chambermaids, maids,
charwomen, and Other related workers.

b. Food and beveragg preparation and service

occupations: host/hostess, steward/stewardess, waiters/waitresses,

 

bartenders, chefs, cooks, meatcutters, kitchen workers, and related
careers.

c. Barbering, cosmetology, and related services

 

occupations: barbers, amnicurists, hairdressers, cosmetologists,

 

masseurs, bath attendants, embalmers, and other related careers.

d. Amusement and recreation service occupations:

 

attendants at bowling alley, billard parlor, golf course, tennis
court, skating rink, gambling hall, wardrobe and dressing rOOm
attendance, and ushers.

e. Miscellaneous ,personal service occupations: ship
steward/stewardess, train attendants, guides, unlicensed birth

attendants and practical nurses; attendants at hospitals, morgues,

174
and related health services, baggage handlers, checkroom, locker
room, and restroom attendants.

f. Apparel and furnishing, service occupations:

 

laundering, dyeing, pressing, and dry cleaning workers; shoe and
luggage repairer, and other related carers.

g. Health service occupations: dental, medical,

 

Optometric, and physical therapy assistants, and other related
careers.

h. Protective service occupation: crossing tenders and

 

bridge Operators, security' guards, correction Officers, fire
fighters, police Officers, detective, public servants, sherrifs and
bailiffs, armed forces enlisted personnel, marshals, constables, and
Other related workers.

i. Building and related service occupations: porters,
cleaners, janitors, sextons, building pest control service
occupations, elevator Operators, counter and fountain workers, and

other related services.

6. Agricultural and Animal Husbandry, Forestry Workers,
Fishermen and Hunters. Agricultural and animal husbandry are two
divisions Of agriculture in which individuals are concerned with: (l)
the cultivation Of land and (2) the raising and caring Of animals

respectively. Forestry careers refer to individuals whet grow,

175
develop, and care for cultivating the forest. Fishery careers refer
to the technology Of fishing and catching fish. Hunters earn their
living by hunting animals. Occupations in this group include the
following:

a. Plant farmipg occupations: grain farmers, vegetable

 

farmers, fruit and nut farmers, field crOp farmers, horticulturists,
gardener, diversified crOp farmer, plant farmer, and other related
occupations.

b. Animal farmipg: occupations in domestic fowl, game,

 

and lower animal farming.

c. Fishery and acquatic life related occupations: net,

 

seine, trap, and line fishers; sponge and seaweed gathers, and other
related occupations.

d. Forestry occupations include: occupations in tree

 

farming, forest conservation, logging, log grading, scaling, sorting,
rafting, harvesting forest products,and other related occupations.

e. Hunting, trppping and related occupations. Example:

 

hunters and trappers.

7. Production and related workers, transportation, equipment
Operators, labourers refer to manual and machine work requiring
skills developed through training and experience. This group include
individual who assist in manufacturing goods for human needs and

wants; transport - careers in which individuals carry items back and

176
forth, and equipment Operators, and labourers. Jobs in this group
can also be found in manufacturers and processing plants/industries.

a. Occupations ix: metal frabricating: tinsmiths,

 

COppersmiths, sheet metal workers, boilermakers, tranSportation
assemblers, body workers, and related workers.

b. Welders, cutters and related workers: arc welders

 

and cutters, gas welders, resistance welders, laser-beam welders,
termal cutters, and related workers.

c. Electronic assembling, installing, and repairing

 

occupations. Occupations :ha assembling, installating, detecting,

 

signalling, and repairing electrical and electronic products and
equipment.
d. Painting, plastering, waterproofifl, cementing, and

related careers: Construction and maintenance painters,

 

paperhangers, plasterers, waterproofers, cement and concrete
finisher, tranSportation equipment painters, and other related
occupations.

e. Excavating,irading, paving, and related

occupations: Individuals who earn their living excavating, grading,

 

drilling, cutting, blasting, loading, conveying, crushing, screening,
paving with asphalt and concrete, and other related careers.

f. Construction occupationse carpenters, brick, and

 

stone mason, plumbers, gas fitters, steam fitters, asbestos and

177
insulation workers, floor layers and finishers, glaziers, roofers,
and related occupations.

3. Motor freight occupations: concrete-mixing truck

 

drivers, dump-truck drivers, trailer tfuck drivers, and related
occupations.

h. Packaging and materials Handling Occupations include

 

individuals who are: packaging, hoisting, conveying, moving, and
storing materials and products.

i. Occupations in ,production and distribution of

 

utilities include individuals who work with the generation,
transmission, filtration, purification and distribution of electrical

light and power, gas, water, or steam.

8. Unclassified: Occupations which cannot be categorized in
any of the groups previously identified. These are careers that do

not belong in a specific career status.

178

Operational Definition
Codes: These codes will identify and classify
the career information needed for the objectives of the

study and will facilitate the analysis.

Gender

M -- Male

F -- Female

I -- Indeterminate. The work reference fails to state

specifically whether the individuals performing that occupation is

either male or female. It is a general reference to careers.
B —— Both male and female
Valence
Fav. -- Favorable. Careers are presented positively.
Unfav. -- Unfavorable. Careers are presented negatively.
Neut. -- Neutral. Careers are presented neither postively

nor negatively.

Career Description: describes the occupation and/or states

definitely how or what types of assignments, tasks, duties,
responsibilities or occupational activities individuals are engaged

in as they actually function in that career role capacity.

179

Nominal Career: mentions occupation in general, in passing,

 

or incidentally rather than substantively. The reference does not:
extend the career concept, facilitate the reader's comprehension of

the careers, or provide additional career description.

180

Cover Letter

Dear Coder:

At this training session you will be informed how to use the
instrument to collect, categorize, and tabulate the data to determine
the treatment of career information in the basal readers employed by
the Antigua and Barbuda elementary public schools. You will receive
one basal reader at a time and multiple COpies Of the Career
Indentification Instrument. The instrument is designed for you to
record textual and pictorial career information presented. Indicate
your responses in the different categories. In the spaces provided
on the instrument, write your name and the date on the tap left
corner, and the name of the reading series and grade level at the top
right corner.

TO determine reliabilty of the Career Identifying Instrument,
consistency of utilization must be demonstrated. Hence, the initial
purpose Of this analysis is to establish the reliability of the
instrument. The goal in testing the instrument is to secure the best
data possible. In order to maximize the Objectivity Of the content
analysis, the procedure requires two individuals (preferable former
Antigua and Barbuda teachers) to code one reader for preliminary
testing. This textbook is another basal reader other than those

under study. You are encouraged to cite problems experienced with

181

the instrument. Where differences occur, possible reasons will be
examined. The researcher will discuss differences of Opinions,
clarify the definitions, revise indicators and amend instructions on
the basis of the discussion. As a result, variance in collecting
career information is thus detected at the onset of the research.

Using the Sub formular (1970), an intercoder reliability percentage
(IRP) of .90 or 902 agreement was established and considered to be
acceptable consistency. The researcher will determine the extent of
the coders' agreement and make any adjustments in the instruments or
directions to attain satisfactory reliability and validity. Once
this has been attained, you will be given two identical basal readers
selected from the pOpulation of the study. Proceed independently to

code the stories.

182

Directions to the Coders
READ THROUGH THE DIRECTIONS CAREFULLY BEFORE ANALYZING THE

READERS

Each coder, working independentky, will provide the career
information requested on the instrument. In order to do so he/she
will:

1. Read the background information provided and become
familiar' with instrument, definition, and interpretation of each
category.

2. Skim the basal reader to acquire an overall view of the
organization and content. Exclude the preface, introduction,
exercise skills and activities, poems, glossary, and notes to the
teacher.

3. Code the stories as individual units. Treat each story
separately, and then code them according to variables indicated on
the instrument.

4. Place the instrument before you as you read. In coding
the career information in the story, the whole story will be used as
a context unit when necessary to give meaning to the recording unit.
Determine and classify the textual and/or pictorial careers in the
appropriate category:

(a) Underline the textual careers; and check the

183
pictorial careers, as you thoroughly read one story unit at a time.

(b) Record each page number and every occurrence of a
word or illustration referring to careers in the space provided,
whether or not that career was presented previously.

(c) Place "1" in the column that best indicate the
reaponse for the categories designated. In order to code accurately
please refer to the Operational definition (discussed previously) and
then make your final choice based on these classification.

(d) Tally the amount Of space utilized by counting the
lines. The beginning and end of the career information is not merely
the career word but it is defined by the line or lines which
constitute the context unit. (For example: in the category Career
Role Description -- count every line that describes the career,
and/or tells how individuals perform that career). The line in the
text will represent a line and also the content unit of analysis.
For coding unit to be included in this study, it must contain career
information. Therefore:

(i) If a career is presented more than once on the
same page, each line will be counted separately.

(ii) If two or more careers are presented on the
same line, record each career and count the lines separately for each
of the careers depicted.

5. Record each pictorial career illustration separately if

two or more careers are portrayed in a picture.

184

6. Recheck the story and pages carefully as you code in
order to make a complete analysis.

7. Review the careers and record all the 'different'careers
on the instrument after all the stories have been coded (see selected
sample stories on the following pages). Classify them according to
the appropriate career status categories previously explained.

8. Tabulate your findings without conferring or
communicating with each other.

9. Staple or clip together all the instruments employed for
coding each reader. And,

10. Return all the texts and coded instrument to the
researcher.

Your willingness to participate in this research is greatly

appreciated. Thank you for your collaboration!

Sample Sheet

185

Guide Sheet With Selected Sample Stories From Basal Readers

In order to develop your skills in utilizing the materials in
the packet, this guide sheet offer three excerpts of sample stories
demonstrating simultaneously how the career information should be
identified, classified, and recorded on the Career Identifying

Instrument.

STORY 1 -- WHERE TOWNS GROW

...WHERE THERE ARE GOOD HARBOURS, SHIPS COME TO
LOAD AND UNLOAD THEIR CARGOES. WHERE SHIPS COME,
MERCHANTS GATHER TO TRADE. THE MERCHANTS NEED
HOUSES TO LIVE IN. THEY MUST HAVE BRICKLAYERS

CARPENTERS AND PAINTERS TO BUILD AND DECORATE THEIR

 

HOUSES. THEN COME SHOPKEEPERS AND "PROFESSIONAL

MEN -- DOCTORS, DENTISTS, LAWYERS ....

186

STORY 2 -- TRAVELLING

..."PLEASE FASTEN YOUR SEAT BELT AND OBSERVE THE NO-
SMOKINC SIGN." EVERYONE WHO HAS TRAVELLED BY AERO-
PLANE HAS HEARD THESE FAMILIAR WORDS. THEY ARE SPOKEN

BY AN AIR HOSTESS JUST BEFORE TAKE-OFF AND AGAIN JUST BEFORE

 

LANDING. AIR HOSTESS USUALLY CHECK TO MAKE SURE

 

THAT THE WARNING HAS BEEN HEARD. ANOTHER IMPORTANT

DUTY OF THE AIR HOSTESS IS TO SHOW HOW THE LIFE-SAVING

 

EQUIPMENT IS USED....

STORY 3 -- THE CAFE

...THE MAN OPENED A NEWSPAPER AND STARTED TO
READ IT. ALL OF A SUDDEN DAN SAID, "BOY, BRING
ME MY COFFEE."

"YES SIR," SAID THE WAITER. HE POURED A

CUP OP COFFEE AND TOOK IT TO THE MAN.

THE MAN LOOKED UP. "WHAT IS THIS?" HE ASKED.
"IT'S YOUR COFFEE, SIR," SAID THE WAITER.

I DIDN'T ASK FOR COFFEE. I WANT A CUP OF TEA,"

187
SAID THE MAN. BUT YOU SAID, 'BOY BRING ME MY COFFEE.‘
I HEARD YOU", SAID THE WAITER.
I DIDN'T ASK FOR COFFEE," SAID THE MAN.

"WELL, WHO WAS IS IT THEN?" ASKED THE WAITER....

188

 

Abbreviations
Gender
M = Males
F = Females
I = Indeterminate
B = Both males and females
Valence
Fav. = Favorable
Neut. = Neutral
Unfav. = Unfavorable
Career Status
Profess. & Technical Workers = Professional and Technical
Workers
Admin. & Managerial = Administrative and Managerial
Workers
Agri. & Anim. Hus., Hunt., = Agricultural and Animal
Fishermen, Forestry Husbandry, Hunters, Fishermen,
and Forestry Workers
Prod., Trans. Equip. = Production Workers, Transport
Operator, & Labourers Equipment Operator, and

Labourers

Unclassified = Unclassified Workers

189

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

- : _ a N .n E .33
H H . N ommumonuHm mM
H H m ammumozuHmIL mm
H H H mumhzma Ms
A H a ”.235“. 2
- H H H mucuoov mm
H. .H H mamammxaocm mm
H H N muwmcama Nu
H H N muoucoaumo mm
H H m ouommHHOHun Nu
H H H » mucmzoume Nu
IAI H HW. mucmsuuoa ,MN1
m. H m z .>auca .usoz mean u H h z ouomuou Amocua no *v AHQHHOuOHm ‘
coHuaau0w=H moaoHo> Hovcou HmcHaoz aoHuaHuuoon uo\uao Hmauxoav owmm
noouao - r r» nuance nowuwuwuuuaovH
HuHHOuOHm cOHuQEHOHCH hooumo Hmauxoa umouwu
povcoc
282583 Ego SHEHEE: 82 it»? "38
m "HO>OH ovmuo uuuddduHH ”novuom Human won snow “mauz u.uovoo

w mucous

190

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

m H c m H<aoa
. A
H H H HouHos mm
H H N umuHm3 mm
H H H umuHma mu
H H I N ~33: 2
H H m mmoumonuHm NH
a. H m x .>¢u:= .uaoz ”Pam m H m : unoouau Hoocua Ho ‘v HHuHuOuOHm ‘
cOHumauoHcH oo:OHa> Hovcou HaaHaoz :OHunHuouoo uo\vaa Hoauxoav owmm
nooumo I r. r» noouuo couuauHuHucovH
HQHHOuOHH couumahomcH noouwo Haauxoa uuouao
noncou
ona<xuomzH mumm<o ozHthquaH mme 4H >mz ”mama
m "Ho>oq ovmuo mouammoua ”autumn Human «an gnaw "03oz o.uovou

a mumouh

191

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

m m m m H<HOH
m mmoumocun NH
H muo>3mH NH
H umHuaov NH
H mucuoov NH
H, muoamoxaosw NH
H mHOucha NH
H . muoucoaumo NH
H mDaNmeuHDn NH
N oucmmouoa NH
voHH muouaonwa Hhuuouom uuoxuoz uoxuoz auoxuoz ouoxuoz uuoxuoz HHHuHHOuOHH H ommm
IHn .ausvm awake:OHm OOH>uom OOHam HQOHMOHQ . HmHuowasmz Huuwcsuoa uo\v:o
two? .285. .35: run: a .633 «Jamar; 333qu
L5 ..voum .55 4.7:: 6033.33
aumum wooumo muomucu
onH<onHmm<Hu axommm mamzmo <n=mm<m 92¢ <=uHsz< ca qunzooo< m=H<Hm mmmm<u
mmmH .HTNmz ”moan
m ”Ho>mH ovuuu .Iduuquduflw ”Hovuom Human won caon ”mauz u.nuvoo

a mumoue

 

192

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

e H<Hoa,
q uOuHma mH
vOHH uuouaoaoH Huuaouom auoxuoz uoxuoz uuoxuoz uuoxuoz sundae: HHHeHuOuOHm u mama
IHa .nuavu coauoanm OOH>uom OOHum HuOHuuHu HmHuomacax Huuwcnuoa HOHCCQ
ruaHo .ncoya fiu=:=_..m=: a .:HHu< 4.000uoum HHHuzuqu
L5 . . co: 55 a. 22 83353
aumum umoumo muoouoo
onH<onHmm<Hu vacuum mamzmo <n=a¢<n 92¢ <=uHaz< OH qunmooo< maadsm mumxdu
nmmH .H am: "can:
m "Ho>mH ovmuu mouammoue "autumn Hanan won :sow "mauz n.uovoo

w mumouh

APPENDIX C

CAREER IDENTIFYING INSTRUMENT

192

Abbreviations

Gender

M = Males

F = Females

I = Indeterminate

B = Both males and females
Valence

Fav. = Favorable

Neut. = Neutral

Unfav.= Unfavorable

Career Status

 

Profess. & Technical Workers Professional and Technical

Workers
Admin. & Managerial = Administrative and Managerial
Workers
Agri. & Anim. Hus., Hunt., = Agricultural and Animal
Fishermen, Forestry Husbandry, Hunters, Fisherman,

and Forestrijorkers

Prod., Trans. Equip. = Production Workers, Transport
Operator, & Labourers Equipment Operator, and
Labourers

Unclassified = Unclassified

193

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

m. H m z .>wm:= .uaoz mvmm m H H z unmouwo AmocHH mo *v AHMHHOUOHH H
coHuwauoucH moaOHw> Hovcou chHaoz GOHuaHuooon uo\v:w Hmauxoav «mom
nooumo [tr nooumu cOHquHHHu:OVH
HuHHOuon :OHuDEHOHCH Humane Hmauxwa Hoouwu
novuoo
ZOHH<ZKOEZH Mmmfi<0 GZHWHHHZNQH “mama

"Ho>OH

 

onmuo ”panama Human

 

"oaaz m.uovoo

 

194

 

H<Ho

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

vOHH muouaonma Huumouom ouoxuoz noxuoz muoxuoz muoxuoz muuxuoz HHHQHHOuOHm H owmm
IHo .awsvm cospoanm mou>uom OOHmm HaOHHOHU . HmHuowwcmz kuuazooa HOHvac
ImmHo .mamue .u:b:...m=: . a .cHEv< a.moououm HHHmsuxOH
1:: . . voum a3 a. H23 vOHHHuaovH
. maumum umoumo muooumo

 

 

 

ZOHH<UHmHmm<HU Hmommm mbmzmo <nbmm<m nz< <DUHBZ< OH qunmooo< mDH<Hm mmmm<o

 

”can:

 

”H0>w.H OUQHU "Hmvflflm Hflmwm "On—Q2 m . HOUOU

 

APPENDIX D

BASAL READERS UTILIZED IN THE TRAINING AND CODING SESSIONS

LIST OF CURRENT ADOPTED BASAL READERS WIDELY USED IN ANTIGUA AND
BARBUDA ELEMENTARY PUBLIC SCHOOLS

195

Basal Readers Utilized in Training and Coding Sessions
This section presents the three basal readers utilized in the

training and coding sessions. The grade levels were identified by a

number; while a letter was used for the reading series. For
example:

P -- Practice Reader.

C -- Caribbean Reader

N -- Nelson New West Indian Reader

P1 -- Nelson's West Indian Reader, Book 1.

(Junior 1 or Grade 2).

The Practice Reader was not part of the textbook pOpulation
used in the study, hence this basal reader was used for training the

coders.

Cutteridge, J.O. (Compiled by). Nelson's West Indian Readers
Book 1. Great Britain: Thomas Nelson and Sons Ltd., 1971.

These two other readers 'were selected from the textbook
pOpulation used in this study, and was also used in the coding
sessions. They are as follows:

C3 -- Caribbean Reader Book 3 (Junior 3 or

Grade 4).
Newman, A.J., and Sherlock, P. The Caribbean Readers Book Three.

London, Great Britain: Ginn and Company Ltd., 1974.
Twenty-seventh Impression 1979.

196

N2 -- Nelson New West Indian Reader Book 2
(Junior 2 or Grade 3).
Giuseppi, U. Nelson's New West Indian Readers Book 2.

Walton-on-Thames Surrey: Thomas Nelson and Sons Ltd., 1971,
Reprinted 1981.

 

197

List of Current Adopted Basal Readers Widely Used in Antigua and

Barbuda Elementary Public Schools

A list of the current adOpted basal readers widely used in

the Antigua and Barbuda public elementary schools are as follows:

Newman,

Newman,

Newman,

Newman,

Newman,

Newman,

Newman,

Newman,

Caribbean Readers

A.J., and Sherlock, P. The Caribbean Readers Introductory
Book One. Great Britain: Ginn and Company Ltd., 1937,

 

Fortieth Impression, 1981.

A.J., and Sherlock, H.R. The Caribbean Readers Introductory

 

Book Two. iLondon, Great Britain: Ginn and Company Ltd.,

1937, Thirty-third Impression, 1975.

A.J. The Caribbean Readers Introductory Book Three.
Aylesbury, Great Britain: Ginn and Company Ltd., 1965, Ninth
Impression 1979.

 

A.J., and Sherlock, P. The Caribbean Readers Book One.
Aylesbury, Great Britain: Ginn and Company Ltd., 1939,
Thirty-fourth Impression 1979.

 

A.J., and Sherlock, P. The Caribbean Readers Book Two.
Aylesbury, Great Britain: Ginn and Company Ltd., 1939,
Thirty-second Impression 1979

 

A.J., and Sherlock, P. The Caribbean Readers Book Three.
Aylesbury, Great Britain: Ginn and Company Ltd., 1944,
Twenty-first Impression, 1974.

 

A.J., and Sherlock, P. The Caribbean Readers Book Four.
London, Great Britain: Ginn and. Company Ltd., 1947.
Twenty-first Impression, 1974.

 

A.J. The Caribbean Readers Book Five. London and Aylesbury,
Great Britain: Ginn and Company Ltd., 1953, Fourteenth
Impression 1974.

 

198

Nelson's New West Indian Readers

Borely, C. Nelson's New West Indian Readers Infant Book 1
Walton-on-Thames Surrey: Thomas Nelson and Sons Ltd., 1979,
Reprinted 1980.

 

Borely, C. Nelson's New West Indian Readers Infant Book 2.
Walton—on-Thames Surrey: Thomas Nelson and Sons Ltd., 1973,
Reprinted 1980.

 

Borely, C. Nelson's New West Indian Readers Introductory Book 1.
Walton-on-Thames Surrey: Thomas Nelson and Sons Ltd., 1974,
Reprinted 1980.

 

Borely, C. Nelson's New West Indian Readers Introductory Book 2.
Sunbury-on—Thames Middlesex: Thomas Nelson and Sons Ltd.,
1974, Reprinted 1979.

 

Giuseppi, U. Nelson's New West Indian Readers Book 1.
Walton-on-Thames Surrey: Thomas Nelson and Sons Ltd., 1971,
Reprinted 1981.

Giuseppi, U. Nelson's New West Indian Readers Book 2.
Walton-on-Thames Surrey: Thomas Nelson and Sons Ltd., 1971,
Reprinted 1981.

 

Bell, G. Nelson's New West Indian Readers Book 3. London: Thomas
Nelson and Sons Ltd., 1972.

 

Giuseppi, U. Nelson's New West Indian Readers Book 4.
Sunbury-on-Thames, Middlesex: Thomas Nelson and Sons Ltd.,
1973, Reprinted 1978.

 

Borely, C. Nelson's New West Indian Readers Book 5.
Sunbury-on—Thames Middlesex: Thomas Nelson and Sons Ltd.,
1977, Reprinted 1981.

 

APPENDIX E

TEXTUAL DESCRIPTIVE CAREER ILLUSTRATIONS

TEXTUAL DESCRIPTIVE CAREER ILLUSTRATIONS

In this section, instead of selecting only the descriptive
occupational line that was counted in the story, extra lines from the
basal readers were included to provide some context and insight into
the type of tasks, duties, positions and assignments in which some
people were engaged as they performed that specific occupation. The

brackets ( ) indicate that the occupation was implied.

Textual descriptive career illustration described (explictly
Or implictly) the occupation by stating how and/or what types of
reSponsibilities and activities in which individuals were engaged as

they functioned in that career role capacity.

Caribbean Readers -- Book Two

Captain

"Above the deck, where we are, is the bridge where the captain
stands. The captain is in charge of the ship. He knows how to take
the ship safely across the ocean till it reaches the port to which the
bananas are going." (p. 158).

199

200

Cook

"The cook found it (the ring) in a fish he was preparing for
supper." (p. 130).

Farm Labourer

"Here is a labourer carrying two bunches of bananas on his
head... (p. 145). Pictures 9 and 10 show men loading bananas on to a
truck." (p. 146).

"Pictures 11 and 12. The bananas are being put on the
steamship which will take them to England. They are stored in a very

cool place so that they shall not ripen before the end of the voyage."
(p. 147).

Sailor
"Now a sailor is going around ringing a gong. That means that
it is time for us to go ashore." (p. 158).

Teacher

"The teacher showed them how far apart and how deep they
should plant the seeds." (p. 81).

Caribbean Readers -- Book Three

Artist

"Below the names of the authors of the title page are the
words illustrated by H. Radcliffe Wilson. These words mean that Mr.

Radcliffe Wilson is the artist who drew the pictures and diagrams in
this book." (p. 7).

Authors

"Look again at the title page. Underneath the words BOOK
THREE, there is a little word by. This is a short way of saying
written by. The two names in capital letters that follow are the
names of the men who wrote this book. They are its authors.

"What are the names of the authors of this book?" (p. 7).

201

"Below the names of the authors on the title page are the
words illustrated by H. Radcliff." (p. 7).

"The book is Don Quixote. Its author is Miguel Cervantes ..."
(p. 55).

Doctors, Scientist, Research Doctors, Family Doctor, Public
Health Doctor, Sanitary Inspector, School Doctor, Nurse, Hospital
Nurse

YEEEEEEE have found out how mosquitoes cause disease and how
we can prevent them from doing it." " (p. 133).

"Tell us what the doctors have found out and what we can
do," said the children." (p. 133).

"As soon as doctors found that yellow fever is spread by
mosquito, they did two things.

First they took the yellow fever patient to heapital and put
him in a room with mosquito netting all round it...

Next, the doctor tried to get rid of mosquitoes, by destroying
their breading places.... The doctors also killed baby mosquitoes by
Spraying pools and swamps with a thin layer of oil. (p. 136).

...The malaria mosquito is a different kind of mosquito from
the yellow fever mosquito, but he bites peOple the same way and
doctors are using the same means to fight him.

If you think you have an attack of nmlaria, you must go to
your nearest doctor who will advise you what to do." (p. 137).

"The story of what doctors and scientists are doing to find
out how diseases are caused and Spread is wonderful and exciting.
Some day you will be thrilled to read more about Louis Pasteur and his
germ discoveries; about Dr. Lister who found that certain substances
called antiseptics in which germs cannot live; about Dr. Ronald Ross,
who discovered that a mosquito is the carrier of the malaria germ;
and about.another great man, Dr. Lazear who, to prove that yellow
fever is carried by a certain kind of mosquito, let the mosquito bite
him and died of yellow fever as a result.

 

202

But these research doctors, as they are called, because they
are searching to find new facts about disease, are only a very small
part of the great army of doctors who are fighting sickness and
disease.

 

Think of the family doctor whom your mother calls in when

 

anyone in your family is ill. This doctor must be able to cure
anything, whether it be a disease, a wound, a broken bone, or a
stomach ache. He Spends his life helping other people. Even his

nights are often disturbed by calls to visit patients who have been
taken seriously ill. (p. 142).

Then there are the doctors who spend their whole time trying
to keep big towns and cities healthy. These are public health
doctors, and they are assisted by sanitary inspectors. Among other
things they have to make sure that the town water supply is pure.
They must see that the milk sold in the town is free from harmful
germs. They must be satisfied that there is a good drainage system.
What other duties do you think a public health doctor has?

 

 

Last in this list of doctors is the school doctor. In many
large towns there is a doctor who spends his time in visiting the
schools and looking after the health of children in them. He examines
each child from time to time, finds out if it needs treatment for
eyes, or teeth, or any weakness, and then tells the mother what she
should do about it. By finding out weaknesses in children and
prescribing, or ordering, the right treatment, the doctor can prevent
diseases, or cure them when they are in a very early stage. There is
an old proverb, or wise saying, "Prevention is better than cure." The
most important work of a doctor is not curing diseases, but preventing
them.

 

The nurse is the doctor's greatest help in preventing and
curing disease." (p. 144).

"Not all hospital nurses are on duty in the wards. Some have
special work. They may help the doctor in the out-patients'
department of the hospital." (p. 145).

 

"She (the nurse) also must see the dressings for wounds are
ready for the doctor's use, and that everything he needs when he is
Operating on a patient is sterilised, that is, made free from germs."
(p. 145).

203

Engineers

"Engineers are called to make roads. Sometimes railways are
laid down." (p. 163).

Farmers

"Then the farmers have to lift the water into the ditches.
The picture shows you one way in which they do this." (p. 23).

Nurse, Theatre Nurse, and School Nurse

"The nurse is the doctor's greatest help in preventing and
curing disease. .A nurse has to Spend several years in a hOSpital,
training for her work. The training is hard but a nurse who really
wants to help sick peOple does not mind that." (p. 145).

"Perhaps you have been in a hOSpital and have seen for
yourself what a busy life a nurse's is. She comes on duty early in
the morning when she relieves the night nurse and perhaps, except when
she is having her meals, she does not have time to sit down until she
goes off duty at night." (p. 145).

"Some nurses are on duty in the casualty department of the
hospital. Here come peOple who have had accidents in the street, or
at work, or at home. Other nurses spend their time in the room -
called the theatre - where operations take place. One of the chief
duties of a theatre 'nurse is to see that the theatre is kept
Spotlessly clean. She also must see that dressings for wounds are
ready for the doctor's use, and that everything he needs when he is
Operating on a patient is sterilised, that is made free from germs."
(p. 145).

 

"A nurse who has finished her training does not always stay in
the hospital. Some nurses are employed in visiting sick peOple in
their homes. Other nurses are school nurses. They visit the school
doctor in his work." (p. 146).

 

"But however clever your doctor may be, and however good your
nurse, you must do your part if you want to grow strong and keep free
from disease." (p. 146).

204
Shopkeepers

"Fruitful Vale School had its own shOp. Here it is, with its
shOpkeepers and some customers." (p. 129).

"Usually the big boys and girls of the school acted as
shOpkeepers and sold exercise books, pens, rulers, and pencils to the
pupils. They are taught how to take stock of the things in the shOp,
and how to keep a little account of the sales." (p. 129).

"They learnt other things besides how to count change. For
instance, they had to be polite both to the shopkeeper and to other
customers as well." (p. 129).

"The shOpkeeper refused to serve a boy or girl who forget to
say, "Please," or who tried to push in front of others who were
already waiting to buy. Then, if a boy started to snatch the book he
had bought and rush away with it, the shopkeeper would call after him:

'You have forgotten something,' and the boy would come back and say
'thank you' ". (p. 130).

"When customers came to buy things by weight, they always

looked carefully to see that the shOpokeeper used the correct weights.
They often tried to puzzle him. For instance, they would ask for
eight ounces of something. What weight would he use then?" (p. 131).

"What weights would the shopkeeper use to weigh three-quarters
of a pound?" (p. 131).

Soldiers

"He knew his way along the forest paths to the hiding places
of the Maroons and one day he lead a party of English soldiers to
attack the Maroon village. The Maroons learned of their attack.
While the soldiers were following in the tracks of their guide, there
was a sudden burst of firing from the forest around. Not a soul could
be seen, but among the first to fall was Juan de Bolas. The soldiers
lost heavily and hurried back along the path by which they had come."
(p. 116).

"One night a party of English soldiers managed to make their
way to the cliff overlooking the town, and at dawn they Opened fire on
their old enemies and killed many of them. They drove the rest away
and destroyed their town." (p. 118).

"That dust is raised by the feet of millions of soldiers
marching towards us across the plain." (p. 122).

205

(Sugar Cane Workers)

"1. Here is a picture of men planting sugar cane. The tOp is
cut from a full-grown cane, and the long leaves are trimmed off. Then
the "tOp" is planted so that nearly all of it is covered with earth.
The plant grows quickly in the cool dampness of the ground and the
heat of the sun, and soon puts out tiny green leaves." (p. 98).

Like the banana, the sugar cane is planted in long rows and
the plants grows quickly if they get plenty of water. In districts
where there is little water, canals are dug between the rows and water
is brought along them. The method of bringing water to crOps is
called irrigation. That is one reason why the sugar cane is grown on
plains and not on the sides of the mountains. (p. 98).

2. When the plants are twelve to eighteen months old, they
are ready for cutting. In this picture you see the men cutting the
sugar cane. This work is usually done early in the year, the season
lasting from January to March. Then the fields are busy with men and
women cutting the canes. The sharp machetes sweep through the air and
cut the plants close to the root. (p. 99).

3. When the cane has been cut, it is taken to the sugar
factory. Sometimes it is carried on motor-trucks or on wagons drawn
by strong, slow, Indian cattle. Sometimes the cane is punted to the
factory along the main canal which is used to irrigate the cane
fields. (p. 99).

4. In this picture the wagons have reached the factory. On

the ground there is a deep heap of sugar cane. Look at the long
wooden carriage which takes the canes into the factory. 'It has a
moving belt which keeps on turning all the time. You can see men

packing the cane on to the carriage which is carried up to the rollers
by the moving belt. Inside the factory are the mills which crush the
cane. (p. 100).

The mills are really great rollers which turn slowly. They
are set close together, and they press all the sweet juice out of the
cane, leaving behind only the white trash. The juice is carried off
in pipes to the boilers, beneath which burn bright fires. It boils
until it becomes a heavy, thick syrup, from which sugar is made. The
sugar is loaded into containers and much of it transported to England
and Canada." (pp. 100, 101).

206

Teachers

"When they went into Class Three, their teacher allowed them
to make another garden." (pp. 49, 59).

"Some children were looking at a collection of stones which
their teacher had spread on her desk. The stones were in different
shape, and colour, and size." (p. 64).

"One girl asked what experiments were. The teacher explained
that these experiments were tests which were made to try out what kind
of soil, how much sunshine, and how much water certain plants needed
to make them grow well." (pp. 49, 50).

"The children talked about the stones and handled them.
Suddenly one boy asked, 'Why are some of the stones so smooth, and
some so rough and sharp?"

"If I tell you where they came from, perhaps you can guess the
answer," said the teacher.

She touched some of the smooth stones. "These came from the
bed of the swift, shallow stream at the bottom of the school garden."

She pointed to some of the sharp, rought stones. "These came
from the top of the hill outside the town."

She handled some more smooth stones. "I pick these up on the
sea beach."

The children looked at the stones again. Then someone said,
"Did water have something to do with making the stones smooth?"

"It had a great deal to do with it," said the teacher." (p.
64).

"One day, as a boy straightened his aching back after stOOping
over the garden to weed it, he said to the teacher, "You told us last
year that weeds often plant their own seeds." But how do the seeds
get into our garden? That is what I should like to know." (p. 101).

"Perhaps you can find out for yourself," said the teacher.
"When you come to school on Monday, I should like you all to bring
with you as many seeds and fruits as you can. We will then see what
we can discover about the ways in which seeds travel." (p. 109).

 

207

The Caribbean Readers -- Book Four

Author

"Very seldom is the author as interesting as the book he
writes." (p. 188).

Captain

"As a result the Bounty was bought and fitted out, with
Captain Bligh in command." (p. 155).

"There the task of collecting the plants was started and five
months later Captain Bligh set sail with more than a thousand

breadfruit plants, as well as a number of plants of other kinds." (p.
156).

"Captain Bligh kept records of this trip, as all captains
must, and these are some of the passages taken from a deSpatch which
he sent on to the Admiral in England telling them of the mutiny." (p.
156).

Doctors

"The story of the dishonest servant boy will illustrate how
doctors were beginning to discover these substances (carbohydrates,
fats, proteins, and minerals) at the end of the last century." (p.
76).

(Farm) Labourers

"Then the labourers go along the rows, digging up the crop and
putting the arrowroot in heaps. Pieces of rhizomes, or underground
stems are planted for the next year's crop.

After the roots are dug up they are taken to the factory so
that the starch may be extracted." (p. 212).

Servant

"Each day the servant boy had to feed the pigeons and as the

supply of rice ran short, the scientist gave him money to buy more."
(p. 76).

208

Scientists

"Scientists have been able to measure the number of calories
which your body needs if you are getting on with the important job of
growing while you are using so much energy in work and play and
everything else that makes up the life of a boy or a girl." (p. 31).

"Each day the servant boy had to feed the pigeons and as the
supply of rice ran short, the scientist gave him money to buy more."
(p. 76).

"The scientist was amazed at what happened to the pigeons when
the servant boy began to buy their rice." (p. 76).

"The scientist at last discovered what was taking place." (p.
76).

"The scientist had noticed that when the pigeons were sick
they looked very much as if they had a disease similiar to beri-beri,
which has killed thousands of peOple in India and China." (p. 77).

"Other scientists found out other important facts about
vitamins." (p. 77).

"Two Swedish scientist set to work to find out what caused
scurvy and they first traced the connection between scurvy and
vitamin." (p. 77).

"Since finding out how beri-beri was caused, the scientists
have found that there are different kinds of vitamins." (p. 79).

"From the sunlight comes energy. With the help of chlorOphyll
and sunlight, the plant can take carbon dioxide from the air, and
moisture from the ground and manufacture sugar.- Some of the sugar is
changed into starch to store away in various parts of the plant. How
this wonderful process take place we do not know. Animals cannot do
it. Even the Cleverest scientist have not yet succeeded in doing it
artifically." (p. 131).

"Scientists have proven by experiments that children between
ten and twelve years of age require at least ten hours of sleep each
night." (p. 240).

Steward

"The boy was begging rice from the steward who bought food for
the hospital." (p, 76).

209

Surgeon

"The town surgeon was sent for who gave us every kind of
assistance in dressing our sores, ...." (p. 163).

Writer

"Defoe was a great writer who could make everything he wrote
seem real. In this passage he describes how Crusoe was shipwrecked."

(p. 81).

"Very seldom is the author as interesting as the book he
writes. This is not true of Robert Louis Stevenson, the writer of
Treasure Island." (p. 188).

The Caribbean Readers Book Five

Artist

"Doctor Carver was an artist, especially skilled in painting
flowers. He made all his own paints, using Alabama clays. He painted
on paper made from peanut shell, and the frames of his pictures he
made out of corn husks." (p. 246).

Author, Poets, and Dramatist

"English sailors returning from America or the East Indies
brought back cargoes that enriched English merchants and added to the
beauty and comfort of English homes, while the tales they told gave
new themes to English authors, poets and dramatists." (p. 53).

 

 

Chimney Sweep

"Boys who were small for their age were employed to sweep
chimneys. They had to crawl along the flues with brushes and take
the soot. Sometimes it choked them." (pp. 187 and 188).

Dramatist

"In this age, and in this land whose countryside offered all
of beauty that a poet could need, and whose people were alive in a
sense in which they had never been alive before, ShakeSpeare, the
greatest dramatist of all time, wrote his immortal plays." (p. 53).

210

Far-er

"One of the great days in the English farmer's year is the
day on which he begins harvesting his corn." (p. 107).

"Today the Devonshire farmer is as efficient as he ever was.
His pastures and his orchards, no less than his cornfields, are his
pride." (p. 108).

Gaoler

"Sick unto death though he was, he received no care, his
pleas to Napoleon were ignored, and when one night merciful death
released him, it was not until some days later that the gaoler found
his prisoner dead." (p. 171).

General

"Giving forth signs of joy the General sitting abaft with a
book in his hand, cried out unto us in the Hind, as oft as we did
approach within hearing." (p. 28).

"My father was a corporal in the army under General Wolfe,
and was wounded in the great battle fought between him and the
Frenchman Montcalm." (p. 130).

"In which both generals were killed, but the victory was to
us." (p. 130).

"The patriot armies were soon fighting again, this time
against all the forces that the aroused Spanish generals could throw
against them." (p. 177).

"General Bolivar returned to stage his attack from a new
place." (p. 178).

"General Bolivar walked back and forth, gesturing nervously
with his long, slender hands as he outlined a new plan." (p. 178).

"Meanwhile General San Martin of Argentina was attempting to
deliver Peru from Spanish control." (p. 180).

211

Manager

"He was fortunate in having a kindly manager in charge of the
estate." (p. 171).

Master Sweep

"They were employed by master sweeps, who sometimes got them
from parish overseers as pauper apprentices, and sometimes bought
them from gaurdians, or even parents, who were glad to be rid of
them; the smaller the child the bigger the price. The masters issued
handbills as advertisements, on which the words "small boys for small
flues" often appeared. Some of the flues were only seven inches
square, and only a tiny naked child could get into these. In 1788 a
master sweep estimated twelve inches square as the size for a chimney
which a boy of seven could easily sweep. Masters sometimes used the
girls of their own families as well as the boys;...." ( p. 188).

Millioners

"Millowners made arrangements with the overseers of the poor
in large towns, especially London, by which orphan children were sent
to work in. the 'mills as apprentices in return for housing and
clothes." (p. 185).

"Apprentice children often worked in two shifts, and some of
the millowners boasted that their beds were never cold; as soon as
one sleepy child had left a bed for a day's work, another one crawled
into it who had been working all night." (p. 186).

Mould-Runner

"The next morning, at half-past five, Darius began his career
in earnest. He was "mould-runner" to a muffin-maker", a muffin being
not a comestible but a small plate, fashioned by its maker on a
mould. The business of Darius was to run as hard as he could with
the mould, and a newly-created plate adhering thereto, into the
drying stove. This "stove" was a room lined with shelves, and having
a red-hot stove and stove-pipe in the middle. As no man of seven
could reach the upper shelves, a pair of steps was provided for
Darius, and up these he had to scamper. Each mould with its plate had
to he leaned carefully against the wall, and if the soft clay of a
new-born plate was damaged, Darius was knocked down. The atmOSphere
outside the stove was chill, but owing to the heat of the stove,

212

Darius was obliged to work half naked. His sweat ran down his
cheeks, and down his chest, and down his back, making white channels,
and lastly it soaked his hair." (pp. 192, 194).

"When he inquired how he was to light the fire his master
kicked him jovialLy on the thigh and suggested that he should ask
another mould-runner." (p. 194).

Novelist

"The English novelist - Charles Dickens - lived during the
time of the great change-over from road to rail traffic. In most of
his novels the characters travel by stage-coach and horse, but the
railways had to find a place in his books as they were becoming more
and more a part of the nation's life." (p. 215).

Officials (of the passenger coach)

"They, as my kind friend had foretold, on their own authority
took me, and refused to release me, until we had been to the coach
office, where there were officials on duty all night, to verify that
I had in fact only just arrived." (p. 166).

"The list of passengers, and my bundle, confirmed this; the
patrol released me and left me there, and I begged the official in
charge, who was dozing near an iorn stove, to allow me to share this
bedroom of his." (p. 166).

Overseer
"Millowners made arrangements with the overseers of the poor

in large towns, especially London, by which orphan children were sent
to work in the mills as apprentices in return for housing and

Clothes. It was the overseers' business to look after children who
had no one to care for them, and they were often glad to be rid of
the reaponsibility in this way." (p. 185).

Owner (Apprentice)

"Sometimes the owners (of apprentices) put a kind woman in
charge of the children, but more often no one troubled about their
lives so long as they did their work." (p. 185).

213
Parson

"Were you to go out nowadays with the farmer to his fields on
the first day of harvesting, you would see no procession led by the
parson, like that described in the story, though in many villages
about three months before harvesting was due to begin, you might see
a company of villagers, led by the parson, "beating the bounds" of
the parish and stOpping at certain appointed places to join in a
prayer for God's blessing on the crOps." (p. 107).

"We started in prOper order, therefore as our practice is:
first, the parson, Josiah Bowden, wearing his gown and cassock, with
the parish Bible in his hand and a sickle strapped behind him." (p.
109).

"When we were come to the big field-gate, where the first
sickle was to be, Parson Bowden heaved up the rail and said that
everybody might hear him, though his breath was short, "In the name
of the Lord, Amen!" (p. 110).

"Of course the reapers came at night to the harvest-supper,
and Parson Bowden to say the grace as well as to help to carve for
us." (p. 113).

Patrol

"He left me in the street without worrying more what was to
become of me, advising me only, whilst shutting the door in my face,
not to stay too long in the street, unless, he added, I wanted to be
arrested by the patrol, who were not in the habit of letting go
easily anyone who fell into their hands." (p. 164).

"I had taken barely a hundred paces when at the end of the
street I ran straight into a patrol. They, as my kind friend had
foretold on their own authority took me, and refused to release me,
until we had been to the coach office, where there were officials on
duty all night, to verify that I had in fact only just arrived. The
list of passengers, and my bundle, confirmed this; the patrol
released me and left me there, ...." (p. 166).

Poet
"The children helped their parents at home, both in

house-work and in picking wool for spinning. A poet who lived then
described some of their work in this way:

214

The fleecy ball their busy fingers cull,
Or from the spindle draw the lengthening wool..." (p. 183).

"The employers, on the other side, wanted cheap labour and
were glad to pay children instead of men. Often they did not trouble
at all about the conditions in which the children worked. So a poet
could truly write a poem called "The Cry of the Children" in which
these lines come:

The young lambs are bleating in the meadows,
The young birds are chirping in the nest,

The young fawns are playing with the shadows,
The young flowers are blowing toward the west.

But the young children, 0 my brothers,

They are weeping bitterly!

They are weeping in the playtime of the others
In the country of the free...." (p. 185).

Preacher

"The preacher often preached for a quarter of an hour
directly to us, seated on the hard benches at the back ...J'(p. 120).

President

"The President of the United States is elected for a term of
four years by a Special Electoral College appointed by the different
States for the purpose." (p. 212).

Rev.
"At the latter, just as the clock struck 11 the Rev. Mr.

Knibb sang a few verses of the Dirge, composed for the occasion:
seas" (pa 197).

Scientist

"This thirst of the nations for oil became acute when
scientist found that in petroleum there was a source of fuel which
made possible types of engines other than steam engines." (p. 228).

"Fantastic as it seemed, this shabbily clad old man was none
other than the distinguished Negro scientist of Tuskegee Institute,

215

Doctor George Washington Carver, renowned for his many discovries
about plants that grow in the South." (p. 245).

"From the peanut he (Doctor George Washington Carver) made
nearly' three ‘hundred useful products, including cheese, candies,
linoleum, instant coffee, pickles, oils, shaving lotions, dyes, lard,
flour, breakfast foods, soap, face powder, shampoo, printer's ink,
and even axle grease!

From the lowly sweet potato he made more than a hundred
products, among them starch, library paste, vinegar, shoe blacking,
ink, dyes, and molasses."

From wood shavings he made synthetic marble. From the muck of
swamps and the leaves of the forest floor he made valuable
fertilizers." (p. 246)

Signalman

"It opens with a meeting between the author and a signalman
on duty in a steep railway cutting near the mouth of a tunnel, and
reached by a notched zig-zag path leading down from a an embankment.
The behaviour of the signalman aroused the author's curiousty and
sympathy. He questioned the signalman who promised to tell him the
cause of his trouble the next night at eleven o'clock when he was to
be on duty." (p. 215 and 216).

Statesmen

"The statesmen and their staffs spent three days in friendly
consultation." (p. 9).

"The statesmen of the victorious nations met at the Palace of
Versailles, near Paris, to consider the terms of peace." (p. 241).

216

Nelson's New West Indian Readers -- Introductory Book One

Hostess

"I want to be an air hostess," said Ann. "I will fly in
John's plane. We will travel to all the big cities of the world."
(p. 27).

Pilot

"I want to be a pilot. I want to fly a big Jumbo jet to
all parts of the world." (p. 26).

Nelson's New West Indian Readers -- Book One

Bus Driver

"Here we are at last!" cried the bus driver as he stopped
the bus. (p. 41).

Clowns

"Soon the curtain Opened and two funny-looking men came out
and stood in the middle of the ring. Each was wearing a mask on his
face. One man had a big round blue nose, and big ears.

They were clowns. They wore big, baggy trousers.

Each clown had six balls in his hands. Two of the balls were
red, two were blue, and two were green.

The clowns threw the balls in the air and caught them. They
did not let them fall to the ground. The children laughed as the
clowns caught the six balls. They thought it was good fun." (p. 15).

217

Fishermen

"The children who live in Barbados know the flying-fish well,
because the water round that island is full of flying-fish. The
fisherman catch many of them in their nets. (p. 36).

Farther down the beach, the fishermen were pulling in seine.
The children went nearer and nearer, and watched the fishermen at
work.

The men pulled, and pulled, and pulled. How hard they
worked! (pp. 50, 51).

At last the seine was pulled in, and the fishermen were glad.

The seine was full of fish. There was a lot of carite, and
red-fish, and big king—fish." (p. 51).

Hunters
"Some days later as the lion was hunting in the forest, he was

caught in a net made of rape, which some hunters had put there to
trap him." (pp. 75 and 76).

Tailors

"A tailor, who was out for a walk, sat down near the stream
to rest. He saw the bean with its coat Split.

"How did you get here?" said the tailor to the bean. (pp.
85, 86).

The bean did not tell the tailor why its cost was split.'
(p. 86).

"Never mind," said the tailor. "I will sew up your coat
for you."

He took out his needle and thread, and sewed up the bean's
coat.

The bean thought that the tailor was very kind." (p. 86).

218

Pilot

"Their father was a pilot. He flew a big aeroplane.
Sometimes he took Mark and Jenny with him as he flew from one island
to another." (p. 68).

Vendor -- Fish Vendor
"Fish! Fish! Nice flying-fish!"

The woman walked down the street with a big tray of flying
fish on her head.

She stopped at the gate of a house, and called out once
again.

"Fish! Fish! Get your nice flying-fish!
Who wants to buy flying-fish today?" (p. 31).

"Come in," said she (the mistress of the house), "and let
me buy some of your flying-fish. I hOpe that they are cheap today."

"Yes," replied the woman who was selling the fish, as she
walked through the gate. She lifted the tray down from her head, and
rested it near the kitchen door." (p. 32).

"Would you like me to bone them for you?" asked the woman who
was selling the fish. "I can do it very fast. My customers like me
to bone them." " (p. 33).

"The woman took a knife from a corner of the tray. It was a
sharp knife. One by one she took the flying fish. She laid each one
flat on its back on the table and cut it Open down the middle. She
cut down each side of the back-bone. Then she pulled the back-bone
out. This was not hard for her. She did it fast. It was easy. She
knew how to do it well.

Next she put the sharp knife under the fine bones at one
side, and with one cut she took them all out. Another cut under the

fine bone at the other side, and soon they were all out too!

"How nice and clean they are now," said the mistress, as she
paid for the fish. (p. 34).

The woman put the money in a little cloth bag with which she

219
kept in the pocket of her apron.

Then she lifted the tray of flying-fish, and put it back on
her head....

She passed through the gate and walked down the street with
the big tray of flying-fish on her head.

"Fish! Fish! Get your nice flying-fish! Who wants to buy
flying-fish today? she called." (p. 35).

Nelson's New West Indian Readers -- Book Two

Captain

"In 1734 Captain Stoddart and a party of his men succeeded in
dragging guns up the mountain sides in secret. They surrounded the
town, and then suddenly attacked." (p. 92).

Coconut Vendor
"Very well," she agreed, and soon the coconut vendor had

trimmed off the tops of five coconuts. He cut a hole in each, and one
by one he gave them to Mrs. Johnson and the four children." (p. 69).

The coconut vendor split the nuts in halves, cut a "spoon"
from the husk, and soon they were all enjoying the jelly also." (p.
69).

Colonel

"As a reward, these Maroons were given land, and Juan de
Bolas was made colonel of a black regiment to help in the defence of
the country." (p. 89).

"They sent Colonel Guthrie to the leader Cudjoe to state the
terms of peace." (p. 93).

Crab Hunters

"Catching crabs is one of the favourite pasttimes of the
peOple of many of the West Indian islands. But while many peOple do

220

it for the mere fun of it, there are also some who catch crabs as a
means of earning a living. They catch crabs to sell them afterwards
in the markets." (p. 11).

"Many peOple like to hunt crabs when there is a new moon or a
full moon. It is easy to see the crabs in the moonlight." (p. 14).

"But it is only on moonlight nights that crabs are caught.
Sometimes when the night is dark, peOple take torchlights with them.
When the light of the torch shines on the crab, it cannot see where
to run and it is then easily caught.

Some peOple travel long distances in cars to catch crabs when
they are running, and they have a rather enjoyable time. They park
cars and wait for the crabs to move the water. Sometimes when the
crabs run across the road, they drive slowly along the path of the
crabs which are blinded by the beam of the car lights. Then the crab
hunters, some of whom are sitting on the bonnet or the fenders of the
cars, use the best method they can to catch the crabs.

There are other methods of catching crabs apart from running
behind them and catching them with the bare hands, or with an old
felt hat, or cricket gloves, as the more timid do.

Traps are used for the purpose. A wooden box with a lid is
useful. The lid is held Open by a string and a piece of wire to
which is attached a piece of bait. This may be a piece of coconut,
or mango skin, or other food. The trap is placed near the crab-hole,
and when the would-be victim nibbles at the bait, the lid falls shut,
enclosing him. The bamboo trap is another type which is used.

Crabs may also be sCOOped up with the spathe from the coconut
tree.

When the crabs are caught, their claws are tied with strings
or thin vines. The crabs are then thrown into a bag. They must be

kept alive. Only when they are ready to cook are they killed." (pp.
14, 15, 16).

"So for the people of many of the West Indian islands,
catching crabs provides something good to eat, apart from being a

source of fun and a means of earning a living." (p. 16).
Messenger

"Next day a messenger came to tell Anansi that Snake was
giving up his job as postman, and that he was too ill to return that

221
night for his wages.

How happy Anansi was at this news! he told the messenger to
let Snake know that he also was ill in bed with a sore head, and as
the messenger set off down the road, Anansi sang:...." (p. 54).

Postman
" "Would you be postman for me?" " (P- 48)-

"What do you mean?" asked Snake. "What work would I have to
do?

"You would have to carry messages and letters to the Post
Office and go for newspaper every morning." (p. 49).

(Potter)

"An old woman sat near the entrance to the shed pounding some
clay on a slab with a heavy stick like a mortar pestle which she held
with both hands." (p. 76).

"Before clay can be used for making any of the articles you
see here in the shed, it has to be well beaten, so that there are no
air-holes left in it. Air-holes will cause the pottery to break when
it is put in the fire."

"Do tell us from the beginning how pottery is made," asked
Jenny, as she and Tommy and Rose also drew near.

The old woman seemed pleased at the interest which the
children were taking in how pottery was made.

She asked the young woman who was her daughter to Open two
tins which were on the ground in a corner, and show the contents to
the children. There was brown clay in one tin, and red clay in the
other.

"This brown clay," explained the old woman, "is from Belle
Vue. This is the clay which we make the pots and other articles.
Later, we paint them with the red clay which is found in a place
called Renfrew."

"But first," she went on, "the clay must be soaked in water,
and all the pebbles taken out. Next the clay has to be beaten just
as you saw me doing it, until it is smooth and even."

222

"Isn't that a hard job? Don't your hands get tired?" asked
Tommy.

The old woman shrugged her shoulders. "You get accustomed to
doing this," she said. "The stick with which we beat the clay is
called a punch stick. Here in Sea View that is how we prepare the
clay for use, but in many other places, people place the clay on the
concrete, and dance barefoot on it until it has no more lumps."

"That must be great fun," said one of the boys.
"But messy, perhaps," added Rose.
They all laughed.

"When the clay is smooth and even" continued the old woman,
"then we can begin to make the articles we want. Some peOple have a
spinning wheel which they use. What they do is called 'throwing'.
We can't afford a spinning wheel, so we shape our articles on a piece
of board. That is called 'modelling'."

She took a lump of the smooth clay, and kneaded it into a
nice round ball. Then she moistened her thumb in water, and pressed
it into the center of the ball. She worked the ball round her hands,
pressing the clay evenly between her thumb and fingers which she kept
moistened, until she had shaped a pretty little pot.

Now this must be put aside in the shade for a few days," she
said.

She pointed to the tables along the sides of the shed.
"Those articles you see there are drying now. After a few days in
the shade they become firm and hard. Then we put them in the sun to
dry thoroughly. No moisture must remain in them, or they will
explode when put into the fire, which is the next stage through which
they must pass."

"How do you know when a pot is ready for firing?" questioned
Mrs. Johnson.

"When the clay turns a lighter colour, or is 'white dry', as
we call it, it is then ready to be put into the fire," answered the
old woman.

"But when do you use the red clay?" asked one of the
children.

223

"If you want to paint some of the articles with red clay,"
she answered, "we do it at this stage. That gives them a different
colour, but doing it takes longer, as they have to be put back once
more to dry." (pp. 78, 79, 80).

The old woman turned to her daughter.

"I will get the fire ready for those pots and ash-trays that
are already dry," she said. "Bring them and we will show the
visitors how the firing is done."....

They made an ordinary wood fire, and packed the pots and the
ash-trays on it. Then they piled the fuel all around the articles.
They covered the tOp with grass.

"From time to time we will add more fuel," they said, "and
when all of it turns to ashes, the articles will be ready for use."
ssos(ps 80)s

"They thanked the old woman and her daughter for having been
so kind to them as to show them how pottery was made, and promised to
return some other day to buy some more articles....

"What about your own sales?" asked Mrs. Johnson.

"We sell enough to earn a good living," replied the old
woman. "I am afraid, though, that this cottage industry may die out
after a number of years, because the young peOple are not interested
in it again." " (pp. 78, 79, 80, 81).

Stewardess

" "Please remain seated until the plane has come to a

complete stop," came the voice of the stewardess once again." (p.
65).

Truck Driver
"One after the other, each truck driver steered his truck up
to a metal platform before a little building in the yard and

stOpped." (p. 97).

"Then the truck driver moved forward a little, until the
second load was below the hoist." (p. 99).

224
Vendor

"One Saturday morning they visited the market. There the
vendors had displayed on their stalls a great variety of fruits and
vegetables. There were pineapples and soursop, tomatoes, cucumbers,
string beans, eddoes, sweet potatoes, plantains and many other
things." (p. 68).

Nelson's New West Indian Readers -- Book Three

Air Hostess

"Where an airline is based is important. This is because, if
you wiSh to become an air hostess or a pilot, you will have to be
prepared to live in the country where the plane is based. Thus BWIA
pilots and air hostess must live in Trinidad. Those of LINT must
live either in Antigua and Barbados.

A girl who wants to be an air hostess should be between
nineteen and twenty-four years old. She should be between 5ft Gin
and 5ft Sin tall, and she should weight between 115 and 125 pounds.
These figures are not always strictly observed. They can be ignored
a bit if other factors are in the girl's favour. 'O'-level
certificates are not insisted on, but an air hostess should have
received at least a good general education.

The girl who wants to be an air hostess will be asked to
appear for an interview. The airline officials who interview her
will look carefully at her appearance. They will also observe her
manner, her speech, and the way in which she answers their questions.

If she makes a good impression in the interview, she is
accepted. She then starts a short course of ground training. This
training includes many different things - first aid, some geography
of the Caribbean islands, information about hotels in the region, and
a knowledge of the emergency equipment carried on board the aircraft.

There is also training in how to remain relaxed, ’and in the
techniques of dealing with passengers and their requirements.

After this ground training has been completed, the trainee
air hostess begins her training flights. She proudly puts on her
uniform for the first time and joins the other air hostess on board
as a "supernumerary crew". This big word means "extra" or "above the
normal number". On these flights she learns both from instruction
she receives and from observing the other hostess. If her progress

225

is satisfactory at the end of this period of training in the air, she
is appointed as Junior Air Hostess. This is for a three-month trial
period. During this period another hostess observes how the new girl
works and makes reports on her. If these reports are satisfactory
she becomes a fully qualified Junior Air Hostess.

A plane carries at least two air hostesses. The bigger
planes sometimes have as many as eight. One of these will be senior
to the other. Her duties include checking documents like the cargo
lists and the passenger lists or "manifests." The word "manifest" is
used on aircraft and on ships to mean "list". She also deals with
passengers' complaints.

The main job of an air hostess is to look after the safety
and control of the passengers. She must give them any help they may
need. Sometimes a very young child may have to travel by itself. In
such a case, the airline, for a fee, will put an extra air hostess on
board and her job will be to take care of this young passenger.

Serving food and drink to the passengers is another of the
duties of the airhostesses. It is always interesting to watch air
hostess serving meals to passengers. They are very calm. It is done
without any rush or hurry, and yet so smoothly and swiftly. They
often carry as many as four loaded trays at a time. Those of you who
have seen this must surely wonder how passengers have ordered drinks.

This is not as difficult as it may seem. Every row of seats on a
plane is numbered and each seat has a letter. So if there are three
seats in each row, the lettering will be A, B, and C. If there are
four seats, it will be A, B, C, and D. When a passenger orders a
drink, the air hostess notes his number and letter down on her little
pad.

An air hostess has to be prepared for emergency. A plane may
run into bad weather just like a ship. What is commonly called "an
air pocket" may cause the plane to drop many feet quite suddenly.
Or the aircraft may meet what is known as "air turbulence", and then
the flight will become very bumpy. Either of these things may scare
some passengers. Some may become sick. When there is any serious
trouble on board the air hostesses are the first to be informed by
the captain. No matter how they may feel, they are expected to
remain outwardly calm - even after any possible danger becomes known
they are expected to think of the passenger first.

Hi-jackers often threaten the lives of air hostess in order
to achieve their evil purposes. So you can see that the work of an
air hostess may not be tiring physically, but is a very serious
mental strain. Therefore it is not a job that every girl is suited
to do.

n.\__- ~-_' 1.

226

All airlines are very proud of their air hostesses. LIAT and
BWLA are no exception. Their beautiful girls with their charming
smiles play a very large part in their advertising campaigns.

The life of an air hostess is not all glamour and adventure.
It calls for patience, courage, steady hands and nerves, a sunny
diSposition, and love of peOple. If you have these qualities, you
will find the life enjoyable and exciting." (p. 41, 42, 44, 45).

Airline Official

"The airline officials who interview her will look carefully

at her appearance. They will also observe her manner, her speech,
and the way in which she answers their questions." (p. 41).

Captain (Airplane, Boat)

"When there is any serious trouble on board the air hostess

are the first to be informed by the captain." (p. 44).

"The captain steers the boat right up to the whale." (p.
101).

Craftsmen

"Boys take pride in making their own kites. Should a boy,

for some reason, be unable to make his own, then he usually can buy
one in a ahOp, thanks to the loving, efforts of skilled local
craftsmen." (p. 17).

"Many peOple in Bequia earn a living by carving little
objects from whalebone, and making necklaces and other ornaments from
the teeth, which are of high quality ivory. Walking canes are made
from the ribs." (p. 102).

Custom Officer

" "I am Custom Officer Corbin, and I'm to show you over the
harbour." " (p. 27).

"After some time, a Custom Officer cleared their baggage...."

(p. 113).

227

Drummers

"The tassa drummers had arrived and Indra's uncle who had
arranged the marriage was also present to assist in preparations."
(p. 91).

"The tassa drummers led the processions." (p. 92).

"Indian folk dancers and the tassa drummers entertained the
guests." (p. 92).

"The tassa drummers were at the back." (p. 93).

"They embraced one another and the two! groups of tassa
drummers engaged in a friendly contest of drumming." (p. 93).

Fork-Lift Drivers

"Fork-lift drivers were coming and going all the time. A few
of them were removing goods from the shed but most of them were
bringing cargo in and depositing it on the floor of the shed." (p.
32).

Harpooner
"The sixth is the harpooner." (p. 99).

"The harpooner stands in the bow of the boat with his harpoon
ready. Sometimes he uses a harpoon gun, but usually relies on his
own strength. His job calls for a strong arm, a good eye, and steady
nerves. The captain steers the boat right up to the whale. The
harpooner' hurls the 'harpoon with all his strength. Its sharp
arrow-sharped heads pieces the whale just below the "shoulder", and
sinks deeply into its flesh." (pp. 100, 101).

Lightermen

"Lightermen would then row these boats out to the ship. Two,
and sometimes three, men had to pull each of the huge heavy oars."
(p. 33).

228

Local Pilot

"When a ship arrives in Carlisle Bay, a local pilot boards
her and brings her into his harbour." (p. 28).

Lookouts

"During this time, lookouts are placed on the higher parts of
the island. They are always watching out for a whale. When a
lookout sees a whaLe he makes a signal by flashing a mirror in the
sun. When the men in the whale-boat see this signal, they put out to
sea." (p. 99).

Longshoremen

"While the children watched the ship being unloaded Mr.
Corbin explained: "Three different classes of men are involved in
the unloading of a cargo vessel. These are the stevedores, the
longshoremen, and the tally-clerks.... The actual off loading is
done by groups or gangs of longshoremen." (p. 29).

Musicians

The musicians had to come early to entertain the wedding
guests." (p. 92).

Pilot

"Where an airline is based is important. This is because, if
you wish to become an air hostess or a pilot, you will have to be
prepared to live in the country where the plane is based." (p. 41).

President

"The President of Panama collected forces and marched to the
rescue." (p. 77).

Seamen

"Most of the buccaneers were trained seamen, with a knowledge
of winds, currents, and shallows." (p. 76).

229

"Most of the people who live on this island (Bequia) earn
their living from the sea. Some do this by fishing, and some by
boat-building and repairing. Others work as seamen on the schooners,
leOps, and motor-vessels that travel between the islands of the
Caribbean." (p. 98).

Sidewalk Sellers

"The stores and the sidewalk sellers were all very busy.
They were selling souvenirs, not only of Carnival but also of
Trinidad and Tobago." (p. 115).

Silk Farmer

"The worms will go on eating (leaves) like this for about
six weeks. By that time they will be about two inches long. Then
each will stOp eating and to wind itself up in ball or cocoon. It
does this by spinning a fine thread or fibre of silk. This thread
comes out of its head. The worm continues spinning and spinning and
wrapping itself round and round with these fine threads of silk. At
last it is completely hidden away in its cocoon. Then it stOps
Spinning.

"Most small silk farmers dip the cocoons in hot water to
kill the worm. Then they sell the cocoons to the factory. I myself
get rid of the worms by using hot steam, then I use my own machine
for rolling the silk off the cocoon." (p. 148).

Sternsman

"The captain steers the heat up to the whale. The harpooner
hurls the harpoon with all his strength. Its sharp arrow-sharped
head pierces the whale just below the "shoulder," and sinks deeply
into its flesh. At that moment the sternsman pulls the boat quickly
out of the way with his long oar." (p. 101).

Stevedore

"A stevedore is in charge of each gang and his job is to tell
the men what to do, and sometimes how to do it." (p. 29).

230

Tally-Clerks

"The job of the tally-clerk is to keep count or tally of the
goods being off- loaded. " (p. 29).

Teacher

"The Bedouin Arabs do not have schools as we do in the West
Indies. Instead, in every group of families someone acts as a
teacher and gives instruction to all the children of the group, both
boys and girls. He writes letters in the sand with a stick and in
this way teaches the children to read." (p. 59).

Traders
"Hundreds of traders make their living by travelling from

oasis to oasis selling things. They always travel in "caravans" as a
protection against robbers and also for company. A caravan is simply

a number of men and camels travelling together. The arrival of a
caravan of traders at an oasis is a big event. Sometimes the camels
number over twenty. The traders bring such things which the oasis

and desert peOple cannot get easily, such as plates, cups, needles,
threads, pistols, ammunition, alarm clocks, dresses, combs, and

knives. They will accept in exchange goods which the oasis and
desert people have, such as wool, goatskins, figs, dates, wheat, and
barley. A lot of noisy bargaining and arguing goes on before each

deal is settled." (p. 57).

Woman Sellers

"Entry to the (cricket) ground is free to all. Woman sellers
brought their trays of fried fish, bread, ginger beer, fritters, and

coconut drops. Picnic games usually started at some corner well
before the match started." (p. 134).
Whaler

"But there are some men from Bequia who make their living in
quite a different way. These are the whalers. During the first five
months of each year they go out in their sturdy boats to hunt the
whales that come down into the warm Caribbean Sea from the cold
waters in the far north." (p. 99).

231

The whaling season lasts from January to May. Seven or eight
whales may be killed in a good season." (p. 99).

Sometimes when a whale has been harpooned, it will "sound" or
dive. When it does this, the whalers are with a difficult decision.
They do not want to lose their valuable captive. But neither do they
want to risk being pulled under water. Everything depends on how
deeply the whale is going to "sound". A dangerous fame follows. The
harpooner, armed with a sharp axe, stands over the harpoon rOpe. He
watches closely the coil of rope becoming smaller and smaller. If
the whalers are lucky the whale will come to the surface before the
rOpe runs out. If luck is against them, the harpooner must cut the
rOpe quickly and cleanly. He knows he is reaponsible for the lives
of his comrades." (pp. 99, 100).

When it (the whale) is breathing it sends up a tall column of
water into the air. This is called "spouting." This habit is a very
helpful one from the whalers' point of view because it tells them
from a long way away where the whale is.

"When the whalers get near enough to the whale, they prepare

for action." (p. 99, 100).

Nelson's New West Indian Readers -- Book Four

Boatman

"On our arrival at the reef, our boatman dropped his anchor
and we disembarked." (p. 43).

Builders

"The Christena, owned by the St. Kitts-Nevis Government had
been in Operation since June 1959. Her builders had recommended 155
passengers as the maximum she should carry." (p. 122).

Captain

"Its botanical name Blighia sapida was given in honour of the
British mariner, Captain Bligh, who commanded the H.M.S. Bounty on an
eventful trip to the South Seas in the eighteen century." (p. 28).

"The Christena was a sturdy vessel and with Captain James
Ponteen at the wheel everyone was confident of her sea worthiness."
(p. 118).

232

"At 3.30 p.m. Captain Ponteen backed the Christena astern
from the quayside, but seeing some latecomers he stopped the vessel
and brought her back to the quay and picked them up." (p. 119, 120).

"Suddenly the Christena began to rock from side to side.
Captain Ponteen ordered the crew to shift some boxes of sweet drinks
to a central position in order to steady the vessel. Passengers who
were leaning on the rails were asked to move to the centre of the
vessel.

Few paid any attention to the request.

The Christena had been going for thirty minutes and Captain
Ponteen was collecting fares on the lower deck when he again repeated
his request to the passengers to stOp moving to and fro about the
vessel. But again few paid any attention." (p. 120).

"One witness told the enquiry that had the passengers obeyed
Captain Ponteen orders to stOp moving about the vessel, the Christena
might have stayed afloat and the lives of nearly 300 souls would not
have been lost." (p. 123).

Chauffeur

"Their chauffeur drove them right into the crater of the
volcano." (p. 171).

Chemist

"However, distillation alone could not produce enough petrol
(gasoline) to satisfy the enormous demand made by modern motoring.
SO chemists have found ways of changing chemical structure of the
heavier fractions to convert part of them into gasoline. One process
is known as 'cracking', by which heavy fractions are broken up into a
mixture of light and heavy fractions." (p. 104).

Divers

"At the enquiry held afterwards two divers who had inspected
the Christena at the bottom of the sea, said that a mechanical
failure had taken place in the steering system. They found the
rudder locked hard to starboard which meant that it could not move
when the steering wheel was turned." (p. 123).

 

233

Fishermen

"Even big fishermen use a line to catch deep-water fish like
the albacoa, marlin and the swordfish. But the line is not quite
like Tony's. It's much stronger, much, much longer, and it has
several hooks attached to it.

"And," added Uncle Ned, "we don't use worms as bait. Those
hugh fish eat other little fish, and to catCh a shark, I think the
best bait is a juicy piece of meat.

"Is that how you catch lobsters?" asked Angela.

"Of course not," said Tony scornfully, "you use a
lobster-pot or a fish-pot, don't you, Uncle Ned?"

"Yes," replied their uncle. "You know what it is like, don't
you, Angela? A lobster pot is just wire mesh streched over a frame
in the shape of a box. There is a funnel in the sides or on the top
that leads into the trap. When lobsters or fishes go in, they can't
find their way out again."(pp. 63, 64).

"Uncle Ned," asked Angela, "how do you find your pots after
you have left them to catch fish?"

"1 tie a bouy to each pot and this floats on the surface of
the water. In this way I can easily Spot where the pot is."

"Did you think he swam around under the water looking for
fish pots?" Tony asked his sister, laughing. "That's no way to
catch fish."

"Ah, but you are wrong, Tony." said the Uncle Ned, "lots of
fish are caught like that."

"There you are, Mr. Know—all," said Angela, triumphantly.
"For once you're wrong."

Tony pretended that he had not heard. "Tell us about it,
Uncle Ned," he said.

The fisherman took out his pipe. "Have you never heard of
spear-fishing?" he asked. "It is a pOpular method of catching fish
in many of the islands of the West Indies. You go out to the reefs

and spear the fish with a gun. Of course, you need other equipment
like flippers to help you swim under water, a diving mask so that you
can see, and a snorkel so that you can breathe." (pp. 63, 64, 65).

234

Grooms

"The animals do not stand still for the take-off, so to keep
them in line, the grooms hold them around their stomachs." (p. 39).

Guide

"Our guide led us along the many channels of the reef where
we saw hundreds of fish of every colour, swimming in the channels
under the overhanging cliffs of coral." (p. 43).

"Our guide pointed out some of the different Species of fish
which inhabit the reef." (p. 43).

"Their guide first took them to the field where reaping was
in progress. Men and women were hard at work, the men digging with
their hoes, while the women walked behind them picking up what looked

like roots and putting them into their baskets." (p. 78).

Jockey

"The jockeys are as brightly groomed as their mounts. They
stand behind them .at the starting, gate, holding tightly to the
six-foot long pieces of rope which serve as reins." (p. 39).

"Tied to their owners with light strings, the crabs are
coaxed by their jockeys to hobble along the track in as straight a
line as possible, which is the most difficult feat for a crab to
perform." (p. 41).

Manufacturers

"Calendering is the method by which a thin plastic coating is
given to paper, cloth, and other materials. The manufacturers feed
the material to be coated between two rollers. An even layer of
melted resin is spread over the material by the rollers which then
squeeze the resin and the materials firmly together. Thin sheets of
plastic are also produced by this method." (p. 56).

235

Ministers (of the Church)

"In church all over the islands ministers and their
congregation wept and prayed for those who had perished and asked for

courage for the living to bear their loss." (p. 122).
Packers
"Quite right," said the manager. "It will be now graded
and packed for export. As you can see, the packers are carefully

lining the barrels so that no impure gases will be absorbed by the
arrowroot." (p. 83).

Taxi Driver
"The taxi driver took them right round the island, pointing
out interesting sights along the way." (p. 169).
Teacher
"There was a low hum of excitement in the Science Laboratory.
The students all looked forward to the classes with their Science
teacher, Mrs. Cipriani. Her lessons were always interesting and

seemed such fun." (p. 98).

"Are there any questions?" Mrs. Cipriani asked the class
then.

A few hands went up and for a while Mrs. Cipriani discussed
with the class some points to which Gerald and Asha, had referred in

their story of 'How Oil Was Formed.’ (p. 101).
"Let us move on now however," suggested Mrs. Cipriani after
a while, "and hear what Harry and Joan have to tell us." (p. 104).
Vendor

"George went off happily by himself. He looked into the shOp
windows with sports equipment; be counted the different types of
cars, and he bought some mauby from the vendor with the container on
her head. She opened a tap, and the mauby came frothing down into a
glass." (p. 173).

236

Writers

" "Handsome is as handsome does." So runs the old proverb,
and one might well imagine that it was with Orleander in mind that
the writer penned those words." (p. 93).

Nelson's New West Indian Readers -- Book Five

Archeologists

"In the twentieth century, when archeologists excavated these
temples, they found not only the remains of hundred of skeletons but
also great quantities of gold, Silver,opearls and precious stones
which were also offerings to the gods." (p. 12).

Artist, Silversmiths, Goldsmiths, Basketweavers, Feather
Workers, and Sculptors

"It was not only food that was to be seen in the market.
Here the best silversmiths, goldsmiths, basketweavers, feather
workers, sculptors, and artists sold their work, which was believed
to be as good as the best in EurOpe at the time." (p. 13).

 

Athletes

"...athletes banded together to represent the West Indies in
international competitions,...." (p. 77).

Attorney

"Garvey was warned by the Assistant Attorney for New York for
illegal practices." (p. 107).

Bats-an

"Meckiff, the new batsman, plays the first of these quietly
back to the bowler." (p. 116).

"The ball falls harmlessly to the ground and the batsmen take

237

a single." (p. 116).

Clerk of the Peace

"J.J.‘s importance as a public figure was increasing. He
served as Clerk of Peace at Cedros in 1869 and at Caroni in early
1870. There is no doubt that J.J.‘s knowledge of creole was very
useful in his job. He was able to talk with peOple, handle their
legal problems, and advise them. J.J. won himself many friends and
admirers in his jobs. The job of Clerk of Peace was difficult for
anyone who did not know the language of the people. The jOb meant
making decisions on behalf of the villagers, patching up quarrels,
punishing those committed pretty crimes, and seeing that the laws
were obeyed. With his knowledge of creole he was able to do a much
better job." (p. 40).

Cricketers

"... and cricketers from many islands played together in the
West Indian Test team." (p. 77).

Fisherman

"If you go to Mexico today and travel to the shore of Lake
Patzcuarro, you will meet a fisherman who still fishes with the tools
of his great great grandfather, the Aztec. You will see him use the
bow or atlatl, which his ancestor used, and you may travel with him
in his dugout canoe." (p. 16).

Guides

"The difficulty of tranSporting equipment is lessened
somewhat since expeditions usually employ native guides or Sherpas to
assist in this aSpect of the operation. The Sherpas are accustomed
to the terrain and are able to function relatively well in the thin
atmOSphere. Also, they are obedient and hard working." (p. 70).

Officials (of the Market Place)

"Every kind of merchandise was kept separate and had its fix
place in the market. The goods were laid out in the same way as
goods are exhibited in the Trade Fairs of the World today. In this
market place there were officials who inspected the goods and saw

238

that no dishonesty in selling and buying took place." (p.'12).

Officials (of the Emperor)
"Sapa Inca (the emperor) punishes the officials if any family
suffers. He has appointed officials, each of whom takes care of ten

families, and the Officials are all kind and compassionate." (p.
90).

Port Authorities

"Three ships had been bought at a very high price, but one of
these had been wrecked by the crew and now a second had been seized
by the port authorities." (p. 107).

Priest

"There was loud rejoicing at the predictions of the priest."
(p. 21).

"Many steps lead from the Holy Square to the top of the
Shrine. At this shrine the priest will offer gifts to our god, the
SUD." (p. 93).

Principal

"His (J.J.) tutors were impressed by his brillance. By
September of that year, the Principal recommended that the value of
J.J.‘s scholarship be increased." (p. 38).

Soldiers

"Soldiers from all the islands enlisted to form the Caribbean
and West Indian regiments;..." (p. 77).

Sports Writer

"Many Sports writers covering the tour criticised the West
Indies' approach to the game." (p. 113).

239

Teacher

"Physical hardships did not dampen J.J's enthusiam. He was a
dedicated teacher and he involved himself in the problems of his
pupils. He looked upon problems as challenges and when he tackled
problems he was helping his pupils as well as improving his store of
knowledge. A major problem was the language of his pupils. Very
often, teachers could not understand the language which their pupils
Spoke and vice versa. Remember that in the nineteeth century
Trinidadians did not Speak the same language. Some peOple Spoke
Spanish, some Spoke Hindi, and others Spoke English. The majority
spoke a mixture of French and African languages called 'creole'. To
make matters worse, teachers were teaching children from English
textbooks. No matter how teachers complained that their pupils did
not understand them!" (pp. 38, 39).

"Miss Fisher, the Third Grade teacher, handed out writing
paper and rough paper, and the fun began." (p. 60).

APPENDIX F

A PARTIAL LIST OF OCCUPATIONS IN WHICH THE PEOPLE OF
ANTIGUA AND BARBDUA ARE CURRENTLY ENGAGED

Ilnlstry of Labour

REDCLIFFE STREET
ST. JOHN'S. ANTIGUA. Wzl.

Telephone 80946-20011

 

GOVERNMENTOFANNGUAANDBARBUDA

List of careers in which the people of Antigua and

Barbuda are currently engaged

Accountants

Iccount clerks
Actor

Actress

Agents & appraisers

Aircraft controller
Aircraft mechanic

Airline agents

Architect

Archivists

Artists _
Assistant janitor technician
Assistant cook

Athlete

Attendants

Auto-mechanics

Auto-body repairman
Auditors

Bankers
Bakers
Bottlers
Beach boy
Bell boy
Beauticians
Bartenders
Bookkeepers
Biochemist
Bricklayer
Butchers
Bus drivers

Commercial artist
oks

Computer analyst
Construction labourers
Custom clerk

Cashier

Cleaner

Carpenters

 

Cooks help

Cargo assistant
Cotton pickers
Checkers

Cool;

Chef

Cleaner

Clerks /typist
Clerical assistant
Clerks

Driver

Driver of heavy equipment
Drillers

Drivers,trucks & pickups
Dishwasher

Dentist

Dietiticians

Dressmakers

Drafters

F6009, OMS/6}?“ : t
\.

   
 

Editors

Embalmers

Electrical engineers
Electrician

Engine drivers

Fabricators
Foreman

Front desk Clerks
Firemen

Farmers

Fishermen

Food technologist
Floral designer

Gardeners
Groundsman

 

Iii-Mn 0' L050!" GOVERNMENT OF ANTIGUA AND BARBUDA

BEDCLIFFE STREET
ST. JOHN'S. ANTIGUA. VIJ.

Telephone 80946-20011

List of careers in which the peOple of Antigua and

Barbuda are currently engaged cont. (2)

Head teachers
Hostess
Historians

Head attendant
Head gardner
Head waiter
Head cook

Head maid

Head bartender
Handy/messenger
Hairdresser
Hospital orderly
Boers
Housekeepers
Hunters

Insurance salesmen

Janitors

Joiners

Junior supervisor of
finance, insurance
or real estate

Judge

Labour foreman
Labourers
Labourers/forkers
Linesnen
Librarian

Lawyer
Longshoremen
Laundress

Mason

Manager

Mailman

Haitre D'

Maid trainee
Mathematicians
Mechanics
Messenger
Maintenance nan

 

Navigators
Nurse

Operator Superviscr

Office Clerks

Operator of Heavy equipment
Operator

Office Manager

Plumbers
Painters

Plant Operator
Pottery maker
Pump Mechanics
Potter/Handyman
Physicists
Physicians
Pharmacists
Psychologist
Professor
Photographer
Pilots

Postman
Policeman
Politician
Piano-organ tuner
Publisher

  
  

  

.2 - 5 JUL1983

B
N 1\ G 0

   

Radio Operator
Respiratory therapist
Radio 5 .V. announcers
R3 35 ggggsgorrespondence
Reservation Assistant
Reservation Supervisor
Reservation Clerk
Reservation Officer

Sales clerk
Salesmen

Stock clerk
Station Officer

 

“WOW 0' “NW GOVERNMENT OF ANTIGUA AND BARBUDA

REDCLIFFE STREET
ST. JOHN'S. ANTIGUA. W.I.

Telephone 80946-20011

List of careers in which the people of Antigua and
Barbuda are currently engaged cont. (3)

 

Steel benders Technicians
Seamstress Tele/technicians
Store Keeper Tele/engineers
Senior mechanic Teller

Supervisor Theologians
Secretary Typist

Serviceman Telephone Operator

Security Officer
Senior Bank Supervisor
Switch Board Operator

Sewing Machine Operator

Sociologist

Surgeons
Shipcaptains
Shoemaker

Security guards
Statistician

Soil conservationist
Social worker

Tailor

Teacher

Tin smiths

Time keeper

Trainee mechanic
Telephone repairman
Tradesmen

Trademan foreman

 

Truck driver

Upholsters
Urban and regional planners

Veterinarian
Vendor

Wage clerk
Watchman
Maiter/waitress
Welders

Water engineers
Writers

N

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Cuthgent Prince

Labour COmmissioner

APPENDIX C

CAREER REFERENCES IDENTIFIED IN THE BASAL READERS

Table 4.

243

Career References Identified in the Basal Reader Series

 

 

.a
H «a H z: r:
.. .2 a :3 :3 :3
‘0 H G H ,9 g .g G
Career. References :1 p o :1 o ,o o ,g o
u u u u +4 to w-d m
x o x U u F4 and
o *1 QIva m m m‘”
Er no file. L1; 2: Lfiz
l. Acrobats x x
2. Actor x x
3. Admiral x x
4. Airman x x
5. Airhostess x ‘ x
6. Airline official x x
7. Airport Worker x ix
8. Alderman x x
9. All rounders (cricket) x x
10. Archeologist x x
11. Architect x x
12. Artist x x
13. Astronaut x x
14. Athlete x x
15. Attorney x x
16. Author x x
17. Authorities x x
18. Axeman x x
19. Baker x x
20. Basket weaver X x
21. Batsmen (cricket) x x
22. Bauxite miner X x
23. Bishops X x
24. Blacksmith X x
25. *Boatbuilder x x
26. Boatman x X
27. *Boat repairer X X
‘28. Boatswain x X
29. Botanist x X
30. Bowlers (cricket) X x
31. *Brewer X X
32. Bricklayer x x
33. Builder x x
34. Builder (roads) x x
35. Burgesses ‘ ' x x
36. Busdriver X X
37. Businessman x X
38. Butcher X x
*

The asterick (*) besides some career references denotes
occupations that were implied from the context of the story.

Table 4. (Cont'd.).

244

 

t0
F4 .a.4 a c
H :3 .. a 3 fig“ ,3
Career References ‘3 S g ‘5 g g .o o
u u u u. ...; 3 I: '3
:5 .3 as: 5.; a» «a w
H Dal J5 g.._ to z U z
39. Cabinet makers x x
40. Cameraman x x
41. Captain (cricket) X x
42. Captain (ship) x x
43. Carpenter X x
44. *Carriage and wagon builder X x
45. Cattle dealer X X
46. *Cattleman X x
47. Chainman X x
48. Chaplain X X
49. Chauffeur X x
50. Chemist X X
51. Chief judge x X
52. Chimney sweep X X
53. City councillors X X
54. *Clayman X X
55. Clerk X X
56. Clerk of the Peace x X
57. Clergyman x X
58. *Clockmaker x X
59. *Clothworker X X
60. Clown X X
61. Cobbler x X
62. Cocoa planter x X
63. Coconut vendor X X
64. Colonel X x
65. Commander x X
66. Cook x X
67. Conductor x X
68 Corporal x X
69. Cotton Picker x x
70. Councillors x x
71. Coxswain x x
72. Crab hunter x x
73. Craftsman x x
74. Cricketers x x
75. Custom officer x x
76. Dairywoman x x
77. Dentist x x
78. Captain (airplane x x

Table 4.

245

(Cont.d).

 

 

I6
:3 -.. '3 a +3
H H H s-I GI a 'g a
Career References ‘3 8 g 8' 32 8 23 8
U U U U w-I H H ....4
:3 :1 :33 :3 g a a
1.. L lies as e
79. Directress x x
80. Divers x x
81. Doctors x x
82. Dog-sledge drivers x x‘
83- Dramatist x x
84. Dressmaker x x
85. Driver x x
86. Drover x x
37- Drummer x x
88- Editor x x
89. Educator x x
90- Employer X X
91. Engineer X X
_92. Explorer X X
93. Farm labourer X x
94- Farm.owner X X
95. Field labourer x x
96. Farmer x x
97. Family doctor X X
98. Feather workers x x
99. Fieldsman (cricket) x x
100. Fiddler x x
101. Fireman X X
102. Fish vendor x x
103. Fisherman X X
104. Flyer X X
105. Fork-lift driver X X
106. Foreman X X
107. Fruiterer X X
108, Fruit Picker x x
109. Gaoler X X
110. Gas Attendant x x
111. General x x
112 Geographer x x
113. Goldsmith x x
114. Governor x x
115. Governor general x x
116. Government official‘ x x
117. Groceryman x x

Table 4.

246

(Cont'd.).

 

 

0
H «a H r: - s:
.. :3 ..a s a
m a o u .o s .o a
Career References 3 3 3 3 :3 g g g
r .2: :3 :3 '3 s '3
e‘ a. and. L) 2: L32:
118. Grooms x x
119. Groundsman x x
120. Guides x x
121. Guitarist x x
122- Gunner x x
123. Harpooner x x
124. Headmaster x x
125. Headteacher X X
126. Historian x x
127. Hospital nurse x x
128- Hostess x x
129- Hunter x x
130- Innkeeper x x
131- Interpreter x x
132. Inspector x x
133. Inventor x x
134. Jockey x x
135- Journalist x x
136- Judge X x
137. Justice of the Peace x x
138. Keeper x x
139. Laird X x
140. Landlord x x
141. Landowner X x
142. Lawyer X x
143. Lecturer X x
144. Lieutenant X x
145. Lieutenant governor x x
146. Lighterman X x
147. Local pilot (ship) X x
148. Lookouts X x
149. Longshoreman X x
150. Magistrates X X
151. Maid X x
152. Major X - x
153. Manager X x
154. Manager (arrowroot factory) x x
155. Manager (estate) X X
156. Manufacturer X X
x x

157.

Market vendor '

Table 4.

247

(Cont'd.).

 

 

' «O
H w H 5 ‘3
a. :3 H .53 w ‘3
Career References 3 E g g a g t a a
.. .3 as: a; '3 :2:
E4 a. lawn. L) 2: LL2L__
158. Marksman X X
159. Martial man X X
160. Mariners X x
161. Marshall X x
162. Master of muffin maker X X
163. Master sweep X x
164. Mason 1: x
165. Merchants x x
166. Messenger x x
167. Military staff X x
168. Milkmaids X X
169. Miller X X
170. Millowner X X
171. Miner x x
172. Minister (church) X x
173. Minister (of communication) X X
1741 Minister (government) X X
175. Money lender x x
176. Mould-runner X X
177. ‘Muffin-maker x x
178. Musicians x x
179. Narrator x x
180. Naturalist X x
181. Naval staff x x
182. Navigator X x
183. Night nurse x x
184. Novelist x x
185. Nurse x x
186. Oarsmen x x
187. Office jobs (clerical) x x
188. Officer (ship) x x
189. Officials (government) x x
190. Officials (market place) x x
191- Officials (passenger coach) x x
192. Overseer x x
193. Owner (apprentice x x
194. Owner (mine) x x
195. Owner (newspaper) x x
196. Owner (property) x x
197. x x

Owner (racing crabs)

Table 4.

248

(Cont'd.).

 

 

(a
H «a H c: I:
o a o m
at *4 pie. o o
o u o u .o s .o a
Career References 3 3 3 3 fl 8 .."3 3
' x u x o u Id uvq
a a: .2 z: a a a a
198. Owner (sheep) x x
199. Packers X X
200. Painter x x
201. Parson X X
202. Patrol X X
203. Photographers x x
204. Pilot X X
205. Planter X X
206. Planter (fruit) X X
207. Player (cricket) X X
208. Poet X x
209. Police X X
210. Policeman X X
211. Police officer X X
212. Port authorities X X
213. Postman X X
214. Potter X X
215. Preacher X X
216. President X X
217. Priest X X
218. Prime minister X X
219. Principal X X
220. Printer X X
221. Professor X X
222. Public health doctor X X
223. Publisher X X
224- Quartermaster X X
225- Railwayman X X
226- Reaper X X
227- Rector X X
328~ Refiner X X
229- Reporter X X
230- Research doctor X X
231. Rev. x x
232. Ringmaster x X
233. *Saddler x x
234. Sailor x x
235- Salesman X X
236. x x

Sanitary inspector

249

Table 4. (Cont'd.).

 

Career References

Textual
Pictorial
Textual &
Pictorial
Caribbean
Nelson
Caribbean &
Nelson

 

237. School doctor
238. School nurse
239. Scientist

240. Sculptor

241. Sculptress
242. Seaman

243. Secretary

244. Sentries

245. Servant '

246. Shepherd

247. Shoemaker

248. Shopkeeper
249. Sidedwalk sellers
250. Silk farmer
251. Silversmiths
252. Signalman

253. Skipper

254. Soldier

255- Speaker of the House
256. Sportsmaster
257- Sportswriter
258- *Spinner

259- Statesman

260. Sternsman

261. Stevedore

262. Steward

263. Stewardess
264. Storekeeper
265. Squire

266. Sugarcane worker
267. Surgeon

268- Tailor

269- Tally clerks
270. *Tanner

271. Tassa drummers
272. Taxi drivers
273. Teachers

274- Theatre nurse
275- *Tiller

N
X

x
x

xxxxxxxx
5‘

N

X
N

xxxxxxxxxxxxx N

R

xx

250

Table 4. (Cont'd.).

 

Career References

Textual
Textual &
Pictorial
Caribbean
Caribbean &
Nelson

(Pictorial
Nelson

 

276. Tourism

277. Traders

278. Train driver
279. Trapeze artist
280. Trapper

281. Truck driver

282. Tutor
283. Umpire
284. Vestryman
285. Vendor

286. ‘Victualler

287. Village doctor
288. Waterman

289. Whaler

290- Wicketkeeper

291. Woman seller

292. Worker

293. Worker (arrowroot)
294. Worker (field)
295- Worker (nutmeg)
296. Worker (oil and sugar)
297. Worker (railway)
298. Workman

299. Writer

300- Yatchman

301. Yeoman

302. Zoo attendant

NXXMNXN
N

X

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x

xxxxxxxx

X

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X

 

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