THE PERCEPTIONS 0F CAHPHS RESOURCE
PERSOHREL HELD HT HNHERGRADUATE
WOMEN AT THREE PRIVATE COLLEGES

Thesis for The Degree of D“. D.
MICHIGAN STATE UNIVERSITY

Bette C. White
I 970

LIBRARY

{HESIS ‘ . Ml‘fhigm State
" University

 

This is to certify that the

thesis entitled

THE PERCEPTIONS OF CAMPUS RESOURCE PERSONNEL
HELD BY UNDERGRADUATE WOMEN AT
THREE PRIVATE COLLEGES

presented by
Bette C. White
has been accepted towards fulfillment : ‘

of the requirements for

Ph . D . degree in Education q I7

 

 

 

 

Date November 18, 1970

0-7639

 

 

 

ABSTRACT
THE PERCEPTIONS OF CAMPUS RESOURCE PERSONNEL

HELD BY UNDERGRADUATE WOMEN AT
THREE PRIVATE COLLEGES

BY
Bette C. White

The purpose of this study was to attempt to
determine the woman undergraduate's perception of the role
of the dean of women on the relatively small and church-
related campus. In view of the current changes in higher
education, personnel administrators must know how the
woman administrator is perceived by students if she is to
give leadership and direction to the position.

Data were obtained by the questionnaire method.
"The Undergraduate Perception Survey" was adapted from
"Opinion Survey of Undergraduates' Perception of College
Counseling" developed by Mary Kinnane of Boston College.
The questionnaire contained thirty-six (36) hypothetical
situations each previously assigned to one of three
categories--academic, personal-psychological, or social.

The questionnaire was mailed to a twenty (20)
percent stratified random sample of women undergraduates
at McMurry College, Hardin-Simmons University and Abilene

Christian College in Abilene, Texas, in February, 1970.

Bette C. White

The frequency with which an individual was chosen on each
of the hypothetical situations was reported in percentages
for the purpose of data analysis. Of the 459 question-
naires mailed a total of 305 (66.4 percent) were returned.

In the academic category the percent of choices
for the dean of women was highest in those situations in
which the dean of the college was chosen as the primary
consultant. The dean of women was allied with this
administrator rather than with the academic advisor or a
faculty member of the respondent's choice. She received
the highest ratings on those items which were organiza-
tional or arbitrational in nature, rather than on those
items which related to the personal, academic problems
of the respondent.

Although counseling is seen by many deans of
women as one of their primary functions, respondents in
this survey tended to choose personnel other than adminis-
trators on items of a personal-psychological nature. A
faculty member of the respondent's choice or someone other
than college personnel were chosen most frequently in
instances of a counseling problem situation. Within the
category of personal-psychological problems the dean of
women received her highest ratings on items relating to

student organizations, finances, health, and marriage.

Bette C. White

Her lowest ratings were on those situations relating to
life goals and moral behavior.

The dean of women's highest ratings were in the
category designated as social. The dean of the college
was seen by women undergraduates as the person to be
consulted on general rules or those problems concerned
with groups while the dean of women would be consulted
first with rules relating to the woman student directly.
In this category as in the others, as situations became
more personal-problem centered, the designation of someone
other than an administrator as a consultant increased.

The findings of this study indicate that women
undergraduates in the small private college perceive
the dean of women as competent in handling situations
dealing with rules and regulations and in the role of an
arbitrator.

If the change to a single administrative appoint-
ment, for example, a dean of students who reports to the
president, extends to the small campus it is doubtful if
the woman's position will continue to be viewed as an
important one relating to matters of policy. Counseling,
which has long been associated with the dean of women's
role, was not considered an important duty by student

respondents participating in this research.

Bette C. White

Apparently there will continue to be diversity
among institutions of higher education related to the role
of the woman personnel administrator. Equally apparent is
the anticipation of continuing change for the woman's role
in society in general. The recruitment, training and
placement of women for personnel administration must
consider this diversity and change if the position is to

remain viable.

THE PERCEPTIONS OF CAMPUS RESOURCE PERSONNEL
HELD BY UNDERGRADUATE WOMEN AT

THREE PRIVATE COLLEGES

BY

Bette C. White

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1970

367280

ACKNOWLEDGMENTS

Gratitude is expressed to Dr. Laurine E. Fitzgerald
who served as Chairman of the Guidance Committee for this
study. Her sustained encouragement, support and advice
have been sincerely appreciated.

Professional acknowledgment is extended to
Dr. Mary Kinnane of Boston College for her consent to the
use of "Opinion Survey of Undergraduates' Perception of
College Counseling."

Appreciation for their time and effort is offered
to the members of the Guidance Committee: Dr. James McKee
and Dr. Louis Stamatakos. Special appreciation is extended
to Dr. Willa Norris who consented to serve on the Guidance
Committee in the absence of Dr. Edward Blackman.

Recognition is given for the invaluable support

of Mr. and Mrs. James L. Harris.

ii

TABLE OF CONTENTS

Page
LIST OF TABLES O O O O O O O O O O O O O O O O O O O v
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND . . . . . . . 1
Introduction . . . . . . . . . . . . . 1
Importance of the Study . . . . . . . . . 5
Sources of Data . . . . . . . . . . . . . 7
Limitations of the Study . . . . . . . . . 7
overView O O O O I O O O O I O O O O O O O 9
II. REVIEW OF THE LITERATURE . . . . . . . . . . 11
Background of the Role . . . . . . . . . . 11
Administration 0 O Q O O O O O O O O O O 0 l3
Duties O O O I O O I O O O O O O O O O O O 18
Perception of Role . . . . . . . . . . . . 25
sumary O I O I O O O O O O O O O O O O O 27
III. DESIGN OF THE STUDY . . . . . . . . . . . . 29
Background . . . . . . . . . . . . . . . . 29
Changes in Survey Form . . . . . . . . . . 30
Procedure . . . . . . . . . . . . . . . . 31
McMurry College . . . . . . -. . . . . 3l
Hardin-Simmons University--Abilene‘
Christian College . . . . . . . . . . 32
Distribution and Return of the
Questionnaire . . . . . . . . . . . . 32
Design and Analysis . . . . . . . . . . . 33
Summary . . . . . . . . . . . . . . . . . 33
IV. ANALYSIS OF DATA . . . . . . . . . . . . . . 35
General Findings . . . . . . . . . . . . . 35
Academic Category . . . . . . . . . . . . 45
Personal-Psychological Category . . . . . 50
Social Category . . . . . . . . . . . . . 60
Discussion . . . . . . . . . . . . . . . . 70

iii

CHAPTER» Page

V. THE STUDY IN PERSPECTIVE . . . . . . . . . . 73
Conclusions . . . . . . . . . . . . . . . 75
Discussion . . . . . . . . . . . . . . . . 77
Implications for Future Research . . . . . 79

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 81
APPENDIX

A. ADDITIONAL TABLES . . . . . . . . . . . . . 85

B. COVER LETTER, QUESTIONNAIRE, AND FOLLOW UP . 92

C. ALL QUESTIONS BY CATEGORY . . . . . . . . . 98

iv

10.

11.

LIST OF TABLES
Page

Number and Percent of Mailed and Returned
Questionnaires . . . . . . . . . . . . . . . 36

Number and Percent of Student Respondents in
Various Descriptive Categories . . . . . . . 37

Number of the 36 Items on Which Various Staff
Members Received the Highest Percentage of
ChOice I I O O O O O O O O O O I O O O O O O 39

Number of Items in Each Category for Which
Each Consultant Received the Highest Per-
Cent Of Chaice O O C O O I O O O I O O O O O 39

Number and Percent of All Choices by the
305 Students for the Person to be
Consulted on the 36 Items . . . . . . . . . 41

Number and Percent of Choices for Academic
I tems O O O I O O I O O I O O I O O O O O 0 4 2

Number and Percent of Choices for Personal-
Psychological Items . . . . . . . . . . . . 43

Number and Percent of Choices for Social
I tems I O I O I I O O O I I O O I O I O O O 4 4

Rank, Number and Percent of Choice for the
Dean of WOmen for Each Category . . . . . . 44~

Response to Item 11: "You Feel That Perhaps
You Have Chosen the Wrong College and Wish
to Discuss Possible Transfer to Another
College." . . . . . . . . . . . . . . . . . 45

Response to Item 12: "You Feel That the
Courses in Your Major Department Are Not,
Either in Quality or Coverage Adequately
Preparing You for Graduate School." . . . . 46

TABLE

12.

13.

14.

15.

16.

17.
18.

19.

20.

21.

22.

23.

Page

Response to Item 18: "You Feel That Your
Academic Performance, While Satisfactory
by College Standards, Is Below Your
Ability." . . . . . . . . . . . . . . . . . . 47

Response to Item 34: "You Have Decided to
Assume Leadership of a Group of Students
Who Want to Complain About Unreasonable
Assignments and Arbitrary Grading Procedures
of a Particular Professor." . . . . . . . . . 48

Response to Item 35: "You and Some of Your
Friends Want to Find Out the Best Approach
for Convincing College Authorities That an
Honors Program Should Be Established." . . . 49

Response to Item 36:- "You Do Not Seem to Be
Able to Read or Take Notes as Effectively
as Other Students." . . . . . .’. . . . . . . 50

Response to Item 6: "You Feel That a
Professor Dislikes You and Is Grading Your
work unfairly. " O O O O O O O O O O O O O O O 51

Response to Item 4: "You Are Homesick." . . . 52

Response to Item 5: "You Have Become Involved
in a Relationship With a Male Student Con-
trary to Your Own Standards oeroral
Behavior." .'. . . . . .‘. . . . . . . .‘. . 53

Response to Item 14: "You Feel That Pressure
of Study are Adversely Affecting Your
Health. " O I I O O O O O O I O O O O O 0 O 0 53

Response to Item 3: "You Feel Socially
Insecure and Left Out." . . . . . . . . . . . 54

Response to Item 7: "You Are Experiencing
Financial Difficulty." . . . . . . . . . . . 55

Response to Item 22: "You Feel That You
Freeze Up on Examinations." . . . . . . . . . 56

Response to Item 19: "You Want Advice on How

to Mollify.a Professor You Have Irritated by
Your Contentious Argument in Class." . . . . 57

vi

TABLE Page

24. Response to Item 27: "You Want Advice About
a Decision to Marry and Leave College or
to Postpone Marriage for a Year or Two and
Finish College." . . . . . . . . . . . . . . 58

25. Response to Item 33: "You Find You Are Falling
in Love With One of Your Professors, a
Married Man Who Seems Attracted to You." . . 59

26. Response to Item 28: "You Are Confused About
the Meaning of Life and Your Own Personal
Worth and Goals." . . . . . . . . . . . . . 60

27. Response to Item 15: "You Want Advice About
Getting Into Student Activities and
Organizations That Might Be Rewarding to
You." . . . . . . . . . . . . . . . . . . . 61

28. Response to Item 10: "You Want Help in
Cutting Through Institutional Red Tape
Handicapping a Student Event Under Your
Direction." . . . . . . . . . . . . . . . . 62

29. Response to Item 32: "You Want to Intercede
for a Family Friend Who Has Been Rejected
by The Admissions Office for Entrance Into

the College." . . . . . . . . . . . . . . . 63
30. Response to Item 24: "You and Some Friends

Want to Establish a New Student Organiza-

tion. " O O O O O O O O O O I O O O O O O O O 63

31. Response to Item 26: "You Are President of
a Student Organization Which Wishes to
Invite a Controversial Speaker to Your
Campus." . . . . . . . . . . . . . . . . . . 64

32. Response to Item 20: "You Feel That Student
Morale Is Low Because of Poor Student

Administration Communication." . . . . . . . 65
'33. Response to Item 13: "You Feel That Your

House Mother Is Either Too Restrictive or

Too Permissive." . . . . . . . . . . . . . . 66

34. Response to Item 9: "You Want to Make
Representation About a College Regulation
That Seems Too Strict." . . . . . . . . . . 67

vii

TABLE Page

35. Response to Item 8: "You Feel You Should
Report to Some College Authority the
Illicit Conduct of One or More Students
of Which You Had Knowledge, e.g.,
Stealing Examination Papers Before a
Test or Stealing Other Students'
Property." . . . . . . . . . . . . . . . .'. 68

36. Response to Item 25: "You Are Disturbed
About the Widespread Use Among Your Class-
mates of Tranquilizers and Other Medica-
tions That Seem to You Narcotic." . . . . . 68

37. Response to Item 23: "You Feel That You Are
Being Ostracized by a Group of Students
You Admire and by Whom You Wish to Be
Accepted." . . . . . . . . . . .*. . . . . . 69

38. Response to Item 21: "You Want Advice About
Summer Employment." . . . . . . . . . . . . 70

39. Response to Item 30: "You Wish to Protest‘
the Bigotry or Discriminatory Attitude of a
Professor, Not Necessarily Affecting You,
but Perhaps Embarrassing and Upsetting

Fellow-StUdentS e II o e e e e e e e e e e e e 85
40. Response to Item 17: "You Want Advice About

Selecting a Graduate School." . . . . . . . 86
41. Response to Item 2: "You Have Doubts About

Your Career Choice." . .'. . . . . ._. . . . 87

42. Response to Item 31: You Have a Stutter
Which You Feel May Impede Your Vocational
Success." . . . . . . . . . . . . . . . . . 88

43. Response to Item 29: "You Want Help in
Resolving a Conflict Between Your Personal
Code of Behavior and the Mores of the Group
with Which You Associate." . . . . . . . . . 89

44. Response to Item 16: "You Feel That Alcohol
is Becoming a Problem for You." . . . . . . 90

45. Response to Item 1: "You Need Help or Advice
Concerning a Home Problem." . . . . . . . . 91

viii

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

 

Through mass media the contemporary educational
arena is visible as never before. Intense publicity and
criticism have brought higher education before the American
public and forced institutions to self-examination.
Rudolph assures us that change has been characteristic
of American eduéation.1 Notoriety, however, has required
today's administrators to carry out changes, frequently
under distressing circumstances.

A part of the changing scene in educatiOn today
is reflected in the concern for women students. In the
last decade this concern has appeared in the writings of

Cross, Corrallo, Ginzberg, Newcomer, Fley, and DodsOn.2

 

lFrederick Rudolph, The American College and
University (New York: Alfred A. Knopf, 1962), p. 5I6.

 

 

 

2K. Patricia Cross, "College WOmen: A Research
Description," Journal of the National Association of
figmen Deans and Counselors, XXXII, No. 1 (FaII, I968),
12.2]- e

Salvatore B. Corrallo, "The Economic Relevance
of'Wbmen‘s Higher Education," Journal ofgthe National

The "feminist movement" is raising questions of equality
and viability in our present system of education for
women. Considering earlier feminist crusades, Haberson

wrote 3

These campaigns helped create a new world of
opportunity for women. In retrospect nineteenth
century feminism, which stressed the winning of
rights and status and the gaining of equal educa-
tional opportunities for women, proved to be in
itself a symbol of male dominance. The patterns
and standards so long accepted as norms for men,
especially in education, were adopted for women,
with little thought of tailoring them for women's
own needs, or for development of their particular
feminine talents and aptitudes.3

Of the contemporary feminist movement and education,

Clarenbach wrote:

 

Association of WOmen Deans and Counselors, XXXI, No. 2

Eli Ginzberg, Life Styles of Educated Women
(New York: Columbia University Press, 1966), p. 224.

Mable Newcomer, A Century ofgigher Education for
American WOmen (New York: Harper and Brothers PubliShers,

I P. 0

Jo Ann Fley, "Campus Regulations: Are Girls
Different?" Journal of the_Nationa1_Association of WOmen
Deans and Counselors, XXXI, No. 3 (Spring, 1968),'
116-122.

Dan W. Dodson, "Is It Desirable for WOmen’s
Organizations to Maintain Their Autonomy?" Journal of the
National Association of Women Deans and Counselors,
.XXXII, No. 1 (Fall, 1968), 43-45.

3Gladys E. Haberson, "The New Feminism," Journal
<Df the American Association of University WOmen, LXIII,
No. 2 (January, l970),34.

 

Campus ferment among women students, graduate and
undergraduate, demanding their rightful opportunity,
has just begun to erupt, and this is only the
beginning.

The question of whether or not sameness in educa-
tion for men and women means equality of education for
them has long been asked. In response there is an ambiva-
lence in the attitudes taken by writers in the field of
women's education. One segment insists on the need for
elimination of all patterns and policies which discriminate
on the basis of sex. On the other hand, another segment
advocates unity and solidarity among women and special
educational consideration and leadership to fit women's
needs. Implication for the latter attitude in relation to
institutions of higher education is reported by the senior
editor of College and University Business, Lucigrace
Switzer:

Much of the learning is going to take place on the
college campus—-battle—ground, scapegoat and social
laboratory for some of society's most painful and
bitter lessons. College administrators need informa-
tion and they need sensitivity to communicate with
women as human beings, without any of the condescen-

sion, mythology or implications of inferiority that
usually mark--and mar--relations between the sexes.5

 

4Kathryn F. Clarenbach, "Can Continuing Education
Adapt?" Journal.of the American Association of University
Women, LXIII, No. 2 (January, 1970), 65.

5Lucigrace Switzer, "This Revolution Asks Some-
thing of Us All," College and University Business,
XLVIII, No. 2, February, 1970, p. 52.

 

WOmen students, teachers, and administrators have
been a part of American higher education for over.a cen-
tury. A leading question of today is, however, "in what
capacity?" One role under consideration is that of the
woman student personnel administrator--specifical1y the
dean of women. Originated to meet the social and voca—
tional needs of women students, the position of dean of
women has changed as these needs have changed. Training
for and duties of these women have undergone considerable
transition since the emergence of the role. The concept
of the dean of women's function as'a role model for women.
students, while not specifically stated as a duty, has been
implicitly understood, nevertheless. In one of the first
books published specifically on the dean of women, Lois K.
Matthews expressed concern for both men and women students
in relation to roles. She wrote:

It would be difficult to determine just how far many
a young man's ideal of women as well-bred, well-
trained, thinking persons has been lowered by the
attitude of a faculty which patronizes if it does
not ignore the woman who has been called in to take
over problems of discipline which men did not care
to consider.6
Over a half a century later, Lucigrace Switzer wrote more
dramatically:
The women's liberation movement has as one of its

major aims the raising of consciousness of the
nature of female oppression--and this new awareness

 

6Lois K. Matthews, The Dean of WOmen (New York:
Houghton Mifflin Company, 1915), p. 19.

 

could prove painful unless colleges play a major

role in the educative process by showing acceptance

of varied roles for women and men, by providing

more diverse role-models and by eliminating dis-

crimination against women on the campus.7

Counseling of women students has long been con-

sidered a function of the dean of women's office. Johnson,
however, suggests that emphasis on counseling as a special
service, after World War II, seriously questioned this
duty. He reported:

It was during this period that the traditional

titles of dean of women and dean of men were

challenged most vigorously as inappropriate for

the functions performed.8

Literature on the dean of women does not suggest

that there is standardization in terms of training, duties,
or even title. It is apparent that the role differs from
one campus to another. Equally apparent is the lack of
information on the students' perception of the role.
Writers past and present have considered the office pri-

marily from the standpoint of the professional educator

rather than from the viewPoint of the woman to be educated.

Importance of the Study

The last deqade inhigher education has witnessed

a new awareness of and sensitivity to students' opinions

 

7Switzer, op. cit., p. 54.

8LaurineE. Fitzgerald, Walter F. Johnson, and
Willa Norris, College Student Personnel: Readings and
Bibliographies (Boston: Boughton Mifflin Company, 1970),
p. 10.

 

and perceptions of-faculty, curriculum, and policy. The
use of student rating reports forinstructional staff is
one expression of this aroused awareness. There would
seem to be a like need for administrators to know how they
are perceived by students in order for adjustments to be
made in terms of desired outcomes.

The trend in organizational patterns seems to be
away from the traditional model of dean of men and dean of
women and toward a single authority administrative struc-
ture with the dean of women becoming an associate or'
assistant dean of students. In order for institutions to
make decisions relating to administrative structure, they
must determine what role the woman administrator is to
play.

Institutions responsible for training student
personnel administrators must be aware of the kinds of
positions available to women and the duties these positions
entail. This knowledge is essential for sound recruitment,
training, and placement of personnel workers. If men and
women administrators are to perform.different functions,
it may be that adjustments should be made in their training.

Already noted are current implications for changes
in the education of young women. If the dean of women in
the future is, indeed, to serve as a role model, counselor

for women students, and interpreter of the changing

feminine role, she must know how she is perceived in these
capacities at present. The purpose of this study is to
determine the woman undergraduate's perception of the role
of the dean of women on the relatively small church-

related campus.

Sources of Data

 

"The Undergraduate Perception Survey" was adapted
from "Opinion Survey of-Undergraduates' Perception of
College CounSeling" developed in 1966 by Mary Kinnane of
Boston College. One of the purposes of the original
survey was to determine the student perception of the
dean of women in relatiOn to hypothetical situations
involving students. Changes in the form were made to allow
for differences between the types of institutions surveyed
originally and those of the present study. In February
of 1970, the survey was sent to a,20 percent stratified,
random sample of women undergraduates at Abilene Christian
College, Hardin-Simmons University and McMurry College in

Abilene, Texas.

Limitations of the Study

 

One of the limitations of the study is the geo—
graphical location of the institutions. The three are
located in Abilene, Texas, and each draws its enrollment

largely from the immediate area and from eastern New Mexico.

Each institution is accredited by the Southern Association
of Schools and Colleges and all three are private and
church related. None of the schools' enrollments exceeds
5,000 students. A further limitation of the study is the
number of students surveyed. A 20 percent random sample
of women undergraduates from each institution yielded a
total of 459 students selected for the survey.

The use of the questionnaire survey in descriptive
research also has certain limitations associated with it.
The use of open-form questions is described by Borg as
likely to produce 1) difficulty in objective analysis,

2) a time burden on the respondent, and 3) unusable
responses.9

The questionnaire used, therefore, was designed
to minimize these obvious limitations, yet offer a certain
amount of flexibility. Questions were designed as multiple
choice items with provisions for write-in responses. In
the original design, each item was identified as belonging
to a certain category to facilitate analysis. The
designations have been retained for this study. The
categories were: academic, personal-psychological, and
social.

In order to encourage interest and participation,

personal mailing labels were prepared for each student

 

9Walter R. Borg, Educationalggesearch: An
Introduction (New York: David McKay Company, Inc., 1963),

p. 6.

 

surveyed and a cover letter explained the purpose and
importance of the study. A return, stamped envelope was
included in the mailing for the convenience of the
respondents.

Stratification of the random sample was done only '
in terms of classification of the student and her college.
It was felt that further stratification would cause the

selection to lose its randomness.

Overview

 

In Chapter II, literature regarding the emergence
of the role of the dean of women, changes in student per—
sonnel administrative structure, duties of deans of women,
and various views of the role is reviewed. Particular
emphasis is given to the importance of the student percep-
tion of the woman administrator's role.

Changes in the original questionnaire are explained
in Chapter III. A description of the method used in
selecting the sample is reported. The procedure used in
distributing the questionnaire and follow-up materials
are described.

Analysis of the data is reported in Chapter IV.
The survey requests that each respondent indicate her
choice of personnel to be consulted in thirty-six hypo-

thetical instances. The frequency with which an individual

10

was chosen is reported in percentages for the purpose of
data analysis.

Historical perspective is a necessary component
for a thorough understanding of the role of the dean of
women. For this reason the review of the literature

(Chapter II) covers the position in a broad sense.

CHAPTER II

REVIEW OF THE LITERATURE

Background of the Role

 

The emergence of the role of.dean of women shows
a pattern of change, but not necessarily a trend toward
standardization in terms of training, duties, and adminis-
trative status. Although originating as a special service
for women students, the position became part of the student
personnel services and the history of the role of dean of
women reflects the history of the development of student
personnel services as a whole. One reason for the varia-
tion in all aspects of student personnel services was
stated thus by Williamson in 1961:
many of our services were empirically developed
before such an excellent philosophy was
formulated.1
The admission of women into institutions of higher

education on a coeducational basis in the mid 1800's was

seen as creating the need for women personnel

—h

1E. G. Williamson, Student Persgnnel Services in
College and Universities (New York? McGraw-Hill Book
Company, 1961), p. 11.

 

11

12

administrators. This concept has been given attention by
such writers as Matthews, Wrenn, Arbuckle, Newcomer, and

Williamson.2 In 1915 Matthews wrote The Dean of Women,

 

in which she described the position as developing to meet
a social requirement.3 In refering to the admission of
women students into colleges and universities, Wrenn wrote
in 1951:

It was obvious that college deans, always men,
could not be expected to deal with the peculiar
problems of "females" particularly as to living
quarters, dress, and conduct, so deans of women
began to appear. These first deans bore such
Victorian titles as Lady Principal, Matron, or
even Warden, but they performed the work of a
dean of-women with additional responsibility for
courses or curricula to which women students were
admitted. At first only regulators of conduct
and protectors of-women's morals, these deans
began to counsel women, to pay attention to unique
needs, to see the relationship of out-of-class
activities to classroom performance, and to plan
for the social development of women students.4

 

2Matthews, op. cit., p. 7.

C. Gilbert Wrenn, Student Personnel Work in
Colle e (New York: The RonaIa Press Company, 1951),

p. O

 

Dugald S. Arbuckle, Student Personnel Services
in Hi her Education (New York: McGraw-Hill Book Company,
Inc., , p. .

 

Newcomer, op. cit., p. 112.
Williamson, op. cit., p. 4.
3Matthews, op. cit., p. 7.

4Wrenn, op. cit., p. 33.

13

In commenting on the early education of women, Newcomer
stated:

When Vassar opened, the lady principal was second

in importance to the president. Her salary was

double that of the women professors. The president

directed the religious and academic instruction of

the students, while the lady principal took care

of their manners and morals.5
Arbuckle, on the other hand, stressed the fact that special
vocational guidance was needed as women entered the working
world.6

In relation to the early coordination of student

services, Wrenn wrote:

The dean of the college or dean of men or women,

was asked by the president to "look into" this

need or that, or to assume responsibility for

seeing that sOmething was done.7

From such vague bases, deans of women emerged and

developed. Their titles sometimes implied educational
responsibility, but their duties were largely non-

academic.

Administration

 

Changes in administrative structures are giving
new titles to student personnel administrators. In 1966,

Ayers, Tripp, and Russel, after surveying college

 

5Newcomer, 0p. cit., p. 112.
6Arbuckle, op. cit., p. 23.

7Wrenn, 0p. cit., p. 36.

14

administrative patterns, concluded that:

the trend is toward a single chief officer respon-
sible directly to the president for administering
and operating a sound and integrated program of
student services. The most frequent titles given
to this chief student services officer are dean of
students and vice-president for student affairs.8

This trend was reported earlier (1961), by McBee and

supported by the later research of Haller in 1967.9

Writing in 1968, Cross viewed the position of dean of
women as becoming that of associate dean of students.10
However, Ayers, Tripp, and Russel found that the majority
of colleges and universities responding to their survey
reported a use of the title dean of women:
More than 70 percent of the respondents indicated
they have an administrator bearing this title.

Another 15 percent report the title of assistant
or associate dean of students.11

 

 

8Archie R. Ayers, Phillip A. Tripp, and John H.
Russel, Student Services Administration in Higher Education
(Washington, D.C.: U.S. Government Printing Office,21966),
p. xiii.

9Mary Louise McBee, "The Role of the Dean of Women
in Selected Institutions of Higher Learning," Dissertation
AQstracts, XXII, No. 9, 10 (1962), 3493-3494.

 

Lola Marie Haller, "The Future Role of the Highest
Ranking Woman Student Personnel Administrator in the
College or University and a Suggested Training Program"
(unpublished Ph.D. dissertation, Michigan State University,
1967).

10Cross, op. cit., p. 12.

llAyers, Tripp,-and Russel, op. cit., p. 26.

15

In reference to the title of women student personnel
Padministrators, the research of Koenig indicated also a
retention of the title of dean of women:

The title of dean of women, out of the 46 different

titles mentioned in this study, was indicated by

65.7 percent of the respondents.12
Research indicates a change in the administrative structure
of colleges and universities, although it also indicates
that the title dean of women is yet the prevalent one.

Support for and criticism of single head adminis-

tration was noted in the literature in the contributions
of Schetlin, Lloyd-Jones and Smith, Williams, Hilton,

McBee, and Haller.l3 In 1968, Schetlin, tracing the

 

12Willa Lisette Koenig, "The Dean of Women: Ideal
and Actual Perceptions of Role," Dissertation Abstracts,
XXV, No. 5, 6 (1964), 3357.

13Eleanor M. Schetlin, "Guidance and Student
Personnel Work as Reflected by Esther Lloyd-Jones from
1929 to 1966," Jgurnal of the National Association of
Women Deans and Counselors, XXXI, No. 3 (Spring, 1968),
97-102.

 

Esther McD. Lloyd-Jones and Margaret Ruth Smith,
A Student Persgnnel Program for Higher_Education
(New York: McGraw-Hill Book Company, Inc., 1938), p. 322.

Robert L. Williams, "A Single Board of Control
for State-Supported Higher Education," School and Society,
LXXI (January 14, 1950), 17-21.

Eunice M. Hilton, "The Organization of Student
Personnel Services," School and Society, LXVIII (July 10,

 

McBee, op. cit., p. 3494.
Haller, op. cit., p. 86.

16

writings of-Lloyd-Jones, indicated that in 1929 the latter
favored an administrative structure in which sex was not a
factor. Schetlin commented:
Her contemporary proposal, common in practice today,
was that student persOnnel work be recognized as an
entity and administrated by a single head as a
separate division of educational administration.14

In 1938, Lloyd-Jones and Smith published A Student Per-

 

sonnel Program for Higher Education, in which they

 

indicated concern for women in the program they were
presenting.

It must be confessed, however, that there was un-
questionably in the minds of the authors as they
wrote a subconscious realization that the biases

and mores of our time would probably operate to

have men (not in the generic sense) appointed to

the most important positions in this field,
especially as it became increasingly apparent how
important these positions may-be. We cannot refrain
from urging, however, that presidents consider care—
fully the desirability of-using these positions to
bring more influentially into the field of higher
education outstanding women, well—trained and richly
endowed with the human qualities so important in
anyone to whom is entrusted the direction of the
sort of program herein described.15

In reviewing the later writings of Lloyd-Jones, Schetlin
noted:

By 1949 Lloyd-Jones observed that women had been
largely eliminated from administrative posts under
the one-head type of organization she had recommended
in 1929 and in 1938. She reappraised hierarchical,
one-head administration and called for administration

l4Schetlin, op. cit., p. 97.

15Lloyd-Jones and Smith, op. cit., p. vii.

17

based on theories more widely accepted today, such
as cooperative planning rather than superimposed
directions and integrative rather than dominative
relationships.16

Hilton (1948) cited many drawbacks to one-head administra-
tion, among which were stress on the administrator and low
morale for women students, adding that:

It is generally recognized that centralization
frequently eliminates the only woman with an over-
view of the total campus situation from the adminis-
trative council of a coeducational institution.17

In 1950, Williamson pointed out the positive aspects of

single-head authority in state-supported colleges and

universities.18

Various responses to changes in administrative
structure were noted in the research since 1960. In
defining the role of dean of women, McBee (1961) researched
six institutions of higher education, finding that although
five of the six had a dean of students organizational

pattern " . . . the dean of women, by and large, did not

19

view this pattern favorably." In 1967, Haller inter-

viewed thirteen top student personnel administrators in the

United States, concerning the position of dean of women:

16Schetlin, op. cit., p. 100.

l7Hilton, op. cit., p. 27.

18Williamson, op. cit., p. 19.

19McBee, op. cit., p. 3493.

18

When the reSpondents were asked to express their
opinions regarding the future role of the highest
ranking women student personnel administrator, all
but one of the respondents expressed some doubts
regarding the viability of this role in the future
because of the many changes which are taking place
in our society and the field of-education.2
Included in Haller's research was an extensive review of
the literature from which she concluded that not only
changes in administrative patterns, but also increased
specialization in various fields have eliminated many of

the traditional duties of the dean of women.21

Duties

Variation rather than established model regarding
the duties of the dean of women is the indicated charac-
teristic throughout the literature. Charles R. Van Hise

(1915), in the preface to The Dean of Women, stated in

 

relation to the position that " . . . the duties relating
to the post have not been defined; they are in a rapid
flux; they are not the same in one institution as in

22

another." Fifty-two years later (1967), Haller commented

that H . . . the role of the highest ranking woman student

 

personnel administrator is in a state of transition."23
20 ,
Haller, op. c1t., p. 86.
lebid.
22

Matthews, op. cit., p. v.

23Lola Marie Haller, "The Future Role of the
Highest Ranking WOman Student Personnel Administrator in

19

Early in the century, Matthews described the work
as encompassing the duties of "administrative officer,

teacher and social leader."24

Specifically, she described
duties in such areas as student employment, living arrange-
ments, vocational guidance, self-government associations,
the social life of students, and discipline. A broad
aspect of women's educational development was prevalent
throughout the book. Seeing the most important function
of the office in relation to educational policy, she
wrote:
Just here is to the writer's mind where the position
of dean of women has greatest possibilities--making
her, so far as she may be, an expert on women's
education in a coeducational institution.25
Contemporary writers Adams and Sheldon share this aspira-

tion for the position.26

 

the College or University and a Suggested Training
Program," Dissertation Abstracts, XXVIIIA, No. 9, 10
(1968), 3933A.

24

 

Matthews, op. cit., p. 39.

251bid., p. 16.

26A. S. Adams, "The Role of the Dean of WOmen of
the College Campus," Journal of the National Association
of WOmen Deans and Counselors, XXVI, No. 1 TOctober, 1962),
20:23.

 

 

 

Miriam A. Sheldon, "The Role of the women Dean--
1965," Journal of the National Association of Women Deans’
and Counselors, XXIX, No. lTFaII, I965), 41.

 

 

20

From 1920 to 1930 Blake, Jones, and Pierce-

27 In 1926,

completed work related to the dean of women.
Blake reported on variations in the duties of deans of
women as reported by college presidents. Jones (1928)
studied roles and role variation. Pierce (1928) wrote
extensively on such topics as student housing, vocational
guidance, athletics for women, tests and measurements, and
the standardization of qualifications for other personnel
associated with education for women. Pierce also recom-
mended that discipline be dropped as a function of the
dean of women's role.28
In a synthesis of the literature pertaining to the
dean of women, Dunn (1968) viewed the period from 1920 to
1930 as being one in which the type of college reflected
the duties performed:
Deans in the affiliated colleges performed more

administrative duties: deans in independent colleges
for women, more academic duties, and deans in

 

2‘7Mabe11e Babcock Blake, Epidance for Collegg
WOmen.(New York: D. Appleton and Company,21926), p. 285.

Jane Louise Jones, A Personnel Study gf WOmen
Deans in Colleges and Universities (New York: Bureau of
PubliCations, Teachers College, Columbia University,
1928), p. 155.

 

Anna E. Pierce, Deans ang_Advisors+9f Women and
Girls (New York: Professional and Technical Press, 1928),
p. 636.

28Blake, op. cit., p. 72.

21

co-educational institutions, more tasks intimately
related to the social life of the students.29

In 1930, when Sturtevant and Hays wrote Deans at
Weak, deans from several institutions contributed to the
work, which was descriptive of the activities and duties
within the institutions represented. Emphasis was on the
practical aspects of the office, the stated purpose of the
work being that of sharing ideas and stimulating further

discussion.30 The Effective Dean of Women, by Acheson

(1932), a study of fifty deans of women, was concerned

smith their professional and personal characteristics.31

Ivesearch completed by Paine in 1949 was directed to deans

of women in sixteen large universities to determine the

practices . 32

In the early 1950's contributions to the literature

were made by Spencer and Haddock.33 Haddock found similar

 

29Charleta J. Dunn, "College Deans of Women: A
Syrrthesis of the Literature," The PersOnnel and Guidance
Jtnxrnal, XLVI, No. 6 (February, 1968), 550—554.

30Sarah M. Sturtevant and Harriet Hays, eds.,
Deans at'Work (New York: Harper. and Brothers Publishers,

193 ,p. 25.

31Eunice Mae Acheson, The Effective Dean of Women
(Chicago: The University of Chicago Press, 1932) , p. 211.

32Louise Tipps Paine, "A Survey of Current Per-
sonnel Practices in Selected Colleges and Universities as
Related to the Functions of the Office of the Dean of
Women" (unpublished Ph.D. dissertation, Cornell University,

1949) ,

, 33Louise Walcott Spencer, "Eleven Years of Change
in time Role of Deans of Women in Colleges, Universities

22

duties and philosophies between deans of women prior to
World War I and those then practicing.34 Spencer traced
changes in the role and also showed different organiza-
tional models.35
Research on the dean of women in the 1960's was

36 Each discussed

completed by McBee, Koening, and Dunn.
such aspects of the role as housing for women, supervision
and/or scheduling of social events, and groups and com-
mittee work. The writing of Shelden (1965) and Ayers,
Tripp, and Russel (1966) discussed the role in terms
reminiscent of Matthews. Sheldon wrote:

The Dean is an educator; she is more than a service

representative; she teaches informally in relation-

ships as personal as that of the early teacher who

sat on one end of the log, with his pupil on the
other.37

 

and Teacher Colleges," Journal of the National Association
of Women Deans and Counselors, XIV (January, 1951), 51-83.

 

 

Ruth Haddock, "A Study of Five Deans of WOmen"
(unpublished Ph.D. dissertation, Syracuse University,
1952).

34Haddock, op. cit.

35Spencer, op. cit.

36McBee, op. cit., p. 3494.

Koenig, 0p. cit., p. 3357.

Charleta J. Dunn, "Job Description of the Deans
of WOmen in Texas State-Supported Senior Colleges and
Universities," Journal of the National Association of
WOmen Deans and Counselors, XXX, No. 4 (Summer, 1967),
182-183.

37Sheldon, op. cit., p. 41.

23

She also commented:

I predict that women deans will replace the deans

of women and that they will see their role as that

of an educator in its broadest sense.33
Evidence in this direction was found in the research of
Ayers, Tripp, and Russel, who wrote:

Present—day executives carry broader and deeper

educational responsibilities in addition to

traditional concerns for shelter, safety, and

discipline, which the early-day staff members

were charged to provide.39

Pervasive throughout the literature on the duties

of the dean of women is the concept of counseling. McBee
found this service to be of prime importance for deans of
women in her research. She reported:

Counseling was viewed by the deans as their one

most important and time-consuming responsibility.

Counseling responsibilities had increased more

than any other through the years.40

From the time of the emergence of the role of dean

of women, one of the concerns has been with the counseling
aspects involved. Wrenn reported that this performance is

probably the oldest student service.41 Mueller and Wrenn

both saw the role itself as a possible handicap to a

 

381bid., p. 43.

39Ayers, Tripp: and Russel, op. cit., p. 26.

40McBee, op. cit., p. 3493.

41Wrenn, op. cit., p. 35.

24

counseling relationship because of the administrative
nature of the position.42
Reeves and Arbuckle completed research to determine

the extent to which women deans' attitudes and reactions to
certain hypothetical problems resemble those of profes-
sional counselors.43 The problems used were categorized
into five major fields: authoritative, persuasive,
sympathetic, judgmental, and understanding. The results
indicated that except for the judgmental scale there was
a significant difference between the two groups:

. . . it was determined from the chi-square scores

that deans were more authoritarian, more persuasive,

less sympathetic, and less understanding than

college counselors.44 .
Writing on the role of the counselor, Wrenn stated:

An administrative title implies the responsibility

borne by such an officer to the institution as a

whole, and a student may well be cautious lest he

inadvertently disclose an action or attitude which

will arouse this administrative sense of responsi-
bility.45

 

42Kate Hevner Mueller, Student Personnel Work in
Higheerducation (Boston: Houghton MiffIin Company,
1), p. 54.

 

 

Wrenn, op. cit., p. 179.

43Mary E. Reeves and Dugald S. Arbuckle, "The
Counseling Attitudes of Deans of WOmen," Personnel and
Guidance Journal, XLI, No. 5 (January, 1963), 438-44I.

44

 

Ibid., p. 441.

45Wrenn, op. cit., p. 179.

25

Perception of Role

 

The review of the literature on the dean of women
by Haller (1967) revealed only one study concerned with
the student's view of the position of dean of women. This
investigation was undertaken by Mary Kinnane in 1966.46
Kinnane asked the question: "Is the role of the dean of

women changing."47

She stated that in the minds of many
deans of women it is. Beyond this simple question and
opinion she asked:

But in the minds of colleagues, administrators,

some deans of women, and students is there a

stereotype, or traditional role assigned to her,

expected of her, or accepted by her? 8

In order to discover how women students perceive

the role of the dean of women, Kinnane developed a ques-
tionnaire entitled "The Opinion Survey of Undergraduates'
Perception of College Counseling." Hypothetical problems
were designed and, for purpose of analysis, were catego-
rized as academic, personal-psychological, and social.
Included in the questionnaire was a list of college per-

sonnel to whom a student might go with the particular

problem given. Six hundred women students at ten colleges

 

46Mary Kinnane, "The Undergraduate's Perception of
the Dean of Women," Journal of_the National Association of
WOmen Deans and Counselors, XXIX, No. 3 (Spring, 1966),
122:128.

47

 

Ibid., p. 122.

481bid.

 

26

and universities in five east and midwest states were
surveyed. The instructions requested that each respondent
indicate which personnel officer she would consult with
each hypothetical problem.
Kinnane reported:

Most respondents said they would first consult the

dean of women on problems concerning the woman

student and her peers, student activities, the

house mother, and the administration.49
The concept of the dean of women as an intermediary was
reflected in the high incidence of her selection as the
one to consult with such problems as dormitory regulations
that are perceived as too strict and the wish to invite a
controversial speaker to campus. Kinnane reported that
10.4 percent of the respondents chose the dean of women on

50

matters that were academic in nature. She saw this

percentage as having implications for those deans of women
involved in counseling students for graduate school.
Commenting on the survey as a whole she stated:

From the problem situationspresented, it seems

that students participating in the study see the

dean of women as a person competent in discipline

and social affairsi but not so competent in
academic matters.5

 

49Ib1d., p. 125.

501bid., p. 124.

511bid., p. 127.

27

Kinnane further commented:
The model response in each category pointed clearly
to one primary consultant in each area: the dean
of women in the social problems area, the academic
dean in scholastic matters, and the chaplain in
personal-psychological problems.52
This would seem a possible answer to the observation and
query by Harris:
Chaplains' offices have often been much more effec-
tive in gaining the respect and confidence of
concerned students even though this is an age of
professed rejection of old values. Do chaplains
understand better than the personnel staff what
is "bugging" our students?5
In 1915, in reference to the woman personnel administrator,
Matthews posed these questions:
How many deans of women are what they-think they

are? How many are actually doing what they think
they aredoing?54

Summary

Early educators, in response to the admission of
young women into the area of higher education were sensi-
tive to the fact that "equality" in the sense of sameness
was not functional. The position of dean of women

developed, as did other personnel services, in response

 

521bid., p. 125.

53Patricia Roberts Harris, "Dean and Students: A
Look to the Future," Journal of the National_Association of
WOmen Deans and CounseIors, XXXIII, No. 1 (Fall, 1969), 4.

54

 

Matthews, op. cit., p. 218.

28

to need. Although duties involving housing, conduct, and
social activities, were recorded throughout the literature,
the major writers have also stressed the total educational
responsibility of the dean of women.

Titles of deans of women are changing although a
majority of institutions retain the title dean of women.
These.changes in administrative structure were seen as
giving broader total responsibilities to women deans. The
greater part of the literature was devoted to descriptions
of various aspects of the position as seen by deans them-
selves or other administrators. Little attention was given.
to the student's perception or attitude toward the woman
student personnel administrator who serves them.

If modification in women personnel administrator's
roles are to be made, one of the basic necessities is
to assess accurately the current status and perception of
the role. In Chapters III and IV such an assessment is.
made from the standpoint of the woman student's perception

on three relatively small campuses.

CHAPTER III

DESIGN OF THE STUDY

Background

 

The "Opinion Survey of Undergraduates' Perception
of College Counseling," developed and used by Mary Kinnane
in 1966, served to initiate investigation of the women
students' perception of the role of the dean of women.

The results of her inquiry raised questions concerning the
differences between administrative and student views of
the role. While many women deans view the role as being
primarily counseling in nature, Kinnane's study indicated
that students saw the position as effective in solving
social and disciplinary problems. There is a lack of
evidence in the literature either to support or to oppose
the findings. The purpose of this study, therefore, was
to pursue the investigation of the women students' percep-
tion of the women dean. The study was conducted at
McMurry College, Hardin-Simmons University, and Abilene

Christian College in Abilene, Texas.

29

30

Changes in Survey Form

 

"The Opinion Survey of Undergraduates' Perception
of College Counseling" was used with the permission of
Mary Kinnane. It was modified to include groups of age
ranges of the respondents. To the list indicating
"college," the category of "other," was added in order
to include those students who were undecided or those
instances where the information was not available. Because
all the institutions are church-related, space was provided
for students to include church affiliation. The title of
the questionnaire was changed to "Undergraduate Perception
Survey" in order to reflect somewhat more accurately the
content, since a number of the hypothetical situations
were not counseling in nature.

The original survey included a list of student
personnel administrators whom students might consult in
certain problem areas. Since titles vary from one campus
to another, these were changed to represent the titles
used at the institutions surveyed. Added to the original
set of instructions was the request that students indicate
which of the personnel officers they had previously con-
tacted.

The original survey contained a category of "other"
on the list of personnel officers. Students were requested

to designate whom they would contact in a certain situation

31

if the person were not identified on the list. For the
purpose of data analysis, provision was made to distinguish

between "other" and no response.

Procedure

 

Sixteen categories were identified as significant
in determining the stratified random sample. Stratifica-
tion was made on the basis of the four classifications-—
freshman, sophomore, junior, and senior and also on the
basis of division-~humanities, physical and natural
science, social science, and the previously mentioned
"other." Because each institution used a different method
for storing descriptive information on students the tech-
nique for selecting the 20 percent random sample from each
college varied. The McMurry College selection was deter-
mined completely by computer; the initial process of-
choosing students from Hardin-Simmons University and

Abilene Christian College was done by hand.

McMurry College

All students at McMurry have a data file placed
on a magnetic disk. The programmer is then able to
program the computer to search the disk and pick up all
students who fit into any category about which the school
keeps information. The computer was programmed to scan

all women students and check whether each student fitted

32

into one of the sixteen categories specified. After the
entire file had been searched and all students who fitted
into the categories chosen, an IBM-supplied subroutine was
used to produce a series of random numbers that corre-
sponded to locations on the disk. These locations were
then checked against the compiled list of categories to
see whether this location contained a valid person. If

it did, an address label was printed.

Hardin-Simmons University--
Abilene Christian College

Neither Hardin-Simmons University nor Abilene
Christian College stores information on students in a
manner that would make categorization of women by classi-
fication and division possible by computer. Therefore,
the researcher prepared sixteen lists for each institution
and by referring to registration cards placed each woman
undergraduate on one of the lists. By using the total
number on each list the IBM-supplied subroutine, again,
was used to identify a 20 percent random sample selection.
Mailing labels were typed for each student so identified.

Distribution and Return of
the Questionnaire

A cover letter accompanied each questionnaire. The
letter 1) explained the purpose of the survey, 2) asked

the student's cooperation in returning the questionnaire

33

by a certain date, 3) assured the student of the anonymity
of her response. The directors of testing and counseling
at McMurry College and Abilene Christian College and the
chairman of the department of psychology at Hardin-Simmons
University were each asked to sign the cover letter as it
was felt that the students would be more-responsive to
and objective toward personnel not included on the survey
form.

Each mailed piece contained 1) a questionnaire,
2) a cover letter, 3) a stamped envelope addressed to the
respective college. One week after the requested date of
return a follow-up post card was sent to each person
surveyed. Samples of the questionnaire, cover letter

and post card are included in the Appendix.

Design and Analysis

 

The design of the study was descriptive in nature.
The responses to the items on the questionnaire yielded
the frequency with which an administrator was selected as
a resource person in a given hypothetical situation.
These frequencies were converted to percentages for the

purpose of data analysis.

Summary

"The Undergraduate Perception Survey" was sent to

a 20 percent stratified random sample of women

34

undergraduates at McMurry College, Hardin-Simmons
University, and Abilene Christian College in Abilene,
Texas. The purpose of the survey was to determine the
students' perception of various college personnel,
specifically the dean of women, as related to certain
hypothetical situations. Data was reported in the per-
centage with which a particular individual was chosen in

a given situation.

CHAPTER IV

ANALYSIS OF DATA

General Findings

 

"The Undergraduate Perception Survey" was mailed to
a 20 percent stratified, random sample of women undergradu-
ates at McMurry College, Hardin-Simmons University, and
Abilene Christian College in Abilene, Texas, in February,
1970. The purpose of the survey was to determine the women
undergraduates' perception of the dean of women at small
private colleges. Of the 459 questionnaires mailed, a
total of 305 (66.4 percent) were identified as usable
returns. The number and percent mailed and returned for
each college is reported in Table 1. Also shown is the
percent of returns from each college.

As part of the questionnaire, various descriptive
categories were included. Students were requested to
check those categories that applied to them. Table 2
shows the number and percent of all respondents in each
category named.

The questionnaire contained thirty-six hypothetical

Situations. Each situation in the original study had been

35

36

 

 

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m.H~ 0.5m so ooa mmmaaoo sneeze:
mausuom Hopes mausuom mcuoumm ooawoz ommaaoo

mo unmouom

mo unmouo

m mo Honesz mouHHGQOHumoso

 

mMMH¢ZZOHBmMDO DWZmDBmm
924 QmAHdz ho Bzmummm 92¢ mmmEDZ

H mflmdfi

37

TABLE 2

NUMBER AND PERCENT OF STUDENT RESPONDENTS
IN VARIOUS DESCRIPTIVE CATEGORIES

 

 

(N = 305)
Category N = 305 Percent

(A) College Class:

Freshman 114 37.3

SoPhomore 68 22.2

Junior 78 25.5

Senior 45 14.7
(B) Major Field:

Humanities 97 31.8

Social Science 67 21.9

Physical and Natural Science 21 1.9

Other 120 39.3
(C) Age:

18-20 221 72.4

21-25 65 21.3

26-30 6 1.9

31- 13 4.2
(D) Resident Status:

Dormitory 238 78.0

Off-Campus 62 20.3

Commuter 5 1.6
(E) Type of High School Attended:

Public 288 94.4

Private

Non-Denominational 5 1.6

Private

Church-Related 12 3.9
(F) Church Affiliation:

Methodist 31 10.1

Baptist 71 23.2

Church of Christ 168 55.0

Other 35 11.4

38

categorized as "academic," "personal-psychological," or
"social" in nature. Ten items made up the "academic"
category, fifteen the "personal-psychological" grouping,
while the "social" category contained eleven items.' The
questions by category are listed in the Appendix.

The woman student was instructed to indicate the
person she would consult in each situation. Staff re-
source positions listed as consultation choices were the
Dean of the College, the Dean of Women, the Dean of Men,
the dormitory supervisor, the minister to the college, "a
faculty member with whom you feel at ease," and "your
faculty advisor." Also included was the provision for
students to indicate "other" and to write in the name or
position of whomever they would consult if their choice
was not one that was listed. Table 3 shows the number of
items on which various staff members received the highest
percent of choice.

Personnel are ranked according to the number of
items on which they received the highest percentage of
choice. The findings indicate that the Dean of the College
was chosen as the person to be consulted on 8 of the
36 items. Respondents indicated that they would choose
someone outside those listed ("other") for 7 of the items.
The responses for "other" are discussed in relation to the
individual items as they occur. The dean of women was

selected as the primary consultant on 5 of the 36 items.

39

TABLE 3

NUMBER OF THE 36 ITEMS ON WHICH VARIOUS STAFF MEMBERS
RECEIVED THE HIGHEST PERCENTAGE OF CHOICE

 

 

Person to Be Consulted Number of Items

 

Dean of the College

Vice President for Academic Affairs 8
Other 7
Your Faculty Advisor 6
A Faculty Member With Whom You Feel

at Ease 6
Dean of Women 5
Minister to the College 4
Dormitory Supervisor 0
Dean of Men 0

 

Identification of the categories of the items
listed in Table 3 is reported in Table 4. Comparison of

Tables 3 and 4 shows that, the Dean of the College was

TABLE 4

NUMBER OF ITEMS IN EACH CATEGORY FOR WHICH
EACH CONSULTANT RECEIVED THE HIGHEST
PERCENT OF CHOICE

 

Personal-
Person to Be Consulted Psychological Social Academic

 

Dean of the College

Other

Faculty Advisor

Faculty Member with Whom
You Feel at Ease

Dean of Women

Minister to the College

I
INU‘IIU

abI—‘ub I-‘U'll
bl

40

chosen first on 8 items, 5 in the social category and 3 in
the area of academics. Ranking second in the total number
of items was the designation of "other." Of these, 5 were
in the category of personal—psychological, with 2 in the
area of social. "A faculty member with whom you feel at
ease" and "your faculty advisor" were chosen first on six
items each. The faculty advisor was chosen as the person
to be consulted on 5 items in the academic category and 1
in the area of personal-psychological problems. On 4 items
in the personal-psychological area, the respondents would
first choose a "faculty member with whom you feel at ease";
on 2 items in the academic category they would choose him
as a consultant. In number of items the Dean of Women was
chosen as the person to be consulted on 4 social items and
in 1 personal-psychological situation.

The data in Table 5 indicates that "a faculty
member with whom you feel at ease" received the highest
number and percent as the person to be consulted by the
305 respondents on all choices. The Dean of the College
ranked second, with a total of 16.3 percent, while the
Dean of WOmen received a relatively high percent of 16.0.

As stated previously, each item had been assigned
to a category: academic, personal-psychological, or social.
The academic category included items concerned with career

choice, grades, graduate school, and study skills.

41

TABLE 5

NUMBER AND PERCENT OF ALL CHOICES BY THE
305 STUDENTS FOR THE PERSON TO BE
CONSULTED ON THE 36 ITEMS

 

Person to Be Consulted N Percent

 

A Faculty Member With Whom

You Feel at Ease 2146 19.5
Dean of the College 1788 16.3
Dean of Women 1762 16.0
Your Faculty Advisor 1762 16.0
Other 1712 15.6
Minister to the College 905 8.2
Dormitory Supervisor 640 5.8
Not Answered 499 4.5
Dean of Men 154 1.4

 

Situations in the personal-psychological area were
instances based on home problems, moral behavior, tension
on examination, and personal relationships with other
individuals or groups. Classified as social were items
which dealt with such matters as theft, drug use, institu-
tional red tape, rules and regulations, and college
organization.

Table 6 shows the total number and percent of
choices for the category of academic items. The faculty
advisor was the primary consultant in this category,
receiving 36.03 percent of the total responses. Ranking
second as the person to be consulted on academic matters
was the Dean of the College. It should be noted that

80.63 percent of the choices were received by "your

42

faculty advisor," the Dean of the College, and "a faculty
member with whom you feel at ease." Even though the Dean
of Women received 9.02 percent of the choices, she ranked
well below the academic personnel. In this category the
responses were carried to two decimals because of the

small number of responses in some instances.

TABLE 6

NUMBER AND PERCENT OF CHOICES
FOR ACADEMIC ITEMS

 

 

Person to Be Consulted N Percent
Your Faculty Advisor 1109 36.03
Dean of the College‘ 709 23.30
A Faculty Member With Whom

You Feel at Base 650 21.30
Dean of Women 282 9.02
Other 155 0.50
Not Answered 86 0.28
Dormitory Supervisor 24 0.07
Dean of Men 20 0.06

Minister to the College 15 0.05

 

In the area of personal-psychological situations
23.9 percent of the respondents would consult "a faculty
member with whom you feel at ease" (Table 7). Ranking
second was a choice of "other" (20.5 percent) while the
campus minister would be the choice of 15.5 percent.
Responses were somewhat more concentrated in the academic.
category than in the area of personal-psychological situa-

tions. Although ranking fourth in total number and percent

43

of responses, the Dean of WOmen would, nonetheless, be the
primary consultant in this category of 11.1 percent of the

respondents.

TABLE 7

NUMBER AND PERCENT OF CHOICES FOR
PERSONAL-PSYCHOLOGICAL ITEMS

 

 

Person to Be Consulted N Percent
A Faculty Member With Whom
You Feel at Ease 1096 23.9
Other 940 20.5
Minister of the College 712 15.5
Dean of Women 509 11.1
Your Faculty Advisor 471 10.2
Dormitory Supervisor 353 7.0
Not Answered 261 5.7
Dean of the College- 170 3.7
0.1

Dean of Men 63

 

Table 8 shows the total number and percent of
choices for the category of social items. Although the
Dean of Women ranked first in total responses for this
category, she is followed closely by the Dean of the
College with 27.0 percent. Clear distinction separates
these two administrators from the remainder of the per—
sonnel in this category. Ranking third is "a faculty
member with whom you feel at ease," with 11.9 percent of
the responses.

A composite representation by rank, number, and

percent of choice for all categories for the Dean of Women

44

TABLE 8

NUMBER AND PERCENT OF CHOICES
FOR SOCIAL ITEMS

 

 

Person to Be Consulted N Percent
Dean of Women 971 28.9
Dean of the College 909 27.9
A Faculty Member With Whom

You Feel at Ease 400 11.9
Other 279 8.3
Dormitory Supervisor 263 7.8
Minister to the College 178 5.3
Not Answered 152 4.5
Your Faculty Advisor 132 3.9
Dean of Men 71 2.1

 

is.shown in Table 9. The Dean of WOmen is shown as being
seen as most competent in social matters and consulted
least in academic concerns. Although the total number of
responses is higher in the personal-psychological category
than in the academic category, it should be remembered that

the former category contains more items.

TABLE 9

RANK, NUMBER AND PERCENT OF CHOICE
FOR THE DEAN OF WOMEN
FOR EACH CATEGORY

 

 

Dean of WOmenw Rank N Percent
Academic 4 282 9.02
Personal-Psychological 4 509 11.01

SOCial 1 971 28.09

 

45

Academic Category

 

As noted previously (Table 6) the model response
for items identified as academic was the faculty advisor
with 36.6 percent of the choices. Table 4 indicated that
on 5 of the 10 items in the academic category, the faculty
advisor received the highest percent of choice. Three
instances were chosen as representative of those situa-
tions on which the faculty advisor was chosen as the
primary consultant. Table 10 shows the response to a
situation concerning doubts about the choice of a college.
The faculty advisor and the Dean of the College made up a
majority of the choices with 39.6 percent and 18.6 percent,
respectively. The Dean of WOmen was the first personnel

officer chosen, with 12.7 percent of the responses.

TABLE 10

RESPONSE TO ITEM 11: "YOU FEEL THAT PERHAPS
YOU HAVE CHOSEN THE WRONG COLLEGE AND
WISH TO DISCUSS POSSIBLE TRANSFER
TO ANOTHER COLLEGE."

 

 

 

Person to Be Consulted N I 305 Percent
Your Faculty Advisor 121 39.6
Dean of the College 57 18.6
A Faculty Member With Whom

You Feel at Ease 47 15.4
Dean of Women 39 12.7
Other 28 9.1
Not Answered 8 2.6
Dormitory Supervisor 4 1.3
Dean of Men 1 0.3
Minister to the College 0 0.0

 

46

The majority of women students concerned with the
quality and content of their academic program as it might
possibly relate to graduate school would first consult
their faculty advisor. A total of 61.6 percent gave this
consultant as their first choice. Table 11 reports this
situation. The Dean of the College ranked second, with a
total percent of 19.0, but was ranked considerably lower

than the faculty advisor.

TABLE 11

RESPONSE TO ITEM 12: "YOU FEEL THAT THE COURSES
IN YOUR MAJOR DEPARTMENT ARE NOT, EITHER IN
QUALITY OR COVERAGE ADEQUATELY PREPARING
YOU FOR GRADUATE SCHOOL."

 

 

Person to Be Consulted N = 305 Percent
Your Faculty Advisor 188 61.6
Dean of the College 58 19.0
A Faculty Member With Whom

You Feel at Base 31 10.1
Dean of Women 10 3.2
Other 9 2.9
Not Answered 6 1.9
Dean of Men 1 0.3
Dormitory Supervisor 1 0.3

l 0.3

Minister to the College

 

In the academic realm many concerns are centered
around a student's perception of his performance in the
classroom. Table 12 indicates the response to a situation
of this nature. The respondents' faculty advisor was

chosen as the consultant by 42.2 percent. Relatively high

47

in percent of choice was "a faculty member with whom you
feel at ease," with 36.3 percent of the choices. Together
these two faculty members were chosen by three-fourths of
the respondents as the person to be consulted in this
situation. Only 3.9 percent of the women concerned with

this problem would consult the Dean of Women.

TABLE 12

RESPONSE TO ITEM 18: "YOU FEEL THAT YOUR ACADEMIC
PERFORMANCE, WHILE SATISFACTORY BY COLLEGE
STANDARDS, IS BELOW YOUR ABILITY."

 

 

 

 

Person to Be Consulted N a 305 Percent
Your Faculty Advisor 129 42.2
A Faculty Member With Whom

You Feel at Ease 111 36.3
Dean of the College 22 7.2
Not Answered 22 7.2
Dean of Women 12 3.9
Other 6 1.9
Dormitory Supervisor 3 0.9
Dean of Men 0 0.0
Minister to the College 0 0.0

 

Hypothetical situations of a general or administra-
tive nature, yet still in the academic category, elicited
responses for the Dean of the College. All three situa-
tions in which the Dean of the College received the highest
percent of choice reflected administrative concerns; two
situations are given as examples. Table 13 illustrates

the response to an organizational and procedural situation.

48

In this instance, 50.4 percent of the respondents saw the
Dean of the College as the primary consultant. The Dean
of Women received the next highest percentage, 15.0 per-
cent, which is less than one-third of the choices for the

Dean of the College.

TABLE 13

RESPONSE TO ITEM 34: "YOU HAVE DECIDED TO ASSUME
LEADERSHIP OF A GROUP OF STUDENTS WHO WANT TO
COMPLAIN ABOUT UNREASONABLE ASSIGNMENTS AND
ARBITRARY GRADING PROCEDURES OF‘A
PARTICULAR PROFESSOR."

 

 

Person to Be Consulted N = 305 Percent
Dean of the College 154 50.4
Dean of WOmen 46 15.0
A Faculty Member With Whom

You Feel at Ease 44 14.4
Your Faculty Advisor 34 11.1
Other 11 .

Not Answered

Minister to the College
Dean of Men

Dormitory Supervisor

Hub-5Q

 

Of an obvious organizational nature, the situation
shown in Table 14 was seen by a majority of respondents
(55.7 percent) as a matter on which they would seek advice
from the Dean of the College. Again there is considerable
separation between the Dean of the College and the person
receiving the next highest percent of choice. "A faculty

member with whom you feel at ease," ranked second, with

49

15.4 percent of the choices, while the Dean of Women was
chosen as the consultant by 14.0 percent of the women

surveyed.

TABLE 14

RESPONSE TO ITEM 35: "YOU AND SOME OF YOUR FRIENDS
WANT TO FIND OUT THE BEST APPROACH FOR CONVINCING
COLLEGE AUTHORITIES THAT AN HONORS PROGRAM
SHOULD BE ESTABLISHED."

 

 

Person to Be Consulted N = 305 Percent
Dean of the College 170 55.7
A Faculty Member With Whom

You Feel at Ease 47 15.4
Dean of Women 43 14.0
Your Faculty Advisor 23 7.5
Not Answered 8 2.6
Dean of Men 7 2.2
Minister to the College 3 0.9
Dormitory Supervisor 2 0.6
Other 2 0.6

 

"A faculty member with whom you feel at ease," was
selected most often by the respondents on two items in the
academic category. Both situations are reported, as they
are sufficiently dissimilar to warrant individual atten-
tion. The situation reported in Table 15 is of a personal-
academic nature. A student is concerned with her ability
to read and take notes. The choice of 45.9 percent of the
respondents was "a faculty member with whom you feel at
ease." The faculty advisor ranks relatively high, with

39.3 percent of the choices on this problem.

50

TABLE 15

RESPONSE TO ITEM 36: "YOU DO NOT SEEM TO BE ABLE
TO READ OR TAKE NOTES AS EFFECTIVELY
AS OTHER STUDENTS."

__._

Person to Be Consulted N = 305 Percent

 

A Faculty Member With Wham

You Feel at Ease 140 45.9
Your Faculty Advisor~ 120 39.3
Other 21 6.8
Dean of Women. 11 3.6
Not Answered 9 2.9
Dormitory Supervisor 3 0.9
Dean of the College 1 0.3
Dean of Men 0 0.0

0 0.0

Minister to the College

 

Table 16 shows the response to another situation
of a personal-academic nature. Although "a faculty member
with whom you feel at ease" was first in percent of choice,
the distribution of choices is greater on this item than
on any other on which the faculty member was chosen first.
Over two-thirds of the choices on this item are for per-

sonnel from the academic realm of the college.

Personal-Psychological Category

In response to those items in the personal-
psychological category, it was reported that "a faculty
member with whom you feel at ease" ranked highest in total
number and percent of choices (Table 7). Table 4, however,

indicates that the choice of "other" was made for five of

51

TABLE 16

RESPONSE TO ITEM 6: "YOU FEEL THAT A PROFESSOR
DISLIKES YOU AND IS GRADING YOUR
WORK UNFAIRLY."

 

Person to Be Consulted N = 305 Percent

 

A Faculty Member With Whom

You Feel at Ease 73 23.9
Your Faculty Advisor 71 23.2
Dean of the College 69 22.6
Dean of WOmen 46 15.0
Other 30 9.8
Not Answered 9 2.9
Dormitory Supervisor 5 1.6
Dean of Men 1 0.3

l 0.3

Minister to the College

 

these items. Tables 17-21 report the number and percent
of responses on those items on which "other" received the
highest percent of choice. Table 17 shows the response to
"You are homesick." Thirty-seven percent of the respond-
ents did not choose any of-the personnel listed on the
survey form. Reference to the original questionnaires
showed that the majority of those students who wrote in a
choice designated a friend as the one they would consult.
Many respondents indicated which friend by stating church
friend, boy friend, older friend, friend of the family, or
roommate. The dormitory supervisor ranked second in
percent of choice, 32.4 percent, the highest total received

by this consultant on any item.

52

TABLE 17

RESPONSE TO ITEM 4: "YOU ARE HOMESICK."

 

 

Person to Be Consulted N = 305 Percent
Other 113 37.0
Dormitory Supervisor 99 32.4
A Faculty Member With Whom

You Feel at Ease 36 11.8
Not Answered 25 8.1
Dean of Women 16 5.2
Minister to the College 11 3.6
Your Faculty Advisor 3 0.9
Dean of the College 1 0.3
Dean of Men 1 0.3

 

Table 18 shows that the designation of "other" was
again given by the highest percent of women in a situation
concerning moral behavior. For those who wrote in a
response, the designations mentioned most frequently were
parents, personal minister, and "no one." The campus
minister was the choice as a consultant by 24.9 percent
of the women. "A faculty member with whom you feel at
ease" received a moderatly high total of 16.3 percent.

The respondents again indicated a preference.for
someone outside those personnel listed when confronted
with a situation of health problems in relation to school.
The choice most frequently written in was a doctor. The
Dean of Women was seen by 18.6 percent of the respondents
as the person to be consulted. The response to this item

showed a wide range of choices among those listed.

53

TABLE 18

RESPONSE TO ITEM 5: "YOU HAVE BECOME INVOLVED
IN A RELATIONSHIP WITH A MALE STUDENT
CONTRARY TO YOUR OWN STANDARDS OF
MORAL BEHAVIOR."

 

 

 

Person to Be Consulted N = 305 Percent
Other 93 30.4
Minister to the College 76 24.9
A Faculty Member With Whom

You Feel at Ease 50 16.3
Not Answered 31 10.1
Dormitory Supervisor 28 9.1
Dean of Women 22 7.2
Faculty Advisor 2 0.6
Dean of the College 2 0.6
Dean of Men 1 0.3

TABLE 19

RESPONSE TO ITEM 14: "YOU FEEL THAT PRESSURE
OF STUDY ARE ADVERSELY AFFECTING
YOUR HEALTH."

 

 

 

Person to Be Consulted N = 305 Percent
Other 59 19.3
Dean of Women . 57 18.6
A Faculty Member With Whom

You Feel at Ease 54 17.7
Dormitory Supervisor 53 17.3
Your Faculty Advisor 46 15.0
Not Answered 14 4.5
Dean of College 12 3.9
Minister to the College 7 2.2
Dean of Men 3 0.9

 

54

In a situation of social insecurity or alienation,
Table 20 shows that 30.8 percent of the women surveyed
. would seek the assistance of someone other than the per-
sonnel given. Again, mentioned most frequently was a
friend. The Dean of Women was selected on this item by
11.8 percent of the women although she ranks below "a
faculty member with whom you feel at ease," (20.3 percent),
the dormitory supervisor (15.7 percent), and the minister

to the college (12.7 percent).

TABLE 20

RESPONSE TO ITEM 3: "YOU FEEL SOCIALLY
INSECURE AND LEFT OUT."

 

 

Person to Be Consulted N = 305 Percent
Other 94 30.8
A Faculty Member With Whom

You Feel at Ease 62 20.3
Dormitory Supervisor 48 15.7v
Minister to the College 39 12.7
Dean of WOmen 36 11.8
Not Answered 20 6.5
Faculty Advisor 5 1.6
Dean of the College 1 0.3

0.0

Dean of Men 0

 

The remaining item on which the choice of "other"
received the highest percent of choice was concerned with
financial problems. Table 21 shows that 24.2 percent of
the responses were for someone not listed on the form.

Those respondents who wrote in a specific answer most often

55

mentioned parents or the financial aids officer. The Dean
of the College and the Dean of WOmen both received signifi-
cant recognition by the women respondents on this item,

with 22.9 percent and 19.6 percent respectively.

TABLE 21

RESPONSE TO ITEM 7: "YOU ARE EXPERIENCING
FINANCIAL DIFFICULTY."

 

Person to Be Consulted N = 305 Percent
Other 74 24.2
Dean of the College 70 22.9
Dean of WOmen 60 19.6
Your Faculty Advisor 32» 10.4
Dean of Men 28 9.1
A Faculty Member With Whom

You Feel at Ease , 21 6.8
Not Answered 11 3.6
Dormitory Supervisor 6 1.9

0.9

Minister to the College 3

 

"A faculty member with whom you feel at ease" and
the minister to the college received the highest number:
and percent of choice on four items each from the category
of personal-psychological situations. Three instances are
used to illustrate those situations in which the faculty
member was chosen as the primary consultant. Anxiety in
relation to examinations is illustrated by Table 22.
Clearly a majority of the women would seek assistance from
a faculty member of their choice. The faculty advisor'

ranked second as a consultant on this item, with

56

23.9 percent, although this is considerably lower than
the percentage of responses for the faculty member of the
student's choice. These two consultants comprise over

three-fourths of the choices for this item.

TABLE 22

RESPONSE TO ITEM 22: "YOU FEEL THAT YOU
FREEZE UP ON EXAMINATIONS."

 

Person to Be Consulted N = 305 Percent

 

A Faculty Member With Whom

You Feel at-Ease 170 55.7
Your Faculty Advisor 73 23.9
Other 20 6.5
Dean of WOmen 14 4.5
Dean of the College 12 3.9:
Not Answered 8 2.6
Dormitory Supervisor 5 1.6
Minister to the College 3 0.9
Dean of Men 0 0.0

 

One situation in this category was of academic
concern, but not directly related to grades or academic
performance of the student. Table 23 shows the response
to concern over a problem situation between the student
and a faculty member. Almost half of the choices
(49.1 percent) were for "a faculty member with whom you
feel at ease." The next highest percent of choice
(20.0 percent) was for the faculty advisor. Outside-the
academic realm, the Dean of Women was selected as a con-

sultant by 12.4 percent of those surveyed.

57

TABLE 23

RESPONSE TO ITEM 19: "YOU WANT ADVICE ON
HOW TO MOLLIFY A PROFESSOR YOU HAVE
IRRITATED BY YOUR CONTENTIOUS
ARGUMENT IN CLASS."

 

 

 

Person to Be Consulted N a 305 Percent.

 

A Faculty Member With Whom

You Feel at Ease 150 49.1
Your Faculty Advisor 61 20.0
Dean of Women 38 12.4
Other 16 5.2
Dean of the College 12 3.9
Not Answered 9 2.9
Dormitory Supervisor 8 2.6
Minister to the College 8 2.6

3 0.9

Dean of Men

 

Of the two remaining situations in the personal—
psychological category on which a faculty member was chosen
first, the circumstances-and results reported in Table 24
were chosen as representative. Thirty percent of the
respondents would seek advice from a faculty member of
their choice on a problem situation of marriage and
college. The choices were more evenly distributed on this
item than on others on which the faculty member received
the highest percent of responses. Comparison of Tables 22,
23, and 24 indicates that as situations move away from the
strictly academic the percent of choices for the Dean of

WOmen rises.

58

TABLE 24

RESPONSE TO ITEM 27: "YOU WANT ADVICE ABOUT
A DECISION TO MARRY AND LEAVE COLLEGE
OR TO POSTPONE MARRIAGE FOR A YEAR
OR TWO AND FINISH COLLEGE."

 

 

Person to Be Consulted N = 305 Percent
A Faculty Member With Whom

You Feel at Base 93 30.4
Minister of the College 63 20.6
Other 53 17.3
Dean of Women 51 16.7
Not Answered 14 4.5
Dormitory Supervisor 14 4.5
Your Faculty Advisor 13 4.2
Dean of the College 2 0.6
Dean of Men 2 0.6

 

The four situations in the personal-psychological
category on which the Minister to the College received the
highest percent of choice were all related to moral be-
havior or were of“a personal-problem nature. Two of the
four are shown as representative of these situations.
Table 25 illustrates the response to a situation that might
be considered either moral or personal-psychological or-
both. The minister to the college is separated from the
remainder of the college personnel by the response of
"other," together constituting a majority of the responses
in this situation. "A faculty member with whom you feel
at ease" was selected as the person to be consulted by

15.7 percent of the respondents.

59

TABLE 25

RESPONSE TO ITEM 33: "YOU FIND YOU ARE FALLING
IN LOVE WITH ONE OF YOUR PROFESSORS, A
MARRIED MAN WHO SEEMS ATTRACTED

 

 

TO YOU."

Person to Be Consulted N = 305 Percent
Minister to the College 93 30.4
Other 71 23.2
A Faculty Member With Whom

You Feel at Ease 48 15.7
Not Answered 38 12.4
Dean of WOmen 26 8.5
Dormitory Supervisor 21 6.8
Faculty Advisor 4 1.3
Dean of the College 2 0.6
Dean of Men 2 0.6

 

The minister to the college was chosen by 41.9 per-
cent of the respondents in a situation less explicit than
the one just given. Table 26 shows the response to a
situation of-personal worth and life goals. Both "a
faculty member with whom you feel at ease" and "other"
received 22.6 percent.of choices. On every situation on
which the campus minister received the highest percent of
choice, the designation of "other" ranked second.

On only one item in the personal-psychological
category was the Dean of WOmen selected most often as the
person to be consulted. Although included in this cate-

gory the situation itself is not necessarily of‘a

60

TABLE 26

RESPONSE TO ITEM 28: "YOU ARE CONFUSED ABOUT THE
MEANING OF LIFE AND YOUR OWN PERSONAL WORTH

 

 

 

AND GOALS."

Person to Be Consulted N a 305 Percent
Minister to the College 128 41.9
Other 69 22.6
A Faculty Member With Whom

You Feel at Base 69 22.6
Dormitory Director 12 3.9
Dean of Women 10 3.2
Not Answered 8 2.6
Your Faculty Advisor 7 2.2
Dean of the College 1 0.3

1 0.3

Dean of Men

 

personal-problem nature. Table 27 reports the response to
the question of student interest in activities or organiza-
tions. The Dean of WOmen received the highest percent of
choice (24.9 percent) although she is followed closely by

a faculty member, with 22.9 percent of the responses. Of
the fifteen items in the personal-psychological category,
the Dean of Women was chosen as the primary consultant on
one item that was directly related to college life and

might have a specific answer.

Social Category

 

In the category previously determined as social,
the Dean of Women received the highest number and percent

for all choices of the 305 respondents (Table 8). Since

61

TABLE 27

RESPONSE TO ITEM 15: "YOU WANT ADVICE ABOUT
GETTING INTO STUDENT ACTIVITIES AND
ORGANIZATIONS THAT MIGHT BE
REWARDING TO YOU."

‘

 

Person to Be Consulted N = 305 Percent
Dean of Women 76 24.9
A Faculty Member With Whom

You Feel at Ease 70 22.9
Your Faculty Advisor 51 16.7
Other 50 16.3
Minister to the College 23 7.5
Dean of the College 13 4.2
Not Answered ‘ 11 3.6
Dormitory Supervisor 9 2.9
Dean of Men 2 0.6

 

she received the highest totals in this area, all the
items and results are presented. The Dean of the College
was chosen as the person to be consulted by those surveyed
on more of the individual items than any other choice
(Table 4). Items on which the Dean of the College ranked
highest were those that were, for the most part, concerned
with procedure. Table 28 illustrates a problem situation
of this nature. The Dean of the College received 37.0 per-
cent of the choices as the person to consult in cutting
through institutional red tape while the Dean of Women was
perceived by 29.5 percent as the person to consult with
this problem. Together these two constitute a majority of

choices in this situation.

62

TABLE 28

RESPONSE TO ITEM 10: "YOU WANT HELP IN CUTTING
THROUGH INSTITUTIONAL RED TAPE HANDICAPPING A
STUDENT EVENT UNDER YOUR DIRECTION."

 

 

Person to Be Consulted N = 305 Percent
Dean of the College 113 37.0
Dean of Women 90 29.5
Your Faculty Advisor 33 10.8
A Faculty Member With Whom

You Feel at Base 26 8.5
Not Answered 13 4.2
Dormitory Supervisor 9 2.9
Minister to the College 8 2.6
Other 7 2.2
Dean of Men 6 1.9

 

Again a situation which is procedural in nature is
one related to the Admissions Office. Table 29 shows the
response to this concern. The majority of those surveyed
would first consult the Dean of the College. Although the
Dean of Women ranked second, her selection by 15.4 percent
of the respondents is only slightly more than one-fourth of
the total received by the Dean of the College.

Regarding the establishment of a new student
organization, 41.6 percent of the respondents would first
choose the Dean of the College. Table 30 indicates that
the Dean of WOmen would rank closely behind the Dean of
the College with 39.3 percent of the total choices for
this situation. These two administrators are separated

from the remainder of the personnel by a wide margin.

63

TABLE 29

RESPONSE TO ITEM 32: "YOU WANT TO INTERCEDE FOR A
FAMILY FRIEND WHO HAS BEEN REJECTED BY THE

 

 

ADMISSIONS OFFICE FOR ENTRANCE INTO THE
COLLEGE."

Person to Be Consulted N = 305 Percent
Dean of the College 186 60.9
Dean of Women 47 15.4
Other 20 6.5
Your Faculty Advisor 17 5.5
A Faculty Member With Whom

You Feel at Ease 14 4.5
Not Answered 10 3.2
Dean of Men 7 2.2
Dormitory Supervisor 2 0.6
Minister to the College 2 0.6

 

TABLE 30

RESPONSE TO ITEM 24: "YOU AND SOME FRIENDS
WANT TO ESTABLISH A NEW STUDENT

 

 

ORGANIZATION."

Person to Be Consulted N = 305 Percent
Dean of the College 127 41.6
Dean of WOmen 120 39.3
A Faculty Member With Whom

You Feel at Ease 21 6.8
Your Faculty Advisor 10 3.2
Other 7 2.2
Dean of Men 7 2.2
Not Answered 7 2.2
Dormitory Supervisor 5 1.6
Minister to the College 1 0.3

 

64

As an official to be chosen in regard to inviting
a controversial speaker to campus (Table 31), the Dean of
the College clearly.had a majority of choices, with
65.2 percent of the total for this item. Again the Dean
of WOmen ranked second, but with only 13.7 percent of the

responses.

TABLE 31

RESPONSE TO ITEM 26: "YOU ARE PRESIDENT OF
A STUDENT ORGANIZATION WHICH WISHES TO
INVITE A CONTROVERSIAL SPEAKER TO
YOUR CAMPUS."

 

 

Person to Be Consulted N a 305 Percent
Dean of the College 199 65.2
Dean of Women 42 13.7
A Faculty Member With Whom

You Feel at Ease 19 6.2
Minister to the College 12 3.9
Your Faculty Advisor 11 3.6
Dean of Men 9 2.9
Other 6 1.9
Not Answered 6 1.9

1 0.3

Dormitory Supervisor

 

The only item on which the Dean of the College
received the highest percent of choices that might not be
considered procedural in nature involved student adminis-
tration communication. Table 32 shows the response to
this concern. The results indicate that the Dean of the
College would be chosen as the most effective consultant

in this situation. A relatively high percent of

65

20.9 percent would go to the Dean of Women for consultation

or advice. The Dean of Women ranked second on every item

in the social category on which the Dean of the College

ranked first.

TABLE 32

RESPONSE TO ITEM 20: "YOU FEEL THAT STUDENT
MORALE IS LOW BECAUSE OF POOR STUDENT
ADMINISTRATION COMMUNICATION."

 

 

 

Person to Be Consulted N a 305 Percent
Dean of the College 127 41.6
Dean of WOmen 64 20.9
A Faculty Member With Whom

You Feel at Ease 40 13.1
Your Faculty Advisor 16 5.2
Other 15 4.9
Minister to the College 12 3.9
Not Answered 12 3.9
Dean of Men 11 3.6
Dormitory Supervisor 8 2.6

 

WOmen
Three
rules

where

On four items of the social category, the Dean of
received the highest number and percent of choices.
of the four are directly or indirectly related to
and regulations or imply discipline. In a situation

the student is concerned with the restrictiveness or

permissiveness of the house mother, 68.1 percent of the

women undergraduates responding would first consult the

Dean of Women (Table 33). The dormitory supervisor her-

self would be the choise of 12.7 percent of the respondents,

66

although her total is well below that of the Dean of Women.
In relation to the number who did not answer the question,
Table 2 shows that over 20 percent of the respondents do

not live in dormitories.

TABLE 33

RESPONSE TO ITEM 13: "YOU FEEL THAT YOUR
HOUSE MOTHER IS EITHER TOO RESTRICTIVE
OR TOO PERMISSIVE."

 

 

Person to Be Consulted N = 305 Percent
Dean of Women 208 68.1
Dormitory Supervisor 39 12.7
Not Answered 20 6.5
A Faculty Member With Whom

You Feel at Ease 12 3.9
Dean of the College 11 3.6
Other 11 3.6
Minister to the College 3 0.9
Dean of Men 1 0.3
Your Faculty Advisor 0 0.0

 

In the areas of rules and regulations in general,
49.8 percent of those surveyed would consult the Dean of
women (Table 34). The administrative officer whom
21.6 percent of the respondents would consult would be
the Dean of the College. Response to this item is concen-
trated on these two college officials.

Somewhat removed from the strict sense of rules,

but still related to discipline, is a situation concerned

67

TABLE 34

RESPONSE TO ITEM 9: "YOU WANT TO MAKE
REPRESENTATION ABOUT A COLLEGE
REGULATION THAT SEEMS TOO'

 

 

 

STRICT."

Person to Be Consulted N = 305 Percent
Dean of Women 152 49.8
Dean of the College 66 21.6
Dormitory Supervisor 28 9.1
A Faculty Member With Whom

You Feel at Ease 23 7.5
Other 11 3.6
Your Faculty Advisor 9 2.9
Dean of Men 8 2.6
Minister to the College 4 1.3

4 1.3

Not-Answered

 

with theft or other illicit conduct. Table 35 shows a
wide range of personnel to be consulted in this situation.
Although the Dean of Women ranked first, with 28.5 percent
of the responses, "a faculty member with whom you feel at
ease" was seen by 21.9 percent as the person they would
consult. Eighteen percent of the respondents would first
see the Dean of the College to report this situation.
Another item on which the Dean of Women received.
the highest percent of choices involved concern with
seemingly narcotic-like drugs used by classmates.
Table 36 indicates that 23.9 percent of the choices were
made for the Dean of Women. Contrasted with other items

in this category this situation might or might not be

68

TABLE 35

RESPONSE TO ITEM 8: "YOU FEEL YOU SHOULD REPORT
TO SOME COLLEGE AUTHORITY THE ILLICIT CONDUCT
OF ONE OR MORE STUDENTS OF WHICH YOU HAD
KNOWLEDGE, E.G., STEALING EXAMINATION
PAPERS BEFORE A TEST OR STEALING

OTHER STUDENTS' PROPERTY."

 

 

 

Person to Be Consulted N = 305 Percent
Dean of WOmen 87 28.5
A Faculty Member With Whom

You Feel at Ease 67 21.9
Dean of the College‘ 55 18.0
Dormitory Supervisor 29 9.5
Your Faculty Advisor 17 5.5
Not Answered 17 5.5
Minister to the College 12 3.9
Other 11 3.6
Dean of Men 10 3.2

TABLE 36

RESPONSE TO ITEM 25: "YOU ARE DISTURBED ABOUT
THE WIDESPREAD USE AMONG YOUR CLASSMATES OF
TRANQUILIZERS AND OTHER MEDICATIONS
THAT SEEM TO YOU NARCOTIC."

 

 

Person to Be Consulted N =-305 Percent
Dean of Women 73 23.9
Minister to the College 53 17.3
A Faculty Member With Whom

You Feel at Ease 53 17.3
Dormitory Supervisor 47 15.4
Other 24 7.8
Dean of the College 23 7.5
Not Answered 17 5.5
Dean of Men 11 3.6

1.3

Your Faculty Advisor 4

 

69

directly related to rules and regulations depending on
whether the woman student wanted to "report" the situation
or simply to express concern and seek advice.

Two items in the social category on which the
designation of "other" ranked first in percent of choices
were diverse in their content. Table 37 shows the response
to a concern of social ostracism. The response of "other"
was made by 23.9 percent of respondents as the person they
would seek, while 20.6 percent would seek the counsel of a
faculty member. The Dean of WOmen received 17.0 percent

of the responses.

TABLE 37

RESPONSE TO ITEM 23: "YOU FEEL THAT YOU ARE
BEING OSTRACIZED BY A GROUP OF STUDENTS
YOU ADMIRE AND BY WHOM YOU WISH TO BE

 

 

ACCEPTED."
M
Person to Be Consulted N = 305 Percent
Other 73 23.9
A Faculty Member With Whom
You Feel at Ease 63 20.6
Dean of WOmen 52 17.0
Dormitory Supervisor 47 15.4
Minister to the College 32 10.4
Not Answered 26 8.5
Your Faculty Advisor 10 3.2
Dean of Men 1 0.3
Dean of the College 1 0.3

 

70

On an item concerning summer employment, the choice
most frequently made was for "other," also. Table 38 shows
the distribution. Reference to the original data shows
that the majority of write-in responses were for the place-
ment officer. Ranking second was the faculty advisor: the

Dean of Women was third, with 18.3 percent of the choices.

TABLE 38

RESPONSE TO ITEM 21: "YOU WANT ADVICE
ABOUT SUMMER EMPLOYMENT."

 

 

 

Person to Be Consulted N a 305 Percent
Other 63 20.6
Your Faculty Advisor 59 19.3
Dean of Women 56 18.3
A Faculty Member With Whom

You Feel at Ease 43 14.0
Dean of the College 34 11.1
Not Answered 21 6.8
Dean of Men 17 5.5
Minister to the College 7 2.2
Dormitory Supervisor 5 1.6
Discussion

 

The findings on the woman undergraduates' percep-
tion of the Deans of Women at McMurry College, Abilene
Christian College, and Hardin-Simmons University offer
several instances worthy of discussion.

Two of the institutions, Abilene Christian College
and Hardin-Simmons University, offer graduate courses

leading to a Master's degree, yet the Dean of Women was

71

not selected significantly as a source of information or
assistance on situations concerning graduate school. In
relation to the academic category as a whole, the Dean of
WOmen was chosen by only 9.2 percent of the respondents as
the person to be consulted. For the academic category
80 percent of the responses were made for personnel from
the academic realm of college. Also in the academic.cate-
gory the percent of choice for the Dean of Women was
highest in those situations in which the Dean of the
College was chosen as the primary consultant. The Dean
of Women was allied with the Dean of the College, rather
than with the academic advisor or a chosen faculty member,
and received her highest ratings on those items of an
organizational or arbitrational nature, rather than items
of a personal-academic-problem type.

There is a traditional concept of the Dean of
WOmen as a counselor. In this study the Dean of Women
received 11.1 percent of the choices of the 305 students
in the category of personal—psychological items. "A
faculty member with whom you feel at ease" and the designa-
tion of "other" received the highest percentages in this
area. In this category the Dean of WOmen received her
highest ratings on problems of student organization,
financial problems, health problems and marriage; her
lowest ratings were on problems of life goals or moral

behavior.

72

The Dean of Women's highest rankings were in the
area of social instances, particularly on those items for
which a specific answer or suggestion could be given. The
Dean of the College was seen by women students as the
person to be consulted on general rules or problems con-
cerned with groups, while the Dean of Women would be
consulted first concerning rules such as those relating
to the student directly. In this category as in the
others, when items turned to a situation of a personal-
problem nature such as feelings of social insecurity, the
choices for the designation "other" increased.

While not to be considered as an unimportant
consultant in the academic and personal-psychological
categories, the Dean of WOmen was seen, nonetheless, as
someone most competent to deal with social situations of

a procedural or answer-giving nature.

CHAPTER V

THE STUDY IN PERSPECTIVE

The admission of women students to higher education
signaled a need for special notice of them in vocational
and educational terms. Women administrators were hired in
recognition of these needs with little attention to prepa-
ration or training for the women so employed. As is the
case in the current scene of higher education, titles and
duties varied from one institution to another.

Initially, women administrators, who were employed
in response to coeducation in higher education, had largely
nonacademic duties. Their tasks were concerned with the
housing, safety, and discipline of their female charges.
Much of the writing on the early female administrator deals
with health, exercise, supervision of social events,
women's employment and the counseling of women students.

As the position developed, deans of-women assumed
broader educational responsibilities. Today, titles which
earlier implied the woman administrator's responsibility
exclusively to women are changing and being replaced by

titles which have broader administrative implications.

73

74

"Associate Dean of Students" is one of the most frequently
used designations where change has been made although
research indicates that the change is not widespread.

Indeed, many deans of women view the change unfavorably

 

as it is felt that the female administrator is thus removed
from the decision making level.

Counseling duties are seen by many deans of women
as one of the most time consuming responsibilities. Some
writers, however, have challenged this duty as inappropri-
ate for the position because of the administrative nature
of the role. Research indicates that there is a difference
between professional counselors and deans of women in such
areas as sympathy, persuasiveness and understanding.

Seldom stated specifically, but nonetheless
indicated in the literature, is the concept of the dean
of women as a role model. Interestingly, there is little
in the literature to indicate how students perceive the
role of the dean of women. Most research has been directed
to deans of women themselves or to other administrators.

In recognition of the current emphasis on women in
relation to education the present study attempted to define
the women undergraduates' perception of the role of the
dean of women in the small private college. "The Under-
graduate Perception Survey" was adapted from ”Opinion Sur-

vey of Undergraduates' Perception of College Counseling,"

75

developed by Mary Kinnane of Boston College. The question-
naire contained thirty-six (36) hypothetical situations
each having been assigned to one of three categories—-
academic, personal-psychological or social.

The questionnaire was mailed to twenty (20) per-
cent stratified, random sample of women undergraduates of
McMurry College, Hardin-Simmons University, and Abilene
Christian College in February, 1970. The frequency with
which an individual was chosen in each of the hypothetical
situations was reported in percentages for the purpose of
data analysis. Of the 459 questionnaires mailed a total

of 305 (66.4 percent) were returned.

Conclusions

 

In the academic category the percent of choices
for the Dean of Women was highest in those situations in
which the Dean of the College was chosen as the primary
consultant. The Dean of Women was allied with this
administrator rather than with the academic advisor or a
faculty member of the respondent's choice. She received
the highest ratings on those items which were organiza-
tional or arbitrational in nature, rather than on those
items which related to the personal, academic problems of
the respondent.

Although counseling is seen by many deans of women

as one of their primary functions, respondents tended to

 

76

choose personnel other than administrators in areas of a
personal-psychological nature. "A faculty member with whom
you feel at ease" and "other" were chosen most frequently
in these instances. Within the category of personal-
psychological problems the Dean of Women received her
highest ratings on items relating to student organizations,
finances, health and marriage. Her lowest ratings were on
those situations relating to life goals and moral behavior.
Of the fifteen items in the category, the Dean of Women
was chosen as the primary consultant in one instance—-a
situation directly related to college and likely to have

a specific answer. "You want advice about getting into
student activities and organizations that might be
rewarding to you."

The Dean of WOmen's highest ratings were in the
category designated as social, particularly on those items
for which a specific answer or suggestion could be given.
The Dean of the College was seen by women undergraduates
as the person to be consulted on general rules or those
problems concerned with groups while the Dean of Women»
would be consulted first concerning rules relating to the
woman student directly. In this category as in the others,
as situations became more personal problem centered, the
designation of "other" as a primary consultant increased.

While not to be considered unimportant as a con-

sultant in the academic and personal-psychological

 

77

categories, the Dean of Women was seen as someone most
competent in dealing with social situations of a procedural

or answer-giving nature.

Discussion

 

Concern for women students as a separate aspect
of higher education has gained attention as higher educa-
tion itself has become highly visible. While the "feminist
movement" is not new, the degree and intensity of its force
has brought problems in relation to women students before
educational institutions as well as the general public.
Demands for complete integration, and pressure for segrega-
tion concerning women's education both have been experi-
enced by colleges and universities. The role of the
female personnel administrator is being questioned as
part of this concern for women students in general.

The findings of this study indicate that women
undergraduates in the small private college perceive the
dean of women as competent in handling situations dealing
with social rules and regulations and in the role of
arbitrator. On small campuses the faculty and staff are
personally highly visible. If the change to single
authority administration extends to the small campus it
is doubtful if women undergraduates will continue to view
the role of the Dean of Women as an important one relating

to matters of policy.

78

Counseling which has long been considered an
important function of the dean of women's office was not
considered by women undergraduates in this study as an
important duty of the office. As the personal-
psychological situations became counseling in nature the
respondents tended to turn to someone outside the personnel
listed for advice. One point to be considered here, how-
ever, is that the dean of women and the woman undergraduate
may have different perceptions of what constitutes a
counseling situation. Many formally trained student per-
sonnel administrators have strong counseling backgrounds.
If counseling is becoming a function of specialists outside
the framework of personnel administration, perhaps less.
emphasis should be given to it in training administrators.
'Training to the extent that the administrator can make
referrals would seem adequate.

As a result of the current emphasis on women in
general, higher education will feel the impact. Young
women will become more knowledgable of themselves as
women and aware of such things as range of vocational
choice and salary expectations. Training for women
personnel administrators should include study in these
areas. As recommended by earlier writers women personnel

administrators should become experts in women's education.

79

Implications for Future Research

Research concerning the availability of positions
for women personnel administrators will be necessary for-
sound recruitment, training, and placement of women gradu-
ate students. The value of the role has been questioned
by some of today's top administrators. If there is merit
in the concern, colleges and universities responsible for
women graduate students should be made aware if they are
to avoid training women for positions that do not exist.

Research should be done on job descriptions them-
selves. If women deans are to become role models for young
women in more than social matters much of the change will
have to take place as a result of their acceptance or
rejection of positions which emphasize social activities.

As noted earlier, this study showed a high inci-
dence of choices for "other" as a resource in problems of
a personal-psychological nature. The data revealed that
on items where the student could be seeking a specific
answer, a specific person was named. On items of a
counseling nature or those concerned with personal problems
the choice for someone other than college personnel in-
creased. Continued research should be done regarding the
value of continuing a counseling.emphasis in the training
of women personnel administrators. Effectiveness studies,

in terms of student perception, should be initiated to

80

determine if there is a significant difference between
those women deans who have received counselor training,
and those who have not.

Apparently there will continue to be diversity
among institutions of higher education related to the role
and function of women persOnnel administrators. Equally
apparent is the anticipation of continuing change for the
woman's role in society in general. The recruitment,
training, and placement of women for personnel administra-
tion must consider this diversity and change if the posi-

tion is to remain viable.

BI BLIOGRAPHY

BIBLIOGRAPHY

Books

Acheson, Eunice Mae. The Effective Dean ofqumen.
Chicago: The University ofIChicago Press, 1932.
Student Personnel Services in Higher

.Arbuckle, Dugald S.
McGraw—Hill Book Company,

Education. New York:
Inc., 1953.

Ixyers, Archie R.; Tripp, Philip A.; and Russel, John H.
Student Services Administration in Higher Educa-
tiEn. Washington, D.C.: U.S. Government Printing

Office, 1966.

IBlake, Mabelle Babcock. Guidance for College Women.
New York: D. Appleton and Company, 1926.

Educational Research: An Introduction.

Iaorg, Walter R. j
David McKay Company, Inc., 1963.

New York:

IPitzgerald, Laurine E.; Johnson, Walter F.; and Norris,
Willa. College Student Personnel: Readings and

Bibliographies. Boston: Houghton Mifflin
Company, .

Ginzberg, Eli. Life Styles 9f Educated Women. New York:
Columbia University Press, 1966.

Jones, Jane Louise. A Personnel Study of Women Deans in
Colleges and Upiversities. New York: Bureau of
Pfiblications, Teachers College, Columbia University,

1928.

1'-~1-C>yd-Jones, Esther McD., and Smith, Margaret Ruth. A
Student Personnel Program for Higher Education.

New York: McGraw-Hill Book Company, Inc., 1938.
New York: Houghton

Maiii-thaws, Lois K. The Dean of Women.
Mifflin Company, 1915.

81

82

.Mueller, Kate Hevner. Student PersOnnel Work in Higher
Education. Boston: Houghton Mifflin Company,

1961.

 

Newcomer, Mabel. A Century of Higher Education for
American Women. New York: Harper & Brothers

Publishers, 1959.

Pierce, Anna Eloise. Deans and Advisors of Women and
Girls. New York: Prefessional and Technical

Press, 1928.

Rudolph, Frederick. The Ameriean College'and University.
New York: Alfred A. Knopf, 196 .

Sturtevant, Sarah M., and Hayes, Harriet, eds. Deans at
Work. New York: Harper & Brothers Publishers,

Viilliamson, E. G. Student Persgnnel Services in Colleges
and Universities. New York: McGraw-Hill Book

Company, Inc., 1961.

Virenn, C. Gilbert. Student Personnel Work in College.
New York: The Ronald Press Company, 1951.

IPeriodicals

Zydams, Arthur S. "The Role of the Dean of Women on the
College Campus." Journal of the Natienal Associa-
tion of Women Deans and CounseIors, XXVI (October,

1962), 20-23.

Clarenbach, Kathryn F. "Can Continuing Education Adapt?"
Journal of the American Association of University

Women, LYIII, No. 2 (January, 1970), 65.

Corrallo, Salvatore B. "The Economic Relevance of Women's
Higher Education." Journal of the National
Association of Women Deans and Counselors, XXXI,

No. 2 (Winter, 1968), 74-76.

Cross, K. Patricia. "College Women: A Research Descrip-
tion." Journal of the Natiopal Association of
WOmen Deans and Counselors, XXXII, No. 1 (FaII,

1968), 12-21.

83

Dodson, Dan W. "Is it Desirable for Women's Organizations
to Maintain Their Autonomy?" Journal of the
National Association of Women Deans and Counselors,
XXXII, No. 1 (Fall, 1968), 40-45.

Dunn, Charleta J. "College Deans of Women: A Synthesis
of the Literature." The Personnel and Guidance
Journal, XLVI, No. 6 TFebruary, 1968), 550-554.

"Job Description of the Deans of Women in Texas
State-Supported Senior Colleges and Universities."
Journal of the National Association of WOmen Deans
and CounseIors, XXX, No. 4’(Summer, I967), 182-183.

 

Fley, Jo Ann. "Campus Regulations: Are Girls Different?"
Journal of the National Association of Women Deans
and Counselors, XXXI, No. 3 (Spring, 1968), 116-122.

 

liaberson, Gladys E. "The New Feminism." Journal of the
American Association of University WOmen, LXIII,
No. 2 (January, 1970), 54.

Iiarris, Patricia Roberts. "Deans and Students: A Look
to the Future." Journal of the Natiopal Associa—
tion of WOmen Deans and Counselors, XXXIII, No. 1
(Fall, 1969Y) 4.

fiilton, Eunice M. "The Organization of Student Personnel
Services." School and Society, LXVIII (July 10,
1948), 26-28.

Kinnane, Mary. "The Undergraduate's Perception of the
Dean of Women." Journal of the National Associa-
tion of Women Deans and Counselors, XXIX, No. 3
(Spring, 1966), 122-128.

Reeves, Mary Elizabeth, and Arbuckle, Dugald S. "The
'Counseling' Attitudes of Deans of Women." The
Personnel and Guidance Journal, XLI (January7__
1963), 438-441. ‘

Schetlin, Eleanor M. "Guidance and Student Personnel Work
as Reflected by Esther Lloyd-Jones from 1929 to
1966." Journal of the National Association of
WOmen Deans and Counselors, XXXI, No. 3 (Spring,
1968), 9711027

Sheldon, Miriam A. "The Role of the Woman Dean--l965."
Journal of the National Association of Women Deans
and Counselors, XXIX, No. 1 (Fall, 1965), 41.

 

84

Spencer, Louise Walcott. "Eleven Years of Change in the

Role of Deans of WOmen in Colleges, Universities,
and Teachers Colleges." Journal of the National

Association of Women Deans and Counselors, XIV

(January, 1951), 51-83.

Switzer, Lucigrace. "This Revolution Asks Something of
: Us All." College and University Business,

February, 1970, p. 52.

Williams, Robert L. "A Single Board of Control for State-

Supported Higher Education." School and Society,
LXXI (January 14, 1950), l7-21.

Dissertations

 

JHaddock, Ruth. "A Study of Five Deans of Women." Un-

Haller ,

Koenig ,

published Ph.D. dissertation, Syracuse University,
1952.

Lola Marie. "The Future Role of the Highest Rank-
ing Woman Student Personnel Administrator in the
College or University and a Suggested Training
Program." Unpublished Ph.D. dissertation,
Michigan State University, 1967.

"The Future Role of the Highest Ranking Woman
Student Personnel Administrator in the College or
University and a Suggested Training Program."
Dissertation Abstracts, XXVIIIA, No. 9, 10 (1968),
3933A.

Willa Lisette. "The Dean of Women: Ideal and
Actual Perceptions of Role." Dissertation
Abstracts, XXV, No. 5, 6 (1964), 3357.

 

McBee, Mary Louise. "The Role of the Dean of Women in

Selected Institutions of Higher Learning."
Dissertation Abstracts, XXII, No. 9, 10 (1962),
3493-3494.

Paine, Louise Tipps. "A Survey of Current Personnel

Practices in Selected Colleges and Universities

~ as Related to the Function of the Office of the

Dean of Women." Unpublished Ph.D. dissertation,
Cornell University, 1949.

APPENDICES

APPENDIX A

ADDITIONAL TABLES

 

85

Academic Category

TABLE 3 9

RESPONSE TO ITEM 30: "YOU WISH TO PROTEST THE BIGOTRY
OR DISCRIMINATORY ATTITUDE OF A PROFESSOR, NOT
NECESSARILY AFFECTING YOU, BUT PERHAPS
EMBARRASSING AND 'UPSETTING
FELLOW-STUDENTS . "

 

Person to Be Consulted N =-305 Percent
Dean of the College 127 41.6
A Faculty Member With Whom

You Feel at Ease 54 17.7
Dean of-Women 53 17.3
Your Faculty Advisor 41 13.4
Other 16 5.2
Dean of Men 5 1.6
Not Answered 5 1.6
Dormitory Supervisor 2 0.6

Minister to the College 2 0.6

‘

86

TABLE 40

RESPONSE TO ITEM 17: "YOU WANT ADVICE
ABOUT SELECTING A GRADUATE SCHOOL."

 

 

Person to Be Consulted N a 305 Percent
Your Faculty-Advisor 200 65.5
Dean of the College 44 14.4
A Faculty Member With Whom

You Feel at Ease 26 8.5
Dean of Women 15 4.9
Other 10 3.2
Not Answered 9 2.9
Dean of Men 1 0.3
Dormitory Supervisor 0 0.0
Minister to the College 0 0.0

 

87

TABLE 41

RESPONSE TO ITEM 2: "YOU HAVE DOUBTS
ABOUT YOUR CAREER CHOICE."

 

 

Person to Be Consulted N a 305 Percent
Your Faculty Advisor 182 59.6
A Faculty Member With Whom

You Feel at Ease 77 25.2
Other 22 7.2
Dean of the College 7 2.2
Dean of Women 7 2.2
Dainister to the College 4 1.3
[Dormitory Supervisor 3 0.9
Not Answered 3 0.9

Dean of Men 0 0.0

 

 

88

Personal-Psychological Category

TABLE 4 2

RESPONSE TO ITEM 31: "YOU HAVE A STUTTER
WHICH YOU FEEL MAY IMPEDE YOUR
VOCATIONAL SUCCESS."

 

 

Person to Be Consulted N = 305 Percent
Your Faculty Advisor 107 35.0
A Faculty Member With Whom

You Feel at Ease 87 28.5
Other 59 19.3
Dean of Women 18 5.9
Not Answered 14 4.5
Dormitory Supervisor 8 2.6
Minister to the College 8 2.6

. Dean of the College 3 0.9
1 0.3

Dean of Men

 

89

TABLE 43

RESPONSE TO ITEM 29: "YOU WANT HELP IN RESOLVING A
CONFLICT BETWEEN YOUR PERSONAL CODE OF BEHAVIOR
AND THE MORES OF'THE GROUP WITH WHICH
YOU ASSOCIATE."

I l

 

Person to Be Consulted N = 305 Percent
Minister to the College 115 37.7
A Faculty Member With Whom

You Feel at Ease 60 19.6
Other 60 19 . 6
Dormitory Supervisor 24 7 . 8
Dean of Women 20 6 . 5
Not Answered l6 5 . 2
Your Faculty Advisor 5 1.6
Dean of the College 4 1 . 3

Dean of Men 1 0.3

 

 

90

TABLE 44

RESPONSE TO ITEM 16: "YOU FEEL THAT
ALCOHOL IS BECOMING A PROBLEM

 

 

FOR YOU."

Person to Be Consulted N = 305 Percent
Minister to the College 129 42.2
Other 62 20.3
A Faculty Member With Whom

You Feel at Ease 50 16.3
Not Answered 26 8.5
Dean of Women 17 5.5
JDormitory Supervisor 15 4.9
'Your Faculty Advisor 4 1.3
Dean of the College 1 0.3

Dean of Men 1 0.3

 

91

TABLE 45

RESPONSE TO ITEM 1: "YOU NEED HELP
OR ADVICE CONCERNING A HOME
PROBLEM."

 

Person to Be Consulted N = 305 Percent

 

A Faculty Member With Whom

You Feel at Ease 95 31.1
Other 78 25.5
Dormitory Supervisor 46 15.0
Minister to the College 38 12.4
Dean of Women 28 9.1
Not Answered 15 4.9
‘Your Faculty Advisor 4 1.3
Dean of the College 1 0.3

Dean of Men 0 0.0

 

APPENDIX B

COVER LETTER, QUESTIONNAIRE,

AND FOLLOW UP

 

92

ABILENE CHRISTIAN COLLEGE - HARDlN-SIMMONS UNIVERSITY - McMURRY COLLEGE

Dear Student:

Enclosed is a questionnaire developed in coordination with Abilene
Christian College, Hardin-Simmons University, and McMurry College.
It is designed to determine student perception of various personnel offices
on these three campuses. The information gained will be used to assist
these offices in evaluating their functions so that they may serve the student
population more effectively. In an effort to obtain students' frank and
sincere responces, both the questionnaire and its return have been
structured to insure that all participants will remain anonymous.

You are asked to respond to the items in the questionnaire and return
it to:

Abilene Christian College Students: A. C. C. Post Office
Box 8036

Hardin-Simmons University Students: H.S.U. Post Office
Box 898

McMurry College Students: McM Post Office
Box 428

Your cooperation is requested in returning this questionnaire by
February 24, 1970.

.4625

Dr. Alan Staley
Director of Testing and Counseling

Mc urry C011? 7‘ z

r. Luther Marsh

 

Hardin-Simmons University

93

ABILENE CHRISTIAN COLLEGE - HARDlN—SIMMONS UNIVERSITY — McMURRY COLLEGE

UNDERGRADUATE PERCEPTION SURVEY

This questionnaire has been devised to ascertain the perceptions held by undergraduates of

campus resource personnel.

You are not asked to sign your name on the questionnaire, and it is hoped that this fact will
help you to give your 'personal, honest, and candid reactions. There are no right or wrong re-
sponses. Your opinion or judgment as to where you would go for help with certain hypotheti-
cal problems is what is requested.

The number which appears on the cover of the questionnaire merely identifies your col-
lege. This number and the following information will be used only for purposes of data analysis,
and not for personal identification.

Please check the appropriate answer for each of the following items:

 

 

 

 

 

 

(a) Your college class: (d) Your resident status:
._ Freshman _ Dormitory
Sophomore __ Off campus
__ Junior Commuter
Senior
(b) Your major field: (e) Type of High School Attended
._ Humanities Public
Social Science __ Private
Non-denominational
__ Physical and Natural Science
Private
._._ Other Denominational

(f) Church Affiliation

 

(c) Ase°

 

 

94

DIRECTIONS

All of the college personnel listed below are people whom you would be likely to consult
for advice or assistance, and to whom you might bring certain kinds of problems or questions.

Each of these college personnel members is identified by a number.

1. Using a pen or pencil on the list itself, circle the numbers of those personnel with whom
you have previously personally conferred.

2. Circle the number at the left of each item which corresponds to the person whom you
would consult first in the situations described in items 1 through 36. In the space
marked “Other” at the right of each item, indicate in writing whom you would consult

if the person is none of those listed.
1. Dean of the College
Vice-President for Academic Affairs
2. Dean of Women
3. Dean of Men
4. Dormitory Supervisor or Director

5. Minister to the College
Director of Religious Activities

6. A faculty member with whom you feel at ease

7. Your faculty advisor
Other (Write in)

3. Give only one answer for each item.

1-2-3-4-5-6-7 I . You need help or advice concerning a home problem. Other ................
1-2-3-4-5-6-7 2. You have doubts about your career choice. Other ................
1-2-3-4-5-6-7 3. You feel socially insecure and “left out”. Other ................
1-2-3-4-5-6-7 4. You are homesick. Other ................

1-2-3-4-5-6-7 5. You have become involved in a relationship with a male

student contrary to your own standards of moral behavior. Other ................

1-2-3-4-5-6-7 6. You feel that a professor dislikes you and is grading your

work unfairly. Other ................
1-2-3-4-5-6-7 7. You are experiencing financial difficulty. Other ................

1-2-3-4-5-6-7 8. You feel you should report to some college authority the illicit
conduct of one or more students of which you had knowledge,
e.g., stealing examination papers before a test or stealing other
students' property. Other ................

1-2-3-4-5-6-7 9. You want to make representation about a college regulation

that seems too strict. Other ................

1-2-3—4-5-6-7

1-2-3-4-5-6-7

1-2—3-4-5-6-7

1-2-3-4-5-6-7

1-2-3-4-5-6-7

1-2-3-4-5-6-7

l-2-3-4-5-6-7

1-2-3-4-5-6-7

1-2—3-4-5-6-7

1-2-3-4-5-6-7

1-2-3-4-5-6-7

1-2-3-4-5-6-7

1-2-3-4-5-6-7

1-2-3—4-5-6—7

1-2-3-4—5-6-7

1-2-3-4-5-6-7

10.

ll.

12.

I3.

14.

I9.

20.

21.

22.

23.

24.

25.

95

You wan help in cutting through institutional red tape handi-

capping a student event under your direction.

You feel that perhaps you have chosen the wrong college and
wish to discuss possible transfer to another college.

You feel that the courses in your major department are not,
either in quality or coverage, adequately preparing you for

admission to Graduate School.

You feel that your housemother is either too restrictive or too

permissive.

You feel that pressures of study are adversely affecting your
health.

. You want advice about getting into student activities and

organizations that might be rewarding to you.

. You feel that alcohol is becoming a problem for you.

You want advice about selecting a Graduate School.

You feel that your academic performance, while satisfactory

by college standards, is below your ability.

You want advice on how to mollify a professor you have

irritated by contentious argument in class.

You feel that student morale is low because of poor student-

administration communication.
You want advice about summer employment.
You feel that you freeze up on examinations.

You feel you are being ostracized by a group of students you

admire and by whom you wish to be accepted.

You and some friends want to establish a new student organi-

zation.

You are disturbed about a widespread use among your class-
mates of tranquilizers and other medications that seem to you

narcotic.

(over)

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................
Other ................

Other ................

Other ................

Other ................

Other ................

l-2-3-4-5-6—7

l-2-3-4-5-6-7

1-2-3-4—5-6-7

1-2-3-4-5-6-7

1-2-3—4-5-6-7

1-2-3-4-5-6-7

l-2-3-4-5-6-7

1-2-3-4-5-6-7

l-2-3-4-5-6-7

1-2-3-4-5-6-7

1-2-3-4-5-6-7

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

96

You are president of a student organization which wishes to

invite a controversial speaker to your campus.

You want advice about a decision to marry and leave college

or to postpone marriage for a year or two and finish college.

You are confused about the meaning of life or unsure of your

own personal worth and goals.

You want help in resolving a conflict between your personal
code of behavior and the mores of the group with which you

associate.

You wish to protest the bigotry or discriminatory attitude of a
professor, not necessarily affecting you, but perhaps embar-
rassing and upsetting fellow-students.

You have a stutter which you feel may impede your voca-

tional success.

You want to intereede for a family friend who has been

rejected by the Admissions Office for entrance into the College.

You find you are falling in love with one of your professors,

a married man who seemed attracted to you.

You have decided to assume leadership of a group of students
who want to complain about unreasonable assignments and

arbitrary grading procedures of a particular professor.

You and some of your friends want to find out the best
approach for convincing college authorities that an honors

program should be established.

You do not seem to be able to read or take notes as effectively

as other students.

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

Other ................

97

Recently you received a copy of the UNDERGRADUATE
PERCEPTION SURVEY from McMurry College, Abilene Christian
College, and Hardin—Simmons University. In order to
accurately access student services in these colleges we are
attempting to obtain the highest return possible.

If you have already returned your questionnaire, thank
you very much. If not would you please take a few
moments and fill it out and return it to Box 428 McMurry
Station. If you have misplaced your copy you may obtain
another at Room 206 Cooke Building or call McMurry College
Ext. 215 and request that another be mailed to you.

McMurry College.
Abilene Christian College
Hardin-Simmons University Date March 3, 1970

 

 

APPENDIX C

ALL QUESTIONS BY CATEGORY

ll.

12.

17.
18.

30.

34.

35.

36.

98
Category: Academic Total (10)

You have doubts about your career choice.

You feel that a professor dislikes you and is grading
your work unfairly.

You feel that perhaps you have chosen the wrong
college and wish to discuss possible transfer to
another college.

You feel that the courses in your major department
are not, either in quality or coverage, adequately
preparing you for admission to graduate school.

You want advice about selecting a graduate school.

You feel that your academic performance while
satisfactory is below your ability.

You wish to protest the bigotry or discriminatory
attitude of a professor, not necessarily affecting
you, but perhaps embarrassing and upsetting fellow-
students.

You have decided to assume leadership of a group of
students who want to complain about unreasonable
assignments and arbitrary grading procedures of a
particular professor.

You and some of your friends want to find out the
best approach for convincing college authorities that
an honors program should be established.

You do not seem to be able to read or take notes as
effectively as other students.

14.

15.

16.
19.

22.

27.

28.

29.

31.

33.

99

Category: Personal-Psychological Total (15)

You need help or advice concerning a home problem.
You feel.insecure and left out.

You are homesick.

You have become involved in a relationship with a
male student contrary to your own standards of moral
behavior.

You are experiencing financial difficulty.

You feel that pressures of study are adversely
affecting your health.

You want advice about getting into student activities
and organizations that might be rewarding to you.

You feel that alcohol is becoming a problem for you.

You want advice on how to-mollify a professor you have
irritated by contentious argument in class.

You feel that you freeze up on examinations.

You want advice about a decision to marry and leave
college or to postpone marriage for a year or two
and finish college.

You are confused about the meaning of life or unsure
of your own personal worth and goals.

You want help in resolving a conflict between your
personal code of behavior and the mores of the group
with which you associate.

You have a stutter which you feel may impede your
vocational success.

You find you are falling in love with one of your
professors, a married man-who seemed attracted to
you.

 

10.

13.

20.

21.

23.

24.

25.

26.

32.

 

 

100
Category: Social Total (11)

You feel you should report to some college authority
the illicit conduct of one or more students of which
you had knowledge, e.g., stealing examination papers
before a test or stealing other students' property.

You want to make representation about a college
regulation that seems too strict.

You want help in cutting through institutional red
tape handicapping a student event under your
direction.

You feel that your housemother is either too restric-
tive or too permissive.

You feel that student morale is low because of poor
student administration communication.

You want advice about summer employment.

You feel you are being ostracized by a group of
students you admire and by whom you wish to be
accepted.

You and some friends want to establish a new student
organization.

You are disturbed about a widespread use among your
classmates of tranquilizers and other medication that
seem to you narcotic.

You are president of a student organization which
wishes to invite a controversial speaker to your
campus.

You want to intereede for a family friend who has
been rejected by the admissiOns office for entrance
into the college.

 

 

l

143 2366

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193 03

31

 

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