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ABSTRACT

The purpose of the study was to determine: (1) if relationships
exist between the variables previously found to be related to the
occupational aSpiration levels of high school males, and the levels
of occupational aspiration (LOAs) of fifth grade boys; (2) the rela-
tive influence of those factors found to be significantly related to
boys' LOAs; and (3) the extent to which accurate predictions of boys'
aspiration levels can be made.

It was hypothesized that boys' occupational aspiration levels
were significantly related to the following variables: fathers' and
mothers' occupational levels; fathers' and mothers' educational back-
grounds; boys' estimates of their fathers' and mothers' levels of
educational aSpirations for them; scores on the California Test of
Mental Maturity and on the California Achievement Tests; boys' self-
conceptions of ability as measured by Brookover's Self-Concept Scale;
academic marks; boys' responses to Centers' Job Values and Desires
Check List; and the socio-economic status of peers named as best
friends. Haller's Occupational Aspiration Scale was used as the
measure of occupational aspiration.

The sample consisted of 202 fifth grade white males attending
eight elementary schools in Waterford Township, a suburb of Pontiac,
Michigan. Boys were randomly assigned to validation and cross

validation groups. In terms of national norms, the sample was above
average in both intelligence and academic achievement. The mean
occupational level of the boys' fathers' was equivalent to a skilled

craftsman.

 

 

 

 

 

 

 

George Stephen Weston

Correlational analysis was employed to determine: (1) the correla-
tions between the independent variables thought to be related to occupa-
tional aspirations and boys' LOAs; and (2) the relative weights of those
variables found to be related to boys' LOAs. Regression analysis was
utilized to determine the efficiency with which boys' OAS scores could
be predicted in the cross validation sample.

. Analysis of variance was used to examine the relationships between
boys' responses to Centers' Job Values and Desires Check List and
(1) their levels of occupational aspirations; and (2) their fathers'
occupational levels. The chi square method was employed to assess the
relationship between boys' levels of occupational aspiration and the
socio-economic status of their best friends.

Boys' occupational aspiration levels were found to be significantly
related to the following factors: fathers' and mothers' occupational
levels; fathers' educational levels; boys' estimates of their fathers'
and mothers' levels of educational aspirations for them; boys' academic
marks; scores on the California Achievement Test; and scores on
Brookover's Self-Concept of Ability Scale.

The hypothesized relationships between boys' LOAs and (1) their
mothers' educational levels; and (2) boys' California Mental Maturity
scores were not supported. Three of the four correlations were in the
predicted direction, however. A significant relationship was found
between boys' LOAs and their third choice of a job value; however,

there was no significant relationship between boys' aspiration levels

 

 

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George Stephen Weston
and their first or second choices of a job value. Finally, a non-
significant relationship was noted between lower class boys' upward-
mobility orientations and the socio-economic status of their best
friends.

Regression analysis demonstrated that boys' occupational aspira-
tion scores could be successfully predicted in the cross validation
group. The best single predictor of boys' OAS scores was the self-
concept of ability measure. Adding fathers' occupational status to
the self-concept measure significantly increased the precision with
which the criterion was predicted. Addition of other independent

variables failed to increase predictive efficiency, however.

 

 

 

 

FIFTH GRADE BOYS' LEVELS OF OCCUPATIONAL ASPIRATION

BY

George Stephen Weston

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

I964

 

ACKNOWLEDGEMENTS

The writer wishes to express his appreciation for the assistance,
encouragement and intellectual offered by the following people:

To Dr. Gregory Miller, co-chairman, who has been both advisor and
friend during the writer's graduate studies.

To Dr. Buford Stefflre, co-chairman, for his contributions to the
conceptualization of the thesis topic and to the writing of the
dissertation.

To Dr. Bernard Corman for his assistance in developing the research
proposal and in strengthening the statistical design employed in
analyzing the data.

To Dr. Henry Smith for his helpful assistance.

To Louis Hofman for his assistance during each phase of the study
and of the writing. To Bill Darnell, Edsel Erickson, Jack Gordon and
Charles Hart for their assistance. .

To my wife, Ursula, whose understanding, encouragement and
sacrifices has contributed immeasurably to the completion of the

dissertation.

 

 

 

 

 

TABLE OF CONTENTS

ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . .

THE PROBLEM .

Statement of the Problem
Importance of the Study
Limitations of the Study
Conceptual Framework

Definition of Terms

Research Hypotheses

Organization of the Dissertation

REVIEW OF THE LITERATURE. . . . . . . . . . . . .

Relationships Between Socio-Economic Factors and
Boys' Occupational AspiratiOns

Relationships Between Occupational Aspiration
Level, Academic Marks, Standardized Achievement
Tests and Intelligence

Relationships Between Occupational Aspirations,
Socio-Economic Status and Values

The Influence of Peers on Aspiration Level

The Relationship Between Self-Evaluative
Variables and Aspiration Level

Summary

DESIGN AND METHODOLOGY.

Restatement of Research Hypotheses
Description of the Sample
Gathering the Data

Nature of the Data

The Criterion Variable

Analysis Procedures

Summary

ANALYSIS OF THE DATA. . . . . . . . . . . . . .

Correlational Analysis
Multiple Correlation Analysis
Regression Analysis

Analysis of Variance

Summary

Looooxtrwm

   

 

CHAPTER

V. SUMMARY, CONCLUSIONS,

TABLE or CONTENTS (Continued)

Summa ry
Conclusions

Recommendations

BIBLIOGRAPHY .

SUPPLEMENTARY BIBLIOGRAPHY . .

APPENDICES .

AND RECOMMENDATIONS

viii

o I o o o o o

I o o o

 

 

 

TABLE

3.2

4A

4.5

14.6

1+.8

LIST OF TABLES

MEANS AND STANDARD DEVIATIONS FOR SELECTED
PERSONAL CHARACTERISTICS FOR BOYS INCLUDED
IN THE REGRESSION ANALYSIS

PERCENTAGE OF WHITE, URBAN MALES EMPLOYED IN
MAJOR OCCUPATIONAL GROUPS AS REPORTED IN THE
I960 UNITED STATES CENSUS

INTERCORRELATIONS AMONG INDEPENDENT VARIABLES
AND BOYS OAS SCORES FOR THE VALIDATION SAMPLE
(N-83) AND THE CROSS VALIDATION SAMPLE (N-79)

NINE VARIABLE ESTIMATE OF BOYS' LOAS CRITERION
WITH CORRESPONDING BETA WEIGHTS AND MULTIPLE
CORRELATIONS--VALIDATION AND CROSS VALIDATION
GROUPS

NINE VARIABLE ESTIMATE OF BOYS' LOAS CRITERION
WITH CORRESPONDING PARTIAL CORRELATIONS AND
MULTIPLE CORRELATIONS--VALIDATION AND CROSS
VALIDATION GROUPS

THREE, FOUR AND FIVE VARIABLE ESTIMATES OF BOYS'
OAS WITH CORRESPONDING MULTIPLE CORRELATIONS--
VALIDATION AND CROSS VALIDATION GROUPS

TESTS OF SIGNIFICANCE OF INCREASE IN PRECISION
OF ADDING INDEPENDENT VARIABLES TO SELF-CONCEPT
0F ABILITY SCALE AND FATHERS' OCCUPATIONAL
LEVELS T0 ESTHMUE BOYS' LOAS--VALIDATION AND
CROSS VALIDATION GROUPS

REGRESSION ANALYSIS OF THE RELATIONSHIP BETWEEN
MOTHERS' AND FATHERS' EDUCATIONAL LEVELS AND
THEIR SONS' LOAS

REGRESSION ANALYSIS OF THE RELATIONSHIPS BETWEEN
MOTHERS' AND FATHERS' OCCUPATIONAL LEVELS AND
THIER SONS' LOAS

RESULTS OF ANALYSIS OF VARIANCE ANALYSES FOR
RELATIONSHIPS BETWEEN BOYS' SOCIO-ECONOMIC
STATUS AND THEIR Ist, 2nd AND 3rd CHOICES OF
A JOB VALUE

 

PAGE

28

30

‘45

l+6

1+7

#9

52

53

5h

54

TABLE

 

LIST OF TABLES (Continued)

PAGE

h.9 RESULTS OF ANALYSIS OF VARIANCE ANALYSES FOR
RELATIONSHIPS BETWEEN BOYS' OCCUPATIONAL
ASPIRATION LEVELS AND THEIR Ist, 2nd, AND
3rd CHOICE OF A JOB VALUE 55

#.IO POSITION OF JOB VALUES WHEN RANKED ACCORDING
TO MEAN SOCIO-ECONOMIC STATUS OF BOYS CHOOSING
JOB VALUE 57

#.II POSITION OF JOB VALUES WHEN RANKED ACCORDING
TO MEAN OCCUPATIONAL ASPIRATION SCORE OF BOYS
CHOOSING JOB VALUE 59

4.I2 TWO-WAY CONTINGENCY ANALYSIS OF THE ASSOCIATION
BETWEEN LOWER CLASS BOYS' MOBILITY ORIENTATION
AND THE SOCIO-ECONOMIC STATUS OF BEST FRIENDS 6O

V F‘Ev
ml?!"

 

 

 

CHAPTER I

THE PROBLEM

In 195I Ginzberg pointed out the lack of and need for an explicit
theory of occupational choice determination. Since then a number of
important theoretical contributions have appeared in the literature.
Most theorists recognize the developmental nature of vocationally
related behavior, and emphasize the importance of the early developmental
period in this process. These writers, moreover, stress the need for
additional research on the early phases of vocational development.

Despite their recommendations there are relatively few studies on
the vocational development of elementary school children and even fewer
studies on the occupational a5pirations of elementary school boys. And
the studies which have been conducted on occupational aspiration have
certain limitations. Sociologists, for example, have emphasized the
influence of socio-economic factors but often have not studied the
effects of individual differences on aspirations. Psychologists, on
the other hand, tend to ignore the influence of socio-economic factors
on aspiration level. Thus sociologists have demonstrated the importance
of socio—economic variables, and psychologically oriented researchers
have demonstrated the importance of psychological variables, but the
relative influence of these variables is not clear.

There has been a marked increase in the number of elementary school
guidance programs during the past decade. A major objective of these
programs is to influence children's vocational development. Lifton

(I959), for example, is concerned about children's tendency to devalue

 

 

 

 

 

 

-2-

b\ue collar occupations. As a means of counteracting this tendency, he
recannends increasing teachers' knowledge of blue collar occupations and
producing materials which more adequately describe blue collar jobs.

However, these logical recommendations stemming from ”common sense”
have little theoretical support. Lifton assumes that children's prefer-
ences for white collar work is partially due to lack of information, and
that increased information about skilled and semi-skilled work will
result in an increased preference for these jobs. He also assumes that
teachers' attitudes toward occupations have a significant influence on
the developing value orientations of elementary school children.

These assumptions may or may not be true, but before these and
similar suggestions are acted upon, the process by which children fonn
attitudes toward work and about particular occupations should be more
fully understood. Also the factors which are most influential in the
development of these values and attitudes must be determined. Then if
school personnel choose to intervene in the process, they will be better
able to determine at what point and in what ways this intervention will

be most effective.

Statement of the Problem

The purpose of this study is to determine if relationships exist
between the occupational aspiration level of fifth grade boys and the
following variables: socio-economic background, academic achievement
and ability, value orientations, peer influence and boys' academic
self-concepts. More specifically, the study seeks to determine:

(l) which of the factors mentioned above are related to boys' levels

 

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of occupational aspiration; (2) the relative influence of those factors
which are related to boys' aspiration levels and (3) the extent to which

accurate predictions of boys' aspiration levels can be made.

Importance of the Study

 

The present study should contribute to a better understanding of
the factors related to pre-adolescent boys' occupational aspirations.
First, studying the effects of both psychological and sociological
variables should make more evident the relative influence of these
variables on boys' aspiration levels. Second, the effect of peer
influence and of academic self-concept on aspiration level has not
been investigated in previous studies of elementary school boys.

If the expected relationship is found between academic self-concept
and level of aspiration, the present study should contribute to occupa-””
tional aspiration theory in two ways. First, it may serve to refocus
theory-shifting research emphasis from objective measures of school
success and academic ability to the individual's self-perceptions of
success and ability. In addition, the self concept measure may represent
a more rigorous conceptualization and operational definition of the self-
conceptions described by Haller (I963); the study would thus help clarify
a potentially useful construct in occupational aspiration theory.

Past research has demonstrated the influence of mothers and fathers
on their sons' levels of aspiration. The present study seeks to discover
whether mothers or fathers are more influential in the development of
their sons' aspiration levels. If the anticipated results are obtained,
the study may contribute to a reformulation of occupational aspiration
theory and thus to a better explanation of the manner in which aspirations

develop.

 

 

 

 

 

 

 

 

 

 

 

 

-4-

The study also contributes to the growing body of research on the
development of occupational aspirations. Hopefully, this study together
with other studies will serve as an empirical and theoretical base for
guidance practices at the elementary school level.

Finally, the study may stimulate additional studies on the occupa-

tional aspirations of pre-adolescent children.

Limitations of the Study

Because of the sample's nature it would be inappropriate to
generalize the findings to certain other groups. Thus the results may
not be generalized to girls, minority group members, rural or farm
youngsters and boys of different ages. Quite likely the findings would
be applicable to comparable samples of fifth grade boys from the same
schools, if studied with the same methods within the next few years.

It is expected, however, that the findings have broader relevance
than indicated above. The findings would probably apply to samples of
fifth grade boys drawn from comparable communities in the State of
Michigan and similar cities in the Midwest. However, until cross-
validation studies have been conducted, it is not possible to specify

how broadly these findings may be generalized.

Conceptual Framework

The present study is based on Haller's conceptualization of level
of occupational aspiration as a special instance of the general concept
"level of aspiration". In describing the concept "level of aspiration"
Haller states: ”The concept 'Ievel of aspiration' included several

elements... The tenn indicates that one or more persons are oriented

 

 

 

 

 

 

-5-

toward a goal... The person's goal is a selection of one among the
alternative behavior levels that are possible with respect to an object...
The alternatives are ranked in a continuum of difficulty... The person's
orientation is variable in that its central tendency may lie at any point
or limited range of points which has the highest valence for him. This

is the person's level of aspiration... The person's orientation is
variable in a second way. The central tendency may vary in amount of
dispersion, the degree to which it is concentrated at a single point,

or varies over a range of points on the continuum of difficulty” (l963,
Pp. 7-8).

As noted above Haller views the concept level of occupational
aspiration as a special instance of the more general concept. "It differs
from the general concept only in that it takes as its object the occupa-
tional hierarchy, and that the continuum of difficulty consists of the
various levels along the hierarchy” (l963, p. 9).

The following propositions serve as the framework for the study and
are derived from experimental studies on level of aspiration as well as
research studies on detenninants of occupational aspiration level.

I. An individual's level of occupational aspiration is influenced
by his experience of success and failure. Moreover, the effect
of failure on aspiration is more variable than the effect of
success. Finally, factors which are related to school success
will also be related to occupational aspiration level.

2. There is a relationship between level of occupational aspiration
and the degree to which the social situation of the person tends

to produce success in occupationally related areas of behavior.

 

-5-

Haller states, ”If the goal of high occupational achievement

is learned by all or most youth in the society, and if those

in situations which frustrate the attempt to be successful

are aware of the factors blocking their achievement, they
would be expected to lower their level of occupational
aspiration” (l963, p. 3|).

Persons who perceive themselves as academically successful or
as achievement oriented should also tend to view themselves

as high aspirers occupationally. More simply, people who are
achievement oriented should perceive themselves in these terms
whether achievement orientation is related to an educational

or occupational setting.

The individual's level of occupational aspiration is influenced
by the value orientations and social status level of his refer-
ence groups. Sociological and experimental studies have demon-
strated that individuals tend to internalize the attitudes,
values and beliefs which characterize the groups of which they
are a member. Peer groups may serve to inculcate and reinforce
values and attitudes which influence the aspirations of its
members. In addition, one often learns in the peer group

behavior patterns which facilitate or impede upward mobility.

Definition of Terms

Tables, instrments, and procedures mentioned below are more fully

described in Chapter III.

 

 

 

 

-7-

Occupational Level: Duncan's Table of Socio-Economic Index
Scores was employed in classifying fathers' and mothers'
occupational levels; scores on the index range from O to 96.
Level of Occupational Aspiration (LOA): The estimate of

boys' LOA is based on their responses to Haller's Occupational
Aspiration Scale (OAS); scores on the OAS range from O to 72.
Educational Level: This refers to the general level of
education completed by the parent. A seven-step scale,
ranging from completion of less than eight years of education
to completion of a post-graduate degree, was used as the
measure of parent's educational level.

Boys' Estimates of Parents' Levels of Educational AspiratiOn
for Them: Boys were asked if their parents encouraged or
discouraged continuing their education beyond the high school
level. Their responses reflect their perceptions of parents'
educational ambitions for them.

Cumulative Grade Point Average (GPA): Marks received in
arithmetic, language, reading, social studies and spelling
during the 2nd, 3rd and 4th grades were used in computing
boys' GPAs.

Middle Class Boys: Boys were classified as belonging to the
middle class if their fathers' occupations belonged to one

of the following occupational groups: professional, technical
and kindred; managers, officials and proprietors; clerical and

kindred workers; and sales workers.

7.

8.

9.

-3-

Lower Class Boys: Boys were classified

 

as belonging to the

lower class if their fathers' occupations belonged to one

of the following occupational groups:

and kindred workers; operatives and kin

craftsmen, foremen

dred workers; and

service workers, except private household.

Academic Self-concept: Brookover's Sel

f-concept of Ability

Scale, an eight item set of multiple choice questions, was

used to determine the individual's conception of his ability

to do well in school.
Upward-mobile Lower Class Boys: A lowe
considered mobile if the NORC prestige

of occupational aspiration exceeded the

r class boy was
score for his level

NORC prestige

score of his father's occupation by ID or more points.

Research H otheses

2.

3.

h.

5.

There is a positive correlation between
levels and their sons' LOAS.
There is a positive correlation between
levels and their sons' LOAs.
There is a positive correlation between
levels and their sons' LOAS.
There is a positive correlation between
levels and their sons' LOAS.

There is a positive correlation between

fathers' occupational

mothers' occupational

fathers' educational

mothers' educational

sons' estimates of

their mothers’ levels of educational aspirations for them

and sons' LOAs.

 

 

6. There is a positive correlation between sons' estimates of
their fathers' levels of educational aspirations for them
and sons' LOAs.

-7. There is a positive correlation between boys' scores on the
California Test of Mental Maturity and their LOAS.

8. There is a positive correlation between boys' cumulative
grade point averages and their LOAS.

9. There is a positive correlation between boys' total scores
on the California Achievement Test and their LOAS.

l0. There is a positive correlation between boys' self-concept
of ability scores and their LOAS.

II. There are significant relationships between boys' responses
to Centers' Job Values and Desires Check List and their
fathers' occupational levels.

l2. There are significant relationships between boys' levels
of occupational aspirations and their responses to Centers'
Job Values and Desires Check List.

l3. Upward-mobile lower class boys more frequently than other
lower class boys will list middle class youngsters as best

friends.

Iggganization of the Dissertation

The dissertation contains the following chapters. Chapter I
includes a statement of the problem and the research hypotheses.
A review of the studies related to the research hypotheses appears

in Chapter II. In Chapter III the nature of the sample, the research

 

 

 

 

 

-10-

design and the statistical procedures employed in the study are discussed.
The analysis of the data is presented in Chapter IV. Chapter V cantains

the summary, the conclusions, and recommendations.

 

 

 

CHAPTER II

REVIEW OF THE LITERATURE

A number of studies have been conducted with elementary and junior
high school males which provide a framework for analyzing the major
influences affecting boys' vocational development. The present chapter I
brings together studies on the effect of socio—economic status, school
achievement, academic ability and value orientations on the occupational
aspirations of elemehtary school boys. This aspect of the review should
serve to familiarize the reader with some of the major factors related
to pre-adolescent boys' occupational aspiration levels.

Studies on the influence of peers and of self-conceptions of ability
on elementary school boys' occupational aspirations have not been reported
in the literature. Studies related to these two variables which are cited
in the review were conducted with high school males. Relevant studies
conducted with high school and college males are listed in the Supplementary
Bibliography.

Relationships Between Socio-economic Factors and 8015' Occupational
Aspirations

In his study of the likes and dislikes of elementary school youngsters,
Sheldon (I932) asked the question, ”Does father's occupation influence the
child's choice of an occupation?" Boys in grades four through eight were
asked to indicate their first, second, and third choices from a list of
occupations. Although no statistical support was cited, the author con-
cluded there is a surprisingly small relationship between father's

occupation and the son's occupational choice.

 

-lz-

Boys in grades one through six from elementary schools in five
Southern states were asked to indicate the "one thing you would rather
do than anything else when you get old enough to work” (Boynton, I936).
In addition, they were asked to describe their father's occupation and
their home in order to determine their social status. The boys
occupational choices were rated according to Taussig's classification
system; a rating of five represents the choice of a profession and a
rating of one indicates a preference for an unskilled job. The prefer-
ences of boys who ranked in the upper quarter on a social class measure
were compared with the choices of boys who ranked in the bottom quarter.
The median Taussig rating for choices of the high group was 2.72 while
those in the low group had a median score of 2.l8. The difference
between these medians indicates a significant difference in the level
of choice between the two groups.

A study designed to explore children's awareness of the symbols
of social class was conducted by Stendler (l999). Included in her
study were boys and girls in grades one through eight. Five persons
who were familiar with the children's families classifed them as
belonging to the upper-middle, white-collar or working class. In a
personal interview with each child, the investigator asked each child,
”What would you like best to do when you grow up? What next? And if
you couldn't do that?“ The children's choices were ranked according
to Cattell's five point social status scale. Contingency coefficients
were computed to analyze the relationship between socio-economic status
and each of the child's three choices. Although the coefficients are
positive and moderately high, the only significant relationship was

that between socio-economic status and eight graders' third choice.

 

-13-

Stendler concluded there is an increasing awareness of life chances
as these children go through elementary school. For first graders there
is no consistent relationship between his own social class and the social
class of his first, second or third choice of an occupation. A similar
trend can be noted for fourth graders, but starting with the sixth grade
there is a closer relationship between the two. At the eighth grade
level, upper-middle class children tend to name all upper or upper-middle
class occupations. Working class children are likely to name mechanical
engineering as their first choice, toolmaking as their second, but when
asked their third choice they frequently say they expect to work on the
assembly line.

In her study of elementary school children, Galler (l95l) also sought
to determine the relationship between children's occupational choices and
their social status. Boys in grades four through eight attending upper-
middle and lower class schools were asked to state in a short essay their
vocational aspirations and the reasons for their choice. She concluded
that upper-middle class boys choose occupations which have higher social
status than the occupations chosen by lower class boys. However, no
statistics were given and no tests of significance cited.

Stewart (1959 A) administered the Dreese-Mooney Interest Inventory
for Elementary Grades to l07 sons of semi-skilled and unskilled men and
to ll5 sons of business and professional men. His purpose was to develop
a level of interest scale which would differentiate between children from
various socio-economic backgrounds. A modification of Roe's scale was
used to rank fathers' occupations, and boys were placed in the high or

low socio-economic group accordingly.

 

-14-

Subjects were asked to respond with "like”, "indifferent", ”dislike”
or "unknown" to the 250 items on the interest inventory. Items which
discriminated between the high and low socio—economic groups at the five
percent level were used in developing the occupational level scale.

In analyzing the pattern of responses to the interest inventory, Stewart
noted that upper class boys tended to be indifferent to or to dislike
those items discriminating between the two groups, while lower class boys
tended to like or to use the response ”unknown” on the discriminating
items. He stated the upper class child learns he is not supposed to like
certain things--that his parents expect him to reject certain activities
as inappropriate for one of his status.

In the cross validation study with fifth grade boys, analysis of
variance was employed to verify the relationship between occupational
level scores and fathers' occupational levels. The F ratio obtained was
significant at the five percent level. Stewart noted, however, that
although his occupational level scale is logically related to the SVIB
0L scale there is no indication that it is in fact a measure of occupa-
tional aspiration level.

In another report on the same study, Stewart (1959 B) analyzed the
relationship between certain aspects of socio-economic status and
children's attitudes toward occupations. Fifth grade boys were asked
to rank nine occupations in tenns of their prestige and then to indicate
which one they preferred. Coefficients of concordance were computed for
the relationship between father's occupational level and the prestige

level of the boy's occupational choice. Although upper class boys

 

-15-

tended to choose primarily professional occupations, the coefficient
indicated that the prestige level of occupational preferences for the
various classes were quite similar.

The study by Holloway and Berreman (I962) was designed to test the
following hypotheses: (I) occupational aspiration level varies with
social class; (2) there are no significant differences between the
aspirations and plans of white middle class children; and (3) there
are significant differences between the occupational aspirations and
plans of white lower class boys. An open-ended questionnaire designed
to elicit biographical data as well as statements of occupational
aspirations and vocational plans was administered to seventh and eighth
grade boys.

McQuire's modification of Warner's Index of Status Characteristics
was used in classifying subjects as either middle or lower class. The
boys'statements of occupational aspirations and plans were rated on
Stern's adaptation of Warner's Revised Scale for Rating Occupations.
Occupational choices which had a rating of one to three were classified
as high, those with a rating of four to seven were classified as low.

Contingency coefficients were computed to analyze the relationship
between socio_economic status, occupational aspirations and occupational
plans. The analysis demonstrated that there were significant differences
between middle and lower class youngsters in terms of both their
aspirations and expectations. However, there were no significant
differences between the aspirations and plans of either middle or

lower class children.

 

.15-

Relationshi s Between Occu ational As iration Level Academic Marks
Standardized Achievement Tests and Intelligence

 

In the cross validation of his occupational level scale, Stewart
(1959 A) correlated scores on the occupational level scale with subjects'
scores on the California Test of Mental Maturity. The correlation was
O.l9 which was significant at the five percent level. The influence
of socio-economic status was not controlled, however.

On the basis of Tyler's findings, Krippner (I962) hypothesized
that boys'mental ability test scores would show a closer association
with their vocational and educational interests than would those of
girls. He administered the Iowa Every-pupil Test of Basic Skills
(IEP), the SRA Primary Mental Ability Tests (PMA) and an interest
inventory to junior high boys and girls. He also asked children to
indicate the kind of work they wanted to do when they finished school.

Those boys who scored one standard deviation above the mean on the
IEP were placed in the high group and those who scored one standard
deviation below the mean were placed in the low group; the same procedure
was repeated for scores on the PMA. Boys who named occupations requiring
college preparation were classified as having high occupational aspira-
tions and those who did not were classified as having low occupational
aspirations. He found those scoring high on the PMA were more likely
to choose an occupation requiring college preparation than those scoring
low on this test. Similarly, those scoring high on the IEP were more
likely to select an occupation requiring advanced education than those

scoring low on the IEP.

 

 

-17-

Cassel and Hendsch (I962) sought to determine whether there were
significant differences in the occupational interests of gifted and
typical children. The mean IQ level for the gifted group was l3h;
scores ranged from I30 to I60. In the typical group the mean IQ
level was IIO and the range was 85 to l27.

Children in the two groups were administered the Lee-Thorpe
Occupational Interest Inventory and Weingarten's Picture Interest
Inventory. The multiple point biserial was used to study the relation-
ship between responses of the gifted and typical group on the two
interest inventories. There were no significant differences between
the scores of the two groups on either of the inventories. On the
Lee-Thorpe level of interest scale there was a non-significant differ-
ence between the means of the two groups.

Relationships Between Occupational AspirationsI Socio-economic Status
and Values

A study was made by Lehman and Witty (l932) to investigate the
motives underlying children's occupational choices. Lehman's
Vocational Attitude Quiz was administered to 26,878 elementary and
secondary school children in Kansas and Missouri. From the list of
200 occupations children were asked to indicate the three they would
most like to enter, the one they most probably will enter, the three
biggest money-makers, the three most respected and the three easiest
to do.

Approximately one of three elementary school children selected
a job which they considered one of the best money-makers, one of

five chose a job which they considered highly respected, and one of

 

 

 

-l8-

ten elected an easy job. The authors concluded that these children were
apparently more concerned about financial success than about marked social
approval.

One of the purposes of Galler's study (l95l) was to examine the
relationship between socio-economic status and the motives cited for
vocational choices. Upper-middle and lower class elementary school boys
were asked why they selected the vocations they did. Their reasons were
then classified as representing intrinsic, altruistic or extrinsic
motives. Chi square analysis of the relationship between social class
and vocational motives demonstrated that upper-middle class boys more
frequently than lower class boys cited either intrinsic or altruistic
motives as the basis for their vocational choice. Extrinsic motives
were more frequently mentioned by younger, lower class boys, but there
were no significant differences between older boys.

The purpose of Weinstein's study (I962) was to determine the relative
weights children assign to various criteria of occupational prestige and
to analyze the association between social status and preference for these
criteria. Four Chicago area schools were selected to represent upper,
upper-middle, lower-middle, and lower status neighborhoods. Six white
males were selected from the fourth, sixth and eighth grades in each
of the four schools. The 2l item instrument employed in this study
included seven factors viewed as the major detenninants of occupational
prestige. Each item was paired with every other item, and in individual
sessions the boys were asked to select the one in each pair they considered

most important in choosing an occupation.

. . 71'-

 

‘Izv ”mm 44

 

 

 

-19-

Analysis of variance was used to assess the association between
socio-economic status and preferred values. Generally, lower and lower-
middle class children emphasized material reward as a factor in vocational
choice. Upper and upper-middle class children more frequently cited
psychic rewards, extensive preparation required and personal liking as
a basis for their choosing an occupation., Income, fame and authority
were more highly valued by lower class children, while educational
preparation as well as working conditions were more highly valued by
upper class children. Social service was highly valued by children
of both groups and did not discriminate between the two groups.

Simmons (l962) studied the developing awareness of occupational
status among children. He also asked the question, I‘Is there a relation-
ship between the prestige of an occupation and interest in the occupation?"
Fourth, sixth and eighth grade boys were asked to rank twenty occupations
on the basis of their prestige, and then were asked to indicate their
interest in the occupations regardless of their prestige. He found
occupations which were ranked high in prestige were also ranked high
in interest.

Maccoby (l962) hypothesized that boys acquire a preference for
certain role relationships with others, which is expressed in their
occupational choices. Sixth grade boys were asked to choose between
a series of two occupations which had been equated for prestige, but
differed in the extent they involved the exercise of authority and the
acceptance of responsibility for teaching or guiding others. She states
that boys from upper-middle class families seem to have acquired an
interest in occupations which involve training, supervising, or

controlling others.

 

 

-20-

The Influence of Peers on Aspiration Level

MacDonald, et. al., studied the leisure time activities of Zhl

children in grades five through seven. In the summary they stated,

”If social mobility is present in American society and if a person

has to learn the ways of a social class other than the one to which

he was born in order to be socially mobile, then there is a strong
probability that some of the children of the community are learning
cultural patterns of social classes different from those of their

own families. These children are preparing, more or less unconsciously,
to be socially mobile upward or downward" (l9h9, p. 506). Thus lower
class youngsters who participate in middle class activities with middle
class peers are often learning attitudes and habits leading to upward
social mobility.

Studies by Stewart (I952 C) and Super (I960) provide indirect
support for the notion students' occupational aspirations are influenced
by their peers. Steward found that the aspiration levels of high school
juniors and seniors were related to their participation in high school
organizations. Super (I960) also found a significant relationship
between students' participation in extra-curricular activities,
participation in out-of-school organizations and their vocational
aspiration levels.

In his study, Simpson (l962) asked two questions: (I) do peers
influence the occupational aspiration level of high school boys;

(2) is peer or parental influence more influential in affecting boys'

aspiration levels. He found mobile middle class youngsters were more

 

 

-2]-

likely than non-mobile middle class youngsters to choose only middle
class children as best friends; non-mobile middle class youngsters
were more likely to choose only working class children as best
friends. Similar results were found when a comparison was made of
mobile and non-mobile working class children.

He concluded that the effects of parental and peer influence
are independent and both influence aspiration level, but parental
influence is a more potent factor. Anticipatory socialization into
middle class values by middle class peer groups does help explain
the upward mobility of working class boys, however.

A study of Haller and Butterworth (I960) was conducted to test
the hypothesis that interaction with peers influences the occupational
and educational aspiration levels of adolescent boys. They matched
best friends on the basis of intelligence, socio-economic status and
parental encouragement of further education. The median correlation
coefficient between the socio-economic status of best friend and
occupational aspiration level was .3I, significant at the five percent

level. They viewed the results as supporting their hypothesis.

The Relationship Between Self-evaluative Variables and ASpiration Level
Holland suggested that level of occupational choice is a function
of intelligence and self-evaluation. He viewed self-evaluation as a
product of the individual's life history, in which education, socio-
economic status and family influences are major determinants. Holland
stated the relative degree of influence of each factor in determining

occupational level was unclear although his theory assumes their equal

 

 

 

-22-

importance. He added, however, that ”determination of level of choice
might be explored through the use of intelligence, status, and self-
concept measures in order to define the relationship among those

variables and the integrative value of the concept, self evaluation”
(I959, P. #2).

A study by Block and Bailey was cited by Holland (I959) as
providing some support for his theory. The authors divided IOO
air force officers into a high and low group on the basis of their
scores on the MMPI status scale. Those scoring low on the scale
were described by raters in the following terms: "lacks confidence
in own ability”, "is self-abasing", ”feels unworthy, guilty, humble”,
and ”given to self-blame". High scorers appeared to reflect a very
positive self-evaluation. They were frequently described as effective

leaders who emphasized success and productive achievement.

In a test of Holland's hypothesis regarding level of occupational

choice, Schultz and Blocher (l96l) asked if a relationship exists

between: (I) an index of the level of occupational choice or aspiration

and (2) a measure presumed to reflect one aspect of a person's self-

concept or self-attitude. They administered the SVIB and the Descriptive

Check List (DCL) to I35 male high school seniors. The DCL is a l80 item

list of words and phrases sampling the traits clusters considered by

Cattell as exhausting the personality characteristics described in the

English language. Each subject was first asked to give his self-

description and then his ideal self-description. A measure of the

similarity between these two descriptions is referred to as the self-

. _ 'on
satisfaction score, and is consndered as an aspect of the self evaluati

variable described by Holland. They used the SVIB OL score as a measure

 

 

-23-

of the level of occupational choice. The product moment correlation
between the OL scores and the self-satisfaction score was .34, significant
at the .01 level. The null hypothesis, there is no relationship between
self-satisfaction and the SVIB 0L scores, was therefore rejected.

Stockin (I969) hypothesized that predictions of occupational level
scores bases upon a summation of an equal weighing of intelligence and
self-evaluation factors are accurate beyond the chance level of signifi-
cance. He administered Sims Social Status Scale (SCI), the Attitude
Toward Education Scales, and the Socio-economic Expectation Scales (SEE)
to I70 high school senior boys. The SCI, ATE and SEE scales were used
as measures of Holland's self-evaluation variable. In addition, he
obtained statements of occupational expectation from his subjects and
intelligence test data from school records.

Based on the subject's scores on the three self-evaluation measures
andintelligence test data, a prediction was made of the subject's level
of occupational expectation. The chi square method was used as the
measure of relationship between predicted and observed aspiration scores.
The association between the two scores differed from chance at the .Ol
level. He stated the results are consistent with the notion that
intelligence and self-evaluation summate with equal weight to determine

occupational level.

SUMMARY

Although most of the studies were conducted to test specific
hypotheses, this was not the case in all instances. More important,

perhaps, was the failure in many instances to relate the study to a

 

- 21+-

theoretical system. Thus it was not only difficult to determine the
theoretical bases for the research, but it was also difficult to
interpret the results in tenms of an explanatory system. Failure to
control relevant variables makes impossible an unambiguous interpretation
of the results in many instances.

Many studies were based on a very small number of cases. In other
instances although the sample size was large, there was no control for
the effect of rural-urban residency on occupational aspiration level.

A question might be raised as to the adequacy with which relevant
variables were measured, or in some studies just what was being measured.
Finally, in the instance of peer influence and self-evaluation, no studies
have been reported on the effect of these variables at the pre-adolescent
level.

The present study attempts to build from a theoretical base, to
insure adequate control of relevant variables, and to verify the findings

through a cross validation study.

 

 

 

CHAPTER III

DESIGN AND METHODOLOGY

 

The design of the study is described in the following sections:

(l) Restatement of Research Hypotheses; (2) Description of the Sample;

(3) Gathering the Data; (4) Nature of the Data; and (5) Analysis Procedures.

Restatement of Research Hypotheses

 

There is a positive correlation
levels and their sons' LOAS.
There is a positive correlation
levels and their sons' LOAS.
There is a positive correlation
levels and their sons' LOAS.
There is a positive correlation

levels and their sons' LOAS.

between fathers'

between mothers'

between fathers'

between mothers'

occupational

occupational

educational

educational

There is a positive correlation between sons' estimates of

their mothers' levels of educational aspirations for them

and sons' LOAS.

There is a positive correlation between sons' estimates of

their fathers' levels of educational aSpirations for them

and sons' LOAs.

There is a positive correlation between boys' scores on the

California Test of Mental Maturity and their LOAS.

There is a positive correlation between boys' cumulative

grade point averages and their LOAS.

 

-25-

9. There is a positive correlation between boys' total scores
on the California Achievement Test and their LOAS.

l0. There is a positive correlation between boys' self-concept
of ability scores and their LOAs.

II. There are significant relationships between boys' responses
to Centers‘ Job Values and Desires Check List and their
fathers' occupational levels.

12. There are significant relationships between boys' levels of
occupational aspirations and their responses to Centers' Job
Values and Desires Check List.

l3. Upward-mobile lower class boys more frequently than other
lower class boys will list middle class youngsters as best

friends.

Description of the Sample

Two hundred six white fifth grade boys attening schools in Waterford
Township, a suburb of Pontiac, Michigan, participated in the present study.
The eight elementary schools which participated were selected by the
Township's Elementary School Coordinator as those which would best represent
the Township's socio-economic structure.

The Township's adult population can be characterized as young, middle
class and relatively affluent.I Approximately forty percent of adult
males are employed in white collar jobs and the remaining sixty percent

IU.S. Census of Population and Housing I960. Final Report PHC(l)-h0,

Standard Metropolitan Statistical Area, Detroit, Michigan. U.S.
Department of Commerce, Bureau of Census.

 

 

 

 

-27-

are employed in blue collar jobs; half of these employed in blue collar
jobs are employed in skilled occupations. The median number of years
of education completed by adults over 25 years of age is ll.5. The
average family income in the community is $7,l50. Eight out of ten
residents own their home and the median value of all homes in the town-
ship is $lh,000.

All fifth grade boys attending the eight elementary schools took
part in the study. Of this group four boys failed to complete all the
instruments and were dropped from the study. The table of random
numbers was used in assigning the remaining 202 boys to the validation
or cross validation group. The cross validation procedure was employed
to determine if the independent variables found to be significantly
related to boys' LOAs in the validation sample were significantly
related to the same criterion in the cross validation group. Cross
validation was further employed to determine whether boys' aspiration
scores could be successfully predicted from data obtained in the
validation group.

Descriptive statistics on selected personal characteristics of
boys included in the regression analysis are presented in the table

below:

 

 

 

-28-

TABLE 3.I

MEANS AND STANDARD DEVIATIONS FOR SELECTED PERSONAL CHARACTERISTICS
FOR BOYS INCLUDED IN THE REGRESSION ANALYSIS

 

Boys' chronological ages (months) l32.l5 h.87
Fathers' occupational levels 38.98 l9.86
Fathers' educational levelsl 3.85 l.23
Mothers' educational levels' 3.93 .91

California Achievement Test Grade

Placement Scores 5.72 I.l8
Cumulative grade point average2 3.52 .70
California Mental Maturity scores (IQ) l08.07 l2.22

 

lEducational level scores range from I (completion of less than 8 years
of education to 7 (completion of post graduate degree). A score of h
represents graduation from high school.

25-A, 4:8, 3=c, 2:0, l=E.

The mean age for boys in the analysis was I32 months and boys ranged
in age from l23 to IAB months; approximately two thirds of the boys were
between lOé to II% years of age. Jobs held by boys' fathers ranged from
sewage disposal workers and janitors to physicians and pharmacists; a
skilled job represents the mean occupational level of boys' fathers.

One of five fathers was said to have had some college or to have completed
college, one third were reported as high school graduates, thirty percent

were listed as having some high school, and twelve percent had not

attended high school. One of six mothers were said to have attended or

 

 

 

 

§

5

 

completed college, half were reported as high school graduates, a quarter
had some high school training, and less than five percent had attended
school for eight years or less.

The California Achievement Tests were administered when the boys
were in the second month of the fifth grade. The mean achievement grade
placement score was 5.7 and scores ranged from 3.2 to 8.9; two thirds of
the boys scored between 9.5 and 6.9 on the CAT. The mean grade point
average was equivalent to a C plus and the GPAs for two thirds of the
group are between a C minus and a B plus. The range of mental maturity
scores was 73 to lhl and sixty-seven percent of the group had IQ scores
which ranged from 96 to I20, the mean was l08.

The typical youngster in this study has recently celebrated his
eleventh birthday. His parents attended high school and are probably
high school graduates. The boy's father has a skilled trade and may
work for an auto manufacturing plant in nearby Pontiac, in the construc-
tion trades, or in one of the service industries. The boy has above
average ability and his academic achievement as measured by the CAT is
above the mean achievement level of the national nonnative population.

In Table 3.2 a comparison can be made between the kinds of occupa-
tions held by the boys' fathers and the percentage of white, urban males

employed in these occupations at the state, national and township level.

 

 

 

 

-30-

TABLE 3.2

PERCENTAGE OF WHITE, URBAN MALES EMPLOYED IN MAJOR OCCUPATIONAL
GROUPS AS REPORTED IN THE I960 UNITED STATES CENSUS

 

U.S.I Michigan2 Waterford3 Present

 

Sample
I. Professional, technical
and kindred l2.9 l2.9 ll.6 l2.0
2. Farmers and farm
managers 0.4 l.3 .0 .0
3. Managers, officials and
proprietors 12.9 lO.5 9.2 6.0
4. Clerical and kindred 8.5 7.6 6.5 6.4
5. Sales workers 8.7 8.1 6.l 6.0
6. Craftsmen, foremen and
kindred 2|.2 22.6 26.6 36.l
7. Operatives and kindred
workers l9.2 24.4 27.2 22.8
8. Private household
workers .l .l .0 .0
9. Service workers, exc.
private household 6.0 5.7 4.3 4.0
l0. Fann laborers .5 .002 .0 .0
ll. Laborers, exc. farm
and mine 5.2 4.4 4.6 2.5
12. Occupation not
reported 4.6 3.6 4.0 3.5

 

lUnited States Census of Population l960. United States Summary, General
Social and Economic Characteristics. Final Report PC(I)IC, U.S. Depart-
ment of Commerce, Bureau of Census, p. l-2l8.

2United States Census of Population I960. Michigan, General Social and
Economic Characteristics. Final Report PC(l)-24C, U.S. Department of
Commerce, Bureau of Census, p. 24-200.

3U.S. Census of Population and Housing l960. Final Report PHC(l)-40,

Standard Metropolitan Statistical Area, Detroit, Michigan. U.S. Depart-
ment of Commerce, Bureau of Census.

 

 

 

If categories I, 3, 4, 5, and 9 are considered as white collar

occupations, one notes no significant difference between the percentage
of boys' fathers employed in white collar jobs and the percentage of

township males classified as white collar workers. If categories 8, l0,

 

and II are considered as unskilled occupations, less than half of the {5
expected number of boys' fathers were working at these jobs. The most '
striking difference between the two groups is noted when the percentage

of boys' fathers who work as craftsmen, foremen and kindred workers is

examined. Although one out of four township workers is employed in this L"

classification, one of three boys' fathers is employed in a skilled job.
In summary, as a group the boys in the sample are somewhat above
average in ability and achievement. Their fathers' jobs, although blue
collar, have considerable prestige and are highly paid. The present a x
sample is not considered representative of Waterford's fifth grade male
population, and would not be representative of the state's or the nation's

fifth grade male p0pulation.

Gathering_the Data

The classroom teachers administered various instruments in collecting
data on the subjects. The four instruments were: (I) a questionnaire
designed to obtain personal and family data (Appendix A); (2) Haller's
Occupational Aspiration Scale (Appendix B); (3) Centers' Job Values and
Desires Check List (Appendix C); and (4) Brookover's Self-concept of
Ability Scale General (Appendix D).

A week before the instruments were to be administered, the writer

met with the fifteen teachers who agreed to participate in the study.

 

 

 

 

 

At this meeting the purpose of the study was explained, the nature of
the instruments was discussed, and questions regarding administration
procedures were considered. In addition, the materials to be used in
the study were distributed to each teacher. In order to standardize

the administration procedures a set of directions for the teacher was

 

developed (Appendix E). As an additional control, all teachers

administered the instruments at the same hour and on the same day. .

Five teachers agreed to readminister the OAS and the Self-concept rj'"

 

Scale exactly two weeks later. The data were used to detenmine test- E
retest reliability coefficients for these instruments. The directions
for this second administration are included as Appendix F.

Achievement test scores, intelligence test data and academic grades
were obtained from the boys' cumulative records. As a way of verifying
the data provided by the youngsters, information concerning the parents'
educational and occupational backgrounds was also obtained. The form
used in collecting these data is included in Appendix G.

In a few instances the boy's description of his father's job was
inadequate for classification purposes, and the necessary information
was not available in the cumulative record. In this case, the youngster
was asked to describe his father's occupation more completely and the
teacher was encouraged to assist him. Because of the procedures used,

less than 4% of the fathers' jobs were unclassifiable.

Nature of the Data
A description of the procedures and instruments employed in measuring

the independent variables is presented in the same order independent

 

 

-33-

variableS appeared in the restatement of hypotheses. The number(s) in

parentheses which follows the independent variables l, 2, 3, and 8 refers

to the questionnaire item pertaining to that variable. The criterion

instrument is discussed in the final part of this section.

I.

Occupational level (7, 8): The boy's description of his
father's occupation and information obtained from the school's
records were used in assigning a Socio-economic Index Score
(Duncan l959) to the father's occupation. In addition to the
writer, two advanced masters' candidates from the Department
of Guidance and Personnel Services at Michigan State Univer-
sity assigned index scores to the boys' descriptions of their
fathers' jobs. The inter-rater reliability coefficients were
.92, .93. and .95. These coefficients demonstrate a high
level of agreement among raters in assigning Socio-economic
Index Scores to father's occupations.

Parents' educational levels (9, l0): Boys were asked to
complete the following statement: ”My father's education
consisted of”. The question included the following responses:
"less than 8 grades, 8 grades, some high school, high school
graduate, some college, college graduate, other (explain)”.
This last category was used to indicate no knowledge of
parent's occupation or parent's completion of a post-graduate
degree. It was assumed youngsters may be unable to specify
the exact number of years their parents attended school, but

they would know the general level of education completed by

 

-34-

their parents. There was a close correspondence between boys'
responses to the questions concerning parents' educational
levels and the information secured from the schools' records.
In those instances where there was a discrepancy between the
boy's response and the school record, the information from the
cumulative record was used. Information in the cumulative
record had been solicited by the principal and supplied
directly by the parents. This information was therefore
considered more accurate than that given by the child.

Boys' estimates of parents' levels of educational aspiration
for them (ll, l2): Boys were asked to complete the following
statement: ”As to continuing my education beyond high school,
my father". Responses to this statement were: ”has strongly
encouraged me to continue”, has given me some encouragement to
continue”, ”has never said much about it", ”he feels that I
would be better off going to work after high school”, and
”feels that I should quit high school and go to work".

Measure of intelligence: The California Test of Mental
Maturity (CTMM) was employed as the measure of intelligence.1
The CTMM was administered in November l96l when the boys were
in the third grade. The total test intelligent quotient was
employed in the analysis since this score, in comparison with
estimates based on subsections of the CTMM, is a more reliable

and valid estimate of the youngster's academic ability.

 

1A description of the I957 S-Form may be found in the manual: California
Test Bureau, Manual for the California Short-Fonn Test of Mental Maturity
flimary (Grades I, 2, 3) I957 S-Form.

“5"”— ’ J

 

 

,3 o
1-.u'...-. .

 

 

 

-35..

5. Cumulative grade point average (GPA): Marks received in
arithmetic, language, reading, social studies and spelling
during the 2nd, 3rd and 4th grades were used in computing
the GPA (A=5, 8'4, C33, D=2 and E=l).

6. Standardized achievement test scores: The California

Achievement Test (CAT) was used as the standardized measure

 

of academic achievement.' The CAT was administered in

October of I963 when the boys were in the second month of J; A

 

the fifth grade. The Battery Grade Placement score was N
employed as an overall measure of the person's performance
on the CAT.

7. Self-Concept of Ability-General: Brookover's Self-Concept

 

of Ability Scale is an eight item Guttman type scale.
Items included in the scale are judged to be relevant to
the individual's conception of his ability to do well in
school. The individual selects one of the five responses
to each item and his total score is the sum of the values
I to 5 assigned to the responses for each item. Scores on
the Self-Concept Scale range from 8 to 40; a score of 40
indicates the person sees himself as academically capable,
feels his academic work is excellent and views himself as

capable of getting all A's in his school work.

 

IA description of the California Achievement Tests may be found in the
manual: California Test Bureau, Manual California Achievement Tests
Complete Battery Elementary (Grades 5,_5,_6) Forms W, X, 1, or Z
1957 Edition.

 

 

 

 

 

-36-

Reliability coefficients determined by Hoyt's method were .82 and .77
for the seventh grade males and females in Brookover's study. The correla-
tion between scores on the Self-Concept Scale and grade point average was
.57 for both boys and girls. This correlation when corrected for attenua-
tion results in a correlation equal to .67 for males and females (Brookover
1962) .

In the present study a test-retest reliability of .84 was obtained
when the interval between test administrations was two weeks (N=72).

8. Occupational values: Centers' Job Values and Desires Check List

served as the measure of occupational values (Centers, l949).
The Check List is a ten-item instrument which asks the type of
job the person would choose if he had a choice. The job
descriptions attempt to tap the following value orientations:
leadership, interesting experience, esteem, power, security,
self-expression, profit, fame, social service and independence.
The directions for the Check List permit the individual to
choose one or all ten job descriptions. Youngsters in this
study were asked to choose three of the statements in order

to simplify analysis of the data. This procedure appears
consistent with Centers' use of the instrument, since he, too,
asked adults in his study to select three of the ten job
descriptions.

The writer was unable to discover any extended description

of the instrument's development or reliability. Studies

which employed the Check List have demonstrated that middle

and working class adults differ significantly in their

 

 

 

 

 

l0.

responses to the instrument; urban working class adults

emphasize job security and urban middle class adults prefer
a job which permits self-expression (Center, l949). Singer

and Stefflre have found that job values and desires are

related to the occupational aspiration levels of adolescents

(l954a), to the sex of the respondent (I954b), and to the
subject's age level (l954c).

Peer's Socio—Economic Status (l3): The peers named as best
friends were classified as middle class if their fathers'
occupations were included in one of the white collar
categories; those whose fathers had blue collar jobs were
classified as lower class.

Upward-Mobility Orientation: The boy's score on the OAS
was translated into an equivalent NORC prestige score and

a comparison was made between this score and the NORC
prestige score for the father's occupation. In scoring

the boys' responses to the OAS, two scores were assigned

to each of the eight occupations chosen by the boy; first
the scale score of 0 to 9 and then the occupation's NORC
prestige score. The mean of the eight NORC prestige scores
was employed as the equivalent NORC score for the boy's
level of occupational aspiration. If the boy's NORC score
exceeded his father's score by l0 or more points he was

classified as upward mobile.

 

 

 

 

 

 

 

 

 

 

The Criterion Variable

1.

 

-38-

Level of occupational aspiration (LOA): The Occupational

Aspiration Scale devel0ped by Haller was used as the

 

measure of LOA. Haller describes the scale in the following
manner:

”The OAS is an eight item multiple-choice instrument. It
includes items permitting responses at both the realistic
and idealistic expression levels of LOA, each at two goal
periods, called career periods in this context, short

range (end of schooling) and long range (at age 30). The
four possible combinations of these components are each
assessed twice, thus giving a total of eight questions.

The alternatives for each item consist of ten occupational
titles drawn among the ninety occupations ranked by the
NORC study of the prestige of occupations. Each occupation
is presented as a possible response only once on the form.
Alternative responses for each item systematically span the
entire range of occupational prestige, and are scored from
zero to nine. Operationally, an item score of 9 indicated
that the respondent has chosen an occupation from among

the eight highest prestige occupations on the NORC scale,
and an item score of 0 indicates that one of the eight
lowest prestige occupations has been chosen. Thus, the
total possible score for all eight item ranges from O to

72. This score is used to measure the individual's general

LOA” (I963, pp. 56-59).

   

 

 

-39...

Haller presents two types of evidence regarding the reliability of
the OAS. One type is based on split-half internal consistency coefficients
obtained by correlating the scores on equivalent halves of the OAS. The
reliability coefficients based on parallel halves of the scale for three
samples were .69, .72, and .60. When recomputed by the Spearman-Brown
Prophecy formula the correlations were .82, .84 and .75. The second type
of evidence, a coefficient of stability, was obtained by administering
the alternate form of the OAS ten weeks after the first administration.
The corrected reliability coefficient was .77. These data demonstrate
that boys were consistent in their responses to equivalent sections of
the scale, and that they tend to be consistent in their responses over
a relatively long period of time.

As noted previously, 72 boys in the present study were readministered
the same form of the OAS after a two week interval. The test-retest
reliability coefficient of .85 suggests that boys' responses were stable
over a brief period of time.

Three types of evidence were offered in support of the OASB validity.
A validity coefficient of .62 was obtained when boys' OAS scores were
correlated with North-Hatt ratings of their occupational aspiration
levels. North-Hatt ratings of boys' occupational aspiration levels
correlated .46 with North-Hatt prestige ratings of the jobs held by
boys seven years after the assessment of their aspiration levels, and
.52 with the number of years of college completed (Haller I963).

Second, the OAS responses for three samples of males were inter-
correlated, and each of the three correlation matrices was factor

analyzed by Cattell's principal axes method. The three principal axes

 

 

 

 

_ . .
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- . . . .
. . - . . .
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-40-

which accounted for a substantial percentage of the total matrix variance
were each rotated to approximate orthogonal simple structure by means of
the Neuhaus-Wrigley quartimax method. One factor accounted for most of
the variance in each of the three matrices, and since the OAS was intended
as a measure of LOA, Haller labeled this single factor high vs. low LOA.
Third, factor analytic techniques were used to analyze and compare
the factorial structure of the OAS and the North—Hatt Scale. Analysis
demonstrated that both scales are highly saturated with the same factor,
labeled high vs. low LOA. In summary, Haller considers the OAS a
promising measure of occupational aspiration level and feels that it
should prove useful in predicting the kinds of behavior it seeks to

predict.

Analysis Procedures
Four statistical procedures were used in analyzing the data:
(I) correlational analysis; (2) regression and multiple correlation

analysis; (3) analysis of variance and (4) chi square analysis.

Correlational Analysis

In the validation and cross validation samples correlational
analysis was employed to determine: (I) the intercorrelations among
the independent variable thought to be related to aspiration level,
and (2) the correlation between each independent variable and the

criterion variable.

 

 

 

 

 

 

 

-4]-

Regresslgn and Multiple Correlation Analyses

 

The data were further analyzed through use of regression and multiple
correlation analyses. These analyses resulted in the identification of
two variables which were significantly related to LOA, and which when
combined in a multiple regression equation, successfully predicted the
criterion in the cross validation sample. The variables were academic ~
self-concept and father's occupational level.

The multiple regression equations were solved by using the ”least
squares fit” in estimating the regression coefficients and by accepting
the hypothesis of linear relationships between variables. A more complete
description of this procedure may be found in Kiel and Rubble's description
on the calculation of the multiple regressions (I963).‘ The Core Routine
to Calculate Multiple Regressions (AES Program Description 4) was the
program used with Michigan State University's CDC 3600, a high speed,

large digital computer.

Analysis of Variance

Analysis of variance was used to analyze the relationship between
boys' socio-economic status and their responses to Centers' Job Values
and Desires Check List. It was also utilized in examining the relation-
ship between boys' levels of occupational aspirations and their choices

of job values.

Chi Square Analysis
Chi square was employed to study the relationship between lower
class boys' upward mobility orientations and the socio-economic status

0f their best friends.

 

 

 

 

 

 

-
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I

 

h
5.

SUMMARY

The total population of fifth grade boys from eight elementary
schools was randomly assigned to the validation or cross validation
group. The boys responded to instruments which contained questions
about the boy's family background, his occupational aspirations, his
conceptions of himself as a learner, and his occupational values.
Information about academic grades, intelligence test results and
achievement test scores were obtained from the school's records.
Correlational analysis was employed to analyze the relationships
among the independent variables, and regression analysis was utilized
to determine the predictive efficiency of the regression equation
when applied to the cross validation sample. Analysis of variance
was employed to examine the relationship between boys' responses to
Centers' Check List and (l) their levels of occupational aspirations
and (2) their socio-economic status. Chi square analysis was in the
other statistical test used in analyzing the data. The results of

these analyses are discussed in the following chapter.

 

gA-U

 

 

 

 

CHAPTER IV

ANALYSIS OF THE DATA

In this chapter the following analyses of the data will be discussed:
(I) correlational analysis of the relationships between the independent
variables considered to be related to LOA and boys' LOAs; (2) regression T!
and multiple correlation analysis of the independent variables' relative I I

contributions to the reliable variance of boys' LOAs; (3) analysis of

‘:( m~

.- 'V‘Ia'.

variance analyses for the relationships between (a) boys' socio-economic

.R'
dflu
.

 

‘4'

status and their responses to Centers' Job Values and Desires Check List
and (b) boys' occupational aspiration levels and their responses to
Centers' Check List; and (4) chi square comparison of the upward-mobility
orientation of lower class boys and the socio-economic status of their

best friends.

Correlational Analysis

 

The correlations between the independent variables and the criterion,
and the intercorrelations among the independent variables are presented in
Table 4.l. In each row figures on top are Pearson product moment correla-
tions coefficients computed from the validation sample (N283) and the
coefficients immediately below were computed on the cross validation
sample (N=79). Because of the small number of working mothers in the
validation group (N326) and in the cross validation group (N=34),
correlational analysis and regression analysis were based on the total
number of working mothers in both groups for those analyses related to

mothers' occupational levels.

 

 

 

g .

 

-44-

Correlations between boys' LOAs and the following independent variables /
were statistically significant: fathers' occupational levels, mothers'
occupational levels, fathers' educational levels, boys' estimates of their
fathers' levelsof educational aspirations for them, boys' estimates of
their mothers' levelsof educational aspirations for them, self-concept
of ability scores, California Achievement Test scores and boys' cumulative
grade point averages. Each of the correlations between these variables
and boys' LOAs were significant at the 5% level or above. The 5% level
had been established as the critical level for accepting or rejecting
the research hypotheses. Hypotheses based on these variables are therefore
accepted.

The correlations between boys' LOAS and mothers' educational level are
both non-significant; the correlation for the cross validation sample is in
the predicted direction, however. The correlation coefficients between
CTMM scores and boys' LOAs are also statistically non-significant, although
both are in the predicted direction. The hypothesized relationships based

on these two variables and boys' LOAS are therefore not supported.

Multiple Correlation Analysis

A nine variable estimate of the criterion was computed for both the
validation and the cross validation samples. The resulting multiple
correlations as well as the beta weights are presented in Table 4.2.

In Table 4.3 the partial correlations, when the multiple correlation
is based on all nine variables, are also presented. When self-concept

is not considered, the variables related to the fathers have the greatest

 

 

1.:

ill-Ii!

 

-45-

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-43-

'weight in estimating the criterion, factors related to the mother
have an intermediate weight and those variables relating to
intelligence, standardized achievement test results and academic
marks have the least weight in estimating boys' LOAs.

Inspection of the beta weights and partial correlations for
each of the independent variables, suggested that self-concept
of ability and fathers' occupational levels were the two best
single predictors of boys' occupational aspiration levels. In
the second order multiple correlations, each of the independent
variables was added to self-concept of ability and fathers'
occupational levels in estimating the criterion. In the third
order multiple correlations, variables which appeared to be
sufficiently weighted were added to self-concept of ability,
fathers' occupational levels and fathers' educational levels.
The multiple correlations based on two, three, four and five
variables are presented in Table 4.4. As noted in the following
section on regression analysis, the increase in predictive
precision of the second order over the first order correlation
is not significant. With two exceptions, the increase of the
third order correlations over the first order correlation was

also non-significant.

 

 

 

-49-

TABLE 4.4

 

THREE, FOUR.AND FIVE VARIABLE ESTIMATES OF BOYS' LOAS WITH CORRESPONDING
MULTIPLE CORRELATIONS--VALIDATION AND CROSS VALIDATION GROUP

SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA
SCA

SCHK

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

FOL

LEGEND

SCA:
FOL:
MOL:
FEL:
MEL:

FLEA:

MLEA

CAT:

CTMM:

GPA:

MOL

FEL

MEL

FLEA

MLEA

CAT

CTMM

GPA

FEL

FEL

FEL

FEL

FEL FLEA MLEA

FEL

FEL

Self-Concept of Ability

MEL

FLEA

MLEA

GPA

FLEA CAT

FLEA GPA

Validation
Sample

.44
.49
.50
.49
.49
.50
.49
.48

.SI
.SI
.SI

Fathers' occupational levels
Mothers' occupational levels

Fathers' educational
Mothers' educational

levels
levels

Cross Validation
Sample

.47
.53

.53
.53
.54

 

.55
.53
.53
.52
.SI
.53

.52
.55
.53
.53

Boys' estimates of their fathers' levels of educational aspiration‘

for

them

Boys' estimates of their mothers' levels of educational aspiration

for

them

California Achievement Test scores

California Test of Mental Maturity scores

Cumulative Grade Point averages

 

   

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-50-

Regresslfifll Analysis

Regression analysis demonstrated that adding fathers' occupational
levels to self-concept of ability scores significantly increased the
precision of estimating boys' LOAs. The obtained ratio for the increase
in predictive precision was 7.53l and 8.46l in the validation and cross
validation groups, respectively; both F's were significant at the .Ol
level. Regression analysis was employed to determine if adding one or
inore of the other independent variables to the multiple R based on the
‘two variables discussed above would significantly increase the precision
(Sf estimating the criterion variable.

Guilford describes a method of testing whether the multiple R with
There independent variables included is significantly greater than the R
vvith a smaller number of variables.I An F test can be used to test for

such a difference.

The appropriate F test is based on the following formula:

F = I R? ' 8% I ( N ' N] ' I )
( l - Rf ) ( M,- n, )

Where R] = multiple R with larger number of independent variables

 

R2 : multiple R with one or more variables omitted

larger number of variables

ml

smaller number of variables

m2

 

I.). P. Guilford, Fundamental Statistics in Psychology and Education,
McGraw-Hill Book Company, Inc., New York, I956, p. 400.

 

 

-5]-

In each test of significance the multiple correlation based on the
self-concept measure and fathers' occupational levels was first computed,
and then the multiple correlation based on these two variables and
additional independent variables was calculated. The F ratio was employed
to test if the multiple R based on the larger number of variables differed
significantly from the multiple R based on the first two variables.

The results of the tests of significance are presented in Table 4.5.
In both the validation and cross validation sample, addition of a third
'variable did not result in a multiple R which was significantly greater
‘than the multiple R based on the self-concept measure and fathers'
<3ccupational levels. When fathers' educational levels and boys' estimates
<3f their fathers' levels of educational aspirations for them were added to
self-concept scores and fathers' occupational levels, a significant
increase in estimating the criterion is noted; however, a similar
iiwcrease was not obtained in the cross validation sample. With one
(ather exception, the increase of third order multiple correlations over
the:f1rst order multiple correlation was not significant.

Although not stated as a research hypothesis, the study sought to
answer the question "are boys' LOAs more significantly influenced by
trueir fathers' or mothers' educational levels?” The data in Table 4.6
iruiicate that when the effect of fathers' educational levels is removed,
true correlation between mothers' educational levels and boys' LOAS is
-.02. When the effect of mothers" educational levels is controlled, the
partial correlation coefficient for the relationship between fathers'

educational levels and boys' LOAs is .27, significant at the I% level.

 

 

 

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-53...

TABLE 4.6

REGRESSION ANALYSIS OF THE-RELATIONSHIPS BETWEEN MOTHERS'
AND FATHERS' EDUCATIONAL LEVELS AND THEIR SONS' LOASl

Partial Correlation
Coefficients2

Fathers' Educational Levels Rf.m 3 .27

Mothers' Educational Levels Kn.f

-.02

IRim = + .30.
2With N equal tol75 a partial correlation coefficient of .264
significantly differs from zero at the .Ol level.

A similar question was raised regarding the relative influence of
Tnothers' and fathers' occupational levels on boys' LOAS. 0f the 202
boys in the study, sixty boys came from families where both parents
Tuere employed. A multiple regression was computed in which boys' LOAS
\Nere correlated with their mothers' and fathers' occupational levels.
In Table 4.7 the partial correlation between mothers' occupational
levels and boys' LOAs, when the effect of fathers' occupational levels
is removed, is .09 and non-significant. The partial correlation
coefficient for the relationship between fathers' occupational levels
arui boys"LOAs, when the effect of mothers' occupational levels is

elirninated, is significant at the .05 level.

   

-54-

TABLE 4.7

REGRESSION ANALYSIS OF THE RELATIONSHIPS BETWEEN MOTHERS' AND FATHERS'
OCCUPATIONAL LEVELS AND THEIR SONS' LOASl

Partial Correlation
Coefficients

Fathers' Occupational Levels Rf.m : .24 an
Idothers' Occupational Levels Rm.f : .09
IR _

fill - .350

2With N equal to 55 a partial correlation coefficient of .22 is
significant at the .05 level.

 

Analysis of Variance

Three analyses were made to assess the relationship between boys'
socio-economic status and their lst, 2nd and 3rd choice of a job value.
The results in Table 4.8 indicate that in each instance the size of the
<3btained F could easily have occurred by chance. Since there are no
significant relationships between boys' socio-economic status and their
«choices of job values, the hypothesized relationship based on these,
variables is not supported.

TABLE 4.8

RESULTS OF ANALYSIS OF VARIANCE ANALYSES FOR RELATIONSHIPS BETWEEN
IBOYS' SOCIO-ECONOMIC STATUS AND THEIR lst, 2nd AND 3rd CHOICES OF
A JOB VALUEI

F's df
Boys' socio-economic status and
their'lst choice of a job value I.lO7 9 8 I78
Boys' socio-economic status and
their’2nd choice of a job value l.470 9 5 I78
Boys' socio-economic status and
their 3rd choice of a job value l.829 9 5 I78

IAn F of l.94 is significant at the .05 level with 9 and ISO degrees
of freedom.

 

-55-

Three separate analyses were made to evaluate the relationships
between boys' aspiration levels and their lst, 2nd and 3rd choice of
a job value. As shown in Table 4.9, the F's in the first two analyses
could have occurred by chance. There appears to be no significant
relationship between boys' aspiration levels and either their first
or second choice of a job value. There is a significant relationship

between boys' aspiration levels and their third choice of a job value.

TABLE 4.9

RESULTS OF ANALYSIS OF VARIANCE ANALYSES FOR RELATIONSHIPS BETWEEN
BOYS' OCCUPATIONAL ASPIRATION LEVELS AND THEIR lst, 2nd, AND
3rd CHOICE OF A JOB VALUE

F's df
Boys' aspiration levels and lst
choices of a job value .804 9 5 l85
Boys' aspiration levels and 2nd
choices of a job value l.037 9 5 l85
Boys' aspiration levels and 3rd J
choices of a job value 3.997‘ 9 8 l85

*An F of 1.99 is significant at the .05 level with 9 and ISO degrees
of freedom.

A procedure for handling multiple comparisons of mean differences,
called the S-method, has been developed by Sheffé.I In contrast to
Tukey's method, it is applicable in analysis of variance problems when
the sample sizes are not equal. However, Sheffé's S-method does not
permit the kind of analyses provided by the Tukey method. For example,
the S-method cannot be employed to test for the ”straggler” mean nor to
test for excessive variability within groups containing three or more

means.

¥

l
Guenther, William C. Analysis of Variance. Englewood Cliffs, N.J.:
Prentice-Hall, Inc., I964, pp. 57'59.

 

'l- '
V...‘.1 s

 

 

 

 

   

-56-

The following job values were found to be associated with high
occupational aspirations: fame; leadership; esteem; self-expression;
security and social service. The choice of a job which offered profit,
interesting experiences, power and independence was associated with low

occupational aspirations. Additional comparisons of contrasted means

within and between these groups, failed to demonstrate significant 5‘3

differences in the mean aspiration levels associated with choices of

job values contained in those groupings.

 

Although the procedure does not permit a test of statistical
significance,boys' first, second and third choices of job values were I
ranked in terms of the mean socio-economic index scores for boys
choosing each of the ten values (Table 4.l0). The three values which
had the highest socio-economic mean scores were compared with the
three values having the lowest mean scores. In two of the three
comparisons a job which offered esteem was ranked first in terms of
its socio-economic mean score, and social service was ranked second.

A job where you could be leader ranked first in one comparison and a
job which permitted self-expression ranked second in another comparison.
In the three comparisons, choice of a job where you could be boss was
associated with the lowest mean socio-economic score. No other job

value was consistently and positively associated with low socio-

economic status.

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-58-

A similar comparison was made of the values associated with high
aand low occupational aspiration levels (Table 4.ll). The following
_job values were associated with high aspiration levels: self-expression;
leadership and fame. Choice of a job where you could be independent or
vvhere you could be boss was associated with low occupational aspiration
levels.

As can be seen in Table 4.l2 thehypothesized relationship between
the socio-economic status of boys named as best friends and lower class
boys' upward-mobility orientation was not supported. Upward-mobile
lower class boys are as apt to name lower class boys as best friends

as they are to name middle class boys.

 

 

 

 

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- a.:: m N.-a a m.mm m >a_csuom
mm a.mm m -.mm m a.em o_ Lozoe
m.ka m a.aa N e.-a m ado-am
m.am m a.~a m -.-a a coco-Laexm
mc_umocouc_
n.w: N m.o: m :.m: N a_cmcoooo4
ocoom.co~uoc_am< xcom ocoom co_uoc_em< xcox ocoom co-uoc_em< xcom
_oco_uoo:ooo coo: .ocouuooaooo coo: .oco_uoo:ooo coo:
oa-n> ace Lo Ou-oeo new, aa_n> ace Lo au_oeo sea aa-n> ace co ou_oeo aa-
u=u<> mos

oz_moozu m>om no mmoum zo_h<¢_mm< 4<zo_h<m:uuo z<mz Oh oz_oaouu< omxz<¢ zwIB mw34<> mow mo zo_h_mom

__.: u4m<h

 

   

- 60..

TABLE 4.l2

TWO-WAY CONTINGENCY ANALYSIS OF THE ASSOCIATION BETWEEN
LOWER CLASS BOYS' MOBILITY ORIENTATION AND
THE SOClO-ECONOMIC STATUS OF BEST FRIENDSl

Middle Class Lower Class
Friends Friends
Upward Mobile Lower Class Boys 32 40
Other Lower Class Boys 27 24

IThe obtained chi square was .85 and with l degree of freedom is
non-significant.

SUMMARY

With the exception of mothers' educational levels and boys' CTMM
scores, significant correlations were found between each of the independent
variables hypothesized to be related to LOA and boys' LOAS. The correlation
between self-concept of ability scores and boys LOAS was .44 in the valida-
tion sample and .47 in the cross validation sample. The correlation between
fathers' occupational levels and boys LOAS was .3l in the validation group
and .32 in the cross validation group.

Regression analysis was employed to test for the increase in precision
with which the criterion was estimated when a third independent variable
was added to the self-concept measure and fathers' occupational levels.

The obtained F's for increase in predictive precision were all non-
significant.

In the validation sample a significant increase was noted when

fathers' educational levels and boys' estimates of their fathers' levels

 

-6]-

 

(of educational aspirations for them were added to self-concept of ability
scores and fathers' occupational levels in estimating boys' LOAS; however,
a comparable increase did not occur in the cross validation group. These
results demonstrate that the variance on the criterion measure can be
explained as well by the first two variables as it can be by addition of
other variables.

No significant relationships were noted between boys' socio-economic
status and their choices of job values. In the analysis of the relation-
ship between boys' aspiration levels and their choices of job values, a
significant relationship was noted between aspiration levels and boys
third choice of a job value. Finally, no significant relationship was
found between lower class boys upward-mobility orientation and the socio-

economic status of their best friends.

m 1127.;

 

 

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summa ry

The purpose of the study was to determine: (I) if relationships
Iexist between the variables previously found to be related to aspiration
levels of high school youngsters and the occupational aspiration levels
<3f fifth grade boys; (2) the relative influence of those factors which
\were found to be significantly related to boys' LOAS; and (3) the extent
to which accurate predictions of boys' aspiration levels can be made.

The sample consisted of 202 white fifth grade boys attending eight
elementary schools in Waterford Township, a suburb of Pontiac, Michigan.
The instruments administered by the classroom teachers included: (i) a
questionnaire designed to gather personal and family data; (2) Haller's
Occupational ASpiration Scale; (3) Centers' Job Values and Desires Check
List; and (h) Brookover's Self-Concept of Ability Scale. Prior to the
analysis of the data, boys were randomly assigned to the validation or
cross validation sample.

Correlational analysis was utilized to examine the intercorrela-
tions among the independent variables hypothesized to be related to
LOA, and to determine the correlations between these independent
variables and boys' LOAS. Regression analysis was employed to determine
the relative weights of the variables found to be related to boys' LOAS.
Regression analysis was further utilized to detennine the degree to

which boys' LOAS in the cross validation sample could be predicted on

 

 

 

 

   

~63-

the basis of beta weights established in the validation sample.
.Analysis of variance was employed to assess the relationships between:
(1) boys' socio-economic status and their choices of job values and
(2) boys' levels of occupational aspirations and their selection of
job values. Chi square was employed to examine the relationship
between lower class boys' upward-mobility orientations and the socio-
economic status of their best friends.

When correlational analyses were applied to the validation and
cross validation data, the following variables were found to be
significantly related to boys' LOAs: fathers' and mothers' occupa-
tional levels; fathers' educational levels; boys' estimates of their
fathers' and mothers' levels of educational aspirations for them;
boys' self-concepts of ability; academic achievement when measured
by a standardized instrument and boys' academic achievement as
reflected in academic marks.

There was no significant relationship between boys' LOAS and
their mothers' educational levels or between boys' LOAS and their
mental maturity test scores.

When the data were analyzed by means of regression analysis,
two variables accounted for approximately 27% of the reliable variance
on the criterion measure. The self-concept of ability measure accounted
for approximately 20% of the total criterion variance and fathers'
occupational levels accounted for roughly 7% of the variance. The
partial correlation coefficients for the other independent variables,

when the influence of self-concept and fathers' socio-economic status

 

-54-

were controlled, ranged from -.09 to .ll and were not significant.
Addition of the third variable in most instances only served to
explain an additional 1% of the criterion's variance.

There were no significant relationships between boys' socio-
economic status and their reSponses to Centers' Job Values and
Desires Check List. However, when the data were examined, relation-
ships between socio-economic status and choices of job values were
noted. In comparison with middle class boys, lower class boys tended
to over-select, "a job where you could be boss”. Middle class
youngsters tended to select: (l) ”a job where you would be looked
upon very highly by your fellow men" and (2) "a job where you could
help other people”.

There was no significant relationship between boys' occupational

aspiration levels and their lst or 2nd choice of a job value. However,

a significant relationship was found between boys' occupational

aspiration levels and their third choice of a job value. Low aspirers

tended to over-select: (l) “a job where you could be boss" and (2) “a

job where you could work more or less on your own“. High aspirers
preferred: (l) ”a job where you could express your feelings, ideas,
talent or skill”; (2) "a job where you could be a leader" and (3) "a
job where you could be looked upon very highly by your fellow men".
The hypothesized relationship betweenlower class boys' upward-
mobility orientations and the socio-economic status of their best

friends was not supported by the analysis. Upward-mobile lower class

 

 

:I

 

-65-

boys were as likely to name other lower class boys as best friends as
they were to name middle class boys. Although it was not significant,
the observed relationship between upward-mobility orientation and best
friends' socio-economic status was contrary to the hypothesized relation-

ship.

Conclusions A

 

Whether used alone or in combination with other variables, the

self-concept of ability measure was the best single predictor of boys'

 

LOAS. This measure was designed to reflect the expectancies which
youngsters have internalized from significant others. These expectancies
relate to the subject's estimation of his academic capability.

This set of expectancies may help explain the close relationship
between boys' responses to the OAS instrument and to the self-concept
of ability scale. In responding to the self-concept measure the boy
reveals self-estimates of his capacity to perform in a school setting.
Similarly, in responding to the 0A5 measure a youngster may be revealing
self-estimates regarding his capacity to succeed in the work world as
well as the value he attaches to doing well in that world.

Parents as significant others serve as important determiners of
boys' self-conceptions. If parents convey to their children expectations
that one day they will be professional persons or white collar workers,
boys may perceive this communication as including the message, ”not only
do we expect you to attain these levels but you have the capacity to do

so.” Because school serves as preparation for many of the high status

 

 

 

 

 

-66-

occupations, capacity to attain these job levels may also be seen to
mean ability to perform in settings preparatory to entering these
occupations.

If as a result of their home and school experiences, youngsters
perceive themselves as academically inadequate, they would also tend
to be modest in the occupational goals they set for themselves. For
most peOple self-perceptions tend to be congruent, thus it seems
unlikely that someone would perceive themselves as academically
inadequate and at the same time perceive themselves as capable of
entering an occupation which requires extensive academic preparation.
There is another possible explanation for the close relationship
between OAS responses and the self-concept of ability scores. If
parents tell their child you can be a mechanic, they may be perceived
as saying "you do not have the ability to be other than a mechanic”.

Another important determinant of boys' aspiration levels appears
to be their families' socio-economic status. Middle class boys'
tendency to select occupations with high prestige may reflect their
acquaintance with people employed in these occupations. Or middle
class youngsters may select occupations which their parents view as
appropriate for one of their social status. Finally, their choices
may reflect middle class youngsters' perceptions of their occupational
potential.

The tendency for lower class youngsters to select low status
occupations may reflect their more limited awareness of the other

alternatives available to them. Or lower class youngsters may limit

 

 

 

 

their choices to the kinds of jobs which they view as attainable.

Whereas the middle class youngster may think in terms of what is
appropriate, the lower class youngsters may think in terms of what
is possible. The lower class youngster may also be encouraged to
strive for a better job than his father's, but he may share his
father's pessimism as to the possibility of actually bettering
himself occupationally, and he may state his goals accordingly.

It appears that boys' aspiration levels are more heavily
influenced by their fathers than by their mothers. Pre-adolescent
boys are more likely to use males generally and fathers particularly
as role models than they are to use females or even mothers. Boys
in identifying with their fathers are apt to aspire to occupational
levels comparable to their fathers and to reject occupations filled
by their mothers. If mothers have considerably more education than
the father or have a more prestigeful job than the father, the son
may perceive white collar work as feminine and may reject these
occupations.

The comparisons of the job values preferred by middle and lower
class youngsters, as well as high and low aspirers, suggest another
possible influence the home exerts on boys' occupational aspiration
levels. Parents may not only establish certain occupational levels
as desirable goals for their children, but they may also stress values
which may be more readily satisfied in certain types of work rather
than in others. Thus the middle class child is not only encouraged

to become a business executive or a professional person, but he is

 

m)

T—.—- m.- MUM‘ x...
i.

 

 

W '- {EWJEa-n

 

 

 

     

~68-

taught to view work as a means of self-expression and he is encouraged
to seek opportunities for leadership and to value his fellows' esteem.
These values in turn are more easily expressed in high rather than low
prestige occupations.

The lower class child is frequently encouraged to strive for a
better job than his father's, but the values supporting striving T?! _:
behavior may not be transmitted to him. Like his father the lower
class child may simply view work as a means of earning a living and

little more. Lower class boys' choices of a job in which they could i;

 

be boss or in which they could be independent, may simply reflect the
working man's insecurity of being dependent on another for his
livelihood and the wish to escape the constant supervision character-
istic of unskilled work.

Studies with high school males have demonstrated the influence
of peers' socio-economic status on boys' occupational aspiration
levels. In the present study peers did not seem to exert a significant
influence on boys' occupational aspiration levels. It appears that
eleven year olds'are not as greatly influenced by their peers as are
adolescents, and that the home exerts a more powerful influence on
eleven year olds occupational aspiration levels. Or peer norms may
influence many areas of the boys' behavior, but the pre-adolescent
peer group has not developed norms governing occupationally related

behavior.

 

   

 

 

-59-

Recommendations

 

1.

Studies should be conducted with other samples of fifth grade
boys to validate this study's findings. The samples, however,
should adequately represent the lower and higher socio-
economic levels.

Similar studies should be conducted with younger boys to
determine when occupational aspiration levels can be established
as reliable phenomena, and to identify the factors which are
related to aspiration levels at younger age levels.

Studies of this natuna might also be conducted with females,
members of minority groups and with nationaBIN’other countries
in order that factors related to occupational aspiration level
may be better understood.

It would seem that additional studies should include other
factors related to self-evaluation; for example, boys'
subjective estimates of their social class status and their
expectancies regarding levels of educational achievement.
Boys' identification with their fathers would appear to be

an important factor in the development of occupational
aspirations. Studies of aspiration level with elementary
school boys would profitably include this factor in

assessing the variables which influences aSpiration level.
The use of depth interviews with elementary school boys

would clarify the process by which boys progressively

narrow their focus of interest in both fields and levels

of work. Interviews would also enable the researcher to

 

 

0\

OM

 

 

'ufl

-70-

investigate the ways in which parents influence boys'
attitudes toward work, and the manner in which parents
convey to their children desired levels of occupational
aspiration. The interview may also be profitably used
to assess the differential influence of mothers and
fathers on their sons' occupational aspiration levels.
A longitudinal study would clarify how boys' aspiration
levels develop and would enable the researcher to identify
factors which influence aspiration levels at different
periods of the boys' lives.

Factor analytic techniques would help delineate the
factors underlying occupational aspiration level, and
may help point to additional factors associated with
boys' occupational aspirations.

Experimental studies directed toward influencing boys'
aspiration levels would also help identify determinants

of occupational aspirations.

 

 

 

 

- Ir"...- I' 51"

 

 

 

 

   

 

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. I
o
l
o
. n
I o

 

’“lO.

ll.

l2.

13.

 

BIBLIOGRAPHY

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-.{-’Q'

Cassel, Russell N. and Hendsch, Gene. ”A Comparative Analysis of
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Duncan, Otis Dudley. Socio-Economic Index and Equivalent NORC
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Galler, Enid Harris. "Influence of Social Class on Children's
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Guilford, J. P. Fundamental Statistics in Psyghology and Education,
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Holland, John L. "A Theory of Vocational Choice," Journal of
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Holloway, Robert G., and Berreman, Joel V. "The Educational and
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27.

 

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Krippner, Stanley. "Sex, Ability and Interest: A Test of Tyler's
Hypothesis,” Gifted Child Quarterly, Vol. 6 (I962), pp. lOS-IIO.

Lehman, Harvey C. and Witty, Paul A. ”Some Factors Which Influence
the Child's Choice of Occupation,” Elementary School Journal, Vol. 3|

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Lifton, Walter M. "Vocational Guidance in the Elementary School,"
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MacDonald, Margherita, McGuire, Carson and Havighurst, Robert.
“Leisure Activities and the Socio-Economic Status of Children,"
American Journal of Sociology, Vol. 5# (l9h9), pp. 505-519.

Maccoby, Eleanor E. "Class Differences in Boys' Choices of
Authority Roles," Sociometry, Vol. 25 (I962), pp. lI7-ll9.

 

Schutz, Richard A. and Blocher, Donald H. ”Self-Satisfaction and
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Sheldon, Donald R. ”Childrens' Interests,” Elementary School

 

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-73-

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1'" a.-. I'm-Ira: “cl" ~ CATT- “ "I" fl

 

l0.

ll.

I2.

SUPPLEMENTARY BIBLIOGRAPHY

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Dipboye, W. J. ”The Ordering of Occupational Values by High
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PP- 259-271.

 

 

 

 

 

 

 

APPENDIX A

 

 

- 78-

DIRECTIONS:

Please read carefully the directions on each part of the questionnaire
before you answer the questions. If you have any questions, raise your
hand and I will help you.

The answers you give will not be shown to your teachers or anyone else,
and will in no way affect your grades. No one will see the answers you
give except the person making this study.

Your help in this study is greatly appreciated.

My Homeroom Teacher is:

 

School:

 

-""-

“(flu-HIV

 

 

My name is (print)

 

 

Last First Middle
I am a Boy Girl
My age (to nearest birthday) is (if you are now II years old, but
are closer to your I2th birthday than to your llth birthday you

would write l2 on this line)

I make my regular home with--check the space which shows the person
or persons you NOW live with.

I. mother only

2. father only

3. mother and father

4. mother and stepfather

5. father and stepmother

6. foster parents

7. other relatives

8. other people, not relatives
How many years have you lived with the person or persons you
listed in question No. 4?. If you have lived all your

life with the same people and you are Il years old, you write
II in the space.

GO ON TO THE NEXT PAGE

 

—‘-_-—rn—

 

 

 

- 79-

My mother (check one of the statements below).
I. has no job outside the home.
2. has a part-time job outside the home.
3. has a full-time job outside the home.
My mother's occupation is: (If your mother DOES NOT work go on to

the next question. If your mother works part-time or full-time,
describe the kind of work she does and tell where she works.)

 

 

 

My father's occupation is: (or was, if dead or retired--describe
the kind of work he does and tell where he works).

 

 

 

My father's education consisted of--check ONE of the Spaces below.

I. less than 8 grades

2. 8 grades

3. some high school

4. high school graduate
5. some college

6. college graduate

7. other (explain)

GO ON TO THE NEXT PAGE

 

 

 

 

 

-80-

IO. My mother's education consisted of--check ONE of the spaces below.

I.

2.

7.

less than 8 grades

8 grades

some high school
high school graduate
some college

college graduate

other (explain)

ll. As to continuing my education beyond high school, my father--check

ONE answer.

has strongly encouraged me to continue
has given me some encouragement to continue
has never said much about it

feels that I would be better off going to work after
high school

feels that I should quit high school and go to work

l2. As to continuing my education beyond high school, my mother--check

ONE answer.

I.

has strongly encouraged me to continue
has given me some encouragement to continue
has never said much about it

feels that I would be better off going to work after
high school

feels that I should quit high school and go to work

GO ON TO THE NEXT PAGE

 

l3.

 

 

 

-8]-

The names of my best friends in THIS CLASS are:
(Please give their full names--do not use nicknames.)

 

2.

 

 

DO NOT TURN THIS PAGE UNTIL YOU ARE
TOLD TO DO SO

 

   

APPENDIX B

 

-83-

OCCUPATIONAL ASPIRATION SCALE

This set of eight questions concerns jobs.
Read EACH QUESTION carefully. They are not always the same.

YOU ARE TO CHECK ONE JOB IN EACH QUESTION. MAKE SURE IT IS
THE BEST ANSWER YOU CAN GIVE TO THE QUESTION.

Answer every question. Do not omit any.
If you do not know what one of the jobs is, just ignore it.

On the next page there are two practice questions. Let's try
them.

00 NOT TURN THIS PAGE UNTIL YOU ARE
TOLD TO DO SO

 

 

 

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~84-

To the teacher: All questions, including the occupations, are to be

read aloud.

Practice Question A. Of the jobs listed in this question, which

is the BEST ONE you are REALLY SURE YOU CAN
GET when your SCHOOLING IS OVER?

 

A.l watchmaker
A.2 senator F3
A.3 public relations man
A.4 ditch digger _
A.5 news-stand operator :3
A.6 beautician 5f
A.7 fireman
A.8 boxer
A.9 secretary
A.l0 movie star

Practice Question 8. Of the jobs listed in this question, which ONE

would you choose to have when you are 30 YEARS
OLD, if you were FREE TO HAVE ANY of them you

wished?
8.l
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9

B.IO

file clerk

steeple jack

floor walker in a store
ambassador to a foreign country
grocery clerk

wrestler

nurse

T.V. Sports announcer

forest ranger

music teacher

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

 

 

Question

Question

I

2

 

-85-

0f the jobs listed in this question, which is the BEST
ONE you are REALLY SURE YOU CAN GET when your SCHOOLING
IS OVER?

I.I welfare worker for a city government

I.2 United States representative in Congress
I.3 United States Supreme Court Justice

I.4 sociologist

l.5 filling station attendant

I.6 night watchman

I.7 policeman

l.8 corporal in the Army

l.9 county agricultural agent

I.lO lawyer

Of the jobs listed in this question, which ONE would you
choose if you were FREE TO CHOOSE ANY of them you wished
when your SCHOOLING IS OVER?

2.l singer in a night club

2.2 member of the board of directors of a large
corporation

2.3 railroad conductor

2.4 railroad engineer

2.5 _______ undertaker

2.6 physician (doctor)

2.7 clothes presser in a laundry
2.8 banker

2.9 accountant for a large business
2.l0 machine operator in a factory

GO ON TO THE NEXT PAGE

 

Question

Question

 

-86-

0f the jobs listed in this question which is the BEST
ONE you are REALLY SURE YOU CAN GET when your SCHOOLING
IS OVER?

3.I dock worker

3.2 owner-operator of a lunch stand
3.3 public school teacher

3.4 trained machinist

3.5 scientist

 

3.6 Iumberjack

3.7 playground director

3.8 shoeshiner

3.9 owner of a factory that employs about IOO
people

3.IO dentist

Of the jobs listed in this question, which ONE would you
choose if you were FREE TO CHOOSE ANY of them you wished
when your SCHOOLING IS OVER?

4.] restaurant waiter

4.2 electrician

4.3 truck driver

4.4 chemist

4.5 street sweeper

4.6 college professor

4.7 local official of a labor union

4.8 building contractor

4.9 traveling salesman for a wholesale concern
4.l0 artist who paints pictures that are

exhibited in galleries

GO ON TO THE NEXT PAGE

Question

Question

5

6

 

-37-

0f the jobs listed in this question, which is the BEST
ONE you are REALLY SURE YOU CAN HAVE by the time you
are 30 YEARS OLD?

5.l
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9

5.IO

farm hand

mail carrier

county judge

biologist

barber

official of an international labor union

soda fountain clerk

 

reporter for a daily newspaper
state governor

nuclear physicist

Of the jobs listed in this question, which ONE would you
choose to have when you are 30 YEARS OLD, if you were
FREE TO HAVE ANY of them you wished?

6.I
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9

6.I0

janitor

head of a department in state government
cabinet member in the federal government
musician in a symphony orchestra
carpenter

clerk in a store

coal miner

psychologist

manager of a small store in a city

radio announcer

GO ON TO THE NEXT PAGE

Question

Question

 

-88-

7 Of the jobs listed in this question, which is the BEST
ONE you are REALLY SURE YOU CAN HAVE by the time you
are 30 YEARS OLD?

7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9

7.l0

mayor of a large city

milk route man

captain in the Army

garbage collector

garage mechanic

insurance agent

architect

owner-operator of a printing shop
airline pilot

railroad section hand

8 Of the jobs listed in this question which ONE would you
choose to have when you are 30 YEARS OLD, if you were
FREE TO HAVE ANY of them you wished?

8.l
8.2
8.3
8.4
8.5
8.6

8.7
8.8
8.9
8.l0

civil engineer

author of novels

diplomat in the United States Foreign Service
taxi driver

newspaper columnist

share cropper (one who owns no livestock or
farm machinery, and does not manage the fann)

plumber
bookkeeper
streetcar motorman or city bus driver

minister or priest

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

APPENDIX C

 

 

9P1“. :- ...'_ .

 

-90-

J08 VALUES AND DESIRES
If you had a choice of one of these kinds of jobs, which three would you
choose?

(Put a number I'l” by your FIRST choice. Put a number ”2” by your second
choice and a number "3” by your third choice.)

>

. A job where you could be a leader

W

. A very interesting job

C. A job where y0u would be looked upon very highly by your
fellow men

 

D. A job where you could be boss
E. A job which you were absolutely sure of keeping

__———-—
.—_—
__——
——
——
._———

F. A job where you could express your feelings, ideas,
talent or skill

G. A very highly paid job

H. A job where you could make a name for yourself, or
become famous

I. A job where you could help other people

J. A job where you could work more or less on your own.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

 

 

   

APPENDIX D

 

 

 

-92-

Place an “X” in front of the statement which best answers each question.
For each question mark only ONE answer. Answer every question.

I. How do you rate yourself in school ability compared with your close

friends?

I am the best

I am above average
I am average

I am below average

I am the poorest

2. How do you rate yourself in school ability compared with those in
your class at school?

3. Where do you
class?

I am among the best

I am above average

I am average

I am below average

I am among the poorest

think you would rank in your high school graduating

among the best
above average
average

below average

among the poorest

GO ON TO THE NEXT PAGE

 

4. Do you think

8.

5. Where do you

 

-93-

you have the ability to complete college?

yes, definitely
yes, probably

not sure either way
probably not

no

think you would rank in your class in college?

among the best
above average
average

below average

among the poorest

6. In order to become a doctor, lawyer, or university professor,

work beyond four years of college is necessary.

do you think

7. Forget for a moment how others grade your work.
how good do you think

How likely

it is that you could complete such advanced work?

very likely
somewhat likely

not sure either way
unlikely

most unlikely

In your Opinion
your work is?

my work is excellent

my work is good

my work is average

my work is below average

my work is much below average

GO ON TO THE NEXT PAGE

 

 

8.

-9q-

 

What kind of grades do you think you are capable of getting?
a. mostly A's
b. mostly 8's
c. mostly C's
d. mostly D's

e. mostly E's

PLEASE CHECK YOUR PAPER TO SEE IF YOU HAVE ANSWERED
ALL THE QUESTIONS

 

 

 

APPENDIX E

 

 

-95-

DIRECTIONS FOR TEACHERS

Most of your youngsters will be curious as to the purpose of the
questionnaire. In order that all the children view the task in the
same way, the following statement of purpose should be read by all
administrators.

TODAY WE HAVE A QUESTIONNAIRE FOR YOU TO FILL OUT. THE PURPOSE
OF THIS QUESTIONNAIRE IS TO GIVE US A BETTER UNDERSTANDING OF HOW
FIFTH GRADERS LOOK AT THEMSELVES AND OF WHAT YOU THINK ABOUT DIFFERENT
KINDS OF JOBS. LOOK AT THE TOP OF THE FIRST PAGE WHERE IT SAYS
DIRECTIONS--READ THESE DIRECTIONS SILENTLY WHILE I READ THEM ALOUD.
After you have read the directions and if there are no questions,
tell them ON THE BOTTOM OF EACH PAGE IT WILL TELL YOU IF YOU ARE TO
GO ON TO THE NEXT PAGE OR IF YOU ARE TO WAIT, FOLLOW THESE DIRECTIONS,
YOU MAY BEGIN.

Questions 6 through l2 are designed to elicit information about
the child's mother and father. Although the youngster may not be
living with his own mother and father, we are asking about the occupa-
tion and education of his real parents and not about his stepparents
or other persons he may be living with. If the youngster cannot pro-
vide the information asked for, have them write "I don't know” in the
space provided for the answer.

In questions 9 and lo, sub-part 7 allows the child to indicate
other kinds of post high school education or training their parents
may have received. Other youngsters may not be able to respond to
these questions. In that case, they may simply write l'I don't know”

in this space.

 

 

 

 

 

 

-97..

In question l3 they are asked to list their best friends. They are
asked to limit their choices to youngsters in the same homeroom and not

to include children in other fifth grades or other classes in the school.

(SPECIAL NOTE)
Since the father's and mother's occupation is an important element 5'!

in this study, it is extremely important that the youngsters describe

the occupation fully enough to permit classification of the occupation.

If the student's description seems incomplete, ask them WHAT DOES HE

 

(SHE) 00 or TELL MORE ABOUT THE JOB. Do not suggest job activity or
job title. Ask only for clarification of what the mother or father
does. Some responses which are difficult or impossible to classify

are given below.

She works at a hospital--WHAT DOES SHE DO IN THE HOSPITAL?

He digs basements--HOW DOES HE DO THIS? ,

He works on cars at Bud's Auto Parts--WHAT DOES HE DO?

My father works at the Fisher Body in Lansing--WHAT DOES HE DO THERE?

My father is a truck driver--COULD YOU TELL MORE ABOUT HIS JOB?

He is a builder for Carl Finch and Sons-~COULD YOU TELL MORE ABOUT HIS J08?
After l2 minutes or when all but a few have completed this section say,
PLACE YOUR PENCILS ON THE DESK, THOSE WHO HAVEN'T FINISHED THIS PART MAY
COME BACK TO IT LATER. TURN TO THE DIRECTIONS ON THE NEXT PAGE AND READ

THEM SILENTLY WHILE I READ THEM ALOUD.

Occupational Aspiration Scale
After you have read the directions on page 5 headed Occupational
Aspiration Scale have the students turn to the next page for Practice

Questions A and 8. First read practice question A aloud and then read

i¥3fi

 

' ' " T'"'*—rm*m~"«-mflmu .313: °.. '... ‘ ‘.

l I-
‘

   

 

-98-

aloud each of the occupations for that question. Ask the youngsters to
wait until you have read all the occupations before they mark their
choice. After reading the practice question and the occupations, ask
if there are any questions. Some youngsters will say they don't like
any of the choices listed. Tell them, PICK THE JOB WHICH YOU ARE REALLY “
SURE YOU CAN GET OF THE JOBS GIVEN HERE. Others may say that there is Hui
more than one job which they are really sure they can get. Tell them,

PICK THE JOB WHICH YOU ARE MOST SURE YOU CAN GET WHEN YOUR SCHOOLING lS

 

OVER. i 3
After the youngsters have completed Practice Question A, read
Practice Question 8 and all the occupations listed for this question,
then ask ARE THERE ANY QUESTIONS.- Some youngsters may ask about the
meaning of the statement, if you were FREE TO HAVE ANY of them you
wished. Tell them, FORGET ABOUT THE MONEY IT WOULD TAKE, AND THE TIME
OR THE ABILITY IT WOULD REQUIRE--WHICH OF THESE JOBS WOULD YOU CHOOSE
IF YOU WERE FREE TO HAVE ANY OF THEM YOU WISHED. When the youngsters
have completed Practice Question A and 8 proceed with questions I
through 8, in each case reading the question and occupations aloud and
then permitting the youngsters to mark their response to the item.
Since each item is different it is especially important that they

understand each question.

Job Values and Desires

 

After all youngsters have completed question 8 on the Occupational
Aspiration Scale say, TURN TO THE NEXT PAGE AND READ THE DIRECTIONS

SILENTLY WHILE I READ THEM ALOUD. When you have finished reading the

 

 

 

the directions for the J08 VALUES AND DESIRES SECTION ask--ARE THERE ANY
QUESTIONS, IF THERE ARE NO QUESTIONS YOU MAY BEGIN. Some youngsters will
ask if they can select more than three responses. Tell them they are to
select only three. Others may say they have only one or two choices.

Ask them to make three selections. This section should take from threei

to five minutes.

Academic Self-Concept

At the end of five minutes or when all but a few have completed
this section say, TURN THE PAGE AND READ THE DIRECTIONS SILENTLY WHILE
I READ THEM ALOUD. After you have read the directions ask, ARE THERE
ANY QUESTIONS. One question which they may ask concerns the meaning
of "school ability." If this question is asked say, SCHOOL ABILITY
MEANS YOUR ABILITY 0R CAPACITY TO 00 SCHOOL WORK--IT DOES NOT MEAN THE
MARKS YOU GET IN THESE SUBJECTS.

After the children have completed the questionnaire, would you
check to see if they filled it out correctly. There is a tendency for
some children to either omit an answer or to mark more than one response
to an item. In the first instance they should be asked to fill in the
item and in the second case they should select only one of the multiple
responses they may have made to a question. Again it is important that
they adequately describe their mother‘s and father's occupation.

When you have had an opportunity to check the questionnaires and

when the children have made the necessary changes, would you have the

 

questionnaires returned by the Pony Express System to Dr. Jameson's

office.

 

-IOO-

Thank you for your cooperation.

George S. Weston
Assistant Instructor
College of Education
Michigan State University

 

 

 

APPENDIX F

 

 

.i

 

 

 

-I02-

DIRECTIONS FOR TEACHERS

As you know, the researcher must demonstrate that the instruments
used in his study are reliable, that they are measuring consistently
the personality dimension they claim to measure. For this reason it
is extremely important that the youngsters approach the second adminis-
tration of this instrument with the same degree of seriousness they
approached the first administration. The following introduction
should help to develop this ”set” on the part of your students.

TWO WEEKS AGO YOU ANSWERED A NUMBER OF QUESTIONS ABOUT YOURSELF

AND THE KINDS OF JOBS YOU WOULD LIKE OR YOU WOULD EXPECT TO

HAVE ONE DAY. TODAY YOU ARE ASKED TO ANSWER SOME OF THESE

QUESTIONS AGAIN. YOUR ANSWERS TODAY ARE AS IMPORTANT AS YOUR

ANSWERS LAST TIME. THINK CAREFULLY ABOUT THESE QUESTIONS AND

ANSWER THEM AS HONESTLY AS YOU CAN. YOU WILL HAVE TIME ENOUGH

SO YOU WILL NOT HAVE TO HURRY.

After you have read this introduction ask them to fill in the
information on the bottom of the first page. When they have finished,
ask them to read the directions at the t0p of the page while you read
them aloud. The directions for administration are identical to those
employed for the first administration of the questionnaire and you

can use the same directions.

 

 

-103-

After they have completed the questionnaire and you have had an
opportunity to check for errors, please send the questionnaires to
Dr. Jameson's office. 7

Thank you very much for your assistance and cooperation.

Cordially yours,

George S. Weston
Assistant Instructor
College of Education
Michigan State University

 

 

 

l
.
V
.-

   

-]05-

Name

 

Birth Date

 

School Teacher

 

Father's Occupation

 

Mother's Occupation

 

Father's Education

 

Mother's Education

 

Standardized Test Data

 

 

 

 

 

C.A.T. C.T.M.M.

R.V. R.C.___T.R.____ Lang. I.Q.____
A.R. A.F._____T.A.___ N.L.I.Q.
M.E.G._____S.P._____T.L-_____ Total I.Qa_____

T.T.

2nd Grade 3rd Grade 4th Grade 5th Grade
Arithmetic _____I _____j ______l _____l
Language _____2 _____2 ______2 _____2
Reading __3 _____3 3 __3
Social Studies _____f+ _____j+ 4 _____fi
Spelling __5 ___5 ____5 ______5

Av Av Av Av

 

Total G.P.A.

 

 

 

 

 

IV,

 

      

RIES

“'II'I'III‘IIIIIIIIIIIIIIIIIIII