ATTITUDES 0F FRENCH AND ENSUSH SPEAKING , , CANADIAN‘S TOWARD WEST INDIAN lMMlGRAINTS: A GUTTMAN FACET ANALYSIS ’ ~ ~ Thesis for the Degree of Ph. D. MICHIGAN STATE U-NWERSITY ‘ERROL JAMES FRECHETT E 1970 Will ii W M i Halli This is to certify that the thesis entitled Attitudes of French and English Spfiking Canadians towards West Indian Immigrants: A Guttman Facet Analysis presented by Errol James Frechette has been accepted towards fulfillment of the requirements for _Rh.D_.____degree in M8; Personnel Services & Education Psychology 7 _ 7 CW 2 W411 Majo ofessor L 13 R A 13?. Michigan State ‘ University Date November 16L 1970 0-7639 lleGlC 2 ; MAB Q ’ 43;]999 I .. ABSTRACT ATTITUDES OF FRENCH AND ENGLISH SPEAKING CANADIANS TOWARD WEST INDIAN IMMIGRANTS: A GUTTMAN FACET ANALYSIS BY Errol James Frechette Problem In Spite of the importance of intergroup attitudes in predicting, understanding, and controlling human rela- tions and the interdependent nature of attitude formation, very little systematic attention has been given to how native born view immigrants of different racial origin or what impact they may have on one another. One major aim of this study was to investigate the relationships between certain contact variables and atti— tudes held by four groups towards the opposite racial group. The groups included Employment Counselors, Regular School Teachers, Immigration Officials, and West Indian Immigrants. Another purpose was to assess the predictive validity of hypothesized determinants of attitudes, in- cluding demographic, socio-psychological, and ethnic factors. logical develoim: Behavior of six 1 strencth J the crit; (1966, p. total sc; eaCh othe I the Predi has label PSYChOlog. Tl' translatec Th canadian c 100 Subjec ‘mlgratiox grant smh‘ in Canadian Se md 63 Engl Errol James Frechette In addition to these substantive aims, a methodo- logical approach to testing simplex approximation was used. Instrumentation A research instrument based on facet analysis was deve10ped by Jordan and Hamersma (1969) called the Attitude Behavior Scale--Black-White (ABS—BW). This scale consisted of six levels, each corresponding to a certain level of strength of the hypothesized attitude universe. Following the criteria for scale construction set forth by Magnuson (1966, p. 207), those items correlating highest with the total score for each level but having low correlations with each other were included in the final scale. Included with the scale were those items that tapped the predictor variables of the study which Jordan (1968) has labeled determinants of attitudes (demographic, socio- psychological, and contactual). The instrument was adapted for use in Canada and translated into French for the Quebec sample. Design and Analysis Procedure The present research sampled four groups from two Canadian cities. The Employment Counselor sample contained 100 subjects, the Regular School Teachers sample 20, the Immigration Officials sample 23, and the West Indian Immi- grant sample 22. The language distribution for the Canadian sample showed a breakdown of 80 French-speaking and 63 English-speaking . Errol James Frechette The determinants of attitudes were tested by 28 independent variables (see Table 9) which were intercorre- lated with content scores of the criterion (ABS-BW/WN-G) across each level. This facilitated testing seven hypoth- eses using simple correlations, multiple correlations, one and two-way analysis of variance statistical techniques, and the 2: statistic. Results The results of this study indicate that efficacy, contact, change orientation, and certain demographic vari- ables were the most effective predictors of attitudes of racial groups toward one another. Support was given to the use of facet analysis in scale construction since the four simplex matrices formed a Guttman Simplex as predicted. This finding also lends support to the multidimensional structure of attitudes. Recommendations were made to: (a) incorporate the present study into a larger cross-culturall study, and (b) develOp an attitude change study using the ABS-BW/WN-G as the criterion. 1The larger cross-cultural study of racial-ethnic attitudes is under the direction of John E. Jordan, College of Education, Michigan State University, East Lansing, Michigan 48823. ATTITUDES OF FRENCH AND ENGLISH SPEAKING CANADIANS TOWARD WEST INDIAN IMMIGRANTS: A GUTTMAN FACET ANALYSIS BY Errol James Frechette A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services, and Educational Psychology College of Education 1970 41:." "- 7"" r. _ u, [ELL ‘L - ' thei: Dr. .' comm: thrOL Ri+- C; \ “NJ 9-.) ACKNOWLEDGEMENTS I am indebted to a large number of individuals for their interest, support and assistance. Foremost is Dr. John E. Jordan who served as chairman of my doctoral committee and guided the research from its formative stages through its completion. I would also like to express my appreciation to Dr. George Ferree, Dr. Andrew M. Barclay, and Dr. James R. Engelkes, all members of my committee, for their support and suggestions. I am particularly indebted to M. Gabriel Beaudry, M. Damase Toupin and M. Roch Langlois, of the Canadian Department of Manpower and Immigration, for graciously granting me time and independence to complete the research. I am grateful also to M. Frederick Frechette and Miss Brenda Yule for their cooperation at different stages of the research. Finally, words cannot fully express my heartfelt gratitude to my wife, Nicole, for her unfailing encourage- lnent and for the many sacrifices she has patiently endured. Our daughters, Lucie and Helene, also merit special recog- nition for both the pleasant diversions and the extra motivation they unknowingly provided throughout the research. ii ACKNO LIST Chant II. TABLE OF CONTENTS ACKNOWLEDGEMENTS. . . . . . . LIST OF TABLES . . . . . . . Chapter I. THE PROBLEM . . . . . . Purpose . . . . . . Hypotheses . . . . . Organization of the Thesis II. REVIEW OF RACIAL ATTITUDE RESEARCH MEASUREMENT METHOD. . . Attitudes toward Immigrants. Attitudes toward Negro or Colored Immigrants . . . . Scales used in the Measurement of Racial Attitudes . . . . . . Thurstone Scales . . . Social Distance Scale. . Likert Scales . . . . Guttman Scales . . . . Ethnocentrism Scale and the Facism Scale . . . . . . . . . Other Types of Tests and Scales . Summary . . . . . . . . . . III. METHODOLOGY AND PROCEDURE . . . . . Instrumentation. . . . . . . . The Attitude Behavior Scale: White/Negro . . . . . Guttman's Four Level Theory. Jordan's Six Level Adaptation Personal Data Questionnaire. Sample. . . . . . . . iii Page ii vi Gibb) H \l 13 18 18 19 19 20 21 22 23 24 24 East IV. , I1.- Chapter Page Major Research Hypotheses . . . . . 39 Contact and Attitudes . . . . 39 Change Orientation and Attitudes. . 4O Attitudes and Efficacy . . . . 40 Attitudes and Demographic Variables. 4O Attitude Measurement. . . . . . 41 Analysis Procedure . . . . . . . 41 Descriptive Statistics . . . . . 41 Correlational Statistics . . . . 42 Analyiis of Variance Statistics . . 43 The Q Statistic . . . . . . . 45 IV. RESULTS OF THE STUDY. . . . . . . . 46 Hoyt Analysis of Variance . . . . . 46 Relating Attitudes and Contact . . . 47 Relating Attitudes and Change Orientation. . . . . . . . . 58 Relating Attitudes and Efficacy . . . 65 Relating Attitudes and Demographic Variables . . . . . . . . . 65 Relating Attitudes and Multi- dimensionality. . . . . . . . 71 V. SUMMARY AND CONCLUSIONS. . . . . . . 74 Summary of the Study. . . . . . . 74 Purpose . . . . . . . . . . 74 Instrumentation . . . . . . . 74 Design and Analysis Procedure. . . 75 Research Findings and Suggestions for Further Research. . . . . 76 Discussion . . . . . . . . . . 77 Relating Attitudes and Contact . . 77 Relating Attitudes and Change Orientation. . . . . . . . 79 Relating Attitudes and Efficacy . . 80 Relating Attitudes and Demographic Variables . . . . . . . . 81 Relating Attitudes and Multi— dimensionality. . . . . . . 82 iv 1.47:7 ._~ 9 a .54 i Chapte 2" H H\ 111th; HA .\ APPENDIA Chapter Recommendation for Further Research. Cross-Cultural Research. Attitude Change Experiments Sampling. . . . . . Statistical Analysis. . Replication. . . . . REFERENCES 0 O O O O O O . O . APPENDICES O O O I O O O O O A. Statistical Material . B. Attitude Behavior Scale-~BW/WN-G Page 84 84 85 85 85 85 87 96 97 114 Table ll. 12, Be Gu Ba: Joi Con Fi\ Adm AB: HO: Mu: LIST OF TABLES Table Page 1. Basic facets used to determine component structure of an attitude universe . . . 25 2. Guttman facet profiles of attitude subuniverses . . . . . . . . . . 26 3. Basic facets used to determine joint struction of an attitude universe . . . 28 4. Joint level, profile composition, and labels for six types of attitude struction . . . . . . . . . . . 29 5. Comparison of Guttman and Jordan facet designations . . . . . . . . . . 3O 6. Five-facet, six level system of attitude verbalizations: Levels, facet profiles, and definitional statements for twelve permutations . . . . . . . . . . 31 7. A mapping sentence for the facet analysis of joint and lateral struction of Black's and White's attitudes toward each other . 32 8. Analysis of simplex correlations of the ABS-MR test development data for the ED 200, Belize, and SER samples. . . . 34 9. ABS-BW/WN: Basic variable list by IBM card and column Frechette (Canada Study) . . 37 10. Hoyt relaibility coefficients for the ‘ ABS-BW/WN-G on four groups . . . . . 48 11. Multiple and partial correlations between ABS—BW/WN-G and contact variables for total group . . . . . . . . . . 49 12. Multiple and partial correlations between ABS-BW/WN-G and contact variables for female total group . . . . . . . . 50 vi B ‘4 "JJ"AF:‘ flirt-7 . ‘ . Table 15. l6. 18. 21. 23. 24. 25. Mu Mul Mul Mul Mo 1 Hui Mul COr Cor. COr: Table Page 13. Multiple and partial correlations between ABS-BW/WN-G and contact variables for male total group. . . . . . . . . 51 14. Multiple and partial correlations between ABS-BW/WN-G and contact variables for EC group . . . . . . . . . . . 53 15. Multiple and partial correlations between ABS-BW/WN-G and contact variables for RST-S group 0 o o o o o o o o o 55 16. Multiple and partial correlations between ABS-BW/WN-G and contact variables for IO group . . . . . . . . . . . 56 17. Multiple and partial correlations between ABS-BW/WN-G and contact variables for IM group . . . . . . . . . . . 57 18. Multiple and partial correlations between ABS-BW/WN-G and change orientation variables for total group. . . . . . 59 19. Multiple and partial correlations between ABS-BW/WN-G and change orientation variables for EC group. . . . . . . 60 20. Multiple and partial correlations between ABS-BW/WN-G and change orientation variables for RST-S group. . . . . . 62 21. Multiple and partial correlations between ABS-BW/WN-G and change orientation variables for IO group. . . . . . . 63 22. Multiple and partial correlations between ABS-BW/WN-G and change orientation variables for IM group. . . . . . . 64 23. Correlations and significance levels between the six ABS-BW/WN-G attitude levels and efficacy for the samples . . . . . . 66 24. Correlations and significance levels between the six ABS-BW/WN-G attitude levels and age for samples . . . . . . . . . 67 25. Correlations and significance levels between the six ABS-BW/WN-G attitude levels and amount of education for samples. . . . 69 vii .2 ~. 3 L Q .. I '1 4 . 1‘ - < n ‘4 I, :1 ’c ‘ . .d Table 26. 27. 28. 29. 30. 31. 32. 34. Table 26. Sample size, means, standard deviations and significance test results for English and French speaking sample groups on the ABS-BW/WN-G. . . . . . 27. Analysis of simplex correlations of the ABS-BW/WN-G for the samples . . . . . 28. N's, means, and standard deviations for Employment Counselors, School Teachers, Immigrant Officials, and West Indian Immigrant samples of 12 dependent and 14 independent variables . 29. N's, means, and standard deviations for total female group, total male group, and total group samples on 12 dependent and 14 independent variables. . . . . 30. Correlation matrix for Employment Counselor sample on 12 dependent and 14 independent variables . . . . . . . . . . . 31. Correlation matrix for Regular School Teachers sample on 12 dependent and 14 independent variables . . . . . . . 32. Correlation matrix for Immigration Officials sample on 12 dependent and 14 independent variables . . . . . . . . . . . 33. Correlation matrix for West Indian Immi- grant samples on 12 dependent and 14 independent variables . . . . . . . 34. Correlation matrix for total female group sample on 12 dependent and 14 independent variables . . . . . . . . . . . 35. Correlation matrix for total male group sample on 12 dependent and 14 independent variables . . . . . . . . . . . 36. Correlation matrix for total group sample on 12 dependent and 14 independent variables . . . . . . . . . . . viii Page 70 72 98 99 100 102 104 106 108 110 112 .f Vt'nf. r I . 1 Lh‘fl' grants nomina teria; CHAPTER I THE PROBLEM Canada is experiencing an increase in the immigra- tion of colored1 persons and with it, a need to know and understand the attitudes and behaviors of these immigrants and Canadians toward each other. This increase is due mainly to the introduction, on October 1, 1967, of a new immigration policy regarding selection criteria of immi- grants. There are three admission categories: independent, nominated, and sponsored. The independent immigrant is chosen on nine cri- teria: education and training, personal assessment, occu- pational demand, skill, age, arranged employment, knowledge of English and French, relatives in Canada, and employ- ment Opportunities in areas of destination. The independent applicant must score at least 50 points out of the 100 based on the nine criteria mentioned above to be admitted to Canada. The nominated applicant, for whom relatives in Canada.have to guarantee, can be admitted scoring only 20-35 points. The last category, the sponsored, has been 1This is the "preferred" or usual term in racial research in the British Commonwealth. u u-l- ‘ imit paren The 5 tion havic limited to groups that seldom join the Canadian labor force, parents over 60 years, children under 21 years, and fiances. The sponsored category is not submitted to the nine selec- tion criteria. The need to know more about the attitudes and be- haviors of immigrants,as well as others toward them, became evident during the hearings of the Joint Parliamentary Committee on Immigration in 1966. In the presentation made by ethnic organizations, welfare organizations, and private citizens, a large number of hypotheses were advanced but could not be supported by reliable data. Apart from hypotheses, a number of questions were posed by members of the Parliamentary Committee to which no exact answer could be given. For example, the reason- able hypothesis was advanced that better educated and trained immigrants would adapt more easily to life in Canada than less educated and trained persons. The hypoth- esis appears to be quite convincing, taking into account that Canada represents a complex industrial society where a high level of formal education and training provides a basis for taking advantage of job opportunities. This may be true with some groups, but Professor Jacques Brazeau, of the University of Montreal, carried out a study (1961) of French immigrants in the Greater Montreal area and found that the professional French immigrant is rather indifferent about Canadian culture and social _1—— contae wheres partic Profes in his attitL‘n underS‘ and Ca: contacts. He regards himself as a "citoyen du monde," whereas the manual workers among the French immigrants participated actively in the French-Canadian environment. Professor Richmond (1967) arrived at similar conclusions in his book on "Post-War Immigration to Canada." Many social psychologists, including Krech, Crutchfield and Ballachey (1962), believe that the actions of the individual are governed to a large extent by his attitudes. It is further believed that the knowledge and understanding of the attitudes and behaviors of immigrants and Canadians toward each other is necessary if one wants to facilitate the adjustment of the immigrant into the Canadian way of life. The hearings of the Joint Parlia- mentary Committee on Immigration in 1966, the Longitudinal Study of the Economic and Social Adaptation of Immigrants that the Canadian Department of Manpower and Immigration has undertaken, a study by Professor Anthony H. Richmond of the University of Toronto in process on the social inte- gration of immigrants and ethnic groups in the Toronto region, and the fact that the Research Grant Committee of the Canadian Department of Manpower and Immigration pro- vided a grant for this study are witnesses to the absence of and the pressing need for such knowledge. PUI‘EOSG The purpose of this study was to provide informa- tdxmn.on the attitudes of two different groups, West Indian Negro Immigrants and certain groups of White Canadians to- ward each other and to study hypothesized relationships between attitudes and certain types of independent-predictor variables. Hypotheses To test hypothesized relationships between the dependent criterion variables (attitudes) and certain types of independent-predictor variables (i.e., contact, change orientation, efficacy, etc.), the independent variables will be looked at as correlates or determinants. Attitude has been defined by Guttman (1950, p. 51) as a "totality of behavior in respect to something." Bastide and van den Berghe (1957) prOposed four types or levels of interaction with a c0gnitive object, which Guttman (1959) elaborated into a structural theory of belief and action based on and defined by elements to pro- duce each level. Guttman defined four of these levels or sub-universes: (a) stereotypes, (b) norms, (c) hypotheti- cal interaction, (d) personal interaction. "Attitude" in tflris schema thus ranges from the stereotypic level to the subject's actual reported behavior. Jordan (1968) reviewed the literature on attitude studies and concluded that four classes of variables seem to rue important determinants, correlates, and/or predictors of attitudes: Studies w diCtor Va well be a 1«life Comp StIuCtUre univerSes are being COhSiStEn 171 this S V‘ N‘ I : g“. 5 ‘A 1. Demographic factors such as age, sex, and income. 2. Socio-psychological factors such as one's value orientation. 3. Contact factors such as amount, nature, per- ceived voluntariness, and enjoyment of the contact. 4. The knowledge factor, i.e., the amount of factual information one has about the atti- tude object. Jordan found, however, that most of the research studies were inconclusive or contradictory about the pre- dictor variables and suggested that the reason might very well be attributed to the fact that the attitude scales were composed of items seemingly stemming from different structures; i.e., from different levels of Guttman's sub- universes. Lack of control over which attitudinal levels are being measured seems likely to continue to produce in- consistent, contradictory, and noncomparable findings in attitude research. To measure the attitudes of the groups of interest in this study, a recently develOped scale by Jordan and Hamersma (1969) was used. Jordan and Guttman's recent contributions to attitude scaling and facet design (Guttman and Schlessinger, 1966; Guttman and Schlessinger, 1967; Jordan, 1968) , were used in the develOpment of the scale. The state In Chapte studies 0 fl ' ‘ f... E In Chapte amidlSis the soma The method of develOpment is thoroughly reviewed under "measures" in Chapter III. Organization of the Thesis The dissertation is organized into five chapters. The statement of the problem is discussed in Chapter I. In Chapter II, the pertinent literature, with regard to studies of attitudes toward colored immigrants is reviewed. In Chapter III, the design of the study is presented. An analysis of the results is presented in Chapter IV, while the summary and conclusions are contained in Chapter V. CHAPTER II REVIEW OF RACIAL ATTITUDE RESEARCH AND MEASUREMENT METHODS In this chapter, research findings with regard to attitudes toward immigrants will be reviewed as well as studies dealing specifically with Negro or "colored" immi- grants and finally a review of the scales used in the mea- surement of racial attitudes. Attitudes Toward Immigrants Studies of attitudes toward immigrants have long been a concern of the social sciences. The investigations of the first third of the Twentieth Century, the Ghetto Investigations by Louis Wirth (1928), and Immigration and Assimilation by H. Duncan (1929), for example, made use of historical documents, personal documents and testimony, demographic records, and ecological material (crime and suicide rates, for example). They seldom used the more exact technique of the behavioral sciences and sometimes, they came closer to journalism than to scientific studies. With the development of techniques for collecting and analyzing data, Opportunities for a new approach de- veloped. This new approach has been used in a number of recent stu alarly tho So Israel, K0 lie. Rich search on in general Wi tion has b 1960. "Sci coming to at Present recent studies of immigrants in various countries, partic- ularly those which have a large influx of immigrants. Some important examples are Eisenstadt (1955) for Israel, Kosa (1957) for Canada, and Taft (1966) for Austrar lia. Richardson and Taft (1968) provide a summary of re- search on attitudes of peOple in Australia to immigration in general, and to specific immigrant groups. With minor variations in wording the following ques- tion has been asked of several Australian samples since 1960. "Do you feel that the total number of immigrants coming to Australia should be increased, kept the same as at present, or reduced?" A comparison of the results from a national pool and a local one conducted in 1964 and 1966, with those obtained in 1960-61, showed a trend in h which either men have become relatively more favorable to immigration or women have become relatively less favorable. It was also found that the Australian born are less likely to favor an increase than were the overseas born. In the 1964 national sample, 53 percent of the post-war immigrants favored an increase, whereas only 27 percent of pre-war immigrants and native born Australians favored an increase. In the 1966 local sample, 72 percent of the 75 immigrant respondants favored an increase compared with 37 percent of the 137 Australian born. Persons in the local (Perth) sample, who expected a depression in the near future, were especially unfavorable to immigration. In 1948, Oeser and Hammond (1954) measured the atti- tudes of a sample of Melbourne residents, with regards to Specific immigrant groups. He defines a favorable attitude as answers such as: "Try to get them to come in," or "Allow them to come in," as opposed to "Let only a few in," or "Keep them out." The percentage of the Melbourne re- spondents (n=370) who were favorable to the immigration of eight selected ethnic and national groups were as follows: English, 91 percent; Irish, 65 percent; German, 36 percent; Chinese, 31 percent; Greek, 26 percent; Italian, 21 percent; Jew, 17 percent; and Negro, 10 percent. In 1960, a quota sample study was conducted of the Perth population on various social distance attitudes to- ward selected immigrant groups (Richardson, 1961). These results indicated that about 20 to 30 percent had some prejudice against German and Dutch immigrants and 30 to 40 percent against Poles, Italians, and Jews. The most prejudiced persons were working-class males over forty years of age. Eighty-six percent of the Australian-born respondents considered that Australians should make an effort to befriend non-British immigrants, and 46 percent claimed to have at least one such friend. Fewer single girls had non-British friends than did other Australians. The same hierarchy of acceptance has been found in America (Hartley & Hartley, 1958): Northern EurOpeans from 10 Britain, Scandinavia, Holland, and Germany are favored the most, followed by Eastern Europeans like the Poles, and then by such Southern nationals as Italians, Greeks, and Yugoslavs. All other non—white nationals from Africa and Asia are at the bottom of this hierarchy Of acceptance. Hammond (1954) believes the hierarchy is based on a stereotype of racial, cultural and historical similarity to the Anglo-Australian way of life, and beliefs about the capacity of the groups to assimilate. Borrie (1954), on the other hand, sees in the Opposition to the Southern EurOpean, a basically economic factor. What the average Australian still fears first is the introduction of a minority who may threaten to undercut his material stan- dard Of life. Two studies, one by the Australian Sales Research Bureau, Inc. (Richardson and Taft, 1968), the other by E. A. Huck of the Department of Political Science, Univer- sity Of Melbourne, reported in Taft (1968), found that there has been a revolutionary change since 1948, through- out Australia, in the attitudes toward various immigrant groups. Huck, for example, found that in 1948 the respon- dents who favored completely excluding Italians from Australia numbered 45 percent, and the corresponding fig- ures for Germans and Negroes were 30 and 77 percent re- spectively. In 1964, the figures were 23 percent for Italrians, 5 percent for Germans and 47 percent for Negroes. 11 Even allowing for a possible bias toward tolerance in the 1964 sample, which was obtained by mail, these changes in attitudes are large. In France an inquiry on attitudes to immigration, carried out by the "Institut Francais d'Opinion Publique" in 1945 (Girard, 1950), during the period of post-war re- construction, when the manpower shortage was most serious, showed that 47 percent of those questioned were Opposed to any immigration into any industry. In certain occupa- tional groups, there was an overwhelming majority against admission of immigrant workers; for example, 79 percent of those questioned in the steel and iron industry, and 68 percent in the building industry. A similar inquiry reported in 1947 and 1949 (Girard & Stoetzel, 1953) showed that among those questioned, an increasing majority, 57 and 63 percent respectively, was opposed to immigration. The inquiry demonstrated that the majority of those who Opposed immigration were motivated by fear of competition from foreign labor and, to a lesser extent, by non- materialistic factors. But these latter arguments cannot be completely ignored since their appeal is strong in all strata of French society (Nourrissier & Pillepich, 1951). Negative attitudes seem less prevalent in Belgium. An inquiry conducted by the sociology seminar of the Uni- versity of Liege (Zubrzycki, 1956) showed that only some 20 percent of a representative sample of the pOpulation 12 was definitely Opposed to immigration and advocated dis- crimination in the treatment of immigrant labor. There were, however, marked differences in attitudes to differ- ent national groups, ranging from one of unreserved accept- ance as equals (French and Dutch immigrants) to one of Open hostility (North Africans). The Italians and the Poles were ranked almost equal. In an investigation carried out in Sao Paulo, Brazil (Mautuscelli, 1950), Bogardus' Social Distance Scale was applied to 2,076 university graduates. The con— clusions of the investigator, Professor Carolina Mautuscelli, were that generally speaking and for all practical pur- poses, all residents from other parts of America and EurOpe (except the Russians) were accepted by the native Brazil- ians. The gradation of the scale was the following: ". . . would admit . . . to close kinship by marriage, to my club, as personal friends, to my street as neighbors, to employment in my occupation in my country, to citizen- ship in my country, as visitors only to my country, would exclude from my country." Under the heading "would admit . . . to close kin- ship by marriage," affirmative answers were given by 74.7 percent for the Italians, followed by 72.7 percent for the Portuguese, and 71.7 percent for Americans of the United States, and over 60 percent for a number of other nation- alities including the English, the French, and the Germans. 13 Nationalities for which less than 40 percent of affirma- tives were returned include Russians, Americans, Hindus, Jews, Chinese, and Japanese. If the lowest affirmative percentages go to groups with which, with the exception of Jews and Japanese, the native Of Sao Paulo has little contact and Of which he has little knowledge, it is nevertheless noticeable that on the other hand, the same group also rate very low percent- ages Of explicit rejections usually below 10 percent. In the answers given as to reasons for excluding these na- tionalities, the investigator saw clear proof that the adverse judgments on them were stereotypes. Attitudes Toward Negro or Colored Immigrants Because of the influx Of colored immigrants from the Caribbean or the British West Indies into Great Britain (250,000 between 1955 and 1962), most of the research on the attitudes toward colored immigrants has been centered in England. Colored immigrants do not receive full social acceptance in Great Britain. This is the conclusion after reading the research studies of Little (1948), Richmond (1954), Collins (1957), Patterson (1963), and Hill (1963). Daniel (1968) reported the findings from three surveys (among potential white discriminators), carried out by PEP (Political and Economic Planning), and Research Ser— Vices Ltd., indicating that discrimination prevailed and 14 that both parties were aware Of its existence. It was also revealed that in Britain today (Bagley, 1970; Deakin, 1970; Lambert, 1970), discrimination against colored members of the pOpulation Operates in many fields and on a substantial scale. However, this lack of social acceptance does not seem to be complete, nor is it uniform and predictable. Ruth Landes (1952) sees the British attitude toward the colored immigrants as being one of "limited acceptance." The Patterson's study as well as the studies of Davidson (1966) and Senior (1957) provided evidence Of situational variations in the attitudes toward West Indians. If there seemed to be some positive attitudes in the work situation, there was little carry-over of work relationship to the neighborhood or to informal social life. Hill (1965), in the answers to a questionnaire given to a sample from three parts Of London, could apply weights to the different situational variables. Two rejections in ten for the employment with West Indian immigrants, four to fixme rejections as neighbors or a guest, and nine out of ten rtejections in a relationship by marriage. He also found variaiiions by age, sex, degree Of contact, and area of reSidence. Wright (1968) found in a questionnaire survey that 36 fiJnns of the 50 had no initial resistance to the employ- menthof colored workers. In seven firms, there has been SONWB Opposition on the part of the white employees, and in a ifurther seven firms, slight resistance had occurred. 15 The acceptance, however, was largely of a negative nature. Few white workers were vehemently Opposed to the colored workers, but at the same time, few had a positive favorable attitude toward them. The majority, other things being equal, would have preferred not to work with colored workers. Therefore the level of acceptance not only varied between work and social acceptance, but also within these categories in reSpect to a number of factors such as the numbers involved, economic factors, and so on. Kawwa (1968) conducted a survey of ethnic attitudes among British adolescents. The results showed that those children who were living in an area which had a high per- centage of immigrants (West Indians and Cypriots) showed more negative attitudes than children who lived in an area where few, if any, immigrants lived. Though negatively Prejudiced, British children did not believe that immi- grants were inferior to themselves. Attitudes were sur- veyed by means of an open ended questionnaire and a Likert- type attitude scale. Revett (1962) suggested that in such suburbs where relaixively few West Indians live, the image of them as in- trudeucs is stronger and more persistent than in areas where they liave settled more densely. He further cites a Gallup P01lthat showed social class to make no difference to the answers given to questions on color. There was, however, one (Ilear-cut distinction: between reSpondents who knew l6 colored people personally and those who did not. The former, almost one half of the sample, were definitely more tolerant than the latter. Hill (1969) conducted a survey of the attitudes Of 400 English and West Indian boys and girls, ages 14 and 15. They were asked to judge each of 13 concepts (myself, father, a neighbor I would like to have) on scales taken from Osgood's dimensions. Reading ability and social class of the subjects were controlled. _For each subject, one evaluative score was obtained on every concept and the scores were intercorrelated and factor analyzed for each group separately. Mean score differ- ences among groups were also considered. Girls, particularly West Indians, generally ex- pressed more favorable attitudes than boys. West Indian boys and girls had similar attitudes to all conceptual Objects, unlike their English counterparts. Although lxflfli groups of girls were primarily concerned with estab- lishing good future personal relationships, as Opposed to the hxbys who were more ambitious for themselves, it was the “Rest Indians, as a group, who identified more strongly With 1:he former attitude. The West Indian self-assessment, Partimrularly that Of girls, was higher than that of the English group. The West Indians also showed less regard for Parfnrts and home, but a more favorable attitude toward 17 education than the English adolescents. All groups, par- ticularly the West Indians, were aware of skin color, experiencing in-group preferences. There was evidence Of inter-racial tolerance, but some aspects of color pre- judice could be defined. Davidson (1966), a West Indian economist, conducted a study based partly upon an analysis Of 1961 census data and partly on a sample survey of Jamaican immigrants, first interviewed before leaving Jamaica and then followed up in Britain. The majority, while expressing no animosity toward the white neighbors surrounding them, clearly indi- cated that they preferred the company of their own kind, meaning Jamaicans. People from the other West Indian Islands, such as Granada or Antigua, were classed along with Africans, as friendly but not intimate. Very little evidence of racial animosity appeared, but where it did it was usually directed against Indians, which probably also included Pakistanis. Deedes (1968) found that for every 100 West Indian immigrants, 40 found life in Britain as good or better than they expected. But he resisted generalizing from it because he believed that the extent of negative attitudes was greater than the West Indians believed it to be, be- cause they tried to avoid exposing themselves to it. As they became more accustomed to the English way of life and obtained higher expectations and qualifications, they experienced direct personal discrimination. 18 Scales Used in the Measurement of Racial Attitudes Thurstone Scales For the construction of scales using the Thurstone technique, judges are required to scale or sort items into piles (usually eleven piles are used), ranging on a con- tinuum from "favorable" to "unfavorable" toward the atti- tude object under consideration. Items are then given weights (median values) according to which pile they are in using all the judges' ratings. Respondents taking a Thurstone scale are asked to check only those items with which they agree or disagree. Thurstone (1931) develOped a 24 item attitude scale toward Negroes and subsequently used it (1932) in his re- search on the effects of movies upon children. The scale consisted of a single form and contained almost only stereotypic items. Hinckley (1932) and Rosander (1937) developed scales using the Thurstone technique. These, as well as Thurstone's original scale, are somewhat outdated with re- gard to their items: expressing such attitudes as mass lynchings. The Thurstone scales received criticism re- garding the Objectivity of the judges (Hovland & Sherif, 1952; Kelley gE_gl., 1955) as well as with regards to the time and labor involved in their construction and scoring (Jahoda & Warren, 1966). 19 Social Distance Scale Bogardus (1925), in his "social distance scale," asked subjects to imagine themselves in various types of social contact with foreigners, and then asked the subjects to indicate whether they would like to have them as very close friends, as neighbors, etc. He found (1925, 1947, 1958) that White persons have felt a considerable amount of social distance between themselves and Negroes, but that some change was taking place. Scales of this nature have been used by Maustuscelli (1950) and Proenza and Strickland (1965). Because many groups are usually considered in the social distance scale format, this introduces a complex pattern that is difficult to analyze in relation to a par- ticular group such as the Negro. The scale has also been criticized (Lambert & Lambert, 1965) for not providing information about the thoughts and feelings of respondents, nor an index of degree or intensity of reaction tendencies. Likert Scales In scales constructed by the Likert technique, items are selected by intuition and only those items which are clearly "favorable" or "unfavorable" are used. Sub- jects are asked to respond to each item in terms Of several degrees Of agreement or disagreement, usually from "strongly approve" to "strongly disapprove." Under ideal circum- stances, Likert items are pre-tested on a pOpulation that 20 is representative Of the subjects to be actually used. Likert scales are scored by summing the "number" of the response categories marked by the subject on each item over all the items on the scale. Likert (1952) constructed a 15 item attitude scale toward Negroes, using his technique. Most of the items were Of the stereotype nature but did include some items dealing with hypothetical interaction with Negroes. Steckler (1957), Greenberg (1961), and Campbell and Schuman (1968) used Likert techniques in constructing racial attitude scales. The criticism Of the Likert scales have been that they yield, at best, only ordinal scale data (Edwards, 1957). Another disadvantage to this technique is that often the total score Of an individual has little clear meaning, since many patterns Of reSponse to the various items may produce the same score (Jahoda & Warren, 1966). Guttman Scales Guttman's scalogram analysis was devised to ascer- tain whether the attitude or universe of content involves a single dimension, i.e., whether it is unidimensional or not. If it is unidimensional, it will yield a perfect or near perfect scale so that it is possible to arrange all the reSponses of any number of reSpondents into a particu- lar pattern depending on their score. 21 Guttman provided for a measure of "scalability" of items which he called the coefficient of reproducibility. A scale is required to have a coefficient of .90 or above to be considered a true Guttman scale. Guttman's scaling procedure (Guttman & Suchman, 1947) also allows for the establishment of a neutral region of a scale using what they called the intensity function. The neutral region allows for another way of distinguishing favorable from unfavorable attitudes in addition to the method of scoring the content of the items. Harding and Hogrefe (1952), Kogan and Downey (1956), Triandis, Levin, and LOh (1966), and Campbell, A. (1968) develOped Guttman-type scales to study different aspects of relationships between Whites and Negroes. Jahona and Warren (1966) have varied criticisms toward Guttman's technique stating that since it is uni- dimensional, it cannot measure complex attitudes; also a scale may be unidimensional for one group of individuals but not for another. Guttman's latest contributions to scale construction and attitude measurement, i.e., facet design and nonmetric analysis, avoid many of the prior criticisms since they are multi-dimensional in nature and also include an a priori method of item construction. Ethnocentrism Scale and the Facism Scale Adorno, Frenkel—Brunwik, Levinson, and Sanford (1950) constructed several scales including a total scale 22 "Public Opinion Questionnaire E" or the E scale. This scale contained several items dealing with Negroes. They also constructed a "Facism" scale or F scale to measure anti-democratic attitudes and authoritarianism. These two scales have been used in numerous research studies dealing with racial attitudes toward Negroes (Himelstein and Moore, 1963; Reynolds and Toch, 1965; Kinnick and Plattor, 1967). According.to Hites and Kellogg (1964), the basic Objection to the use Of either the E scale or the F scale to measure racial prejudice toward Negroes is that these scales are not a "pure" measure of racial prejudice but rather are measuring the concepts of ethnocentrism and facism respec- tively and can only indirectly measure racial prejudice. Other Types of Tests and Scales Projective tests and scales have been used in various ways to measure racial attitudes and prejudice (Campbell, 1959; Klineberg, 1954). The validity Of such indirect measures is usually lower than the more direct paper-and-pencil tests. Specially-made instruments for particular studies are by far the most numerous type Of instruments in the literature (Allport, 1946; Trent, 1957; Williams, 1968; and Engel, 1968). These are restricted in their applica- bility and rarely have been replicated. Scales where provision is made for use with either racial group and measuring the attitudes Of one group toward the other and vice versa are uncommon in the literature. 23 Summary Just as Jordan (1968) and Hamersma (1969) concluded, few studies can be found that employ items other than stereo- typic ones--also noted is a lack of replication of the studies. Some variables, believed by the authors of certain studies to be predictors of attitudes toward immigrants must be noted: i.e., sex, age, contact, situation, and native born or not. The present study will consider these variables. The review of the scales used in the measurement of racial attitudes reveals vast differences in methods of construction and items selection. Also as Jordan (1968) found, most of the attitude scales are composed of items seemingly stemming from different structures; from differ- ent levels of Guttman's sub-universe. The absence of con- trol over the levels being measured will likely explain why so few of the research findings are comparable, why they are Often inconsistent, and why they are at times contradictory. CHAPTER III METHODOLOGY AND PROCEDURE This research was primarily concerned with the attitudes of certain groups of White Canadians and West Indian Negro Immigrants toward each other. The selection of the sample, the instrument and its translation, and the method of analyses of the results are described in this chapter. Instrumentation The Attitude Behavior Scale: White/Negro The Attitude Behavior Scale:White/Negro (ABS:W/N-G &B/W-G), developed by Jordan and Hamersma (1969), was used to measure racial attitudes and the Personal Data Question- nairg assessed the predictor variables. For use in a Canadian setting, the ABS:W/N-G & B/W-G were adapted and the ABS:W/N-G was translated into French. This latter procedure was necessary because of the sample taken in Montreal. ”The procedure used in the translation was as, follows:> after the scale had been translated into French, it was submitted to a French-Canadian colleague for trans- lation into English. The comparison of the original scale with this version permitted the correction of the trans- lation. 24 25 The ABS:W/N-G & B/W-G were constructed according to Guttman's facet theory (Guttman and Schlesinger, 1967), and refinements prOposed by Jordan (1968). Guttman's Four Level Theory In facet design, Guttman promulgated a method that examined various semantic factors, or "facets," that were involved in ordering a particular response to an individual item. Commenting on the work of Bastide and van den Berghe (1957), Guttman (1959) distinguished three "facets" in- volved in a particular attitude response. Guttman's facets are presented in Table 1. TABLE 1.--Basic facets used to determine component structure of an attitude universe. (A) (B) (C) Subject's Behavior Referent Referent's Intergroup Behavior al belief b subject's group cl comparative a2 overt action b subject himself c2 interactive H N He labelled the first Of the two Options, or "ele- ments" Of each facet as the "weaker." A particular item was as strong as the number of strong elements which ap- peared in it. Any given statement must contain one element from each and every facet, and these statements can be grouped into profiles of the attitude universe. Since there are 26 three facets, any statement has the possibility of having none, one, two, or three strong facets; a total of four combinations. Bastide and van den Berghe's research (1957) was facetized by Guttman into the four combinations (or levels) shown in Table 2. TABLE 2.--Guttman facet profiles of attitude subuniverses. Subuniverse Profile 1 Stereotype a1 b1 cl 2 Norm a1 bl c2 3 Hypothetical Interaction al b2 c2 4 Personal Interaction a2 b2 c2 A common meaning for the ordering was suggested by Guttman. They show in each case a progression from a weak to a strong form Of behavior of the subject toward the attitude object. The more subscript "2" elements a profile contains, the greater the strength of the attitude. Guttman proposed that the semantic structure of the attitude universe would provide a social-psychological basis for predicting the structure of the empirical inter- correlation matrix of the four levels. One cannot presume to predict the exact size Of each correlation coefficient from knowledge only of the semantics Of universe ABC, but we do prOpose to predict a pattern or structure for the relative sizes of the stat1st1ca1 coefficients from purely semantic considerations (Guttman, 1959, p. 324). guityI each also corre the me its in relati Jordan havior as by 4: ihEOry meats extend Paradj 27 Guttman expressed this prediction as the "conti- guity hypothesis, which states: Subuniverses closer to each other in the semantic scale of this definition will also be closer statistically. In other words, the inter- correlations should reveal a simplex ordering, so that the maximum predictability of each level is attainable from its immediate neighbor or neighbors alone. This predicted relationship has been obtained for the ABS-B/W Scale by Jordan & Hamersma (1969), the ABS-MR Scale (Attitude Be- havior Scale-Mental Retardation) by Jordan (1969), as well as by Foa (1958, 1963) and Guttman (1961). Jordan Six-Level Adaptation Jordan (1968) suggested an expansion of the facet- theory analysis. Tables 3 and 4 indicate the facets, ele- ments of facets, and levels identified by Jordan which extends the facets of Tables 1 and 2, dealing with Guttman's paradigm. These facet designations are compared in Table 5. Other combinations of strong and weak elements are possible but Jordan (1968) and Maierle (1969) identified six on the basis that not all combinations were logical because of semantic considerations. Table 6 defines the characteristics of items written for each level Of response. 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M NO umem n. - HN NH mm No Ho o - mm em NH mm NH N - NN NH No we Ho o coHoo< Honchooe - eN No mp No N - HN NH No NH N - NN NH NH NH N ocHHeoa Hooomood - Ne NH NH e - NN NN Hm e - NN Hm MN e ooHHoa HooHootoooN: Hooomhoo - NN NH N - NN HH N - HN No N coHHooHo>m Hoooz Hocomuod N.N - eN N N.N - NN N H.N - Ne N Etoz HoomHoom xHHueE II H xHHueE II H xHHueE II H eaxuoeueum HeueHuom eNN. u N.o HoeHNHHO NNN. n -o HotHNHoo NHN. n -o HotHNHHO o o o N e N N H o N e N N H N N H N N H Ewes NoHosom NN - mew eoHosom NNN - oNHHom NoHoEoN NNe - ooN o; o>HodHoohoo I, II . It... I In!!! Ii: 1&1 N.meHQEem mum one .eNHHem .oom om ecu HOW eueo uCOEQOHe>eo umeu mfiImmd ecu mo HmcoHueHeuuoo eraEHm mo mHm>Hec¢II.m mqm N.J 2‘3 14. Child Rear. 1-6 16 D-2 90 2': 15. Birth Control 1-6 17 D-2 91 L)o u 16. Kind 1-6 18 0-3 92 o 17. Amount 1-6 19 0—3 93 3 18. Avoidance 1-6 20 0-3 94 S 19. Gain 1-6 21 D-4 95 u 20. Enjoyment 1-6 22 D-4 96 3 Q 23. Prejudice - Comp. 1-6 25 D-S 99 10. Age 1-6 12 0-1 86 5,2 13. Educ. Amount 1-6 15 D-2 89 8.3 25. Urbanity 1-6 27 0-5 101 o a 21. Income3 4 1—6 23 0-4 97 g 24. Mobility (residence) 1-6 24 D-4 98 5 9. Sex 1-6 11 D-l 85 11. Marital Status 1-6 13 D-l 87 (V 12. Religion — Affil. 1—6 14 0-2 88 3 22. Language Group6 1—6 24 D-4 98 g 26. Employer7 8 1-6 26 D-S 100 27. Immigrant Arrival 1-6 23 D-4 97 '3 28. Job Source9 1-6 26 D-S 100 _g 29. Dec. Groupl0 1 1-6 28 D-S 102 u 30. Geogra hic Youth 1-6 28 D-S 102 g, 31. Group1 (Interest) 1-6 80 None None 3 32. Ethnicity13 14 l-6 47 None 121 m 33. Governmental Dept. 1-6 48 None 122 L) 34. City of Residence 1-6 49 None 123 1Based on 112270 edition — BF. 2Not used in r analysis. 3Income applies only to whites (groups 1-3). 4Mobility applies only to immigrants (group 4). 5Females = 1; Males = 2. 6Language applies only to groups 1—3: French = 1; English = 2. 7Employer applies only to groups 1-3: Educ. = l; Gov. = 2. 8Immigrant arrival applies only to group 4. 9Job Source applies only to group 4. loOccup. group applies only to group 4. 11Geographic (Youth) applies only to groups 1-3. 12Groups EC: 1, RST-S: 2, IO: 3, IM: 4. l3slacks: l; Whites: 2. 14Government employees: employment couns.: l; immigration official: 2. 15Residence: Montreal: 1; Toronto: 2. 16 P: Prejudice 38 Efficacy.-—The "Life Situations" scale, incorporated in the Personal Data Questionnaire, is a fully evolved Guttman scale reported by Wolf (1967). The nine intensity items were added by Jordan (1969) to Wolf's original nine content items. The scale was designed to measure man's sense of control over his environment. DemOgraphic Variables.--A total of seven demographic items were included in the questionnaire which from a theoretical vieWpoint should correlate with, or predict the scores on the six attitude content areas. These vari- ables are: age, item 89; income, item 97; marital status, item 87; religious preference, item 88; language group, item 98. Prejudice Amount.--A single item (99) was included in the Personal Data Questionnaire asking the respondent to compare his racial attitudes to those of the average person. Sample The sample was composed of four groups: West Indian Negro Immigrants, Employment Counselors, Immigration Officials, and Secondary School Teachers. The West Indian sample of 34 was gathered in Montreal and Toronto with the help of different types of organiza- tions such as the Jamaican Canadian Association, Seventh Day Adventist Church, etc. The sample was judged repre- sentative from comparisons with tabulations of immigration 39 from the West Indies provided by the Canadian Department of Manpower and Immigration. The Immigration Official's sample includes all the professional personnel from the Immigrants settlement office in Montreal. The functions of this office include: recep- tion center, liaison with associations and consulates, counseling, and placement. The Employment Counselor sample was gathered in Montreal and Toronto. From the pay lists of the Canada Manpower Centers in both cities a random sample was se- lected. These counselors were contacted individually. The Secondary Teacher sample was gathered from two representative schools of Montreal. From the list of teachers in each school a random sample was selected. The administration of the instrument as well as the gathering of the answer sheets was handled by one of the teachers in each school. Major Research Hypothesesl Contact and Attitudes h:l: Persons who score high on the contact variable Ivill score high on favorable attitudes toward the opposite racial group. Contact was measured by direct questions (items 92 to 97) in the Personal Data Questionnaire. The contact 1For purposes of clarity, the hypotheses are stated iJl the research form. The statistical analyses used the ruill form of hypothesis statement. 40 variable included the nature of the contact with the atti- tude object, the amount, the ease of avoidance, other pos- sible alternatives, and enjoyment of the contact. Atti- tude scores were assessed on the ABS:WN/BW-G. Change Orientation and Attitudes Egg: Persons who score high on change orientation will score high on favorable attitudes toward the Opposite racial group. Change orientation was measured by direct questions (items 90 and 91) in the PDQ. Change was measured in re- lationship to child rearing practice and birth control. Attitude scores were assessed as in H-l. Attitudes and Efficacy h:§; Persons who score high on efficacy will score high on favorable attitudes toward the opposite racial group. Efficacy was assessed by the Life Situations Scale found in the PDQ (items 103 alter to 119). Attitude scores were assessed as in H—l. Attitudes and Demographic Variables H-4: Age will be negativeiy_re1ated to favorable attitudes toward the opposite racial group. Age was assessed by item 86 of PDQ and attitudes 41 E22: Amount of education will be positively related to favorable attitudes toward the Opposite racial group. Amount of education was assessed by item 89 of the PDQ and attitudes as in H-l. Eli: French Speaking Canadians will not score as high as English Canadians on favorable attitudes toward West Indian Negro Immigrants. Language spoken will be assessed by item 98 of the PDQ and attitudes as in H-l. Attitude Measurement H-7: The attitude data from the sample will form a Guttman simplex. The simplex was assessed by the Q2 statistic and visual inspection of the matrix. Anaiysis Procedure The Control Data Corporation Computer (CDC 3600 and CDC 6500) at Michigan State University (MSU) was used to analyze the data, which also facilitated the data being analyzed as an integral part of the larger comprehensive study by Jordan. Table 9 contains the variable list of the entire study by IBM card and column. Descriptive Statistics A Frequency Column Count program (Clark, 1964) was used to compile the frequency distributions for every item of the instruments. This procedure is useful for selecting 42 additional variables for analysis and for gaining a clinical feel for the data. Correlational Statistics In the CDC 3600 MDSTAT program (Ruble & Rafter, 1966), a separate analysis can be done for the total group and for any number of sub-groups, or partitionings of the data. For each specified group, i.e., total, male, female, a number of statistics can be requested. Those used in this research were the means and standard deviations for each variable and the matrix of simple correlations be- tween all variables. Partial and multiple correlations are outputs of the general multiple regression model used in CDC prOgram at MSU (Ruble, Kiel & Rafter, 1966 a). One benefit of the use of partial correlation is that a number of variables which are assumed to have some relationship to a criterion, or dependent variable, can be examined simultaneously. When a series of Pearson product-moment r's are computed between a criterion and a set of variables considered to be predictors of the cri- terion, Spurious conclusions are often obtained because the predictor variables are themselves inter-related rather than directly predictive of the criterion. In a partial correlation solution to the problem, these relationships among the predictor variables are considered in computing the correlation of each variable with the criterion. 5.19:“ I.- L. Finis-gig I . . I I. . it? . 1 u I! 43 The use of multiple regression analysis has been recommended by Ward (1962) because it reduces the danger of piecemeal research and facilitates the investigation of broad problems. The multiple correlation program yields the follow- ing statistics: the beta weights of all predictor vari- ables, a test of significance for each beta weight, and the partial correlations between each predictor and the criterion. Analysis of Variance Statistics The UNEQI routine (Ruble, Kiel & Rafter, 1966 b) was used to calculate the one-way analysis of variance statistics. This program is designed to handle unequal frequencies occurring in the various categories. In addition to the analysis of variance tables, the frequency, sums, means, standard deviations, sums of squares, and sums of squared deviations of the mean were included for each category. A two-way analysis of variance design for unequal hi§_was used to analyze group-sex interaction (Ruble, Paulson & Rafter, 1966). Since the samples were not equal in size or sex ratio within groups, an "adjusted mean" was computed on which to base all 5 tests. For convenience of computer programming the E statistic was used for testing of all mean differences, even though differences between two means are usually tested by the h statistic. Comparisons 44 of the F and 3 statistics have shown that results are the same for the h and E test procedure (Edwards, 1965). An overall significant g may lead to rejection of the statistical hypothesis, but it is not known whether every mean is significantly different from every other mean when three or more are involved. In this study to deter- mine the difference between treatment means, the E test for group comparisons is the usual one while the E test used to test for differences between the "adjusted means" of "pairs of groups" is equal to a two tailed h_test while also fully accounting for the other experimental factor. The approximate significance probability of the‘h statistic is also included in the computer print-out. This convenient figure enables the researcher to know if ,the F was significant without referring to a table. For example, if the number printed out was .05, the level of confidence, with appropriate degrees of freedom, would be .05 or less. Thegz‘Statistic A procedure for testing simplex approximation was suggested by Kaiser (1962, p. 155): "for scaling the vari- ables of a Guttman simplex . . . the procedure . . . orders the variables. A measure of the goodness of fit of the scale to the data is suggested." Two functions may be observed as performing in Kaiser's approach: (a) a sorting of virtually all possible 45 arrangements of data so as to generate the best empirically possible simplex approximation; and (b) an assignment of a descriptive statistic, "g3," to Specified matrices. The index g: is a descriptive one, with a range of 0.00 to 1.00. A computer program was developed which (a) re- ordered the level members of each matrix, by Kaiser's pro- cedure, so as to generate the best empirically possible simplex approximation; and (b) calculated g: for the hypoth- esized ordering and for the empirically best ordering of each matrix. The hypothesis (H-7) of the present study allows one to examine whether the six levels of the ABS: BW/WN-G form a simplex when tested level-by-level. The next chapter will present the results of the study as they pertain to the acceptance or rejection of the research hypotheses stated in this chapter. CHAPTER IV RESULTS OF THE STUDY This chapter contains the reliability analysis of the ABS:WN/BW-G and a statistical analysis of the data to confirm or disconfirm the research hypotheses stated in Chapter III. Hypotheses l, 2, and 6 were analyzed using multiple correlation procedures as discussed in Chapter III. Hypotheses 3, 4, and 5 were analyzed using product-moment correlations. The Q: program yielded the results to test hypothesis 7. Hoyt Anaiysis of Variance The Hoyt analysis of variance technique is de- scribed by its author: By subtracting the "among students" and the "among items" sums of squares from the total sum of squares, we have left the residual sum of squares which is used as the basis of estimating the discrepancy be- tween the obtained variance and the true variance (1967, p. 110). Hoyt (1967) indicates the split-half method of estimating reliability may result in deflated or inflated .reliability coefficients. The Hoyt formula is also the exquivalent to a Kuder-Richardson formula 20 estimate. 46 47 The reliability coefficients for each level of the ABS-BW/WN-G on the four groups of the present study are contained in Table 10. Relating Attitudes and Contact hli: Persons who score high on the contact vari- ables will score high on favorable attitudes toward the opposite racial group. The hypothesis for contact and favorableness of attitudes toward the Opposite racial group was supported in that the comparison of all contact variables (see variable list, Table 9) with all ABS-BW/WN-G levels for the total groups (Table 11) reveals multiple correlation coefficients that indicate a high positive relationship. The partial correlation coefficients for the contact variables, using the total group for comparison (Table 11) denotes a significant positive correlation between the ABS-BW/WN-G personal action level and kind, amount, and enjoyment of contact with Opposite racial group (p < 006), p < 04, and p < 004). The enjoyment variable was posi- tively correlated across all ABS-BW/WN-G levels and reached significance in all but two levels. Positive correlations 'were obtained for all comparisons of Table 11 except for 'two levels on the "Gain" variable. Multiple correlations for total female group Urable 12) and total male group (Table 13) between contact Iflith Opposite racial group and all levels of the ABS-BW/WN-G 48 mm H z mucmumHEEH SMHOSH ummzv NN u z NHoHoHHHo coHuoHNHSSHN om u z Hm>mH mnmccoowm I HOSOMOB Hoocom HMHcmwmm 00H u z mHonmcsoo ucoEmonEmH mo we mH me HH mm NEH we mm No mm me mm moH NN mm mm om ON mm mmIemm HN mN ON mN mm mm Hum o m w m m H Hw>mH co o-zm\zz "mmm one How mucmHOHmmooo .mmsoum Snow NDHHHQMHHmH pmomII.OH MHmde 49 HmH u ZN UGUU H50 m HMEHOGDH HHoov em AHoov mm HHoov we AHooV we AHoov mm AHooV Hm m meHpHsz Avoov mm Hmov mH Amoov Hm Amoov mm Hmov vH Hmvv wo Homemomcm Avmv mo Homv voI Hmmv vOI Avov vo HmHV HH Hmmv No ch0 HmHV NH Avov NH Hmov mH Hmmv No Hmmv mo Hmoov em wocmpHo>¢ Avov NH Hmov NH Ammv mo HNNV mo AHNV mo HmNV mo pccoad Hooov mm ANov mH Hmmv vo Hoov eo Ammo Ho Hmmv mo OSHM :33 .H 3H3 .H 3H3 IH 3H3 H HmHmv NH 3H3 IH coHuod mcHHomm coHuo¢ SOHumsHm>m EH02 mmmuomnmpm memHnm> HmSOmHmm HMOOmHmm HMOHumnuommm Homo: HepmHOom HmumHoom unoccmmmch HOSOmHmm HMSOmHmm m.msonm Hmpou How mebmHHm> Homucoo pom wIzz\3mnmm¢ cmm3umn H mSOHpmHmuuoo HMHuHmm cam onHuHszII.HH mHmHB 50 .UoupHEo HMEHOOO H HHoov Hm HHoov we Hmoov ov Hmoov Nm Hmov Hm HHoov om m mHmech Hmmv mo HvHv om Hmoov mm HNHV Hm HHNV mo “Hey HH unmamoflcm Ammo mo Hmmv NHI Hva wooI Hovv NHI Hmmv mo Hmoov mm cho HmHv om Ammv moI HmHv mHI Away OHI Hva mo Hva mH OOSMOHO>¢ Ammv No Amov mm Hmmv OHI ANNV mH ANNV mo HHNV NHI HSOOEN mov mm HONV mOI AMNV mOI ANNV NOI Homv HoI Avoov NMI OSHx HmHmv H HmHmv H HmHmv u HmHmV H HmHmv H HmHmv H :oHuo< SOHumsHm>m New“. .MHNNNH NH”... .HNNHN. semen“? Hmc0mumm HOSOmem . . uooncoo coo o-zz\zm "mmé com3umb H .msoum Hmuou mHmEmm How mOHbcHHm> mcoHHMkuuoo HmHuHmm cam mHmHuHszII.mH mHmHB 51 .OOH u z OOHUHEO mHmEHomQM HHoov mm AHoov we HOHov mm “Hoov mm Hmoov Nm Amov HH m mHmHuHcS Amoco om Homv HH Ammo HH Amov om ANHV OH HMNV HOI Hamemoflcm Hmmv mo Homv NH Hmmv wool Hmov mm Amov mH Ammo Ho chw HNmV NOI Hmmv mo Amvv No Hmov mOI Aomv MHI Homv mo moccpHo>¢ Hoov Hm Hva mo Hmev mo HNvV NoI Amvv moI Home No uncoE¢ HOHV NH Hmov mm Ammv No ANNV mo Ava mOI Hoov NOI OSHM Hmev H AmHmV H HmHmv H AmHmv H AmHmv H AmHmV H coHuod mcHHmom coHuo« coHumsHm>m EH02 cmxuomeum mHQMHHw> HmcomHom HmcomHmm HMOHuonuommm HOHOE HmumHoom HmumHoom ucmocmmchH HOSOmHmm HmcomHmm N.QSOHO HMHOH mHmE How mmHQMHHm> Homucoo Ucm OIZB\3m "mm¢ cmmsumb HmcoHHMHmHHOO HMHuHmQ cam mHQHuHszII.mH mqmde 52 shows all comparisons to be positive and significant. How- ever, when total female group (Table 12) partial correla- tions were considered,kind of contact was negatively related to all levels of the ABS—BW/WN-G except for the Personal Action level. Correlations across all contact variables except enjoyment of the Personal Hypothetical Behavior level for the total female group (Table 12) were also negative. An interesting finding in relation to contact of both total female group (Table 12) and total male group (Table 13) was the significant positive (p < 003) corre- lation between enjoyment of contact and the Personal Hypo- thetical Behavior level for the female group and the sig- nificant positive (p < 003) correlation between enjoyment of contact and Personal Action level for the total male group. The multiple correlations for the EC group Table 14) between all contact variables and the separate levels of the ABS-BW/WN-G resulted in positive significant correlations across all levels. Significant positive par- tial correlations were found for the EC group (Table 14) between the Personal Action level and Kind (p < 004), Gain (p < 0005) and Enjoyment variable (p < 006), and between Enjoynemt variable and levels Personal Moral Evaluation Q? < 006), Personal Hypothetical Action (p < 001), Personal Feeling (p < 02), and Personal Action (p < 006) - 53 .mHonmcsoo ucmfiaonEm .OOH "zm OOHHHEO mHmEHomoM AHooc NN HHooc Ne HHoov oe HHooc NN HNoc NH HNoov NN m onHpHsz Heoov NN ANoc NN HHooc NN Heoov NN HNNV No HNNV No ScmSNoNcm ANoooc NN HNNV No HHNV No HNHV NH HONV HH ANNV No cHoo HNNV No ANNV oH- HHNV No- HNNV NHI HeNc oHI ANHV NH mocooHo>e HNNH No ANNV Noo ANNV eoI ANNV NoI AHNV Ho AHNV No- ucooea Aeooc oN ANHV NH ANNV NoI HNNV NoI AHNV Ho- ieoc NN- ocHH AmHmV H HmHmV H HmHmv H HmHmv H HmHmv H AmHmv H New. NHNH theme... 3%“... NH”... HHS. .NNNNNN. HmcomHmm HMSOmHmm . . Homucoo cam UIZB\Bm I. m.m50Hm mom How mmHQmHHm> "mmm cwmzumb H ncoHHnHonnoo HoHHHaN can oHNHHHoz-I.NH NHNNN 54 Multiple correlations for the RST-S group (Table 15) between all contact variables and the separate levels of the ABS-BW/WN-G yielded positive significant correlations across all levels. The only significant partial correla- tions for the RST-S group were between the kind of contact variable and Societal Stereotype level, avoidance variable and Sociatal Norm, Personal Hypothetical Action levels and enjoyment variable and Personal Action level; The multiple correlations between all contact variables and the ABS-BW/WN-G for the IO group (Table 16) yielded significant positive correlations across all levels. The only significant partial correlation for the I0 group was between the Societal Stereotype level and the gain variable. It was positive at the .03 level. Multiple correlations for the IM group (Table 17) between all contact variables and separate levels of the ABS-BW/WN-G shows the relationships to be positive and significant. The partial coefficient between kind of con- tact and Societal Noem level was negative and significant at the p < 02 level while positive at p < 05 for the Per- sonal Moral Evaluation level. The avoidance variable was positively related to the ABS-BW/WN-G Personal Action level (p < 001) while the gain variable was negatively re- lated to the same level (p < 0005). The enjoyment variable was found to be significantly related to Societal Norm and Personal Moral Evaluation levels of the ABS-BW/WN-G. H-l 55 cm H Zm .NHmOcoomm I mezomoB Hoosom HOHOOmmm .OmuHHEo HmEHomoH HHOOV NN HHOOV mN HHOOV mm HmOV NO AHOOV MN AHOOV VN m mHmHHHsz Hmov mm Ammv MH ANNO mmI Avmv OO Ammv OO Ammv OH HcmEmomcm ANOV mOI AMNV OH Ammv OOI Hmmv NH HNHV me HHOV mHI chw HHOV mH HOHV we AHOO mo Ammv em HmOV mm Hmmv NH mocmcHO>¢ HOOV HOI HNmV mo Hmmv NOO AOVO mmI HOHV HOI HNHO mm HSOOEH Ammv HOOI AHNV HH Ammv OOI Hmmv OH vav mm ANOV mm OSHH HmHmv H HmHmv H AmHmO H HmHmV H HmHmv H AmHmv H coHuom coHumsHm>m imam”... awmwmm 183.30% at... ammo... .Mmmwwwm .awwmwwwa HOSOmHmm HmcomHmm . . m.m50Hm NmIBmm How mmHQMHHm> Homucoo cam UIZB\3m "mmd cmmBHmn mcoHumHmHHoo HmHuHmm can OHQHHHDZII.mH mqmde H a. l\- ..K.NVN<.N\ Jill-III“ 13 r . 56 .mm H 2 m .mHMHOHmHO coHpmHmHEEHN .OmuuHEo mHmEHomoH HNoO Ne HNoO NN HNoO Ne HNoO NN HNoO oe HHoO NN m onHuHoz HNHO OH HHNV NO ANOO vO Hmmv mOI Hmmv mH Hmmv OHI ucthoflcm HNmV OHI HONO NO HONO mNI Hmmv NHI HOHV mm HmOO Hm :Hmw HOOV OOI HOOO HOOI ANOO OHI HHNO HMO Amvv OHI Hmmv OO OOSMOH0>H Hemv NH “NOV OH HNNV HO vav NH Hmmv OHI Hmmv HOO HccoEd HmHO mm Hmvv ON HHNO Hm Hmmv vO Hmmv OHI Hmmv OHI OSHM 3H3 H 3H3 H 3H3 H HmHmv H 3H3 H 3H3 H coHu0¢ coHpmon>m SOHHO< mcHHmmm HOOHumzuommm HOHOZ EH02 mmhuomHmum OHQOHH0> HMSOmHmm HmcomHmm HmumHoom HmuoHoom unoccmmmccH HMGOmHGQ Hmflomumm m.m:0Hm NOH How mmHQMHHm> Homucoo new 0I23\3m "mm< cmm3umb HmSOHHmHmHHoo HmHHHmm 0cm mHmHuHszII.OH mqmce II N .- N SNINH~¢ HNHV mm HNHO mm Hmmv OO Hmmv OOI Hmvv Hm HOMO ONI HSOOEH HONO mm Ammv mm Homv OH HOOV Ne ANOO NmI HOOO NO OSHM HmHmv H AmHmv H AmHmv H HmHmV H AmHmv H Hmev H coHu0< coHHmsHm>m coHuom OSHHOOH HmoHpmcHom>2 HOHoz EH02 mmmuomHoum OHQOHHO> HOSOmHmm HOSOmHmm HmumHoom HmuwHoom HSOOSOQOOSH HMCOWHGQ HMCOmeNm m .QOOHm NEH How mebmHHm> Homucoo paw OI22\2m "mmd cmwzumb HmcoHHmHmHHoo HOHHHOQ paw OHQHHHOZII. NH mHm¢e 58 was supported; based on the significant positive multiple correlations between contact variables and all levels of the ABS-BW/WN-G scale. Relating Attitudes and Change Orientation h:g: Persons who score high on change orientation will score high on attitudes toward the opposite racial group. The hypothesis for change orientation and attitudes toward the Opposite racial group was supported based on the significant (p < 001) positive multiple correlations obtained in the comparisons of all change orientation variables across all levels of the ABS-BW/WN-G for the total group (Table 18). Partial correlations between the child rearing variable and all levels of the ABS-BW/WN-G for the total group were significant and positive at p < 0005 except for the Personal Action level (p < 02). The EC group obtained four significant multiple R's between change orientation and the ABS-BW/WN-G; one at the Stereotypic level, one at the Personal Hypothetical Action level, another at the Personal Feeling level, and one at the Personal Action level (p < 05). Partial corre- lation comparisons indicated significant relationships .between the change orientation variable of child rearing and three levels of the ABS-BW/WN-G (Table 19): Societal Stereotype at p < 03, Personal Hypothetical at p < 006, and.Personal Feeling at p < 001. 59 I5 sue-2 \u HOH u 2N .OOHHHEO mHmEHomoH HHooO NN HHooO Ne HHooO Ne AHooO oe HHooO NN HHooO He m oHaHHHoz HmOOV em HOOOOV Nm Hmov NH HNOOOV mm ANOO OH ANOOV em HOHHSOO QHHHm HNOV OH HmOOOv mm HmOOOO mm HOOOOO mm HmOOOV om HOOOOV mm mcHHmmm OHHHU HmHmv H HmHmO H AmHmv H HmHmO H Amev H HmHmv H SOHH0¢ OSHHOOH HMOMMWMMMQNm SOHMMwwm>m EH02 OQNHOOHOHO memHHm> HMCOmHmm HmcomHmm HOHOOHOQ HmcomHmm HmumHoom HmumHoom HGOUQOQOUCH mmcmso UGO OI m .OOH n 2 6O m .mHonmcsoo ucmEmonEmN .OOHHHEO mHmEHomoH Amov OH AHOOO mm HmOOv Om. HONO HH HOHO mH ANOV mm m OHQHHHOZ HMHO OH Ammv HOO HOOO moI HONH mO AmOO OOI ANOO mOI HOHucou cuHHm Hemv NO HOOV mm HOOOV mm HOmv OH HOHV MH HmOO mm mcHHmmm OHHHO HmHmv H HmHmv H HmHmv H AmHmv H HmHmO H HmHmv H coHpoa coHumOHm>m imam“. ammmwm 22.23%. age. 2%”... Iwwmwwa awmmwa HOSOmHmm Hmc0mH0m . . mos m.250Hm mum How mmemHHm> coHumHSOHHo mno cam 0I23 3m " com . \ Nee anon HmcoHHoHoHHoo HoHunme coo oHNHHHoz-I.NH mHmaN 61 The multiple correlations for the RST-S group (Table 20) between all change orientation variables and the separate levels of the ABS-BW/WN-G yielded three significant correlations; one at the Societal Norm level (p < 01), one at the Personal Hypothetical Action level (p < 05), and another at the Personal Action level (p < 02). Partial correlations Show progressive child rearing prac- tises significantly correlated in a positive direction to the Societal Norm (p < 02) and Personal Action levels (p < 05) of the ABS-BW/WN-G. Table 21 reveals attitude levels 1, 2, and 4 were most related to change orientation for the IO group. The multiple R of .43 between independent variables (change orientation) and the criterion (societal stereotypic) was significant at the p < 05 level. The multiple R of .30 between change orientation and the societal norm level as well as the multiple R between change orientation and Personal Hypothetical Action, were also significant at p < 05 level. The IM group (Table 22) obtained three Significant multiple R's between change orientation and levels of the ABS-BW/WN—G. Two at p < 005 for the Personal Moral Behavior and the Personal Action levels and one at p < 02 for the personal feeling level. Partial correlations Show progres- sive child rearing practices significantly correlated (p < 004) in a positive direction to the Personal Moral Behavior level Of the ABS-BW/WN-G. 62 Pb». ”15.. 41..)FPBIL (,. >- I\ H \H . .bkb cm H 2m .Hm>mH mHmOcoomm I mHmzomoe Hoocom Hchmmmm .OOHHHEO mHmEHomo H HNoO NN HNHO NN HNoO NN HoHO NN AHoO NN HoHO NN m mHmHuHoz AONO NNI HNNO NH HNHO NNI ANNO NH HNNO NHI ANNO NoI HoHHcoo cHHHm HNov Ne HNNO NN HHNO NoI HNNO oN HNoO NN ANNO HN- NcHHoom cHHco AmHmO H AmHmv H AmHmv H HmHmO H AmHmv H HmHmv H EDA-Hod COHHMSHmemH New“. Name 33239.. are. 2%”... .fiwwwwm awwwmwa HMGOmHOm HMCOmHONH . . 00:050 paw UI23\3m "mmfl COOBHOQ m.dcon NmIBmm How mmemHHm> coHumucmHHo HmcoHHmHmHHoo HOHHHmm cam OHQHHHOZII.ON mHmHB gruff-NHI!» . W: IwCINIIWIpa. .T.1..'M~Q r1! Ir. . 63 .mm H 2 m .mHmHOHHmO coHumHmHEEHm OOHHHEO mHmEHomoH HoHO NH HoNO No HNoO NN HoHO NN HNoO oN HNoO Ne N meHHHsz ANOO OOI ANOV HO HmHv mmI Hmmv OHI Hmmv ONI HOOV me HOHHSOO HHHHm ANNO NHI HNNO NoI Heec HH HNNO NH Heec NH HoNO NI NcHHomm OHHHO HmHmO H HmHmv H HmHmv H HmHmv H HmHmv H HmHmv H coHuod mcHHmmm Hmommwwmwmmm conmmwm>m EH02 OQNHOOHOHO OHQOHHO> HOSOmHOm HmcomHmm Hmc0mHmm HmcomHmm HmumHoom HmpmHoom HSOOOOOOOQH mmcmso Ocm OI23\3m "wmfi cmmBqu m.@50Hm moH HOH mmHQMHHm> coHumucmHHo H mcoHumHmHHoo HmHuHmm pcm OHQHHHOZII.HN MHmHB 64 .mHSOHmHEEH SOHOSH Hmmz N .OOHHHEO mHmEHomQH HmOOv OO ANOO Ow HOHV mm AmOOO OO Home OH HOHV ON 2 OHQHHHSE HOHV em AOHO mm AOOO OH HHHO NmI ANOV OOI Hva NN HOHHSOO cuHHm HHHV OH Hmmv NO ANNO NO Avoov HO HONV OO Heme NNI mcHHmmm OHHHU HmHmO H HmHmv H HmHmO H AmHmv H HmHmv H HmHmv H coHuom coHumsHm>m SOHuod mcHHmmm HOOHumcuommm HmHoz EH02 mmmpomHmum OHQOHHO> Hmc0mHmm HOSOOHmm HmumHoom HmumHoom . HSOOSOQOOSH HMGOmHQNm HMCOmHmm m.d:0Hm NEH H0O mebmHHm> coHumucwHHo mmcmgo pew OI22\2m "mmd Semapmb HmSOHHmHmHHoo HOHHHOO Ocm OHQHHHOEII.NN mHOON 65 Relating Attitudes and Efficacy H—3: Persons who score high on efficacy will score high on favorable attitudes toward the opposite racial group. The significant positive relationship (Table 23) between efficacy and levels 1 and 4 of the ABS-BW/WN-G lend support to H-3. The items contributing to the effi- cacy scores are contained in the Life Situation scale (see Appendix). Correlations of .22 and .73 between efficacy and the Personal Hypothetical Action level of the ABS-BW/WN-G were significant for the EC and RST-S groups respectively (p < 03 and p < 005). These findings illustrate one of the benefits of using facet analysis in scale construction. The ability to tap different levels of an attitude gives the researcher more understanding of the relationships between certain variables. In regard to H-3, more sense of control of one's environment may in- fluence hypothetical behavior but have no effect on that individual's personal behavior. H-3 was confirmed. Relating Attitudes and Demographic Variables H—4: Age will be negatively related to favorable attitudes toward the Opposite racial group. The significant positive relationship (Table 24) between age and Societal Norm, Personal Moral Evaluation, Personal Hypothetical Action, and Personal Feeling levels of the ABS-BW/WN—G for the total group are findings opposite r. ANNO No “Nev NHI ANNO No- AHNO No ANNO HH HNHnO H N HoNO No HNov NNI HoNO No HNoO NN HNHO NH “NHNO H N HNoO NH iNHO NNI ANNO oNI HNoooO NN “Nov NN HNHNO H e HNNO NoI ANNO NHI HNNO Ho HNHO NN HNNO No- ANHnO H N % Heec No HNHO HNI ANHO HN ANNO oN HoNO No ANHNO H N HNoO NH HHNO HH HNNO No HNNO HH lNoO NH ANHnO H H mooHN Houoe 2H 0H mIemm .o.m .HNHN Hm>mH Hucmucoov NOOOHHHM .wwHQEmm 0 .HO 1' 0 I 23\3m "mmm me may SmeHwbH NONOHHHO Ocm me>wH OOOHHHHO 67 HHNO NoI HHoO NNI HNNO No HNNO eoI HNNO No HNHnV N HHoO oN ANNO NHI HHNO No HNNO NoI HHoO NN HNHNO N HNoO NH HNNO No HNNO No HNNO NNI HNoO oN HNHnO e HNoO NH ANNO eN Hoes NH HNNO NHI HNNO No HNHnO N HHooO NN HNNO NH HNNO ON .NNO No- HNoooO NH HNHNO N HNNO No HNHO oNI Home NH HNNO Ho- HNooO ON HNHnO H OsOHN Houoe 2H 0H NINNO .o.m .Hopm HO>OH mod .mm a b mHm>wH OOSOOHHHSOHm Ocm OOOHum wHH . . H oOII HN NHNHN 68 ‘UJthatgmedicted. A significant correlation in the direc- tioncnfthe hypothesis was found for the IM group at the Personal Action level. H-4 was not confirmed. H-S: Amount of education will be positively re- lated‘UDfavorable attitudes toward the opposite racial group. The data indicate, when the total group is consi- dered, significant relationship between amount of educa- 4, and 5 of the ABS-BW/WN-G (Table 25); tion and levels 2, Observing the groups findings Opposite to that predicted. separately indicates the IM group responding as predicted at the Personal Action level. The same was true for H-4 where the only group who responded as predicted at level 6 was the IM group (Table 25). H-5 was not confirmed. H—6: French Speaking Canadians will not score as high as English speaking Canadians on favorable attitudes toward West Indian Negro Immigrants. The significance tests results, as depicted in failed to confirm completely H-6. As can be Table 2 6 , seen.iJ15rable 26, the differences between the means of both groups were significant and in the hypothesized direc- tion for levels 3: 4, and 5. At level 1 the differ- ences were in the direction Opposite than was hypothesized. H-6 was partially confirmed. 69 Hams moo Hmoc He “may mm- HHeo mH Ammo Ho- HmHmv m AHov mH- Ammo so Have mH- Amer mo- Amos mm- HmHmv m Hmov mHs Ammo so Heme OH- Ammo mH- Amos 5H- AmHmv v AmHV HH- Heme mo Ammo mo HHmc mH Amos mH- AmHmv m Heooc Hm- Amer no Home mo- Hmmv mo Hmooc Hm- AmHmv m Hone mo Hams mm- Heme mo Ammo mm- Hmmc No- HmHmv H msoum Hmuoe 2H 0H muemm .o.m .umum Hw>mq cofluMOSUm mo ucsoad .mmHmEmm now cowumospw mo ucSOEm paw mao>ma mpsuflupm w I zz\3m "mmfl me may cmoBumn mocmoHMHcmHm pom mcowpmamuuooll.mm mqmme 70 .mo. um .mHm .4. .OH mlem 0m H mN.H ¢.¢ mo.wH Hm m.v Hm.mH mm m «hm.© h.H wm.na Hm H.N hv.mH mm m amw.a m.N mm.wa Hm o.N mo.mH mm w «mm.m h.N hN.hH Hm m.N Ho.mH mm m vm. ©.N mm.va Hm h.N No.va mm N mo.m| m.H mo.va Hm m.H NM.MH mm H .D.m Z Z .D.m E 2 u Hm>mq moaxmmmm nocmum mcflxmomm nmflamcm .onzz\3mumm< may no mesonm muHsmmu ummu mocmoHMHcme deEmm mcmemmm roamum cam :mHHmcm How paw mcoHuwH>wp Unmocmum .mcmoE .oNHw meEmm . un.om mqmde 71 Relating Attitudes and Multidimensionality H-7: The attitude data from the samples will form a Guttman.simplex. The results from the four sample groups (Table 27) form an approximate simplex as predicted from Table 5. Examination of Matrices 27.1, 27.3, 27.5 and 27.7 in Table 27 indicates that correlations between the six levels decrease in relation to the number of steps two levels are removed from each other. The Q: value for the EC original matrix (Matrix 27.1) was .91 compared with a best 23 value of .92 (Matrix 27.2). The original EC matrix (Matrix 27.1) had two reversals of level correlations. Matrix 27.3 for the RST-S group reveals the ori- ginal matrix Q: value to be .65 while the best order Q3 value (Matrix 27.4) was .93, a difference of .28. There were five reversals in the original matrix. The ordered matrix (Matrix 27.4) increased the Q: value by .28 and left the matrix with two less reversals. The Q: value of .76 for the original 10 matrix (Matrix 27.5) was identical to the best ordered matrix (Matrix 27.6). Both had five reversals. The Q: value for the original IM matrix (Matrix 27.7) was .54. The best gi_matrix (Matrix 27.8) value was .85, an increase of .31 over the original matrix. There were six reversals in the original matrix and five in the best ordered one. .Nm. n Hm>mH mo. an m no maHm> HmoHuHuoo mm. u Hm>mH mo. um u no msHa> HmoHuHuom Ne. u Ha>oH m.o um u we msHm> HmoHuHuov ma. u Am>ma mo. no u mo msHm> Hmowuauom .coaumfiuommp wHQEMm u0w uxmu 00mm .pwcwaumpcs mum mammum>wma uu mm .Iw om mo Ho uu mm hm do we mm nu om ma mm ma no mm Mm om NH mm m cofiuoc HMQOmumm nu mu. «m NN Ho nu Ho Ho Hm mo .. NM om em «N -n mm me mm Ho m mcHHmmm Hchmumm nn mm «d om uu Np MM Md nn um um .Mw nu hm He No v :oHuod advaumnu0d>m anaemumm uu mm MM nn mm mo nu MM Hm nn mm ma m coNumsam>m Hmuoz HMCOmHmm m.n~ nn om c.5m nu mm v.n~ nu He m.>m nu mm N Euoz Hmumfioom 2 XMHUQE II XHHUME II XHHuME II XHHHME II H mmwuowuwum HmumHUOw 7: mm. u No ummm on. u No ummm mm. u No nmmm Na. u No ummm nu mN «w mm NN om nu mm NN mm mm mm nu Nm NH om nm Hm nu 0N ON N NH mo o coHuoa Hmcomumm nu mm ON mm HN -n Ho Ho Hm No nu mH vm em Ha .. Ne mm mm mm m mcHHmom Hmcomumm nu mm mm oN -n NN mm Mm nu ow mH mm .. Nm mm mH q coHuu< HmoHumguomsm Hmcomumm uu mm mm uu on we nu nm em nu Hv mm m coHuwsHm>m Hmuoz HMCOmuwm N.NN nu mm m.NN n- NN N.NN .. mm H.NN u- NN N Euoz HmumHuom xwuume nu xfluuwe nu xHuumE un xHuumE nu H omxuomumum Houwfloom em. u No HmchHuo on. n No HmcHoHuo me. u No HmcHoHuo Ha. u No HmchHuo m m e m N H m m e m N H a m v m N H a m e m N H EumB m>HuQNHommo mmHmEmm NN n 2H mmHmsmm NN n oH emHQEmm oN mnemm meaEmm so u om ~.monEMm mru Hem 0n23\3m ummd on» no Hmcoflumeuuoo onmEHm mo mflmuamc Hov.m noonN HN nNo<> : . o -<> moo Nno n HN nNooo no.H ono.N HN N o o oHo.H nnomn HN HNono noouH a...» HN cacao "on.“ omouo HN omouo ooo.o onoqo HN nHooo non.o Non.o HN NHNH) ooo.o nos.» HN nHo<> one H nnnqn HN nHooo Non o non.» HN oH¢.> oon.n Hon.n HN nHooo noon. nos.» HN NHooo noHMH oNo.n HN HHono oNH.w nco.N HN oHo.> not. HonHH HN oooo NnH.n non.oN HN noo> nno.n mmm.no HN nooo nN¢ N Nnooom HN o oo> nooHH .HN.oH HN n o.> ono.m owouo. HN . «Ho woo N Hon no HN » «no nno-H oHN..H HN N on) non.m noono. HN H «Ho on, non znmz z oxoz one son 2an z mzoz own now zHN: z . N2H2 o oo ooHoo woowzunoa . noo.o ooH.N ”N oN¢o> Hoo.o Hon.» nN nNooo Ho.o ooo.N nN NNgoo ooH.H Han.» nN ”Nooo ooN.o noo.H nN NNooo an o non.» nN .Nn<> ooN.H no... ”N oN¢o> nHo.o HoN.H nN onoo .oNHH ”Ho.” nN NHnno onH.H nNn.N ”N NHNH> noo.o NNN.H NN nHooo non.o Hon.» nN anoo non.o .mH.» nN oHNH> oHn.o oon.o nN nHooo on... on».N nN NHnoo noo.o non.H nN HHNH> onN.H oNH.n nN SHooo ooo.o onN.H nN onoo ooN.n nno.oN nN noo> one.» non.oN nN Non> Non n H.N..H nN . nn> ooN.H ooo.oH nN n on) NHn.N ooo.oH nN o «no .Nn.N nnN.oH nN a on, onn.N oon.oH ”N N «no nNo.H noo.nH ”N H on, one son zoo: z nzoz ono non zoo: z wxoz one now zoo: z Ntoz n on Noon» monmzumon soo.o ooo.N oH oNao> Hoo.o HNo.n oH nNoo> ooo.o ooo.H oH .Nzoo oNH.H oNn.n oH nN¢<> ooo.o ooo.H oH NNNH> _NH.H onn.N oH .Nno> HHo.H non.» oH oN¢n> noo.H onH.N oH oHooo coo.H Non.» oH .Hgno non.H Non.N oH NHNH> .No.o ooH.N NH nHo<> nno.o oHn.n oH nHooo nnn.o H.N.» oH oHaoo NHn.o on... oH nHooo NnN.o noH.N oH NHnoo Non.o nan.H oH HH¢o> ooo.o oHn.N oH oHooo non.o Non.H oH ono> ooN.n onn.oN oH omn> non.o HNo.nN oH no.) no... noH.nH oH o «no noo.H HN..NH oH n No> nNn.N ooo.NH oH o «no nnN.N H.N.NH oH . .oo nHo.N one..H oH N a.) noo.H ono.oH oH H on) one on» zoo: z nxoz one Non zoo: z mzoz one now zone 2 ornz N on oooon whomzunon ono.o Nno.N no oN¢o> ooo.H NoN.n no nNooo nnn.o ooo.N oo NNooo ooo.o NNN.» .o nNooo noo.o oon.H no NNooo «on.e can.» no n~¢<> non.« non.» no oN¢<> HH¢.H ono.H no oH¢<> NN».H ooo.» no .Hnoo noo.H Non.» no NHN.) NNo.H noo.N oo oHooo ooo.o onn.n no an<> non.o ooH.n oo oHoo> own.o ono.n no nHooo noo.o nnn.N oo NHnno nNo.o ooo.H no HHNH> noH.H noo.n no oHono noo.o ooo.H no o¢o> Nno.N noo.oN no noo> an.n noo.nN no non) Ho... HNo.oH no n ¢n> oNo.N noH.NH no n ¢o> ooN.N nno.nH no o «no noo.N Nno.NH no n on) ono.N oHo.nH no N a.) noo.H noN.nH no H «no one on» zomz z nxoz one son 2..: NtNo non zomx z. wroz H on oooon noowzoooa .Hm oabmec umwa manmwum> mom H.moaanum> «concommoao va can unaccomwp NH :0 moamsmn assumHEEH smoccH and: can .meHonuuo ucmumnaaH .muosowua Hoosom .muoaomcsoo uaoaaoamam How chHumn>op pumpqmum can .mcmms .m.zuu.m~ mamca S99 Noo.o oNo.o mHn.H ano.o «no.o cov.c non.o Heo.N one an mon.o .00.: non. H 00. e no. a H.N.H onc.o Hon.N son oNn car. a sun oNn NHH. N NHoH n HNNH n HNNHH nonH N HnoHH oonu HH NooHNH znmz H.N.N onan NHNHN on» H» onoHN oooH N onoHoH non. HNH znmx noN. N HNNH n nnoHn HHHH n NoNHN oooH H nnoH HH coo HNH 2cm: nnH NnH NnH nnH NnH NnH NnH onH z no oo oo co no 00 oo 00 an on on on on on on on onoo HNNH> NHHH> nHo<> uuc<> oooo n oo> n oo> Nzoz HNoHo HNNH) HHoHo nHooo ud¢<> omn> o NH) H NH, nsz ononH oNo.o non. H oNoHH onN .o NHNH a com on NnnH HN oon. HN >mon opw ooHHH vNoHo HNH H oooHH NNNHo non Ho ooHHn NNHH HN no. HN >mou ohm H.N.H HNo. o HoNH H nNnHH noN o onoHH anon u cuo“ H con HN >nn unpm non.n HNN.H HNN.n oNn.n NHH.n Hon.H nHN.oN ooN. NH Nno.wH 2H»: worow moo. n can. 0 n...» HHN.» HHH.H cooHON HHN. NH HHH. .H acmz non.N NHo.n Hno.n nHH.n one.» Non.w Hoo.oN Noo.oH onn.nH H.N; oma nma hm“ and emu km" on“ om“ emu oo oo oo oo co oo oo oo 00 on an on on on on on on on HNNHo HNNH> oNNHo NHNHo HHNHo HH¢H> HNHo n «Ho N NH) wsz oNNH> NN¢H> HNNH> NHNHo oH¢H> HHNH> HNH> n NH) N NH> mz<2 HNNH> HNNHo HNNH) NHNHo vu¢<> HHNH) c¢(> n «Ho N «Ho NIH: .Hm manmec umHH manmnum> mom one. nno. non. Hoo. Non. NNN. NNN. oNn. NHH. mow nlfilcOHIO-‘JOfv-l >mo chm oHH. vnN. oNn. oNo. one. new. onn. eon. one. H‘N ”9.7'NGOHHUO'C'C >mo chm too. and. 0H». can. «no. mud. ovn. ecu. nnHHN 'N '2 HO IHIHI‘VNV'. >mo oNn NoHnn NnoHH mco.d moHHN are. v “mm” m con .nn nem.nH mnn. n. 2¢wx u» up >n. NNHHH mo¢.H oooHH NNHMN mnm.o on. n NooHnn mHmH a. con Hm. zHNx -z av >n. HNN.n oNNHH NHoH HN NcNH N HHHH one. n non. HNN NNHH a. HNHH NH .2owx H NnH oNN<> NnH NNaHo onH oHNH> onH oHooo NnH nHooo NoH HHooo onH Nooo onH o «Ho onH H «Ho wsz No? NNNNINENN oo nNNH> oo NNNH> oo oHoH> no nHooo oo HHNH> oo oHono oo NNHo oo o «Ho ooz H «Ho urn: Nmz uNNwzcooN on nNNH> on NNNH> on oHoHo on nHNH> on NHNH> on mHono on NNH> on o «no an H NH) wznr O u an >oqhmz mhhwzuwau H.uoHnuHHa> unaccomopcn «H can acopcmmmu NH so muflmfiwm macaw Hmuou was macaw mama Huuou .msoum onEmu Huuou How ncOHumH>oo pumccmuu was Hugues .m.zun.m~ Manda 100 TABLE 30.--Corre1ation matrix for Employment Counselor sample on 12 dependent and 14 independent variables.1 v00 2 0.220 v00 0 -0.020 0.000 0.... v00 0 0.00:, 0.00 0.000 M" mm v00 0 0.00: 0.00: 0.000 0.002 v00 0 -0.00:’ 0.100 0.000 0.200 '0.200 0.000 0.000 0.070 v007 0 170 .0 0 . 3s 0 2 . 70 0 22 0 ’9 G 2,, .00 ,5 0 1 003 ” 08 ., 0.000 0.000 0.700' 41111) 0.000 0.200 0000 0 070 H0.000 0 000 0 022 0 0 0 0 070 0 00 t 0 ., ., ' 0 ,5 0 9’ 0 "5 0 ’ 0* ,’ 0.000 0.070 0.720 0.000 0.000 0.072 0.102 v000 0 020 0.200 .0 000 0 070 0 020 0 023 0 000 0 000 ' 00 » ' 00 ' 00 ' 00 ‘ 00 ' 0, ' 00 0.007 0.070 0.000 0.202 0.000 0.000 0.000 v0000 0 200 0.020 0 007 0 070 0 200 0 000 0 017 0 0 0 200 ‘ ' 05 ' 00 ' - ' 00 ' ' 09 °' 100 ' «w "IUD 0.300 0.000 QED 0.000 0.070 0.000 .0 "a“ ...12’ 00.13. O..°22 '°.:‘. .00‘51 '°.03' .°.1.° ..t" 00.33. .001. 00 00 0s 00 00 00 0g 00 00 .02“ 0017. .082. .0353 .01‘0 007.3 0006’ .009. 00.62 v0002 -0.222 0.010 0.200 0.190 0.120 0.220 .0.010 .0.000 0.000 H0.102 0.001 00 0 00 0 00 00 00 0 0.070 w (m 0.201 0.000 0.001 0.030 0.001 0.000 VflIIS .0..1‘ 06.300 "oia, .°.:‘, '03:“. 'ogol‘ '0.112 OOJ‘I .°|!3. .003.' .01., 0.174 00 00 00 ~ 00 0 00 00 00 00 0.012 0.000 0.002 211:1) 0.070 0.270 0.000 0.077 .11115 0.000 0.000 V‘nt‘ 00.,” 6.02. “0.0.0 ...,‘ 00““ .°.°.° 00:02 .012. 0.09, 00.07! ..'1. 0.1.. 00 00 00 00 00 00 00 00 00 0 0 0 0.007 0.702 0.001 0.070 0.170 0.000 0.070 0.220 0.000 0.000 0.000 0.002 'A't’ .OItt. .6005. .u'12 '0.093 .0307. 0.1“ 0000‘ °.°t. .00065 .0011: .307, 0.... 00 05 00 00 00 00 0g 00 00 00 0 - 0.200 0.027 0.000 0.000 0.070 0.128 0.000 0.000 0.711 0.000 0.002 000(II) v00 0 H 2 3 *. 7 0 0 20 002 0 00 . 70 . 0 0 0 0. 2. 0 00N 0.009‘ 0.10,‘ 0. 2 0. p 00.00:. 0.00,4 _0.0 '. 0.0 '. 0.00" 0.10,: 0.721 0.200 0.000 Ng[[[) .[[1110 0.901 0.000 0.000 0.070 0.000 0.070 v0017 -0.010 0.000 0.000 0.007 0.203 0.002 00.127 .0.000 -0.007 0.000 0.002 0.202 00 00 05 00 - 05 00 00 0 0 0.201 0.070 0.072 0.007 m. 0.0m) 0.223 0.700 0.000 0.020 0.007 00010 0.120 .0,000 0.020 0.000 0.052 0.200 0.000 0.000 -0.007 0.000 0.002 -0.007 00 05 00 0s 00 0 0g 00 00 00 05 00 0.211 0.000 0.000 0.020 0.000 0.00! 0.000 0.000 0.720 0.020 0.066 v0007 -0.00’ 0.129 0.235 0.190 0.200 0.906 0.030 0.002 0.027 -0.05' -0.127 0.072 00 09 00 0 0,. 00 00 00 00 00 0.050 0.220 0.000 0.720 0.020 0.770 0.500 0.207 0.093 00020 o0.027 0.003 0.002 0.000 0.070 0.000 0.020 0.002 .0,g20. .0,000 0,000 0.000 ' 0 09 0 0 00 , 00 0 00 00 0.700 0.700 {I'll}? 0.0.0 0.020 0.201 0.005 0.000 0.120 00021 0 20! 0.229 0 034 0 290 0 137 0 822 0 0 o 070 0 007 0 000 .0 070 0 0 0 ‘ 0 , ' 00 ' ' 00 ' "°0 ' ' 00 ' 00 ' 00 ' 00 ' 100 «m 0.700 ‘53, 0.00: w 0.000 0.000 0.300 0.000 0.077 00022 H. 100 0.100 0 200 0 202 0 0:0 0 092 00 99 0 020 0 000 .0 020 0 000 o 000 0 ., .9 0 ” 0 0 0 , 0° ’ 00 ,’ 0 ’. 0 .’ ' 0 .’ 0 0.077 0.107 @ my m 0.000 0.202 0.072 0.700 0.000 w 00020 H0.072 0,000 0.070 0.002 0.200 0.000 0.207 .00.000 00.000 -0.000 -0.010 0.159 0 00 00 00 0 00 0.000 0.000 0.000 0.070 0.000 0.772 0.000 0.030 v0020 0 070 -0 1 - 070 0 0 7 0 0 0 00 000 00 70 0 000 0 020 20 0 0 0 0 000 ’ 00 ' ‘00 .' 00 ' ‘00 ’ a’00 ' 00 " 00 ' 00 ' ' 00 "‘ 00 ' ‘ ‘00 ' ' 00 0.001 0.202 0.002 0.000 0.000 0.000 0.000 0.000 0.020 0.10! I.I0! 0.0!! "It! 0 153 0 007 00 105 0 003 0 027 0 025 0 00! 024 00 16 0 09 00 02 0 100 ' 09 ' 09 ' 05 ' ' 00 °' 00 ' 00 °' 00‘ °' 00 ' 00 ' ‘0 ' :0 ' ' 00 . 0.000 0.000 0.000 0.070 0.700 0.007 0.000 0.000 0.007 0.077 0.000 0.000 v0020 H0.100 0.020 0.700 0.090 0.090 0.000 0.000 00.000 0.0!! -0.02' 0.000 0.4ll 0 00 00 00 0 00 0 00 0 0‘90 00"! 00:33 00000 00110 0.000 00’" 0.010 00"! 009" v00 0 v00 0 000 0 v00 0 v00 0 van 0 v007 v000 V000 00000 00020 00000 1See Table 9 for list of variables. 101 0900' ’ 09". 0.10. '009007 .0 0..., 0..., 99.979 9.991 9.992 99 93 99 9.999 9.993 9.939 0.02! 00.013 .0". 09,0! 99 99 9 9.939 9.939 9.993 99.99:, 9.993 99.932 9.139 9.929 99 99 99 99 9.799 9.979 9.799 9.999 9.237 99.399 o9.999 9.999 9.993 9.337 9.993 99 99 99 99 9.999 9.997 9.999 m, 9,921 .9.999 9.999 9.999 9,939 9.999 9,377 9.39; 99 99 99 9.979 9.997 9.979 m 9.993 .9.999 9.999 9.997 9.721 9.229 9.191 9.299 99 99 99 99 99 -- 99 , 9.993 9.973 9.99! 0-11‘ (533" °'"“ 0.1‘. 0.107 0.201 0.430 6.444 o0.030 0.300 0.829 0.309 '9 90 ’5 0 9 95 95 9’ «away @929 9939' 9.0!I 9.999 9.399 ‘9.217 9.139 9.253 0.339 9.179 9.979 99 93 99 93 9 99 9 99 99 9. 9.999 9.979 9.397 9.993 9.199 <:::::, 9.991 9.999 9 979 .9 999 .. 992 - 79 - .999 . 3 -9 999 -9 99 9 937 93 99 9 .. 9 .3 9 .‘ 0.. .3 0 .‘ 0 0 :0 9 .‘ 9 3‘ 9 .. .090 .‘ ’0.0 94 9.979 9.399 9.399 9.992 9.923 9.799 9.291 9.377 9.728 9.399 9.397 99 193 .9 993 9 99 9 997 9.227 -9 131 -9 999 9 192 -9 979 .9 999 no 115 9 979 ° 99 ' 99 ' :9 ' 99 ° 99 ' 99 ' 99 ' 99 ' 9, ' 99 ' 99 9.993 9.993 9.773 9.999 b94791 9.979 9.329 9.457 9.399 9.299 9.993 99.999 99.991 9.297 9.999 9.299 .9.129 9.399 9.929 o9.991 9.979 9.199 -9.121 -9.993 99 99 99 99 99 99 99 99 9.939 9.919 9.195 g”) 9.227 9.999 9.219 9.992 ® 9.993 9.239 9.379 V0.38 00.10 V0.1, VAI10 #9017 VARlO V1.19 VAR29 VAR21 VAI22 V9023 VARZ‘ VAl25 102 TABLE 31.--Correlation matrix for Regular School Teacher sample on 12 dependent and 14 independent variables.1 V‘. t '0'... 19 0.333 900 3 00.200 0.000 19 .018. V‘R ‘ .00“. 5.176 0.... 19 19 0.000 0.725 m 900 5 0.300 0.339 0.300 0.200 19 19 19 1 0.005 0.133 0.132 0.371 9000 0.209 0.590 0.300 0.175 0.329 19 19 9 0.239 0.125 0.009 0.105 9007 0.003 0.312 0.050 0.755 0.913 0.1" 19 19 19 0.053 0.100 w 0.520 9090 0.102 0.505 0.137 0.213 0.590 0.926 9.4" 19 9 1 ' - 0.539 @ 0.555 0.353 m7 (119‘ 9009 00.030 0.000 0.118 -0.133 o0.103 0.192 00.122 0.327 19 19 19 19 19 19 096‘! 005.5 00937 .0‘0‘ 00". 99340 90010 0 000 00' 225 00 202 00 357 -0 100 00 110 00 300 00 190 00 200 ' 19 ' 19 ' 19 ' 19 ' 19 ' 19 ' 10 ' 19 ' 19 0.770 0.320 0.210 0.112 0.050 0.010 0.101 0.009 0.305 90011 0.270 00.072 0.005 0.373 00.030 0.000 0.202 0.090 00.309 00.219 19 19 19 19 19 19 19 19 19 19 0.230 0.700 0.902 0.090 0.009 0.710 0.300 0.000 0.099 0.300 90912 0.000 .0.253 00.205 00.150 0.132 0.102 0.119 0.207 0.004 00.000 0.270 19 19 19 19 19 19 19 19 19 19 ‘m 0.209 0.211 0.500 0.509 0.429 0.000 0.390 0.705 0.795 9.230 V‘RI: '0.19’ 00.055 0.066 00.19” .0.090 0.150 'fl.fl96 o.‘1, 0.957 0.262 I..,’, o.‘3. 19 19 19 19 19 19 19 - 19 - 19 0.390 0.011 0.777 0.390 0.090 0.516 0.079 0.013 W 0.252 (m) 0.575 90010 00.330 0.500 0.359 0.090 0.207 0.009 0.132 0.000 0.500 00.302 00.130 «.107 9 19 19 19 - - 19 19 19 0.139 0.110 0.000 0.200 0.509 «m, .49 0.107 0.500 0.097 90015 00.012 00.200 0.022 00.317 00.090 00.102 00.193 00.300 00.019 0.172 09.507 00.100 19 19 19 19 19 19 19 19 19 19 .1 - 1 0.950 0.300 0.920 0.101 0.071 0.029 0.0.2 0.109 0.900 0.957 .007 0.007 90010 00.970 0.51. 0.195 00.150 00.050 0.305 0.090 0.037 0.501 0.010 00.300 00.112 10 10 1 - 0 10 10 10 10 10 . - @0 0.010 0.527 0.007 0.113 0.000 .‘g 0.953 0.119 0.030 90917 0.319 0.192 0.004 0.005 0.055 0.500 0.290 0.553 0.050 0.022 00.150 0.303 19 19 19 19 - ' 19 ' 19 1 19 19 0.159 0.003 0.051 0.902 my 0113) 0.202 ‘51}; 0.031 0.095 0.103 90910 0.250 0.510 0.395 0.039 0.077 0.031 0.029 0.017 0.16! -0.395 9.205 0.258 19 19 ~ - . 9 19 19 19 19 0.259 01135 0.077 w w M? .90-7.170.111” 0.007 0.120 9.205 0.250 90019 0.029 0.317 0.005 00.195 0.022 0.327 0.127 0.060 0.121 0.537 00.909 -0.097 19 19 19 19 19 19 9 19 19 19 0.900 0.102 0.715 0.504 1m; 0.109 0.503 w 0.001 0.005 0.677 90020 0.177 0,392 0.250 0.075 0.035 0.020 0.220 0.959 0.19! 00.007 09.190 0.130 19 19 19 19 , 19 9 19 19 19 19 19 0.002 0.079 0.270 0.700 @6119 0.320 m 0.530 0.975 0.010 0.551 90021 09.220 0.091 0.020 00.300 0.030 00.052 00.090 0.017 “.230 0.030 00.022 09.070 19 19 9 9 19 9 9 1 19 19 19 0.330 0.090 0.917 0.122 0.072 0.021 0.000 0.901 0.317 wars) 9.730 90022 0 00 0.0 0 000 0 0 0 000 0 0 0 000 0 000 0 0 0 0 0 0 ° 29 °29 ""39 ' 19 0' '19 ' 19 “”20 °' 019 ' 19 ‘ 19 ' '19 ' '19 1.000 1.000 1.900 1.000 1.900 1.909 1.000 1.000 1.000 1.000 1.000 1.000 90023 00.202 0.007 0.230 00.350 0.190 00.177 00.321 00.209 0.093 00.157 00.22! 00.332 19 19 19 19 19 19 19 19 19 19 19 19 90020 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.900 19 19 7 19 19 19 19 10 19 19 19 19 19 1.000 1.000 1.000 1.000 1.000 1.909 1.000 1.000 1.900 1.900 1.900 1.000 90925 00.315 0.000 0.007 0.907 0.200 0.002 0.200 0.193 00.119 «.929 0.270 00.379 19 19 19 9 19 19 19 19 0.100 0.712 0.007 0.000 0.990 0.205 0.001 0.000 0.037 0.099 90020 0.000 0.000 0.000 0.090 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 9 19 9 19 19 19 19 19 1.000 1.000 1.000 3.000 1.000 1.009 1.000 1.000 1.900 1.009 1.000 1.000 VII 1 VA. I 909 I V!“ 4 Vll 5 VII I VII? VAII VAR! VANS. 'Alxl Vila. 1See Table 9 for list of variables. 103 9.202 19 0.300 0.41. .°.°,2 19 19 0.005 0.092 0.003 0.557 0.101 1 0 1 $619 m" 0.000 0.000 00.000 0.370 - 19 19 10 Km 0.710 0.907 0.102 0007‘ .|.:. .002.3 0010’ ..‘41 19 19 19 10 - “075. 003.0 .92., .0054 w 0.009 0.177 0.320 0.090 0.773 0.100 ‘ 19 19 . 1 ‘53, 0.003 0.109 ¢m 0.010 0.909 0.299 00.011 0.090 0.730 0.591 0.505 19 19 19 - 0.005 0.107 0.901 1112;. 0.550 0.007 0.300 0.093 0.001 00.290 0.090 0.129 19 19 10 19 19 , 19 0.970 0.103® 0.071 0.195 w 0.570 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 19 19 19 10 19 19 19 19 19 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.909 -9.099 0.201 0.391 0.100 00.310 00.339 00.019 -0.112 00.000 0.000 19 19 19 10 19 19 19 19 19 19 '9‘.’ .03.. 00“, 00". 00": 0013’ 00,33 'g‘30 .0..3 ‘0... 0.090 0.000 0.000 0.000 0.000 0.000 0.090 0.000 0.000 0.000 0.000 19 19 19 10 19 19 19 19 19 10 19 1.090 1.090 1.000 1.000 1.000 1.090 1.000 1.000 1.999 1.090 1.990 ...s’. .0“, ..3‘2’ 00..” .‘.:,‘ 0.2.. '0'“, 0.03. 00.393 0.0.. ..‘.‘ ...o. 19 19 10 19 9 9 19 19 19 19 0.111 0.510 0.021 0.050 0.295 0.005 0.903 0.070 1.000 0.071 1.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.090 0.000 0.000 19 9 19 0 9 9 19 19 19 9 9 1.900 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.900 1.000 1.000 1.000 1.000 V0l13 90010 'au10 90010 90017 91010 90019 90020 90021 90022 90023 90020 90029 104 TABLE 32.--Corre1ation matrix for Immigration Officials sample on 12 dependent and 14 independent variables. l 900 2 0.270 003.2 910 3 0.033 0.330 23 23 0.077 0.101 900 0 00 003 0 199 0 734 ' 23 ° 23 ' 23 0.090 0.301 @ 900 5 0.032 0.309 0.500 0.593 23 23 0.000 0.133 900 0 0.320 0.059 .0.000 0.250 0.331 23 23 23 23 23 0.110 0.770 0.999 0.217 0.100 9007 0.011 0.207 0.003 00.155 0.027 00.050 23 23 23 23 23 23 JJ 0.900 0.105 0.700 0.059 0.900 0.799 1 9000 0.190 0.100 .0.200 00.002 00.009 0.010 0.275 . 23 23 23 23 23 23 23 09363 0930' 00323 000’8 00.15 0096‘ 001.3 5 9009 00.000 00.170 00.001 00.370 o0.237 0.330 0.100 0.090 23 23 23 23 23 23 23 0.970 0.017 1]!!!) 0.000 0.253 0.099 0.0;. 0.070 90010 0.159 0.279 0.051 00.021 0.022 0.049 00.210 0.911 0.100 23 23 23 23 23 23 23 23 0.050 0.177 0.010 0.920 0.910 0.030 0.3.5 @ 0.022 V‘Rt‘ 0.115 5.13. 0.2.“ 0.363 .°.°°° '00:,g I0.10‘ .°.°9’ '0'52’. “0‘13 23 23 2 3 23 2 23 23 0.505 0.500 0.109 0.030 0.770 ‘lili’ 0.003 0.000 .¢([I> 0.591 V‘th 000‘. .6020: 03". 0.3.. 00‘10 0.066 00.084 '°.!5° '00330 00.160 ..21‘ 23 23 23 23 23 23 23 23 0.027 0.330 W m 0.753 0.009 0.000 0.107 0.905 0.312 90013 0.003 00.095 0.002 00.073 00.109 00.303 0.020 00.350 o0.013 o0.539 0.170 0.300 23 2 23 23 23 23 23 23 23 23 0.095 0.051 0.770 0.730 0.070 0.075 0.903 0.007 ‘1‘;[) .01§[;\ 0.000 0.070 23 23 23 23 23 23 23 23 23 23 23 2 0.729 0.020 0.037 0.003 9.071 0.125 0.000 0.030 0.553 0.002 0.200 0.275 90915 0 005 00 255 00 056 -0 203 0 000 -0 095 0 202 0 161 -0 113 -0 353 0 079 0 101 ' ' 23 ' 23 ' 23 ' 23 ' 23 ' 23 ' 23 ' 23 ' 23 ' 2 ' 23 ‘Ill‘i’ 0.210 0.709 0.205 1.000 0.051 0.173 0.002 0.590 0.000 0.700 0.307 90010 0 005 0 013 0 000 0 107 0 320 0 213 0 090 0 000 00 200 00 100 0 333 0 01 ' 22 ' ' 22 ' 22 ' 22 ' 22 ' 22 ' ' 22 ' ' 22 ' 22 ' 22 ' 22 " 22 0.090 0.901 0.700 0.093 0.110 0.310 0.095 0.090 0.100 0.003 0.112 0.510 90017 00.020 00.130 0.197 0.030 0.139 0.190 0.201 00.535 00.000 00.200 0.055 0.950 2 2 2 23 2 23 23 0.903 0.535 0.300 0.057 0.509 0.300 0.200 0.900 0.199 0.792 90010 0.003 00.153 00.303 00.301 0.000 0.007 00.009 0.005 0.300 0.330 0.120 00.120 23 23 23 23 23 23 2 23 23 23 23 23 0.039 0.000 0.090 0.070 0.759 0.022 0.072 0.032 0.072 0.090 0.502 0.993 90019 0.500 0.275 .0.002 00.151 0.175 00.005 0.090 00.000 00.209 00.200 0.105 .0.093 2 2 2 2 2 23 3 23 23 23 0.103 0.095 0.071 0.000 0.902 0.003 0.035 0.193 0.100 0.090 0.62! 90920 00.119 0.007 00.072 00.000 0.100 0.252 0.311 0.030 0.020 00.090 00.022 0.109 2 3 23 23 23 23 23 2 2 2 2 0.505 0.001 0.733 0.900 9.092 9.229 0.131 0.957 0.923 0.907 0.510 0.919 90021 00 39 .0 301 00 220 00 100 00 101 00 20 0 077 0 005 0 233 0 200 .0 219 00 200 ' ' 23 ° 23 ' 23 ' 23 ' i3 ' 23 ' 23 ' 21 ' 23 ' 23 ' 23 .1[£§) 0.000 0.290 0.000 0.300 0.335 0.7.5 0.202 0.239 0.293 0.109 90022 00.053 0.033 0.325 0.120 0.303 00.257 0.047 00.300 .0.359 .0.031 0.106 0.390 23 23 23 23 23 23 23 23 23 23 {II}; 0.070 0.113 0.500 0.212 0.013 0.070 0.070 0.000 0.015 0.001 90023 00.102 00.220 0.099 0.120 0.195 00.199 00.053 0.171 00.259 0.021 0.124 0.021 23 23 23 2 2 2 2 2 2 0.93. 002’, 0.313 005.1 0.... 00“‘ @’ 00‘1‘ 0.2:“ 0.5,. 90020 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 23 23 23 23 23 23 23 23 23 23 23 23 1.000 1.000 1.090 1.000 1.000 1.900 1.000 1.000 1.090 1.000 1.000 1.000 90025 0.300 00.303 00.011 00.220 00.397 0.050 00.275 0.200 0.300 0.050 0.909 00.000 2 23 - 23 2 23 23 23 23 23 23 90020 0.000 00.051 '0.219 00.312 -0.398 9.071 0.120 00.099 0.127 00.031 00.130 00.292 23 23 2 23 2 23 23 23 2 9.707 0.900 0.303 0.120 (m 0.109 0.5.9 0.037 0.900 0.900 9.519 0.157 900 1 900 2 900 3 900 0 900 5 900 0 9007 9090 9009 90010 90011 90012 See Table 9 for list of variables. JLCJES 9.290 23 9.152 .03‘s .02“ 23 23 9.127 0.200 09 330 0 230 0 015 ' 22 ° ' 22 ' 22 0.115 9.203 0.900 9.353 0.090 0.000 0.009 23 23 23 22 9.900 0.093 0.015 0.972 09.020 9.910 00.919 0.270 0.021 23 23 22 23 9.930 0.909 9.197 0.922 9.272 09.322 0.311 0.395 0.005 0.021 2 3 23 23 9.199 9.110 9.130 0.031 0.921 09.100 09.009 09.100 0.003 0.200 0.100 00.010 3 23 23 22 23 23 23 0.032 0.970 0.993 2.700 0.231 0.093 0.902 99 190 9 337 0 191 00 291 00.300 0 170 00 507 00 270 ' 23 ' 23 ' 23 ' 22 23 ' 23 ' ' 23 9.309 9.050 9.039 9.100 0.071 0.390 0.102 0.199 9.232 09.100 0.002 0.011 0.191 00.002 0.101 0.000 23 23 23 22 . 23 23 23 23 9.309 9.205 9.095 9.770 01111, 0.309 0.700 0.002 0.700 09.113 9.130 9.012 00.909 00.090 0.091 00.320 00.000 0.100 0.220 23 2 23 23 2 23 3 9.999 0.523 0.933 9.905 0.000 0.000 0.112 9.177 9.390 0.202 9.909 9.990 0.090 0.990 3.000 3.000 0.000 0.000 0.000 0.000 0.000 23 23 23 22 23 23 23 23 23 23 23 3.999 1.999 1.999 1.000 1.000 1.000 1.000 1.000 1.090 1.000 1.000 09 212 09 159 0 299 00 90 00 100 0 302 .0 120 00 952 0 120 00 550 0 052 0 000 ' 23 ' 23 ' 23 ' 22 ° 23 ' 23 ' 23 ' 23 ' 23 ' ' 23 ' 23 9.309 9.007 9.102 0.907 0.370 0.090 0.555 0.000 0.501 11(11” 0.007 1.000 09.109 -09.909 0.229 00.105 3.222 0.015 00.002 00.007 0.000 00.005 00.172 0.000 0.101 23 23 2 23 23 23 2 23 2 23 23 23 0.613 0.019 0.270 0.641 0.1.? 0.94! .0760 0.97! 0.700 0.82. 0.410 10000 00.01 VIII! 05.10 VAR!’ VIII. VI“, V0.3. VANS. VAI20 VAR?! VARII VA!!! VAI24 VA!!! 106 TABLE 33.--Correlation matrix for West Indian sam le on 12 dependent and 14 independent variables. v00 2 -0.010 0.900 910 3 0.000 01740. 21 71 0.904 0.754 900 4 0.257 02130 0.027 7 71 0.737 0.050 000 0 0.20: -0?139_ 0.190 0.330 71 0.040 0.020 0.373 0.124 . 5.5,: .606‘3 6.276 . 1‘ 21 21 21 0.104 0.010 0.010 0.047 0.702 v00 0 .0.300 -01719 ’1 2 V‘Q’ 0.11. 005-:36, ca.;°o 06.33, .60363 '00,.” 7.1 - 71 _ 21 21 21 ‘ 21 0.000 11.104 0.305 0.110 01.300. 0.473 11400 «1.42: 0:140. ~i.002 -0.139 0.000 0.229 0.1511 __73 _21 21 1 21 21 0.0110 11.711 0.027 0.710 0.293 0.4711 0 ! i I ‘t I 90119 4.044 5.21115, -i.307 0.010 -0.120 0.237 0.203 -0.21¢ - 71_ - 21 21 7 21 2 21 @ 0.4111 11.154 0.942 0.500 0.277 0.7211 0.314 11111110 -0.307 11140 3.730 0.000 -0.119 -0.920 -0.130 0.072 -0.073 7 _ 21 7 7 7 21 1 .1 . 71 1 _ .1 _ 1 0.154 11.070 11.274 0.091 0.007 0.534 11.740 4” 110211 0.007 12000 71.000 -0.007 -0.370 -0.004 0.009 -11.123 «1.097 11.014 71 - 71 _ 21 71 71 71 71 71 0.711 0.1109 11.700 0.975 0.075 0.700 0.077 11.001 w 110017 «1.1190 5:737~ 6.1104 -0.100 0.100 «1.309 -0.199 «.329 -11.430 11.479 0.01 ,1 91 ?1 21 ? 21 21 2 7 0.40.1 0.707 {1.702 0.001 0.440 0.152 0.104 0.120 @6‘ “'30 11001.1 «1.737 12071, 5.1194 0.047 0.041 11.412 0.177 11.010 11.010 11.007 41.00? .01041 21 71 - 21 21 21» _ 21 21 _ 21 21 71 , 2 0.707 0.740 11.000 0.040 0.051 0.070 0.1011 0.947 0.970 0.470 0.053 110414 «1.03! 120911 11.051 0.274 0.347 11.520 -0.100 0.107 «1.047 «1.105 41.1713 11.1104 21 - 71 2 21 21 _ 7 _ 21 21 21 - 71 , 21 0.003 I1.079 0.200 0.110 m 0.400 0.440 11.037 0.399 11.470 11,704 1101110 11.107. «121139, 71.101 0.310 0.401 0.572 -0.040 -1‘1.040 0.150 -0.779 «.190 02000 21_ _ 71- . 21 71 7 21 71 71_ 21 0.404 11.404 11.409 0.139 (m; mam) 0.0511 11.490 0.197 0.171 11,775 114014 0.014 312707, 0.459 0.103 0.1711 -o.241 0.310 «1.1127 «1.370 11.500 11.125 0:709 ’1 21 21 71 21 71 71 21 71 71 _ 0.042 isn’tiusa 0.427 0.209 0.149 11.919 0.120 ‘33» 0.30171 0.1107 1101117 «1.231 (.500‘ 0.240 0.181 0.430 0.192 -0.300 0.150 -0.171 0.310 “1.07? 02751 21 \ 21, , 21 21 ~_ 21 21 21 21 ?1 21 v 21 0.709 1 111111 11.209 0.407 0.301 0.100 0.470 1.400 0.139 0.730 0.248 &, 1141110 «1.22! 712.051 0.793 0.120 -0.340 0.197 0.309 0.700 0.104 -0.13‘ 0.725 112000 21 - 31_ 21 21 21 21 71 21 21 21 31 _ 21 0.302 4.101 0.175 0.004 0.100 0.308 0.107 11.217 0.037 0.547 0.794 1.000 04019 11.0“ 712190. 0.764 0.010 «1.210 -0.957 0.4412 -11.1111 «.100 0.412 0.435 0290’ 21 71 21 21 21 71 21 . 1 71 1 0.447 0.304 0.223 0.400 0.327“ 61°” "MOS “walk 04:70 -0.301‘ 0:077_ 11.415 0.200 .0490 «1.169 0.070 11.204 .11.400 0.79; 11.103 02293 2 2 21 2 , 1 7 71 1 1 1 1 71 1 0.101-cm) 0.100 0.300 0.441 0.734 0.351 11.1711 1'1.7.0911.244 114071 0.141; -321'110 3.797 0.207 0.30; 41.491 -0.204 was; -1.470 11.730 11.70: 0.0031 1 71 2 1 71 1 71. 0.02.0 71.403 0.100 0.000 0.071 m 0.723 11.000 11.714 11.1109 1101127 0.077 03799. 3.071 0.000 5.070 «.005 '5-0” 4.107 -0.434 11.000 11.79; 11.033 ’1 . g1 - 21 21 1 31 . 21 0.734 1.100M 0.907 W 0.007 0.0211 411121401117 0.1711 11.120 110923 -11.707 0270:. 4.029 -0.177 0.330 0.042 0.233 0.239 -0.740 0.003 1.11.2109 02400 ’1 91 2 21 2 2 2 . 21_ 31 0.193 5.10.1 71.090 0.400 0.124 0.049 0.200 0.277 11.200 0.707 0.70.0 (KB. 1141124 -0.199 0:200_ 4.000 -0.071 0.113 0.013 o0.30’1 0.077 41.10: 0.70; 0.105 0.09; 2 . _ 0 . 0 . 0 70 , 0 0.070 0.743 0.003 0.774 0.010 0.954 0.170 0.004 0.4711 0.244 0.000 0.66! 1111020 0.454 .0370, 11.707 0.227 -0.021‘ 4.037 0.019 110.042 0.091‘ 0.301 0.35? 0&1! 2 71 21, 21 21 1 2 21 ‘ 21 21, 71 21 0.711 0.104 0.300 0.920 0.116 0.901 0.001 11.001 0.107 ® 0.011 94020 0.4011 02170 -0.001. 0.023 -0.100 40.024 40.290 40.374 0.303 «.13: 0.013 0210;. 9 7, 2 20 0 0 (11?» 0.420 0.709 0.910 0.4;7 0.71! 0. 70 0.000 0.070 0.937 0.054 0.444 114111 11047 110110 1111114 V1100 11100 11007 11100 114119 111010 9101? 110012 1See Table 9 for list of variables. -6.622 6.9:! 6.642‘ 6.713 6.646 .6,i3: 4.447 46.69: 6.3;: 6.444 -6.i46 4.334 6.679 4.424 21 21 21 6.451 4.115 6.443 4.242 4.224 6.646 4.224 61646, 21 21 ’1 . 21. 6.243 .11!!!» 6.714 4.344 1.444 ~44!“ 4.129 96.303 4.473 6379 5,495 - 21 21 21 _ 21 4.499 4.954 6.476 W 4.449 w 4.148 4.338 o6.696 4.342 61634 6.493 6.411 21 2 , 21 71 - 21 6.424 4.114 6.349 4.472 4.437 W (m, -4.194 -4.119 -6.696 4.474 6?449_ .6;444 6.194 -6.444 - 21 21- 21 2 21 21, 4.344 4.441 6.444 um) 6.344 6.441 6.619 4.449 -6.616 «.474 43144 6.147 4.929 6.426 4.447 . 21 2 21_ 21 _ 21- 2 4.936 4.794 6.334 {‘9 6.394 6.392 4m. um) 4.211 4.142 -6.i36 6.223 6:237 6.217 6.324 4.322 4.449 6.696 ' 21 21. - 21. 21 , 21 , 1 , 21 21 21 4.334 4.444 4.344 4.147 4.274 4.321 4.132 4.134 4.949 6.443 4.249 -4.139 6.646 -4.337 6:613, -6.241 .4.144 -6.i2s 4.295 6.693 4.434 - 24 24 24 24 , 24 _ 24 2 _ 2 24 24‘ 2 4.193 4.434 6.447 4.129 4.944 4.246 6.444 6.979 6.142 6.442 6.443 .4.279 4.243 6.699 4.344 .52646. 6.646 6.343 -6.622 4.424 6.154 46.344 -4.419 21 21 21 21 _ 21 . 21 2 21 21_ 2 24 4.243 4.244 6.343 0.074 4.442 1.446 6.471 6.919 w 6.471 4.449 6.933 46.177 4.447 6.344 -4.246 .62173. .6.i24 44.494 96.237 -4.411 -6.244 44.494 4.414 4.473 , 24 24 24 24 _ 24, . 24 24 24 o 24 24 4.436 4.744 6.477 4.242 4.441 4.342 4.473 4.244 4.941 6.197‘4J14- VA!!! 46014 V4.19 "491‘ ‘4“)? V0“! VAR.” VARZG VAEZI, VIII? VAR?! VAI24 VAR?! 107 TABLE Vt! 9 VAR 3 VA! 4 VAR 5 Vlfl 6 VI.) VAR! V699 94614 94411 VIN!) 94913 Vlfli‘ VAR15 V‘R16 VIQ17 Vllifl V‘QIO Vtfl2fi 94421 VAR2? VIR73 Vii?! VAQZQ VAIZG 108 34.--Correlation matrix for total female group on 12 dependent and 14 independent variables.1 0.“. 90_ 09,60 -6.42: 62347 4.431 ‘lfliiijb 4.119 63246 6.424 44 , . 4.279 ‘JII3)*4|IIIJ .4.434 61243 6.474 6.449 s . a .4.174 62643 6.644 6.694 6.144 44 . 44 - 4.171 4.444 4.741 6.444 6.247 6.131 6.434 -4.624 50 90 98 4.147 .32519 .6.324 44 _ 44 - 44 _ 4.143 4.444 4.347 4.317 6.774 6.435 -4.424 61122 .6.614 6.129 6.214 4.334 6.616 . 44 - 44 . 44 44 4 _ - _ 4 6.144 4.344 4.914 4.327 6.141 w 6.939 4.444 6:646 6:666 6.444 6.646 4.444 6.666 4.466 5! S 5 90 5 54- . 50 9. 9 . . . 444 1.446 1.664 1.644 1.444 1.444 1.444 1.466 1. 4.14:8 6?414 6.6418 6.42:o 6.691;. 4.67;. 4.6128 6.2646 4.144 m} 6.144 4.442 4.442 4.474 6.917 4.114 o4.679 62244 6.65 -4.691 v6.151 -o.425 -6.644 4 44 94 :4 44 1 44 1 44 4 11.444-11.497 4.494 6.256 4.449 6. 49 4.44? .4.124 62646 6.141 -4.629 -6.634 4.174 -6.i93 -4.427 . - 44_ _ 44 44 44 $4 _ 44- 5 m 4.741 4.214 6.424 6.769 4.173 4.144 4.444 .4.144 .62249 -6.639 -6.144 -6.613 4.122 -6.641 4.443 44 _ 54 ~ 44 44 4 44 _ 44 54 4.751 4.144 4.749 6.424 4.924 4.351 6.994 4.744 o4.122 62167 6.647 4.331 6.174 6.172 6.143 4.695 44 . 44 _ 44~ 44 44 - 44 44 6.342 4.414 4.241 -6.144 4.149 6.213 4.474 -4.441 -62297 -6;644 -6.o°9 -6.146 4.675 -6.675 4.443 58 5 s _ 4 44 44 44 . 44 44 4.744 <::::E:) 4.717 4.451 4.444 6.567 6.544 6.633 .4.342 6:134 6.674 -4.464 6.163 4.444 .6.144 4.144 44 54 44 44 _ 44 44 6.364 6.543 4.997 6.433 @ 6.149 4.222 -4.241 62149 6.272 4.644 6.371 4.424 .o.249 .4.434 . . 95 54 ‘8 58 4.487 62126 6.632 -4.443 4.449 4.361 6.674 6.123 50 _44 1 56 SB 56 # 95 58 4.411 6,334 4.449 6.946 6.499 m 6.471 4.349 4.479 62149 -6.634 -6.412 -4.447 4.399 -6.144 6.644 44 . 44 44‘ 44 44_ - _ 44 44 4.471 4.244 6.744 6.934 6.724 (m 6.276 4.524 -4.424 62149 6.294 6.294 4.344 4.414 o6.634 4.444 94 _ 44 . . - 44 44 4.471 4.244W 6.744 4.441 -4.441 62274 6.649 4.136 6.443 4.192 -6.699 6.194 44 . _ 44 44 44 4 44 4 4394‘ 4.149 4.321 6.427 4.244 6.446 6.147 -4.124 62242 6.214 6.422 6.243 4.114 -6.244 4.441 44 . _ 44 4 4 44 . 4 4.239 4.144 4.447 6.124 4.3746 4.992 o4.271 63174 62242 4.242 6.347 4.243 6.134 6.141 47 . 47 7. 47 47 49 4.174 4.644 «aunt!!!» @ 6.349 4.243 o6.242 62347 6.642 -6.443 6.641 4.444 .6.i44 6.224 47 47 47 47 47 47 mm, 6.246 6.491 6.444 4.424 6.142 6.694 4.331 -62196 -6.617 4.452 -6.144 -4.121 -6.614 -4.448 54 _ 44 44_ 44 44 44 44 6.144 4.499 6.491 4.241 4.344 6.943 4.464 4.422 62146 6.672 -4.437 4.443 -4.14! -4.149 -6.414 44 44 , 44 9 4.444 6.444 4.443 4.774 4.427 4.424 6.147 4.944 944 1 944 2 944 3 944 4 944 4 944 4 9447 9444 4.666 44 1.444 0.000 58 6.444 6.350 a» 6.141 6.646‘ 0.500 -4.71‘ 56 5 6.664 -6.523 46.643 58 . Q. 1.646 q[l[[np» 6.424 0.000 56 1.000 6.666 -6.242 54 4 1.666 4.446 44 1.646 4.466 44 1.644 0.000 44 1.646 4.464 44 1.644 4.444 44 1.646 6.444 . 44 1.644 4.444 4 1.444 04000 '09610 57 57 1.000 6.644 _ 47 1.604 4.444 . 44 1.446 4.644 . 44 1.444 VAIV 1See Table 9 for list of variables. 4.621 4.626 54_ 44 4.871 6.943 '”4;0§ , 54 4.442 6.442 -6.446 4.237 54 44 4.943 6.644 6.121 4.615 44 4 4.354 6.924 6.213 4.24; 54 44 4.143 6.644 4.494 4.143 54 44 4.479 6.647 4.695 6.123 54, 44 4.471 4.924 4.416 4.634 . 44_ (IIIEI' 6.747 6.612 4.67? 54 :4 00”, “4'03 4.616 . - 47 6.941 6.439 4.144 4.229 47 47” 6.144 6.641 6.444 4.645 4 54_ 4.517 6.734 4.244 4.64? 44 34. 4.124 6.142 94414 94616 62274 6 62114 44 6.374 62323 62344 4.137 _ 4 4.296 42644 4 61619 47 4.344 .62142 44 6.244 6.279 VIII? 109 6.649 6. 44 6.394 9.123 49 .‘JIII> 9.347 6.619 9.146 6.644 44 . - 39 6.914 4.174 6. 14 -6.649 9.174 46.676 6.444 9. 49 49 . 6.344 4.142 6.474- 46.62: 4.244 46.694 6.247 62242 .4 9 O 6.494 6.474‘ 29.624 49.414 o6.64'4 4.424 66.144 6.224 4 44 49 44 6.347 4.99.1 6.276‘-® 6.444 26.629 9.192 4.6“. 6.944 62424 6.474 6.294 . 44 44. 90. ' - 9.442 4.143 5.0" w “mm-w 49.697 4.247 6.636 4.171 62194 6.674 4.144 4.234 44 44, _ 44 44 _ 44 44 44 44 9.449 4.112 4.414 4.192 4.129 4.144 4.149 4.477 oi.i63 4.165 .143. 4. 554 6 ’194 4. 4465 4.317 6.224 4.409 44 44 4 44 44 4.213 4.244 6. 442 ®¢ 4. 941‘ .4 amuw 6.699 4.144 43.646 4. 334 6.2.16 .6.614 4.134 4 .277 4.194 4.144 47 47‘ . 47 _ 47 _ 47 47 6.136 4.441 4.277. 4.479 4.916 4. 344 4.134 6,431 «.697 9.441 .6.674 4.341 66276 6.143 4.244 4.174 4.394 4.437 4.234 47 47. 47 _ 47 47 47 9.134 4.444 6.192 @w 4.434 4.174 4m; 4.472 44.144 «.122 6.646 4.444 .62699 -6.145 4.131 4.134 -4.424 -6.147 -4.147 , 44 4 39 44 _ 44. . 44 44 44 44 . 44 47 9.249 4.342 6. 94 4.972 2.441 4.423 4.324 6.347 4.433 4.417 4.247 -6.649 .9.444 6.232 4.234 62144 -6.144 4.143 4.644 4.124 4.341 4.444 44 44 - 49 _ 44. 44 _ 44 44 44 44 47 4.716 4.714 4.474 6.479 .419 4.144 4.434 4.924 4.347 m 4.423 94.13 94'14 94919 -4914 91917 91414 94919 94924 94421 94922 94923 ~0.32¢ ”1.003 n 323 9 4. 989‘!!!ii!!:) 94424 94923 ‘9 .U’U‘l 6. ran— TABLE 35.--Correlation matrix for total male group sample V6! 966 V‘Q VIN? VAR! VAQO VAR! Vlfit V‘“! V6“! 2 1 7 3 V‘Qt‘ 96616 VAQi VAR!’ VlQll V‘RiO V‘Q2fl V6.21 V632, VAR?‘ V1920 VAR?! V‘RZO 110 on 12 dependent and 14 independent variables. 6.106 99 9.161 .9.919 6:966 0 9.966 6.63: 12926 6.696 9 .. .. 9.999 62967 6.666 6.962 9 . n. 0669 6 .966 6. 200 9.169 9.299 9.969 92679 6.661 9.217 6.116, 99 99 99 9 9.977 6.9.99 6.616 6.276 9.966 62696 .6.661 -9.636 6.692 99 _ 99 . 99_ 99 99 9.719 9.966 9.611 9.799 6.676 9.699 9.699 6.996 _ . - 99 99_ fl ‘6000 ‘6”00 ‘6000 6.062 99 6.938 6.957 6.269 99 9.66w‘llliii» 6.996 6.696 99 99 1.996 1.996 -9.999 12196 9.121 9. 291 9.296 -9.153 -6.669 9 99 9.629 -62669 -i.952 -9.919 -9.293 -9.993 96. 539. 9 9 -- Q 9 99 9 6.776 6.666 6.699 0.652‘ -9.929 .62699 6.176 6. 269 9.699 9 96 9.9:9 6.679 6.061“- 9.161 .12911 -6.166 -9.179 -9.296 99.959 -6.695 -6.627 99 99 “9 -- 99 99 9 ”6‘07 6. :3, 6.699 99 {.996 69661 99 6.926 99 6.616 9.17: -6.699 96.663 9 a- 9. 969 6.971 99 0.!!6G‘ 9.166 0.682® 9.699 6.667 9.199 6:666 -6. 613. -6.957 6.692 99.935 6.19: 96 96 , 96 _ 96 6.193 6.999 6. 837 9.672 6.662 9.911 12666 6.667 -9.119 6.669 99 ' a? ' 99 99 Q9- O.°1‘ 0.50? 0.71? 0.256 0.990 -9.119 12979 6.168 9.655 9.669 96 96 96 96 - 9.267 6.912 6.996 n'”“<1@fi'ns -9.961 12696 9.128 9. 216 6. 256 ’9 00 6.901 99 6.79? 6.223 9.996 C .91 1.999 9.696 -9.269 99 9 1.999 1‘lliilp 9.696 9.679 6.166 _ 06 _ 96 66 1.999 9.962 6.166 9.699 -9.219 9.666 o6.929 ‘ 99 '- 99 96 1.999 .‘1[1;, 6.726 6.996 9.696 99.169 9.661 63667 96 96 96 96 9.726 6,191-1.999 6.197 6.567 6.717 “017' .0668‘ '06631 99 99 99 6.979 6.966 0036: 0.616 '560‘1 96 9. 97° 6. 666 6.767 6.721 9. 29'1 ww- 6. 966 6,639 -6j669 6.6969 9.169 9. 69? 1 99 99 9 9.76.9 6.996 6. 6316 9. 666 .6,696 9:766 6.364 9.117 9. 3339 2 9- 9.169 6. 266 9 6.769 96 6.669 6.660 9 6.556 6.191 9.699 99.121 -9.615 62762 - 99 99 99 . 1.999 9.216 6.999 4‘“’ 9.699 -6.691 6.686 62167 J _ 96 06. ~ 95 1.999 9.969 6.677 9.192 9.996 9.693 6.166 6.966 99 99 99 ' 1.999 9.967 6.696 9. 696 -9.667 9.111 62996 99 99 96 9.969 “1.999 6.3.85 63:11 6.666 6. 36: 6. ’0'. 6.132 9.999 -9.666 9.669 62221 99 99 99 ”5:.“ 5 332‘“ 6.169 1.999 9.666 6.999- -9.691 6’166 6. 976 6. 262 6. 266 99 6.662 6.119 9. 996 6.197 an?» 6.206 9 9.991 -92996 9.926 9.113 6.199 -9.196 6.667 ~6.626 $9 9 99 9 9 99. _ 66 69 9.999 9.662 6.696 9.269 .9.161 3:166 6;:76 9.266 9.197 9.161 3.??l‘ 1m) 6.196 -9.962 .12699 6.679 6.969 9.296 99 _ 99 99 99 6.799 9.779 6.969 6.964 .06‘3, 03:53“ n3.;°a 6.07i 060‘s °8 - °O _ 98 9O 9 6.176 9.766 9.267 9.465 6.996 9 9.199 6.676 0.78! 9.979 6.666 o6.699 99 9 99 9.966 6.999 '03,, 9.999 96. 616 -6.699 - 9 9 9 9.661 6. 676 9.199 -6.699 9.279 6.666 9.161 .92599 96.63; 6.991 9.649 -9.996 6.617 99 _ 99 9.197 9.966 6.766 6.619 6.699 99.161 62616 6.162 9.69! 6.666 96 _ 96 _ 08- 96 9 6.677 9.679 9.191 6.666 6.997 VA! 1 VA. 9 VA. 3 VAR O VII 9 1 9.611 6.666 6.669 6.699 6.966 6.199 9 691‘, 06232 .5061. 66.123 9. lfiiiiihii 6.9:! VA! 0 VII? VII. 9.696 -9.662 .9.196 62169 99 9 . 96 1.999 6.993 6.926 6.192 9.996 9.662 .9.616 92629 69 99 69 96 1.699 @9371 9.69:9 9.16; 6.661 62676 1.999 9.1111‘ 9.69:. 6.60:, -6.666 6:729 1.999 9.999 9.361 9.699 6.666. 9. 66! 62666 1.999 6. 911 ‘flliii" 6. 992 9. 696 9.11! -9.666 ~6.166 1. 996 6.666 6.669 6.179 9.696 -9.699 9.19! 6.696 6| 9 6 1.696 6.826 6.666 VAIO 96619 96611 96616 See Table 9 for list of variables. lll I. .- v PF: "- 9.17”. ’- "1» 6.139 9 9.391 6361’ 9.699 99 99 6.949 9.494 99.239 --9.919 9:999 99_ 99 9.929 6.949 -6.630 --9.691 6.549 9.499 99 99 6.194 9.949. 96.614 9.697 95.69) 5.699 6212i _. ”_ 9 99 9 9.991 9.949 9.799 9.429 9.9 96.16, 96.619 6.595 9.459 5:42; 3,592 _ 99 99. 99 9.292 9.924 9.391 Alli}? 5.415 6.392 9.613 6.649, 6.28, 6344? 5.372 5.391 2 . . . . . . 6.339 9.999 6.142 9.693 .9.113 5.699 5.995 62112 -fi.112 6.699 6.646 99 99. - 99, 94 _ 99 . 99 99 99 6.979 9.994 9.324 9.433 9.943 9.244 9.429 6.499 »-6.i9i -9.999 .i.929 9.399 52397 5.119 9.331 9.199 9.942 .9 9. " 9 " 99 09 99 9 9.344 9.999 9.291 @‘ 6.239¢6.123 9.946 o9.991 9.993 6.599 9.91: 82531 6.993 9.194 9.1‘7 9.939 5,{.; 99 99 4 , 99 _ 99 99 99 99 99 9.412 9.413 6.991 9.719 9.416 9.119 6.143 9.791 6.141 .9.196 .9.199 5.649 ~6.637 63699 6.696 -6.199 -6.199 9.917 6.329 -9.694 99 99 99 99 99 99 9 99 97_ _ , _ . ‘ 99 5.323 9.299 5.939 9.729@ 9.997 6.329 6.999 9.949 -6494 -i.393 9.993 9.939 -9.939 i 342 9:521 -9.992 9 '6 09 90 3.621 . A l- - 9’ . . '9 ° 9.359 9.931 9.729 9.734 9.939 9.837 0.417 9.127 o6.173 .9.699 49.194 99 99 99 99 9 6.939 9.297 6.994 9.324 9.399 o9.224 .9.992 9.94? 9.972 1739? .fi.941 9.999 5.692 9.997 9.294 .9.939 9.999 -9.992 97 99 99 94 9 99 99 99 “9.414 9.494 6.949 9.399 3.994 9.944 @ 9.719-9.4:fi 99913 94914 94919 99914 V6911 v4916 VARLO VAR26 vana: VAnaa 99923 v1924 vAlzs .‘Ifllfllflfihm-makw>wlw-J TABLE VAR ’ VA! 3 V6! Q V69 3 VAR 6 VAR? VARO VARO VARIO 94911 94912 VIRIS 94914 VAQIS VlQlfi 94917 V‘Ql! VAI10 VAlzi V4921 V‘l?’ VARZS VAR!‘ VA!!! V6.26 112 36.--Corre1ation matrix for total group sample on 12 dependent and 14 independent variables. 6.266 9.144 62411 6.2336 1214: 6.473 ”4% 3.299 1232: 6.939 6. 992 -9.933 12143 6.137 6.143 6.249 197 197 _ ‘ _197 5137 6.449 9.672 .694 6.972 O 9.133 62646 .6 623 6.134 6. 632 9.343 137 _197 137 6.633 9.449 6.774 41m) 6.362 3.337 4.147 62114 6.692 6.144 6.292 3.192 6.134 194 199 199 , , . _ 193 9.944 4.192 9.249 6.649 9.117 6:199_ .6,113 o6.629 -6.913 6.993 6.114 6. 931 197 1 7 19 197_ 197 197- 197 3.143 mm 6.133 6.729 6.921 9.249 6.191 6.397 9.949 63272 6.141 6.191 6.199 -3. 991 -6.641 6.674 -9.693 197 7197 97 97 197 1 9.399‘ 9674 9.399 63441 6.349 6.217 -6.662 1'647 6. 636 -6.641 -6.i79 -6.676 -6.674 6.634 -3.243 97 7 7 01631 57 197. 6197 6157 197 19 197 19 1 9.444 9.997 .799 6.494 @ 9.342 6.397 6.479” 9.394 ~9.153 .12617, 6.132 6.133 6.174 9.153 -6. 694 46. 636 -9.124 _197 97197194157 ’194 «ED 9.933 @p 6. 999 W (m 6. 229 6. 929 9.129 6.939 -62711 .6.113 -o.143 -6.139 9.962 .6.634 46.699 -9.642 197 19 97 197 197 197 1 7 19 6.733Am6.154 9.94269.949 6.474 9.947 9.993 6.943 6’196 6. 629 6.672 6.113 9. 943 6.149. 6.133 9.113 134 194 194 194 94 194 94 9.977 6.212 6.714 6.372 6.139 9.993“ 9.194 9.364 -12646 6.634 99.679 6.636 9.141 -6.637 6.969 -9.65’ 139 153 133 153 157 137 153 137 6.999 6. 412 6.449 6.322 6.792 9.974 6.279 9.969 9.474 644 6.132 6.933 6.243 9.427 -9.641 9.939 .9.649 194 94 4 4 94 4 1 4 _164 . _ _1 15 _ &nuv 9.999 9.479 9.493 9.442 9.912 -9.139 62679 6.199 6.153 6.399 9.449 o6.9 ' ' 6.619 -9.697 197 _197 197 197 197 97 197 197 197 9.943 9.344 WQE '-W0 .796 6.399 4.479 9.949 6:614 62634 6.117 6.359 9.299 6.194 6.171 n. 649 197 -197, ,197. 197 197_ 7 97 9.417 9.921 9.472 6.141 6.471 «Hm unnum- 9.394 9.924 12192 6.199 6. 639 9.194 4.373 6.691 6.123 -9.621 193 199 199 97 197 193 197 4.749 @4311, 9.244 «31111) 6.349 6.121‘ 9.791 ~9.999 6 7. 6:739 4.243 6.279 9.449 6.164 9.194 .4.119 197 9 9 197 3.494 661,94 w‘m‘m‘m) 63193@ 6.139 4.69:7 61693, 6.63; 6.129 6.147 96. 991 o6.662 6.6347 -9.672 1 _197- 7 197 19 19 4.921 1.911 6.279 6131 <::::::) 9. 449 6.974 6.499 6.344 .9.171 62144, 6.299 9.141 6.143 3.971 -6.169 .5,943 .9.199 197 -137 19 1 _ 1 9.944 @ 9.373 6.192 6.439 -9.149 61646. 6.146 6.121 6.243 4.139 6.623 6.933 -9.124 197 197 197 194 194 197. 194‘ 3.179 6.419 ® 9.996 6.774 6.439 9.121 .0910. ;:E 1.643 6.632 6.641 9.449 46.133 6.671 -9.124 4 194. 194 194 193 199‘ 194 199 99 6.922 6.499 6.416 9.274 6.644 6.374 6.114 9.229 -1.974 .6.629 9.692 -6.629 -6.633 6.664 6.649 -9.619 9 197 97 197 97 197 197 197 197 6.394 6.796 6.317 6.799 9.234 6.944 6.399 6.314 .h9‘,{ ‘tifi 54:16 .3649 09‘.‘ 09“, 05.676 .546., .0960. 19 5 9 1’0 196 15‘ 196 4 1 4 9.294 6.646 6.149 6.949 6.292 6.142 6.329 9.247 9.979 949 1 949 7 949 3 VAR 4 VAR 9 VA! 4 V437 V433 v499 1 -o.o44 9.215 194‘ «"41iflb -9.323 -n.611 62111 5 197 _154 (m 6.447 4.145 -9. 673 3. 636 62699 196 194 ‘153 6. 329 6. 434 6.493 99.166 -n.633 6.731 197 «an Lnu‘ifi’ -9.623 9.296 6.227 174 - 9.673 9.696 6:312 157 157. - 9.342 6.931 41w 9.921 9.149 6:632 197 157. .19 6.792 6.941 9.939 -157 197. 157 9.946 6.197 9.373 -9.994 4.637 6:143 157 197 153 6.939 6. 446 9.973 9.917 -9.119 62697 9 157 _1 w 6.139 3.434 9. 699 9.57? 6.419 157 6. ?13 4‘ 199 164. 6. 511 6.917 ‘Illlllb 9. 693 9.696 62193, on» 9.167 4.793 62199 155_ 9 .4. ‘E‘ED 4.169 6 66‘ -6L133 197 ' 167 _194 6.199 6.924 9.634 4.697 3.176 62332 154 6.929 94916 94911 94912 See Table 9 for list of variables. 6.694 134 6.229 6.144 137 6.644 .‘ 0‘3. 19 . 6.696 9.649 196 0439’ 4.342 6.444 113 "i294 3.392 26.646 4.623 6.139 9.446 1” 19. 1” 4.411 6.773 4.414 .6.644 9.193 46.63? 6.149 63173 13 . 194 197 194 6.944 4.194 6.499 6.642 -6.112 --4.614 6.619 6.923 6.464 6. 33 197 194 194 — 197 6.146 9.943 6.419 m 6.999 6:63;, 9.69: 6.69:, 9.339 6.954 6.399 9.331 1 1. i-m 1.441 4.1» an» m.m mm -6.616 -4.914 6.646 9.113 6:144 .6.613 6.114 9.117 137 134_ 197. 194 _197 _137 137 197_ 6.633 4.444 6.344 6.141 9.944 9.939 6.192 6.141 6:192. 6:647 6.312 6.194 9.217 -6.112 9.622 6.649 9.494 97 94 7 6146 33743 63:36 532;, 9:644 4.479 6:196 6.14? 63119 6.634 6.131 6.261 9.622 9.142 197 193 .194. _134 194 194 6.343 4.333 6.249 9.973 9.149 9.432. W 6.219 6.679 46.131 -4 699 .6.626 9.134 61233 6.631 9 931 -9.933 9 134 6.445 4 492 199 ' 194 194 192 4 .19 ' 194 19 ° ' 194 6.642 6.449 6.343 6.697 m) 9.763 6.494 6.432 @1519» 9.314 o6.117 44.443 6.692 -6.626 62692 .6.624 -9.693 6.639 6.979 .9.131 .9.{13 -9.179 197 94 197 194 _197 1 7 .197 197 197 197 134 6.141 4.944 6.343 6.933 9.974 6.746 3.914 6.439 9.336 6.191 4.194 111:;14 -9.194 -9.479 6.636 6.137 13272 o6.16° 6.692 6.636 9.947 6.279 9.694 9.739 9.641 194 193_ .194 194 194- 194 199 . 194 9.349 (m 6.699 m 9.173 1.292 6.711 9.939 9.949 9.447 94613 94314 94619 94319 94417 94913 94312 94929 94921 94322 94423 94924 9442! APPENDIX B ATTITUDE BEHAVIOR SCALE - BW/WN-G 114 L I ATTITUDE BmVIOR SCALE - BW-G 0113391 IONS Thhslooklet contains statements of how people behave in certain situations orleel about certain things. You yourself or other Black persons often behave niihe same way toward.Whites. You also have some general ideas about yourself, mxun other Black persons like you, and about Whites. Sometimes you feel or lehave the same way toward everyone, and sometimes you feel or behave differently toward Whites. 12mg questionnaire has statements about ideas and about behavior. Each statement cu Ihis questionnaire is different from every other section, although some of the statements in each section are similar. Your answers in one section, there- fore, may he the same as answers in another section, or your answers may differ from section to section. Here is a sample statement: Sample 1 1. Other Blacks believe that Whites will get good jobs 1. less‘often than Blacks 2. about the same 3. more often than Blacks ll other Blacks believe that Whites have less chance than Blacks to get .«mxi jobs, you should circle the number 1 as shown above, or if you are using an liifl answer sheet make a heavy dark line on the answer sheet between lhe two lines after the number as follows: 1. 1 2 ""' 3 DO NOT PUT YOUR NAME ON THE BOOKLET by: Richard J. Hamersma John E. Jordan ; College of Education Michigan State Univ. * Adapted by: Errol J. Frechette 12270 - BF. ABS-l ~1M-G Di roci ions: Secti on 1 This section contains statements about ideas which most other. Blacks have about Whites. Circle or fill in the number that indicates how other Blacks compare them- selves with Whites. Please answer all questions. Other Blacks believe the following things about Blacks as compared to Whites: 1. Blacks can be trusted with money 1. more than Whites 2. about the same as Whites 3. less than Whites 2. lilac-k families are closely lmit l. more often than Whites 2. about as often as Whites 3. less often than Whites 3. Black's intellectual ability is 1. more than Whites 2. about the same as Whites 3. less than Whites 4. Blacks desire a higher education 1. more often than Whites 2. about as often as Whites 3. less often than Whites I). Blacks help their neighbors I. more than Whites 2. about the same as Whites 3. less than Whites Black neighborhoods are safe 1. more often than White ones 2. about as often as White ones 3. less often than White ones ABS-l-BW-G Other Blacks believe the following things about Blacks as compared to Whites: 7. Blacks obey job rules and regulations 1. more than Whites 2. about the same as Whites 3. less than Whites H. Hlacks enjoy working with Whites l. more than Whites do with Blacks 2. about the same as Blacks 3. less than Whites do with Blacks Q. Blacks ignore the rights of others 1. less than Whites 2. about the same as Whites 3. more than Whites in. Blacks drink when driving 1. less than Whites 2. about the same as Whites 3. more than Whites ll. Hlacks mis-use trial-by-jury 1. less often than Whites 2. about as often as Whites 3. more often than Whites 12. Blacks vote ior White candidates for public office i. more than Whites do for Blacks 2. about the same as Whites 3. less than Whites do for Blacks l3. Blacks are brave soldiers l. more often than Whites 2. about as often as Whites 3. less often than Whites 14. Blacks are careful with weapons 1. more often than Whites 2. about as often as Whites 3. less often than Whites 70 - PIP ABS-II-BW-G imcl ions: Section [I ins seclion contains statements about things which other Blacks like you may believe Hun Whites. Please choose the answer that indicates what you think others believe bout Whites. ost Blacks generally believe the following about Whites: .J. Blacks believe they can trust Whites with money i . disagree 2. uncertain 3. agree Blacks believe that White families are as closely knit as their own 1. disagree 2. uncertain 3. agree blacks believe the intellectual ability of Whites is the same as their own 1. disagree 2. uncertain 3. agree blacks desire to share higher education with Whites 1. disagree 2. uncertain 3. agree blacks like to help White neighbors I. disagree 2. uncertain 3. agree blacks believe that White neighborhoods are safe to live in 14 (disagree 2. uncertain 3. agree 12270 - E F ABS-II-LW-G Mos] Hiacks generally believe the following about Whites: 21, blacks believe that Whites obey job rules and regulations the same as they do 1. disagree 2. uncertain 3. agree 22. Blacks believe they enjoy working with Whites 1. disagree 2. uncertain 3. agree 23. Blacks believe they ignore the rights of Whites 1. disagree 2. undecided 3. agree 24. blacks believe Whites drink when driving more than Blacks do 1 . agree 2. uncertain 3. disagree 25. Blacks believe in misuse of trial-by-jury when they deal with Whites 1. agree 2. uncertain 3. disagree 26. Blacks believe in voting with Whites fot White candidates for public office 1. disagree 2. uncertain 3 . agree 27. Blacks believe in being brave soldiers with Whites 1. disagree 2. uncertain 3. agree 28. Blacks believe in being as careful with their weapons as Whites are 1. disagree 2. uncertain 3 . agree Alii-T l' [-lW-C iHrnclions: Section TTT lids section contains statements about ways in which you yourself should act toward Whites. Please choose the answer that indicates how you feel you should act or believe. i In respect to Whites, do you yourself believe that it is usually right or usually wrong: 20. To trust Whites with money is 1. usually wrong 2. undecided 3. usually right 30. To expect White families to be as closely knit as Black ones is 1. usually wrong 2. undecided 3. usually right 31. To eXpect Whites intellectual ability to be the same as Blacks is 1. usually wrong 2. undecided 3 usually right 32. 'Po expect Whites to desire a higher education as much as Blacks is 1. usually wrong 2. undecided 3 usually right 33. ‘P0 expect Blacks to help White neighbors is usually‘wrong undecided . usu 11y right “Mt-i 34. To expect Blacks to believe that White neighborhoods are safe for them.is 1. usually wrong 2. undecided 3. usually right 35. To expect Blacks to obey job rules and regulations the same as Whites is 1. usually wrong 2. undecided 3. usually right ABS-III-BW-G i In respect to Whites do you ygurgelf believe that it is usually right or usually wrong: 3“. 'F0 expect Blacks to 1. usually wrong 2. undecided 3. usually right 37. To eXpect Blacks to 1. usually right 2. undecided 3. usually wrong 38. To expect Whites to 1. usually right 2. undecided 3. usually wrong 39. To expect Blacks to 1. usually right 2 . undecided 3. usually wrong 40. To expect Blacks to 1. usually wrong 2. undecided 3. usually right 41. 'F0 expect Blacks to 1. usually wrong 2. undecided 3. usually right 42. 'f0 expect Blacks to 1. usually wrong 2. undecided 3. usually rigit 112270 - EIF enjoy working with Whites is ignore the rights of Whites is drink more than Blacks do when driving is misuse trial-by-jury when they deal with Whites is vote with Whites for White candidates for public office is be brave soldiers with Whites is be as careful with their weapons as Whites is ABS-IWBW-G ' . i. .. :. lurecjlons: nection IV ibis section contains statements about 92? you think ygu would act toward.Whites. «Hmoso the answer that indicates how you think you would act. In respect to White person would you yourself: 43. I would trust Whites with money 1. no 2. undecided 3. yes 44. I would want my family to be as closely knit as White families are 1. no 2. undecided 3.’ yes 45. i would want the same intellectual ability as Whites 1. no 2 undecided 3. yes 45. i would want to have the same desire Whites do for a higher education 1. no 2. undecided 3. yes 47. I would help'White neighbors I. no 2. undecided 3. yes 48. i would want Black neighborhoods to be as safe as White ones 1. no 2 . undec i. ded 3. yes 49. 1 would obey job rules and regulations the same as Whites 1. no 2. undecided 3. yes 12270 - E F AiiS-IV-Bifi ' In reaped to a White person would you yourself: 52. i 1' 2. 3. I l. 2. 3. I l. 2. 3. i" 1 . 2. 3 . I 1. 2. 3. T 1. 2. 3. 1. 2. 3. would enjoy working with Whites nc undec i ded yes would ignore the rights of‘Whites yes undec i ded no would drink when driving more than Whites do YGB undec i ded no would use trial-by-jury the same when dealing with Whites as. with Blacks no undec .i ded yes I would vote for a White candidate for public office no undeci ded yes would expect Black soldiers and Whites ones to be equally brave yes undec i ded no would want to be as careful with my weapons as I think Whites are no undec i ded yes 112270 - E i" 10 - ABS— v - BWLG ireciions: Section V tns section concerns actual feelings that Black people may have about Whites. You re asked to indicate how you feel about the following statements. (M’do you actually feel toward.Whites: U, P". 7.§ 5.1- thn blacks trust Whites with money I feel na" .02. 1. bad 2. indifferent 3. good , When Blacks families are as closely knit as I think White families are I feel 2 «er 1. led 2. indifferent 3. good When Blacks' intellectual ability is the same as Whites I feel 1. bad 2. indifferent 3. good When Whites desire a higher education as much as Blacks do, I feel 1. bad 2. indifferent 3. good When Blacks help White neighbors, I feel 1. bad 2. indilferent 3. good When Blacks are safe in White neighborhoods, I feel 1. bad 2. indifferent 3 . good When Whites obey job rules and regulations with Blacks, I feel 1. dissatisfied 2. indilferent 3. satisfied 2270 - t: F ll- ABS-bV-Hflfi. How do you actually feel toward Whites: 64. b6, 67. i)“. 69. 70. When Whites enjoy working with Blacks, I feel 1 . bad 2. indi f ferent 3 . good When the rights of Whites are ignored by Blacks, I feel 1 . good 2 . indi f ferent 3 . bad When Whites drink more than Blacks do when driving, I feel 1 . good 2 . i ndi f fe rent 3 . bad When trial-by-jury is used the same with Whites and Blacks, I feel 1 . angry 2 . i. ndi f fe rent 3 . happy When Whites vote for Black candidates for public office, I feel 1 . bad 2 . i ndi f fe rent 3 . good When Whites soldiers are not as brave as Blacks ones, I feel 1 . good 2 . i ndi f ferent 3 . bad When Blacks are as careful with their weapons as Whites are, I feel. 1. dissatisfied 2. indifferent 3, satisfied ' 112270 - i". F' '12 - .ABS-VI-BW-G Directions: Section VI This sect ion concerns actual emariences you have had with Whites. Try to answar the following questions from the knowledge of your expgrience. ' Experiences or contacts with Whites: 71. I have trusted Whites with money 1. no eXperience 2. no 3. uncertain 4. yes 72. T have seen that White families are as closely knit as Black ones 1. no experience 2. no 3. uncertain 4. yes 73. .My intellectual ability is equal to the Whites I know 1. no experience 2. no 3. uncertain 4. yes 74. [.have wanted a higher education as much as the Whites I have known 1. no experience 2. no 3. uncertain 4. yes 7!}. T. have helped a White neighbor no experience no uncertain yes ACDQsFI I O I 76. I have felt safe in White neighborhoods 1. no experience 2. no 3. uncertain 4. yes , . I 1 2 3 777 luave seen that Whites obey job rules and regulations when working with Blacks no . --. tingertain qu 21;; .11". fluidly.“ .a A" u: .gt‘j l3 - Ali: i-V f—lM-C jggyricuces or contgcis'with Whites: i have enjoyed working with Whites 1. no experience 2. no 3. uncertain 4 yes have seen that Blacks ignored the rights of Whites H no experience yes uncertain yes poorer- a... I have been drinking while driving more than I think Whites do no experience no uncertain yes AGNr-J I... have seen Whites misuse trial-by-jury with Blacks 8—4 1. no experience 2. yes 3. uncertain 4. no H no experience no uncertain yes outer-o '00. have seen that Blacks are braver soldiers than Whites r—i no experience yes uncertain no #005)?“ sees no experience no uncertain yes AWNH H 0... have seen that Whites vote for Black candidates for public office have seen Whites who were [as careful with their weapons as Blacks ABS-3H) ATTITUDE BEHAVIOR SCALE - ABS-Bd-D This part ol the questionnaire deals with many things. For the purpose of this study, the answers of all Ersgns' are important. Part of the questionnaire has to do with personal information about you. Since the questionnaire is completely anonymous or confidential, you may answer all of the questions freely without any concern about being identified. It is imrtant t9 the study to obtain your wear to every Question. Please read each question carefully and Q not omit any question. Please answer by circling the answer or marking the space on the IR! answer sheet. 8!). Please indicate your sex. 1 . Female 2. Male 86. Please indicate your age as follows: 1. Under 20 2. 21 - 30 3. 31 - 40 4. 41 - 50 5. 50 - over 87. What is your marital status ? l . Marri ed 2 . Si ngle 3 . Di vorced 4 . Wi cbwed 5 Separated . 2270 -- H V 88. 90. 91. 2 - ABS-BW-D What is your religion? 1. I prefer not to answer 2. Catholic 3. Protestant 4 . .Jewi sh 5. Other Please indicate training level. i. 6 years of school or less 2. 7 to 9 years of school 3. 1 O to 13 years of school 4 .. Some college or university 5. A college or university degree Some people feel that in bringing up children, new ways and methods should it: tried whenever possible. Others feel that trying out new methods is dangerous. What is your feeling about the following statement ? ~ "New methods of raising children should be tried whenever possible". 1 . :ii rongly di sagree 2 . Slightly disagree 3 . Slight ly agree 4. Strongly agree Family planning on birth control has been discussed by many people. What is your feeling about a married couple practicing birth control ? 1. It is always wrong 2. It is usually wrong 3. It is probably all right 4. [it is always right 112270 - kii' 3 -- ABS-Bil-D 02. '.'.‘he following questions have to do with kinds'of eXperience you have had with Whites. If more than one experience applies, please choose the answer with the highest number. i. I have read or studied about Whites through reading, movies, lecture or observation. 2. A friend or relative is a White person. 3. I have personally worked with Whites as a teacher, counselor, volunteer, child care, etc. 4. Close friend or relative is married to a White. 5. 1' am married to a White. 93. Considering all of the times you have talked, worked, or in some other way had personal contact with Whites, about how much has it been‘altogether ? 1. Only a few casual contacts. 2. Between one and three months 3. Between three and six months 4. Between six months and a year .5. More than a year of contact. 94. When you have been in contact with Whites, how easy for you, in general, would you say it would have been to have avoided being with them? 1. I have had no contact. 2. I could generally have avoided these personal contacts only at great cost or difficulty. 3. I could generally have avoided these personal contacts only with consi- derable difficulty. 4. I could generally have avoided these personal contacts but with m inconvenience. .5. I could generally have avoided these personal contacts wi tmut any cl.f- iiculty or inconvenience. 12270 - 1'3 F ABS-W-D ‘ifi. it you have ever worked with Whites for personal gain (for example for money or some other gain) what opportunities did you have (or do you have) to work at something else instead: that is, something else'that was (is) acceptaltle to you as a job? 1. No such eXperience. 2. No other job available. 3. Other jobs available not at'all acceptable to me. 4. Other jobs available. were ngt Quite acceptable to me. 5. Other jobs available were fully acceptable to me. 96. How have you generally felt about your experience with Whites ?‘ 1. No experience. 2. I definitely disliked it. 3. I did not like it very much. 4. I like it somewhat. ’ 5. I definitely enjoyed it. 97. What year did you arrive in Canada ? 1. 1969 2. 1966 - 1968 3. 1963 - 1965 4. 1960 - 1962 1;. Before 1960 «)8, now many times have you moved since arriving in- Canada? 1, 0 Lime 2. Once 3, Twice 4 _ Three times r‘ Four times or more 112270 - 1'1 F ABS-BW-D 00. How would you rate your own racial attitudes as compared to the average personi’ 1. Very much more prejudiced 2. Somewhat more prejudiced 3. About the same 4. Somewhat less prejudiced 5. very much less prejudiced 100. It you are presently working how did you find this job?’ 1. Through the Canada Manpower Center 2. Through Provincial agencies 3. Through friends or relatives in Carada 4. Through own inquiring 5. Other 101. 'Where were you mainly reared or ”brought up” in your youth (that is up to age al)‘? .1. Country 2. Country town 3. City suburb 4. City 102. 'P0 which group does your occupation belong?’ . Professional Service and Recreation 3 l 2. Clerical 3 4 Manufacturing, or Construction Trades 5. Other 112270 - RIF A -D Whis section ol the booklet deals with how people feel about several aspects ol lilo or lite situations. Please indicate hOW'YOJ feel about each situation by circling the answer you choose or marking on the 184 answer sheet. 103. 101). 107. 10‘). 111. 12270 - It should be possible to eliminate 104. war once and for all. 1. strongly disagree 2. disagree 3. agree 4. strongly agree Success depends to a large part on 105. luck and fate. 1. strongly agree 2. agree 3. dfisagree 4. strongly disagree Someday most of the mysteries of the 108. world will be revealed by science. 1. strongly diSagree 2. disagree 3 . agree 4. strongly agree By improving industrial and agri- 110. cultural methods, poverty can be slime inated in the world. 1. strongly disagree 2. disagree 3. agree 4. strongly agree With increased medical knowledge, 112. it should be possible to lengthen the average life span to 100 years or inore. . strongly disagree . disagree . agree . sgrongly agree EF' How sure do you feel about your answer ? . not sure at all . not very sure fairly sure . very sure 1 2 3 4 How sure do you feel about your answer ? 1. not sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your'answeri’ 1. not sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your answer ? 1. not very sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your answer ? not very sure at all not very sure fairly sure very sure IFUNH .- U3. Someday the deserts will be convertid 114. into good farming land by the applica - tion of engineering and science. 1. strongly dfisagree 2. disagree 3. agree 4. strongly agree 115. Education can only help people develop 116. their natural abilities, it cannot change people in any fundamental way. 1. strongly agree 2. agree 3. dusagree 4. strongly disagree 117. With hard work, anyone can succeed, 118. 1. strongly disagree 2. disagree 3. agree 4. strongly agree 119. Almost every human problem will be 120. solved in the future. ABS-HW-D How sure do you feel about your answer ? not sure at all not very sure fairly sure very sure “GNP” see How sure do you feel about your answer ? not sure at all not very sure fairly sure very sure AUNH a so fbw sure do you feel about your answer ? 1. not sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your answer ? 1. strongly disagree 2. disagree 3. agree 4. strongly agree 112270 - EF 1. not sure at all 2. not very sure 3. fairly sure 4. very sure 121. What ethnic group do you belong to? 1 . :Black .2.’ White 122. ‘What is your present occupation? l. Employment’counselor 2. Immigration Official 123. City of residence 1. ' Montreal 2. Toronto 112270 — if F J o ATTITUDE BEHAVIOR SCALE - WN—G * W This booklet contains statanents uf how people behave in certain situ- ations or feel about certain things. You yourself or other White $1;- sons often behave in the same way toward West Indian Negro Itmnigrants. You also have sane general ideas about yourself, about other White persons like you, and about West Indian Negro Imigrants. Sometimes you feel or behave the same way toward everyone, and sanetimes you feel or behave differently toward West Indian Negro Imigrants. This questionnaire has statements about ideas and about behavior. Each statement of this questionnaire is different from every other sec- tion, although some of the statanents in each section are similar. Your answers in one section, therefore, may be the same as answers in another section, or your answers may differ fran section to section. Here is a sample statanent: Sam el: 1. Other Whites believe that West Indian Negro Imigrants will get good jobs . 1. less often than Whites '2. about the same 3. more often than Whites If other Whites believe that West Indian Negro Immigrants have less chance than Whites to get good jobs, you should make a heavy dark line on the 134 answer sheet between the two lines after the number as fol- lows: DONOTPUTYOURNAMEONTHEHXJKLET by:- Richard J. Hamersma John E . Jordan College of Education Michigan State University * Adapted by: 112270 - E F Errol J. Frechette .0. 2 -2- ABS—I—WN-G * Directions. Section 1 This section contains statafients about ideas which most other Whites have about West Indian Negro Immigrants. Fill in the number that in- dicates how other Whites compare thanselves with West Indian Negro Immigrants. Please answer all questions. ' Other Whites believe the following things about Whites as canpared to West Indian Negro Immigrants: 1. Whites can be trusted with money 1. more than W.I. Negro Immigrants 2. about the same as W.I. Negro Imigrants 3. less than W.I. Negro Immigrants 2. White families are closely knit l. more often than W.I. Negro Emigrants 2. about as often as W.I. Negro Immigrants 3. less often than W.I. Negro Immigrants 3. White's intellectual ability is l. more than W.I. Negro Immigrants 2. about the same as W.I. Negro Imigrants 3. less than W.I. Negro Immigrants 4. Whites desire a higher education 1. more often than W.I. Negro Immigrants 2. about as often as W.I. Negro Emigrants 3. less often than W.I. Negro Immigrants 5. Whites help their neighbors l. more than W.I. Negro Immigrants 2. about the same as W.I. Negro Imigrants 3. less than W.I. Negro Immigrants 6. White neighborhoods are safe 1. more often than W.I. Negro Immigrants ones 2. about as often as W.I. Negro Imigrants ones 3. less often than W.I. Negro Immigrants ones 112270 - E F sou 3 - 3 .. ABS - I-WN-G * Other Whites belieVe the following things about White's as canpt red to West Indian Negro Imigrants: '7. Whites obey job rules and regulations 1'-. more than W.I. Negro Inunigrants 2. about the sane as W.I. Negro Immigrants 3. less than W.I. Negro Itmnigrants 8. Whites enjoy working with W.I. Negro Innnigrants l. more than W.I. Negro Immigrants do with Whites 2. about the sane as W.I. Negro Immigrants do with Whites 3. less than W.I. Negro Immigrants do with Whites 9. Whites ignore the rights of others 1. less than W.I. Negro Immigrants 2. about the same as W.I. Negro Immigrants 3. more than W.I. Negro Immigrants 10. Whites drink when driving 1. less than W.I. Negro Immigrants 2. about the sane as W.I. Negro Immigrants 3. more than W.I. Negro Imigrants ll. Whites misuse trial-by-jury 1. less often than W.I. Negro Immigrants 2. about as often as W.I. Negro Imnigrants 3. more often than W.I. Negro Immigrants 12. Whites vote for W.I. Negro Immigrant candidates for public office 1. more than W.I. Negro Immigrants do for Whites 2. about the sane as W.I. Negro Immigrants do 3. less than W.I. Negro Immigrantsdo for Whites 13. Whites are brave soldiers 1. more often than W.I. Negro Immigrants .2. about as often as W.I. Negro Immigrants 3. less often than W.I. Negro Imigrants l4. Whites are careful with weapons 1.. more often than W.I. Negro Immigrants 2. about as often as W.I. Negro Immigrants 3. less often than W.I. Negro Immigrants 9 112270 - E F 0.. 4 . . ‘ ‘ ed ‘A— “Lift-Tul'" n. ABS-IZ-WN-G * Directigns: Section II This section contains statements about things er; Whites like you may believe about west Indian Negro Immigrants. Please choose the ans- wer that indicates what you think other Whites believe about west Indian Negro Immigrants. neg; Whites generally believe the following about West Indian Negro Immigrants : 15. Whites believe they can trust W.I. Negro Immigrants with money 1. disagree 2. uncertain 3. agree 16. Whites believe that WEI. Negro Immigrants families are as closely knit as their own 1. disagree 2. uncertain 3. agree l7. Whites believe the intellectual ability of W11. Negro Immigrants is the same as their own 1. disagree 2. uncertain 3. agree 18. Whites desire to share their higher education with W'.I. Negro Imp migrants 1. disagree 2. .uncertain 3. 'agree 19. Whites like to help W.I. Negro Immigrants neighbors I. disagree 2. uncertain 3. agree 20. Whites believe that WQI. Negro Immigrant neighborhoods are safe to live in 1. disagree 2. uncertain 3. agree 112270 - E F as. 5 - 5 _ ABS-I I-WN-G * ‘V Most Whites generally believe the follawing about West Indian estro Imr migrants: 21. 22. 23. 24. 25. 26. 27. 28. Whites believe that W.I. Negro Immigrants obey job rules and regu- lations the same as they do 1. disagree 2. uncertain 3. agree Whites believe they enjoy working with WQI. Negro Immigrants 1. disagree 2. uncertain 3. agree Whites believe they ignore the rights of W.I. Negro Imigrants 1. disagree 2. undecided 3. agree Whites believe WQI. Negro Immigrants drink when driving more than Whites do 1. agree 2. uncertain 3. disagree Whites believe in.misuse of trialébyhjury when they deal with WQI. Negro Immigrants 1. agree 2. uncertain 3. disagree Whites believe in voting with W.I. Negro Immigrants for Negro can- didates for public office 1. disagree 2. uncertain 3. agree Whites believe in being brave soldiers with'W.I. Negro Immigrants 1. disagree 2. uncertain 3. agree Whites believe in being as careful with their weapons as W}I. Negro Immigrants are 1. disagree 2. uncertain a “A- 0“ _ 5 - AES-IIAWN-G * Directions: Section III This section contains statements about ways in which a . . H act toward West Indian Negro Immigrants. Please choose the answer that indicates how you feel you should act or believ;. In respect to West Indian Negro Immigrants, do you yourself believe that it is usually right or usually £1.22: 29. To trust W.I. Negro Imigrants with money is m 1. usually wrong 2. undecided 3. usually right - n-v'. hunt »- . .' ' 30. To expect W.I. Negro Immigrants families to be as closely knit as White ones is F” ' 1. usually wrong 2. undecided 3. usually right 31. To expect WtI. Negro Immigrants’ intellectual ability to be the same as the Whites is 1. usually wrong 2. undecided 3. usually right 32. To expect W.I. Negro Immigrants to desire a higher education as much as Whites is 1. usually wrong 2. undecided 3. usually right 33. To expect Whites to help W.I. Negro Imigrants neighbors is 1. usually wrong 2. undecided ' ° 3. usually right 34. To expect Whites to believe that W}I. Negro Immigrant neighborhoods are safe for them is 1. usually wrong 2. undecided 3. usually right 35. To expect Whites to obey job rules and regulations the same as W.I. Negro Immigrants is 1. usually wrong 2. undecided 3. usually right 112270‘EF so. 7 -7... AE—III—WN-G .* In respect to West Indian Negro Immigrants, do you yourself gliflg that it is usually right or usually mg: 36. 37. 38. 39. 40. 41. 42. To expect Whites to enjoy working with W.I. Negro Imigrants is 1. usually wrong 2 . undecided 3 . usually right To expect Whites to ignore the rights of W.I. Negro Imigrants is l . usually right 2 . undecided 3. usually wrong To expect W.I. Negro Immigrants .to drink more than Whites do when driving is l . usually right 2 . undecided 3 . usually wrong To expect Whites tomisuse trial-by-jury when they deal with W.I. Negro Immigrants is 1. usually right 2. undecided 3. usually wrong To expect Whites to vote with W.I. Negro Irmnigrants for Negro can- didates for public office is _ 1. usually wrong 2 . undec ided 3. usually right To expect Whites to be brave soldiers with W.I. Negro Inmigrants is 1. usually wrong 2. undecided 3. usually right To expect Whites to be as careful with their weapons as W.I. Negro Immigrants are is 1. usually wrong , 2. undecided 3. usually right 112270 - E F 0.. 8 - 3 _ ABS-IV4WN-S * Digections: Sections IV This section contains statanents about how you think you would act to- ward West Indian Negro Immigrants. Choose the answer that indisctes how you think you would act. ' In respect to a west Indian Negro Immigrant yould you yourself: 43. 44. 45. 46. 47. 48. 49' I would trust W.I. Negro Innigrants with money 1. no 2. undecided 3. yes I would want my fanily to be as closely knit as W.I. Negro Imi- grant families are 1. no 2. undecided 3. yes I would want the same intellectual ability as W.I. Negro Immigrants 1. no 2. undecided 3. yes I would want to have the same desire W}I. Negro Immigrants do for a higher education 1. no 2. undecided 3. yes I would help W.I. Negro Immigrant neighbors 1. no 2. undecided 3. yes I would want White neighborhoods to be as safe as W.I. Negro Imi- grants ones 1. no 2. undecided 3. yes I would obey rules and regulations the same as W.I. Negro Imigrants 1. no 2. undecided 3. yes 112270 - E F 0.. 9 - 9 _ ABS-IV-WN-G * In respeCt to west Indian Negro Immigrants would you yourself: 50. 51. 52. 53. 54. 55. 56. I would. enjoy working with W.I. Negro Inlnigrants 1. no 2. undecided 3. yes I would ignore the rights of WLI. Negro Immigrants 1. yes 2. undecided 3. no I would drink when driving more than'W}I. Negro Immigrants do 1. yes 2. undecided 3. no I would use trialéby-jury the same when dealing with WLI. Negro Inmigrants as with Whites ‘ 1. no 2. undecided 3. yes I would vote for a WlI. Negro Immigrant candidate for public office 1. no 2. undecided 3. yes, I would expect WQI. Negro Immigrants soldiers and White ones to be equally brave 1. no 2. undecided 3. yes I would want to be as careful with.my weapons as I think W;I. Negro Immigrants are 1. no 2. undecided 3. yes 112270 - E F III 10 -10- ABS-V-WN-G * Directions: Section V This section concerns octual feelings that White peopletmay have about West Indnan Negro Immigrants. You are asked to indicate how you feel about the following statanents. How do you actually feel toward west Indian Negro Immigrants. 57. 58. 59. 60. 61. 62. 63. When Whites trust W.I. Negro Immigrants with money, I feel 1. bad 2. indifferent 3. good When White families are as closely knit as I think'WtI. Negro Imp migrants families are, I feel 1. bad 2. indifferent 3. good When Whites' intellectual ability is the same as W.I. Negro Imi- grants, I feel 1. bad 2. indifferent 3. good When W'.I. Negro Immigrants desire a higher education.as mmch as Whites do, I feel 1. bad 2. indifferent 3. good When Whites help W.I. Negro Imigrant neighbors, I feel 1. bad 2. indifferent 3. good When Whites are safe in W.I. Negro Immigrants neighborhoods, I feel 1. bad 2. indifferent 3. good When W.I. Negro Immigrants obey job rules and regulations with Whites, I feel 1. dissatisfied 2. indifferent 3. satisfied 112270 - E F ... 11 — ll — ABSAVAWN-G * How do you actually feel toward West Indian Negro Immigrants. 64. 65. 66. 67. 68. 69. 70. When W.I. Negro Immigrants enjoy working with Whites, I feel ,1. bad 2. indifferent 3. good When the rights of W. I. Negro Imigrants are ignored by Whites, I feel 1. good 2. indifferent 3. bad When W. I. Negro Inlnigrants drink more than Whites do when driving, I feel 1. good 2. indifferent 3. bad When trial-by-jury is used the same‘with WQI. Negro Immigrants and Whites, I feel 1- angry 2. indifferent 3 happy When‘W. I. Negro Immigrants vote for White candidates for public office, I feel 1. bad 2. indifferent 3. good When'W. I. Negro Immigrants are not as brave soldiers as Whites ones are, I feel 1. good 2. indifferent 3. bad When Whites are as careful with their weapons as W.I. Negro Imi- grants are, I feel 1. dissatisfied 2. indifferent 3. satisfied 112270 - E F ... 12 .512- ABSAVIAWN-G * Directiooo: Section VI This section concerns octool eyoorience you have had‘with'WtI. Negro Immigrants. Try to answer the following questions from the knowledge of your exoorience. Experiences or contacts with West Indian Negro Immigrants: 71. I have trusted W.I. Negro Imigrants with money, 1. no experience 2. no 3. uncertain 4. yes 72. I have seen that W.I. Negro Immigrant families are as closely knit as White ones 1. no experience 2. no 3. uncertain 4. yes ‘ 73. My intellectual ability is equal to the WQI. Negro Immigrarts I know' ' 1. no experience 2. no 3. uncertain ' 4. yes 74. I have wanted a higher education as much as the W.I. Negro Imi- grants I have known ‘ 1. no experience 2. no 3. uncertain 4. yes 75. I have helped a W.I. Negro Imigrant neighbor 1. no experience 2. no 3.> uncertain 4. yes 76. I have felt safe when in W.I. Negro Imigrant neighborhoods 1. no experience 2. no 3. uncertain 4. yes 112270 - E F .0. 13 - 13 _ AES-VI-WN-G * I'Ixoegiencus or contacts with West Indian Negro Immigrants: 77. 1 haVe soon that W.I. Negro Immigrants obey job rules and regula- tions when working'with_Whites 1. no experience 2. no 3. uncertain 4. yes . 78. I have enjoyed working with-W31. Negro Immigrants 1. no experience 2. no 3. uncertain 4. yes 79. I have seen that Whites ignored the rights of W.I. Negro Imigrants 1. no experience 2. yes 3. uncertain 4. no 80. I have been drinking while driving more than I think W11. Negro Immigrants do 1. no experience 2. no 3. uncertain 4. yes 81. I have seen W.I. Negro Immigrants misuse trial-by-jury with Whites 1. no experience 2. yes 3. uncertain . no 82. I have seen that WQI. Negro Immigrants vote for White candidates for public office 1. no experience 2. no 3. uncertain 4. yes 83. I have seen that WQI. Negro Immigrants are braver soldiers than. Whites 1. 'no experience 2. no 3. uncertain 4. yes 84. I have seen W.I. Negro Immigrants who were as careful with their 'weapons as Whites . 1. no experience 2. no 3. uncertain 4. yes 112270 - E F ... 14 ATTITUDE BEHAVIOR SCALE - ABS-WN-D * This part of the questionnaire deals with.many things. For the purpose of this study, the answers of all erson are fin nt. Part of the questionnaire has to do with personal information about you. Since the questionnaire is canpletely ananymous or confidential, you may answer all of the questions freely without any concern about being iden- tified. It is imoogtant to the study to obtoin yoog ooggo; to evegy guestion. Please read each question carefully and do not emit any question. Please answer by marking the space on the 134 answer sheet. 85. Please indicate your sex. 1. female 2. male 86. Please indicate your age as follows: 1. under 20 2. 21 - 30 3. 31 - 40 4. 41 - 50 5. 51 - OVer 87. What is your marital status? 1. married 2. single 4. widowed 3. divorced 5. separated 112270 - E F ... 15 ABSAWN-D * - 15 - 88. What is your religion? 1. I prefer not to answer.. 2. Roman Catholic 3. Protestant 4. Jewish 5. Other 89. Please indicate your training level. 1. 6 years of school or less 2. 7 to 9 years of school 3. 10 to 13 years of school 4. Some college or university 5. A college or university degree 90. Some people feel that in bringing up children, new ways and methods should be tried whenever possible. Others feel that trying out new methods is dangerous. What is your feeling about the following sta- tement? New methods of raising children should be tried wheneverpossible. l. Strongly disagree 2. Slightly disagree 3, Slightly agree. 4. Strongly agree. 91. Family planning on birth control has been discussed.by many people. What is your feeling about a married people practicing birth con- trol? 1. It is always wrong 2. It is usually wrong 3. It is probably all right 4. It is always right 112270- E F ' 16 ABS—WN-D "‘ -16- ‘1‘lm Iollowing questions have to do with kinds of. experiences-you _ 92. haw; had with West Indian Negro Immigrants; If more than one ex- perience applies, please choose the answer with the highost num- ber. Choose only one. . . . l. I have read or studied about W.I. Negro Imigrants through reading, movies, lecture or observation. 2. A friend or relative is a W.I. Negro Immigrant. 3. I have personally worked with W.I. Negro Immigrants. 4. Close friend or relative is married to a W.I. Negro Innigrant. 5. I am married to a W.I. Negro Immigrant. 93. Considering all of the times you have talked, worked, or in sane other way had personal contact with W.I. Negro Imigrants, about how much has it been altogether? l. I have had no contact. 2. Only a few casual contacts. 3. Between one and six months. 4. Between six months and one year. 5. More than one year of contact. 94. When you have been in contact with West Indian Negro Immigrants, how easy for you, in general, would you say it would have been to have avoided being with them? 1. I have had no contact. . 2. I could generally have avOided these personal contacts only at great cost or difficulty. 3. I could generally have avoided these personal contacts only with considerable difficulty. 4. I could generally have avoided these personal contacts but with some inconvenience. 5. I could generally have avoided these personal contacts with- out any difficulty or inconvenience. 112270 - E F I.- 17 ABSAWN-D * - 17 - 95. If you have ever worked with west Indian Negro Immigrants for pore aonal gain (for example. for money or some other gain) what oppor- tunities did you have (or do you have) to work at sanething else instead? That is, something else that was (is) acceptable to you as a job. 1. No such experience 2. No other job available 3. Other jobs available not at all acceptable to me 4. Other jobs available were not goite acceptable to me 5. Other jobs available were folly acceptable to me 96. How have you generally felt about your experience with West Indian Negro Immigrants? 1. No experience 2. I definitely disliked it 3. I did not like it very mmch 4. I like it somewhat 5. I definitely enjoyed it 97. What is your annual salary? 1. $5,000.00 or less 2. $5,001.00 to $ 7,000.00 3. $7,001.00 to $ 9,000.00 4. $9,001.00 to $11,000.00 5. Over $ 11,000.00 98'. What is your primary or preferred language? 1. French 2. English 3. Other 112270 - E F as. 18 quA'Io~.aZl' n.1Vm-Ll WM min -18.. ' Ale—NNl-D * 99. How would you rate your own racial attitudes as compared to the average person? Very much more prejudiced Somewhat more prejudiced About the same Somewhat less prejudiced (”manta 0 Very much less prejudiced 100. To which group does your occupation belong? 1. Education 2. Government 3. Manufacturing 4. Trade, finance or service 5. Other 101. Where were you.main1y reared or "brought up" in your youth (that is up to age 21)? . Country Country town (A? N H U . City suburb 4. City 102. What part of Canada did you spend most of your life up to age 21? l . Marit imes 2. Quebec 3. Ontario 4. western Canada 5. Outside Canada 112270 - E F CI. 19 -19- LIFE SITUATIONS ABS-WN-D * This aspect of the booklet deals with how people feel about several as- peets of life or life situations. Please indicate how'you feel about each situation by circliog the answer you choose or making on the IBM answer sheet. - . . 103. It should be possible to elimi- 104. nate war once and for all 1. strongly disagree 2. disagree 3. agree 4. strongly agree 105. Success depends to a large 106. part on luck and fate 1. strongly agree 2. agree 3. disagree 4. strongly disagree 107. Someday most of the mysteries 108. of the world will be revealed by science 1. strongly disagree 2. disagree 3. agree 4. strongly agree 109. By improving industrial and 110. agricultural methods, poverty can be eliminated in the world 1. strongly disagree 2. disagree 3. agree 4. strongly agree 112270 - E F How sure do you feel about your answer? 1. not sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your answer? 1. not sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your answer? 1. not sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your answer? not very sure at all not very sure fairly sure very sure .ecssora 111. 113. 115. 117. 119. With increased.medical knowe 112. ledge, it should be pOssible to lengten the average life span to 100 years or more 1. strongly disagree 2. disagree 3. agree 4. strongly agree Someday the deserts will be 114. converted into good farming land by the application of engineering and science . strongly disagree . disagree . agree . strongly agree #nODth‘ Education can only help people 116. develop their natural abilities; it cannot change people in any fundamental way . strongly agree . agree . disagree . strongly disagree reactor—o With hard work anyone can 118. succeed . strongly disagree . disagree . agree . strongly agree .ecocera Almost every present human 120. problem will be solved in the future strongly disagree disagree agree strongly agree 4. .ecooara 112270 - E F How sure do you feel about your answer? 1. not very sure at all 2. not very sure 3. fairly sure 4. very sure How sure do you feel about your answer? . not sure at all . not very sure . fairly sure . very sure .ecotora How sure do you feel about your answer? 1. not sure at all 2. not very sure 3. fairly sure 4. very sure HOw sure do you feel about your answer? 1. not sure at all 2. not very sure 3. fairly sure 4. very sure HOw sure do you feel about your answer not sure at all not very sure fairly sure very sure .ecocora I O C “Lien-4.45;! -27... 121. What ethnic group do you belong to? 1. .Black I / .2.’ White I . 122. ‘What is your present occupation? 1. Employment counselor 2. Imigrot ion Official 123. City of residence 1. ' Montreal 2. Toronto 112270 .- 12. F ...... O * ECHELLE D'A'I‘I‘ITUDE - BAN-G Instructions Dans les pages suivantes vous trouverez des énoncés au sujet du comportement de personnes en certaines situations, ou de leurs sentiments vis-a-vis certaines choses. Vous-memes et QLQutres personnes de race blanche, vous vous comportez souvent de faoon identique vis-a-vis des immigrants noirs des Antilles Britanniques. Vous avez aussi certains sentiments a propos de vous-meme, a propos d'autres blancs et a propos des immigrants noirs des Antilles Britanniques. Quelquefois vos sentiments ou comportements sont les memes envers tous et d'autres fois vos sentiments et comportements different quand il s'agit d'immigrants noirs des Antilles Britanniques. Ce questionnaire consiste en une série d’énoncés d'idées et de comportements. Cheque énoncé est different entre les sections, méme si certains sont similaires A l'intérieur d'une section. Vos réponses dans une section peuvent étre les memes que dans une autre section, ou vos réponses peuvent différer de section on.section. Voici un exemple: Exeggle 1 1. Les autres blancs croient que les immigrants noirs des Antilles Britanniques obtiendront de bons emplois l.‘ moins souvent que les blancs 2. a pen pres aussi souvent 3. plus souvent que les blancs. Si d'apres vous les autres blancs croient que les immigrants noirs des Antilles Britanniques ont moins de chances que les blancs d’obtenir de bons emplois, noircissez l’espace entre les lignes sur le feuillet de réponse IBM vis-a-vis 1e numéro 1, comme ceci: l. l 'Illllt 2 --- 3 ---—- 4 -—-- 5 --_... N'écrivez_pas votre nom sur le questionnaire par:g Richard J. Hamersma John E. Jordan College of Education Michigan State Univ. * traduit et adapté par Errol J. Frechette 112270-KP -2... ABS-l-B/N-G * . Instructions. Section 1: (Bette section contient des énoncés sur les idées que la oluoart des autres blancs ent au sujet des inmigrants noirs des Antilles Britanniques. Noircissez l'espace vis-a-vis le numéro qui indique cement les autres blancs se comparent avec les inmigrants noirs des Antilles Britanniques. “Priere do repondre a toutes les questions. lacs autres blancs croient les énoncés suivants au sujet des blancs quand on let: compare aux imigrants noirs des Antilles Britanniques- l. 7.. On psut faire confiance aux blancs quand il s'agit d’argsnt 1. Plus qu' aux imigrants noirs des Antilles- 2. A peu pres autant qu’aux immigrants noirs des Antilles 3. Mains qu'aux imigrants noirs des Antilles Les familles blanches sont trés unies 1. Plus souvent que celles des immigrants noirs des Antilles 2. A peu pres aussi souvent que celles des immigrants noirs des Antilles 3. Moins souvent. que celles des imigrants noirs des Antilles L'habileté intellectualle des blancs est 1. Supérieure a celle des immigrants noirs des Antilles 2. A peu pres égale a celle des immigrants noirs des Antilles 3. Inférieure A cells de’s immigrants noirs des Antilles Les blancs désirent une education supérieure 1. Plus souvent que les imigrants noirs des Antilles 2. A peu pres aussi souvent que les imigrants noirs dos Antilles 3. Mains souvent que les immigrants noirs des Antilles CO. 3 Les autres blancs croient les énoncés suivants au sujet des blancs quand on les compare aux ilmnigrants noirs des Antilles Britanniques. 3;. Les blancs aident leurs voisins 1. Plus que les inmiqrants noirs des Antilles 2. A peu pres autant que les inrnigrants noirs des Antilles 3. Mains que les inmigrants noirs des Antilles Le voisinage des blancs est sans danger 1. Plus souvent que celui des immigrants noirs des Antilles 2. A peu pres aussi souvent que celui des imigrants noirs dos Antilles 3. Mains souvent que celui des immigrants noirs des Antilles Les blancs obéissent aux réglements de leur emploi 1. Plus que les inrnigrants noirs des Antilles 2. A peu pres autant que les immigrants noirs des Antilles 3. Moins que les inrnigrants noirs des Antilles Les blancs aiment travailler avec des inrnigrants noirs des Antilles 1. Plus que les immigrants noirs des Antilles avec des blancs 2. A peu pres autant que les inmigrants noirs des Antilles 3. Moins que les imigrants noirs des Antilles avec des blancs Les blancs tiennent compte des droits dos autres. l. Moins que les immigrants noirs des Antilles 2. A peu pres autant que les imigrants noirs des Antilles 3. Plus que les inrnigrants noirs des Antilles 0.. 4 1m; autres blancs croient les énoncés suivants au sujet den blancs quand on les . compare- aux imigrants noirs des Antilles Britanniques. 10 . ll. 12. 13. 14. Les blancs boivent lorsqu’ils conduisent 1. Mains que les immigrants noirs des Antilles 2. A peu pres autant que les inunigrants noirs des Antilles 3. Plus que les immigrants noirs des Antilles Les blancs abusent du systéme de jugement par jury 1. Mains souvent que les imigrants noirs des Antilles 2. A peu pres autant que les imigrants noirs des Antilles 3. Plus souvent que les imigrants noirs des Antilles Les blancs votent pour des innigrants noirs des Antilles qui sent candidate a des pastes publics 1. Plus que les immigrants noirs des Antilles le font pour des blancs 2. A peu pres autant que les inmigrants noirs des Antilles 3. Mains que les immigrants noirs des Antilles le font pour des blancs Les blancs sont de braves soldats 1. Plus souvent que les imigrants noirs des Antilles 2. A peu pres autant que les imigrants noirs des Antilles 3. Mains que les immigrants noirs des Antilles Les blancs sont prudents avec les armes 1. Plus souvent que les immigrants noirs des Antilles 2. A peu prés autant que les inmigrants noirs des Antilles 3. Mains souvent que les imigrants noirs des Antilles ABS-II-BN—Gu* InstructionsI Section II Cette section contient des énoncés au sujet de ce que d'autres blancs camme vous croient au sujet des immigrants noirs des Antilles. S'il vous plait. choisissez la réponse qui indique ce que vous croyez que les autres blancs croient au sujet des immdgrants noirs des Antilles Eritanniques. La plupart des blancs croient généralement ce qui suit au sujet des imp mdgrants noirs des Antilles Britanniques: 16. 17. 18. Quand il s'agit d'argent, les blancs croient qu'ils peuvent faire confiance aux immigrants noirs des Antilles 1. Pas d'accord 2. Incertain 3. D'accord Les blancs croient que les familles des immigrants noirs des Antilles sont aussi unies que les leurs 1. Pas d'accord 2. Incertain 3. D'accord Les blancs croient que l’habileté intellectualle des immigrants neirs dos Antilles est semblable a la leur 1. Pas d'accord 2. Incertain 3. D'accord Les blancs sont désireux de partager avec les immigrants noirs des Antilles leur éducation supérieure 1. Pas diaccord 2. Incertain 3. D’accord La plupart des blancs eroient généralement ce qui suit au sujet des immigrants noirs des Antilles Britannigues: 19. 7.0. 21. 22. 23. 270- u p _ Les blancs aiment a aider leurs voisins immigrants noirs des Antilles 1. Pas d’aocord A 2. Incertain 3. D'aocord Les blancs croient qu'ils peuvent demeurer en sfireté dans un voisinage habité par des immigrants noirs des Antilles 1. Pas d'accord ; 2. Incertain 3. D'aocord Les blancs croient que les immigrants noirs des Antilles obéissent aux réglements de leur emploi, autant qu'eux-mémes 1. Pas d'aocord 2. Incertain 3. D'accord Les blancs croient qu'ils aiment travailler avec des immigrants noirs dos Antilles 1. Pas d'accord 2. Incertain 3. D'accord Les blancs croient qu'ils ne tiennent pas compte des droits des immigrants noirs des Antilles 1. Pas d'accord 2. Incertain 3. D’accord ... 7 La plupart des blancs croient généralement ce qui suit an and t des immigrants noirs dos Antilles Britanniques: 24. 25. 26. 27. 28. Les blancs croient que les immigrants noirs des Antilles bcivent plus qu'eux on conduisant l. D’accord 2. Incertain 3. Pas d'accord Les blancs croient au mauvais usage du systems de Jugemsnt par jury quand il s'agit dfinmdgrants noirs des Antilles ‘1. D'accord 2. Incertain 3. Pas d'accord Les blancs sont d'accord pour voter avec les immigrants noirs des Antilles, pour des candidats noirs a un poste public 1. Pas d'accord 2. Incertain 3. D'accord Les blancs s'efforcent d'étre de braves soldats lorsqu'ils sont avec des immigrants noirs des Antilles 1. Pas d'accord 2. Incertain 3. D'accord Les blancs croient qu’ils sont aussi prudents avec leurs armes que les immigrants noirs des Antilles 1. Pas d'accord 2. lncertain 3. D'accord ... 8 -3- ABS-III-BN-G * Instructions: Section III Cette section contient des énoncés sur la faqon dont vous devriez vous conduire envers les immigrants noirs des Antilles. S’il vous plait choiuissez 1a réponse qui indique quelle sera votre réaction. l-invers les inmigrants noirs des Antilles Britanniques, vous-memes, croyez-vous que vous avez tort généralement ou raison de: 7.9. 30. 31. 32. 33. Pairs confiance aux imigrants noirs des Antilles quant il s'agit d'argent l. généralement tort 2. indécis 3. qénéralement raison S'attendre 3. ce que les familles des inmigrants noirs des Antilles soient aussi unies que les families blanches 1. généralement tort ‘ 2. indécis 3. généralement raison S'attendre a ce que 1'habileté intellectuelle des immigrants noirs des Antilles soit 1a meme que celle des blancs l. généralement tort 2. indécis 3. généralement raison S'attendre a ce que les inmigrants noirs des Antilles desirent autant que les blancs une éducation supérieure l. généralement tort 2. indécis 3. généralement raison S'attendre a ce que les blancs aident leurs voisins, inmigrants noirs des Antilles ’ l. généralement tort 2 . indéc is 9 -9.. Envm-s Ins inmigrants noirs des Antilles Britanniques, vous-mfime,croyez-vous que V V0113 34. 35. 36. 37. 38. cum-z. tort généralement ou raison de: S'attendre :1 ce que les blancs soient en sécurité dans le voisinage d'inmi- grants noirs des Antilles 1. généralement tort 2. indecis 3. généralement raison S'attendre a ce que les blancs obéissent aux reglements de leur emploi, autant que les immigrants noirs des Antilles l. généralemsnt tort 2. indécis 3. généralement raison S'attendre 41 ce que les blancs trouvent agréable de travailler avec des inmigrants noirs des Antilles 1. généralement tort 2. indécis 3. généralement raison S'attendre an ce que les blancs ne tiennent pas compte des droits des inmi- grants noirs des Antilles 1. généralement raison 2. indécis 3 . généralement tort ‘B'attendre 5 ce que les immigrants noirs des Antilles boivent, plus que les blancs, en conduisant l. généralement raison 2. indécis 3 . généralement tort ... 10 -10.. lemurs 1m: immigrants noirs «les Antilles Britanniques, vous-méme, croyez-vous avoir généraloment tort ou généralement raison de: 39. S'attendre .a ce que les blancs abusent du systems (is jugement par Jury 40. 41. 42. quand il s'agit d'immigrants noirs des Antilles l. généralement raison 2. indécis 3 . généralement tort S’attendre a ce que les blancs votent avec les immigrants noirs des Antilles, pour des candidats noirs a des postes publics l. généralement tort 2. indécis ' 3. généralement raison S'attendre an ce que les blancs soient de braves soldats avec des immigrants noirs des Antilles 1. généralemlent tort 2. indécis 3. généralement raison S'attendre a ce que les blancs soient aussi prudents avec leurs armes, que lo sont les immigrants noirs des Antilles l. généralement tort 2. indécis 3 . généra lament raison ... 11 - 11 _ ABS-IV-BN-G ' Instructions: ~Section IV Cette section contient des énoncés au sujet de la fagon probable dont vous agiriez_ envers des immigrants noirs des Antilles. Choisissez 1a réponse qui indique ce que vous pensez que vous feriez. En ce qui concerne les immigrants noirs des Antilles Britanniques, est-cs que vous-mfigg: 43. Jo ferais confiance aux immigrants noirs des Antilles quand il s'agitld'argent 1. non 2. indécis 3. oui 44. J'aimerais que me famille soit aussi unis que celles des immigrants noirs des Antilles 1. non 2. indécis 3. oui db. Je voudrais avoir la méme habileté intellectualle que les immigrants noirs des Antilles 1. non 2. indécis 3. oui 46. J'aimerais avoir le méme désir qu'ont les immigrants noirs des Antilles pour une education supérieume 1. non 2. indécis 3. oui IO. 12 . Hermes; -.12 - l Eu cu qui concerne les inmdgrants noirs des Antilles Britanniques, est-cs que V¢>Ilu-nl"~m9 : 47. J'niderais des voisins immigrants noirs des Antilles 1. non 2. indécis 3. oui 48. Je voudrais que le voisinage des blancs soit aussi sur que celui des hmmigrants noirs des Antilles 1. non 2. indécis 3. oui 49. J'obéirais aux réglements de mon emploi autant que les immigrants noirs dos Antilles. " 1. non 2. indécis 3. oui 50. Je trouverais agréable de travailler avec des immigrants noirs des Antilles 1. non 2. indécis 3. oui :.1. Je ne tiendrais pas compte des droits des immigrants noirs ides Antilles l. oui 2. indécis 3. non :52. En conduisant je boirais plus que les immdgrants noirs des Antilles l. oui 2. indécis 3. non ... 13 -13- I." we qui concerne les immigrants noirs des Antilles Britanniques est-cs que, v; >us:gymo: 1:3 . 54. 56. J'utiliserais 1e systems de jugement par jury de la meme faqon pour les immigrants noirs des Antilles que pour les blancs 1. non 2. indécis 3. oui Je voterais pour un.immdgmsmm noir des Antilles qui serait candidat a un poste public 1. non 2. indecis 3. oui Jo mfattendrais a ce cue des soldats immigrants noirs des Antilles ou des soldats blancs soient aussi braves les uns que les autres. 1 0 non 2. indécis 3. oui . Je voudrais étre aussi prudent avec mes armes que le sont, a men avis, les immigrants noirs des Antilles 1. non 2. indécis 3. oui II. 14 Instructions: Section v Cette section se rapporte aux sentiments rggls que les personnes de race blanche peuvent éprouver envers les immigrants noirs des Antilles Britanniques. 0n vous demands d'indiquer quels sont vos sentiments vis-a-vis les énoncés suivants. Quels sont vos sentiments veritables envers les immdgmants noirs des Antilles Britanniques. b7. Lorsque des blancs font confiance a des immdgrants noirs des Antilles, u quand il s’agit d’argent, je suis l.' contrarié' 2 s indifférent -I‘A" 3. heureux f 58. Lorsque les famdlles blanches sont aussi unies que lessont a men avis, celles des immigrants noirs des Antilles, Je suis l. contrarié 2. indifferent 3. .heureux :39. Lorsque l’habileté intellectuelle des blancs est la.meme que cells des immigrants noirs des Antilles, je suis l. contrarié 2. indifferent 3. heureux 60. Lorsque les immigrants noirs des Antilles désirent une education supérieure, comma les blancs 1e désirent, je suis 1. contrarié 2. indifferent 3. heureux .0. 15 O-1s.. Quels sont vos sentgggnts veritables envers les immigrants noirs des Antilles, Britanniques: 61. Lorsque les blancs aident leurs voisins immigrants noirs des Antilles, je suis. l. contrarie .- 2. indifferent 3. heureux 62. Lorsque les blancs sont.en surete dans le voisinage dlimmdgmants noirs des Antilles, Je suis ’ ' ' . l. contrarie 2. indifferent 3. heureux 63. Lorsque les immigrants noirs des Antilles obeissent avec les blancs aux reglements de leur emploi, je suis l. contrarie 2. indifferent 3. heureux 64. Lorsque les immigrants noirs des Antilles trouvent agreable de travailler avec des blancs, je suis l. contrarie 2. indifferent 3. heureux 65. Lorsque les blancs ne tiennent pas campte des droits des immdgrants noirs des Antilles, je suis 1. heureux 2. indifferent 3. contrarie '” -’§ ‘5 . - 15 _ Quels sont vos sentiments veritables envers les immigrants noirs des Antilles Hritanniques: . - 66. Lorsque les immigrants noirs des Antilles, en conduisant, boivent plus que les blancs, je suis 1. heureux 2. indifferent 3. contrarie . sam; 43‘ ”an 67. Lorsque 1e systems de jugement par jury est utilise‘de 1a meme faqon pour les immigrants noirs des Antilles que pour les blancs, je suis' 1. heureux 2. indifferent [r 3. contrarie 68. Lorsque des immdgmants noirs des Antilles votent pour des blancs qui sont candidats a un poste public, je suis l. contrarie 2. indifferent 3. heureux 69. Lorsque les immigrants noirs des Antilles ne sont pas d'aussi braves soldats que les blancs, Je suis 1. heureux 2. indifferent 3. contrarié 70. Lorsque les blancs sont aussi prudents avec leurs armes que les immdgrants noirs des Antilles, je suis l. contrarie 2. indifferent 3. heureux ... 17 .- 1'] _ . * ABB-VI-BN-G Inslruction: Section VI Dans cettu section nous sommes interessés aux veritables experiences que vous avez onus avec des immigrants noirs des Antilles. S'il vous plait repondez selon votre experience. 71. Pour une question d'argent, j'ai fait confiance a des immigrants noirs des Antilles l.‘ pas d'expérience 2. non 3. incertain _ 4. oui 72. J'ai constaté que les familles des immdgmants noirs des Antilles sont aussi unies que celles des blancs l. pas d'experience 2. non 3. incertain 4. oui 73. Mon habilete intellectuelle est egale A cells des immigrants noirs des Antilles que je connais l. pas d’experience 2. non 3. incertain 4. oui 74. J’ ai desire obtenir une education superieure, tout autant que les immigrants noirs des Antilles que J'ai connus l. pas d'experience 2. non 3. incertain 4. oui IO. 18 71). 76. 77. 78. 79. -18.. i’ai aide un voisin qui etait/immigrant noir des Antilles l. pas d'expérience . i r 2. non 3. incertain 4. oui Je me suis senti en securite dans le voisinage diimmigrantsnoirs des Antilles ' l. pas d'expérience 2. non 3. incertain 4. oui J 'ai constate que les immigrants noirs des Antilles obeissent aux reglements de leur emploi lorsqu'ils travaillent avec des blancs. l. pas d’experience 2. non A 3. incertain 4. oui J'ai trouvé agreable de travailler avec des immigrants noirs des Antilles l. pas d'experience 2. non 3. incertain 4. oui J'ai constate que les blancs ne tiennent pas ccmpte des droits des immigrants noirs des Antilles . 1. pas d'experience 2. oui ‘ 3. incertain 4. non ._. _ _._.__ ...-.... -‘ ' ‘ —__ _... _ W “U. 81. 87.. 83. 84 . - 19 - Jo pnnsv qu'nn conduisent j'ai bu plus que ne 1e font les immigrants noirs dos Antilles l . has «1 ' n‘xper imlée 2. oui 3. incertain 4. non J'ai vu les immigrants noirs des Antilles abuser, avec des blancs, du systeme de jugement par jury l. pas d'expérience 2. oui 3. incertain 4. non J'ai vu les immigrants noirs des Antilles voter pour des candidats blancs a un office public 1. pas d'experience 2. non 3. incertain 4. oui J’ai constate que les immigrants noirs des Antilles sont des soldats plus braves que les blancs l. pas d'experience 2. non 3. incertain 4. oui J'ai vu des immigrants noirs des Antilles qui etaient aussi prudents avec leurs armes que les blancs l. pas d'experience 2. non 3. incertain 4. oui II. 20 -- 20 - e _ ECHBLLE D'ATTITUDE - ABS-BN-D Cotte partie du questionnaire porte sur plusieurs sujets. Pour les besoins de la recherche, il est important que tous repondent aux questions. Certaines questions sont de nature personnelle. Mais puisque 1e questionnaire est commietement anonyme et confidentiel, vous pouvez repondre en toute quietude sans crainte d'etre identifie. Il est important pour la recherche que nous obtenions votre réponse a toutes les questions. S'il vous plait lire chaque question attentivement'et repondre a toutes les questions. Repondre en noircissant l'espace sur la feuille de reponse IBM qui correspond avec le numero de votre reponse. . 85. 8'11 vous plait indiquer votre sexe 1. femme 2. hamme 86. 8'11 vous plait indiquer votre age 1. moins de 20 ans 2. 21 a 30 3. 31 a 40 4. 41 a 50 5. 51 at plus 87. Quel est votre etat civil? 1. Marie(e) 2. Célibataire 3. Divorce(e) 4. veuf(ve) 5. séparé(e) ... 21 89. 90. 91. -21.. Queiln on! voLrn religion? 1. Ju prefers ne pas répondre 2. CatholiqUe 3. Protestant 4. Juif 5. Autre S'il vous plait indiquer votre niveau de formation 1. 6 ans dietude ou mains 2. de 7 a 9 ans d'etude 3. do 10 a 13 ans d'etude 4. quelques annees de college on universite 3. un diplame universitaire Certaines personnes croient que dans l'education des jeunes enfants de nouvelles:methodes devraient etre employees aussi souvent que possible. D'autres croient que les methodes nouvelles sont dangereuses. Quels sont vos sentiments au sujet de l'enonce suivant? "De nouvelles methodes d'education des jeunes enfants (elever les enfants) devraient etre employees aussi souvent que possible". 1. pas d'accord du tout 2. legerement pas d'accord 3. legerement d'accord 4. fortement d'accord La planification familiale au sujet du contrele des naissances est un sujet de controverse. Quels sont vos sentiments vis-e-vis un couple marié qui pratique 1e contr61e des naissances? l. c'est toujours mal 2. c'est generalement mal 3. c'est probablement bien 4. c'est toujours bien ... 22 urn." - "I! 93. 94. -22... [on questions suivantes sent an rapport avec les differentes experiences que vous avez nues avec des immigrants noirs des Antilles Britanniques.' Si plus d'une reponse est appropriee, choisissez celle qui porte 1e numero le Considerant toutes les fois que vous avez parle, travaille ou avez ete en contact personnel avec des immigrants noirs des Antilles, en tout E quel en a ete la duree? L1_ 1. plus eleve. Une réponse seulement. J'ai lu clu étudie au sujet des immigrants noirs des Antilles Je compte un ami ou un parent qui est un immigrant noir des Antilles J'ai personnellement travaille avec un immigrant noir des Antilles Je campte un ami ou un parent qui est marie a un immigrant noir des - Antilles a i”“ Je suis marie a un immigrant noir des Antilles 1 je n'ai eu aucun contact seulement quelques contacts par hasard entre un at six mois entre six mois et un an plus d'un an de contact Quand vous avez ete en contact avec des immigrants noirs des Antilles, en general avec quelle facilite auriez-vous pu eviter ce contact? Je n'ai pas en de contact. En general, j'aurais pu eviter ces contacts mais a grands frais seulement ct avec beaucoup de difficulte. En general, j’aurais pu eviter ces contacts seulement au prix de difficultes considerables. En general, j’aurais pu eviter ces contacts mais au prix de quelques ennuis. En general, j’aurais pu eviter ces contacts sans difficulte on gene. ... 23 95 . 96. 97 . 98. 5. ‘d’autres emplois disponibles entierement acceptables , ii -23- Si vous avez dejé travaille, en emploi rémmnere, avec des immigrants noirs des Antilles Britanniques, quelle possibilité aviez-vous (cu avez-vous) de changer d'emploi? C'est-A-dire, un emploi qui serait acceptable. 1. aucune experience 2. aucun autre emploi disponible 3. d’autres emplois disponibles mais pas du tout acceptables 4. d'autres emplois disponibles mais pas entierement asceptables - r En general, quels sont vos sentiments vis-e-vis les experiences que vous avez sues avec des immigrants noirs des Antilles Britanniques? l. pas d'experience 2. ces experiences m'ont déplu enormément 3. je n'ai pas tellement aime ces experiences 4. ces experiences m'ont plu quelque pen 5. j'ai vraiment aime ces experiences Qucl est votre salaire annuel? 1. $5,000 on moins 2. $5,001 a $ 7,000 3. $7,001 a $ 9,000 4. $9,001 a $ 11,000 5. $11,000 at plus Quelle est la langue que vous preferez parler? l. francais 2. anglais 3. autre II. 24 4‘; _'_J__L;:-_A_ 99. 100. 101. 102. -24.. D'apres vous, comment se comparent vos attitudes envers les gens d’une autre race, avec celle de la population en general? 1. beaucoup plus de prejuges un peu plus de prejugés a pen pres 1a meme chose un peu moins de prejuges beaucoup noins'de prejugés A quel secteur appartient votre emploi? 1. education gouvernement manufacturier commerce, finance ou les services autre Dans quel genre de localite avez-vous surtout habite 1. A la campagne dans une petite ville de campagne en banlieue d'une grands ville en ville om avez-vous surtout habite jusqu'e l'Age de 21 ans? dans les Maritimes au Quebec an Ontario dans l'Ouest canadien hors du Canada. fusqu'& l'age de 21 ans? 25 ,m..x -25- -Différsntes situations dans la vie..; Ceiie section du questionnaire traits des sentiments que l'on éprouve envers certaines situations qui se presentent dans la vie. Repondez en noircissant l'espacs qui correspond avec le numero de votre choix sur la feuille de reponse IBM. 103. ll devrait etre possible d'éliminer 104. les guerres une fois pour toutes l. pas d'accord du tout 2. pas d'accord 3. d'accord 4. fortemsnt d’accord 105. Le succes depend, pour une large part, 106. de la chance et du hasard ]. fortement dfaccord 2. d'accord 3. pas d'accord 4. pas d'accord du tout 107. Un jcur 1a plupart des mystéres du 108. monde nous seront expliques par la science 1. pas d'accord du tout 2. pas d'accord 3. d'accord 4. fortement d'accord 109. En ameliorant les méthodes industriel- 110. les st agricoles, la pauvrete pourrait étre eliminée dans le monde pas d'accord du tout pas d'accord d'accord fortement d'accord thCflRQF-H A quel point ates-vous certain de votre réponse? incertain pas tsllement certain A peu pres certain certain ObQNH one. A quel point ates-vous certain de votre réponse? . incertain . pas tsllement certain . A peu pres certain . certain QUNH A quel point étes-vous certain de votre reponse? incertain pas tsllement certain A peu pres certain certs in QONH see. A quel point ates-vous certain de votre réponse? incertain pas tellememt certain a pen pres bertain certain IbCAOND-I' ...26 111. 113. 115. 117. 119. - 26 - Des progres réalisés dans la science 112. medicale permettront de prolonger 1a moyenne de vie A 1’age de 100 ans ou plus pas d'accord du tout pas d'accord d'accord fortemsnt d’accord thuNH one Par suite du developpement de la 114. science et du génie, les deserts seront un jour transformés en terrains fertiles pas d'accord du tom pas d'accord d'accord fortement diaccord QQNH see L'education ne peut qu'aider les 116. gens A developpsr leurs talents naturals, elle ns peut changer les gens d'une maniere fondamentale 1. fortement d’accord 2. d'accord 3. pas d'accord 4. pas d'accord du tout En travaillant fort n'importe qui 118. peut réussir pas d'accord du tout pas d'accord d'accord tout A fait d'accord haul-J es Dans l'avenir presqus tous les 120. problemes humains d'aujourd'hui seront solutionnes l. pas d'accord du tout 2. pas d'accord 3. d'accord 4. tout a fait d'accord A quel point etss-vous certain ds votre réponse? incertain pas tellement certain A peu pres certain certain IFUNH ... A quel point etss-vous certain de votre réponse? incertain pas tellement certain a pen pres certain certain DuNi-I’ seen A quel point ates-vous certain de votre reponss? l. incertain 2. pas tellement certain 3. A peu pres certain 4. certain A quel point ates-vous certain de votre reponss? ‘ l. incertain 2. pas tellsment certain 3. a pen pres certain 4. certain A quel point ates-vous certain de votre réponse? l. incertain 2. pas tsllement certain 3. A peu pres certain 4. certain N TQT N V. RARIES S E U I LIB llsll INIIIIIHI IHWIIIIII! ll 2 3010740938 nzcnxce WI 31