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thesis entitled

THE EDUCATIONAL MEEDS OF MATURE WOMEN IN
A WESTERN COMMUNITY

presented by

has been accepted towards fulfillment
of the requirements for

PH.D. fiegreein ADMINISTRATION 8 HIGHEIS.

 

 

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. ‘ ABSTRACT

i I THE EDUCATIONAL NEEDS OF MATURE
WOMEN IN A WESTERN COMMUNITY

\ I By

James Roland Wolfe

This study of the educational needs of mature women
iii a Western community was descriptive in nature. The
rnrrpose of the study was (1) to survey the educational needs
crf adult women in a Western community; (2) to identify and
analyze existing resources in terms of their suitability
for'lneeting the educational needs; and (3) to propose a
plan of action through which a state university could
establish a program for adult women based on the analysis
of needs and community resources.

A random sample of 271 women, 25 years of age and
older, were selected from the Ada County voter registration
list. The sample was restricted to the women voters living
in the prescribed boundaries of the Greater Boise, Idaho
Metropolitan Area. The sample was stratified by precincts
and by five year age groups.

A questionnaire was developed which included re-
latively general questions pertaining to each basic part
of the purpose of the study. The questionnaire was divided
into four parts--demographic data; knowledge of and parti-
cipation in existing educational programs and services;

semi-structured questions about unmet educational needs.

 

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James Roland Wolfe
what the University and the community could do to be of
greater service, and new ideas in education; and struc-
tured questions about lacks of essential ingredients of
an effective continuing education program for women, and
their concerns about their levels of education and train-
ing. They were asked for their assessment of certain pro-
fessionally conceived programs, services, and organiza-
tional structures that could have been advantageous and
appropriate for them. Securing data on the most effective
means of communication for these women was an important
aspect of the study.

The questionnaire was administered by telephone
survey technique utilizing an interviewer's guide. The
women were given a brief introduction about the study, its
purpose, and sponsorship. The autonomy of the individuals
and the confidentially of their responses were assured.

Descriptive statistics were employed throughout
the study because of the descriptive nature and the con-
struct of the study. No hypotheses were formulated, since
the idea behind the research was to discover information
and knowledge not precisely based on preconceived ideas
and notions. On a strictly exploratory basis, the data
and responses were merged in such a way to attempt to
establish relationships with certain independent variables
(age and marital status) and dependent variables (aware-
ness, expressed or implied barriers, and range of poten-

tial interests).

James Roland Wolfe
The following major conclusions about the identi-
fication and analyses of existing resources in terms of
their suitability for meeting the educational needs of ma-

ture women in the community included:

1. The mature women in the Boise community were not
provided the kinds of educational programs, courses

and services they need to develop to full potential.

2. Under the existing educational structure and format,
these women were not afforded the opportunity to pre-
pare themselves for their changing roles in society

and to adjust to new social expectations.

3. Educational programs, courses, and services offered
by the agencies and institutions in the community

lacked relevance to mature women, in general.

4. Educational programs, courses, and services did not
exist and were not being planned that adequately
responded to the needs of mature women in content,
method and technique, instruction, counseling,
schedule, and means.

5. There was no special effort made to communicate
with these women to keep them informed of what was
going on in education and to invite them to parti-
cipate in the programs, courses, and services that

were relevant to them and their needs. Their

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James Roland Wolfe
knowledge index about certain key programs and

services was low.

6. Further, there was, likewise, no special effort made
to seek feedback from these women as to what they

needed, when, where, and in what manner.

The following major conclusions were made as to what
should be done. They were considered central to a proposed
plan of action through which a state university could estab-
lish a program for adult women based on the analysis of needs

and community resources:

l. A Women's Advisory Council on Education should be
created.
2. An Educational Guidance, Counseling, and Testing

Center for Women should be established.

3. Non-traditional, as well as traditional, educational
programs, courses, and services should be devised

and initiated by the University for mature women.

4. An Education Organization for Women should be serious-
ly considered, but only after the Women's Council and
the Women's Center have had the opportunity to be-
come firmly established. Once established, the

Council and the Center would have valuable input

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James Roland Wolfe
and insight into the plan of the organization.
Thorough study of the need for the organization,
its purposes, objectives, and goals would be very

necessary.

5. An effective communication system network would be
absolutely essential in the plan to be more respon-
sive to the needs of mature women in the community.
All the efforts would be for naught, if an effective
communication system was not devised to allow the
institution to inform the women what was happening
and what was being planned, and to allow the women

the opportunity for feedback.

It was suggested that as a result of this study,
further action research be conducted on the specific sug-
gestions made as part of the proposed plan for the insti-
tution. Further, study of the financial aspects and bud-
getary needs of the entire proposed plan would have to be
conducted.

Studying these mature women from different defin-
able variables would be important follow-up research--
women at or near retirement, women with young children,
working women, non-working women, range of potential
interests, and barriers to education, are just some vari-
ables worthy of investigation.

Certainly, studying the idea of a cooperative,

James Roland Wolfe

coordinative council in the community made up of a number
of institutions and agencies that serve the educational
needs of the general adult population would be most

appropriate and worthy.

THE EDUCATIONAL NEEDS OF
MATURE WOMEN IN A
WESTERN COMMUNITY

By

James Roland Wolfe

A DISSERTATION

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

DOCTOR OF PHILOSOPHY
Department of Administration and Higher Education

1974

(EDCopyright by
JAMES ROLAND WOLFE

1974

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ACKNOWLEDGEMENTS

This dissertation is not the product of a single
person-~it is the result of the efforts of many, many
people. Family, relatives, friends, associates, and col—
leagues have all helped in the creation of this document.

The names of all the people who had a part in this
work, in one way or another, are far too numerous to men-
tion here-~they know who they are, and far more importantly,
I know who they are. I will be forever and eternally grate-
ful to all these wonderful people.

My deep appreciation and humble thanks go to Dr.

Max R. Raines, my advisor and chairman of the doctoral com-
mittee, for his continuous encouragement, advice, counsel,
kindness, and understanding. It has been my pleasure to
know this great person and fine scholar. And to the other
members of the committee at Michigan State University,

Dr. Van Johnson, Dr. William Sweetland, and Dr. James McKee,
I express my gratitude.

A study of women by a man proved to be a living
example of how men depend on women, just as women depend
on men. This paper could not have been written without
the wisdom, skills, abilities, empathy, and love of the
women who aided me in this endeavor. Therefore, it is to

iii

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the women who made it all possible that I wish to dedicate
this work:

To Mrs. Virginia Wiseman in the Graduate Affairs
Office at Michigan State University for all her help and
advice in keeping me an active candidate in the program
and doing special favors for me that were beyond her job
requirements. To all the women in my office at Boise State
University who gave encouragement and who helped in many
ways, I say thank you. Credit and appreciation go to my
student secretary, Sandy Oakes, who assisted so diligently
in gathering the raw data for this study. To my good friend
and colleague Dr. Patricia Dorman at Boise State, who
advised and assisted in so many ways, I owe a deep debt of
gratitude.

A very special thank you to my wife, Vivian, for
her many sacrifices, and for the many hours she freely and
willingly gave in interviewing the women in this study.
Without her support, encouragement, love, and faith the
achievement of this goal would not have been possible.

And, to Mrs. Lillian Gubler, my secretary, who did
so much of the work in the preparation, writing, and typing
of this dissertation--and for her dedication, loyality,
constructive criticism, and her professional skills and
abilities that are reflected in this document, a sincere
thank you and "God Bless You".

The women in the educational survey are to be

iv

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thanked for their willingness to participate, for their
interest, and for their enthusiasm, frankness, honesty,
graceousness, and kindness. They are truly wonderful
people.

I wish to thank Father John F. Donoghue, Pastor
of Sacred Heart Parish, for his concern, encouragement,
and prayers. To my children, Jim and Karen, who showed
an interest and pride in what their Dad was trying to
accomplish, and who actually helped in the detail work of
the dissertation, I say thank you with much love. Much
credit must go to Dr. A. H. Chatburn who initially encour-
aged me to continue my education and who continuously gave
me moral support.

To Mr. Clarence Planting, Ada County Auditor and
his staff, Mr. Steve Maloney, Director of the BSU Center
for Data Processing and his staff, Dr. Richard Hart,
Director of the Center for Business and Economic Research '
and his staff, and Dr. Mark Snow, Professor of Psychology
at BSU I offer a special note of thanks for all their

guidance and help.

TABLE OF CONTENTS

 

CHAPTER
I. THE PROBLEM.
Introduction .
Need of the Study.
Purpose of the Study .
Central Thesis
Theoretical Orientations
High Civilization.
Opportunity for Self Development .
Basic Assumptions.
The Educational Setting.
Community Based Educational Programs
Community Service Programs
Program Development Functions.
Self Development Functions
Community Development Functions.
Community Analysis

Definition of Terms.

Continuing Education or Adult Education.

Mature Women
Western Community.
Learning Society .

vi

 

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CHAPTER

II.

III.

TABLE OF CONTENTS Continued

Definition of Terms (Continued)
Individual Differences
Non-Sexist Education Movement.
Sexism .

Independent Variables.
Dependent Variables.

Research Method.

Nature of the Study.

Limitations of the Study .

Organization of the Study.

REVIEW OF RELATED LITERATURE

Summary.

EDUCATIONAL OPPORTUNITIES IN THE COMMUNITY-

A GENERAL OVERVIEW .
Introduction .

Public Institutions-Available Programs and
Services . . . . . . . . . . . . .

Boise State University .
Division of Continuing Education
Extension.
Correspondence .
Cooperative Graduate Center.

Boise Independent School District
Community Schools Programs

Idaho State Historical Museum Program.
Boise Art Gallery Programs and Courses

vii

PAGE

20
20
20
20
20
21
23
24
24
25
76

84
84

86
87
96
97
97
98

99
103
104

TABLE OF CONTENTS Continued
CHAPTER PAGE

Public Institutions-Available Programs and
Services (Continued)

Cultural Events (Plays, Symphonies, Art
Exhibits, Recitals, etc.) . . . 105

Referral Service Agencies . . . - - - . . 106
Referral Service Agency, Incorporated. 106
Idaho Statesman . - - . . - - . - . . 107

Private Institutions- Available Programs and
Services. . . . . . . . . . . . . . . . 107

Proprietary Schools . . . . . - . - . - . 108

YMCA- YWCA Educational Programs and
Services. . . . . . . . 111

Correspondence Schools and Schools with
Offices Located in Cities Other than
Boise . . . . . . 114
Analysis of Available Programs and Services - 115
Public. . . . . . . . . . . . . . . . . . 115
Private . . . . . . . . . . . . . . . . . 117
Summary . . . . . . . . . . . . . . . . . . . 118
IV. METHOD OF DATA COLLECTION . . . . . . . . . . 123
Introduction. . . . . . . . . . . . . . . . . 123
Sample. . . . . . . . . . . . . . . . . . . . 124
Instrumentation . . . . . . . . . . . . . . . 129
Administration of Questionnaire . . . - . . . 132

Coding and Data Handling Procedure. . . . . . 135
Analysis of Data. . . . . . . . . . . . . . . 136

viii

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CHAPTER
V.

VI.

TABLE OF CONTENTS Continued

 

PRESENTATION AND ANALYSIS OF THE DATA
Introduction
Limitations.
Population
Sample .
Participation.
Participants Replaced.

Participants Without Telephone Service .

Women Selected Who Refused to Participate.

Women Selected Who Participated in the
Survey . . . . . . . . . . . . . . .

Questionnaire Results.
Demographic Data

Knowledge-Participation and Interest
Data . . .

General Semi-Structured Questions
Responses. . . . . . . . .

Directional, Purposive (Structured)
Questions Responses. . . . .

General Analysis and Summary .

SUMMARY, CONCLUSIONS, AND SUGGESTIONS FOR
FUTURE RESEARCH. . . . . . . . . . .

Summary Review of the Problem.
Summary Review of Relevant Literature.
Summary Review of Data Collection.

Summary Review of Educational Climate in
the Community. . . .

ix

gA_e_E
139
139
140
141
144
145
146
147
147

149
150
151

161

172

178
215

239
239
241
244

246

TABLE OF CONTENTS Continued
CHAPTER

SUMMARY, CONCLUSIONS, AND SUGGESTIONS FOR
FUTURE RESEARCH (Continued)

Summary Review of Results.

Conclusions and Discussion

Suggestions for Future Research.
BIBILOGRAPHY

Books.

Periodicals.

Reports.

Unpublished Materials.
BIBILOGRAPHY APPENDAGE .
APPENDICES .

PAGE

248
259
269
272
272
273
274
275
277
280

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13
14
15
16
17
18
19

LIST OF TABLES

 

TITLE

 

1970 Census Population-Mature Women.
Cluster Sample from Voter Registration List.

Voter Registration File-Women in Cluster
Population. . . .

Mature Women Population, Census Versus Voter
Registration. .

Number to be Selected by Random in Precincts

Number to be Selected by Random by Age Groups.

Participants Replaced in the Survey.
Participants With No Telephone Service .

Participants and Non-Participants in the
Survey. . . . . . . . .

Reasons for Not Wishing to Participate in
Survey.

Marital Status .

Working Status of Women.

Women's Occupations.

Husbands' Occupations.

Income Status-Family .

Number of Children Living at Home.
Ages of Dependent Children .

Last Time Attended School.

Level of Schooling Completed .

xi

144

294
295
299
300
301

148

302
303
153
304
305
306
307
308
157
159

 

 

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25

26

27

28

29

30

31

32

33

34
35
36

LIST OF TABLES Continued
TITLE

 

Membership in Clubs and Groups

Religious Affiliation,

Knowledge Index Point Values

Knowledge Index Ranking by Point Range

Knowledge of Boise State University,
Division of Continuing Education, and
Cooperative Graduate Center Programs
and Services,

Knowledge of Other Educational Programs
and Services,

Ranking of Knowledge of Boise State
University, Division of Continuing
Education and Cooperative Graduate Center
Programs (Group 1),

Ranking of Knowledge of Other Educational
Programs and Services (Group 2)

Composite Ranking of Knowledge for All
Educational Programs and Services

Participation in Educational Programs and
Services,

Participation in Educational Programs and
Services Listed

Reasons for Not Participating in Educational
Programs and Services

Non-Response to General, Semi-Structured
Questions

Suggestions for Greater Service by the
University,

Lack of Effective Communication System
Lack of Assessable Programs,

Lack of Means to Reduce Cost of Education,

xii

, 310
, 311

313

314

, 316

165

166

167

168

317

170

173

175

, 179
, 318

181

 

 

 

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41
42
43
44

45

46

47
48

49
50

51
52
53

54
55
56

LIST OF TABLES Continued
TITLE

 

Unreasonable Entrance Requirements
Lack of Scholarship and Loans.

Lack of Relevant Programs and Courses.

Lack of Special Services-Guidance, Counseling,

Testing
Lack of Placement Bureau Service .
Lack of Day Care Centers
Lack of Knowledge of What Women Need .

Concern About Level of Education and
Training.

Reasons for Concern About Level of Education
and Training.

Other Reasons for Concern About Level of
Education and Training.

Partial List of Jobs Women Would Like to 00.

Would Take Advantage of Educational

Opportunity (If Conditions Were Positive) .

Educational Programs and Services Selected .

Selected Semi-Professional Fields and
Degree Programs .

General Studies Degree Program .
Independent Learning Program .

Women's Educational Counseling, Guidance,
and Testing Center.

Requested Services of the Women's Center .
Women's Council on Education .
Education Organization for Women .

xiii

w
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320
182

321
322
184
185

323

187

188
190

191
324

193
196
200

203
207
209
326

 

 

LIST OF TABLES Continued
TITLE PAGE

Media and Means of Communication
Effectiveness . . . . . . . . . . . . . . . 327

Most Effective Media and Means of
Communication . . . . . . . . . . . . . . 214

xiv

APPENDIX

 

A
B
C

Im-nrn

LIST OF APPENDICES

 

TITLE

 

Questionnaire .
Interviewer's Guide .

Sample Letter Sent to Women Without
Telephone Service. . .

Tables of Population, Random Selection,
and Participation Reaction .

Demographic Data Tables .

Knowledge and Participation Tables.
Structured Questions Tables .
Letter to Mr. Clarence Planting .

Data Flow .

XV

289

292

294
303
311
318
330
332

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CHAPTER I

THE PROBLEM

 

INTRODUCTION

 

Sociologists, psychologists, economists, and
educators indicate that tremendous problems have been
generated in American society because of the great
advancements in knowledge, technology, and scientific
prowess. The advanced state of development of this
society, complete with its competitive nature, require-
ment for highly educated people, swiftly changing pace,
extremely complex nature of life-styles, and subsequent
role changes which affect everyone, are alluded to by
the experts as significant characteristics of contem-
porary America.

As a result of this stage of development in
American society, complex social problems have developed.
In general these problems include: discrimination,
alienation, the disadvantaged, loss of self-identity,
individual and institutional bias, the new morality,
and racism. More specifically, the educational issues
and problems to be resolved include: the effects of

automation, the racial crisis, problems of the

 

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technostructure and professionalism, and the lack of
educational program relevance.

For the people who are aware of the presence
of these issues and problems, the directive is clear--
resolve them as rapidly as is institutionally and/or
humanly possible. The response time in some cases is
extremely short and in others, they are long overdue
for professional study and solution.

Jack M. Campbell, Director of the Institute on
State Programming for the 70's at the University of
North Carolina, in a speech to the Western Interstate
Commission of Higher Education Legislator Work Confer-
ence, captured the essence of the ideas of the swiftly
changing American society and the need for educational
institutions to respond quickly.

The old landmarks of society and

academia appear to be disappearing

fast as leaders in education and

government struggle to adapt to the

new currents. In the words of an

English educator, Sir Eric Ashby of

Cambridge, modern educators must

'adapt themselves to communities

where the wave length of change is

shorter.than the span of human
life.' 1

 

1:1 Jack M. Campbell, "The Public's Current
Concern About Higher Education", Partnership_for Progress,
Ed. Robert Kroepsch and Dorothy Buck, Western Interstate
Commission for Higher Education, (Boulder, Col.: Univer—
sity East Campus, March 1968) p. 36

 

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NEED OF THE STUDY

 

After reading the American Women-Report on the

 

President's Commission on the Status of Women-1963 2

 

and subsequent reports, books, articles, and newspaper
items, one becomes convinced that real problems exist
for women in American society. Today, when one examines
the situation and circumstances reported in the litera-
ture, it is obvious that women find themselves in a com-
parable state as some of the ethnic minority groups.
The major difference is that something is being, and has
been, done to correct some of the inequities and errors
regarding the ethnic minority groups, but little has
been done in response to the current and future needs
of women in this society.

Traditionally, the social role of women has
relegated them to a subordinate, supportive position.
A number of people view the old social role expectations
as passe', archaic, unrewarding, uninspiring, and out of
sychronization with contemporary times and new social
requirements. The technological revolution and the
implications of a high civilization, with its protean

nature and its inherent complexity, impinge on women in

 

1:2 Esther Peterson, et al., American Women-
Report of the President's Commission on the Status of
Women (Washington, D.C.: U.S. Government Printing Office,
1963)

 

the performance of their roles in society. Thus, the
search for a meaningful life is greatly complicated by
these forces of change.

In addition, a number of major problems face
women in this country which few have recognized. These
problems, as a result of the traditional social role
expectations, include legal status discrimination,
unfair employment practices, inequality of salary and
promotional opportunities, denial of freedom to choose
and make independent decisions relative to life-style
and career selections, and an individual and institu-
tional bias asserting that women are not equal to men.
Of those who are aware of these problems, many have chosen
to pass them over or ignore them completely.

Women, in general, are not prone to protest,
demonstrate, or otherwise make known their needs and
wants, hence the problems are likely to go unnoticed
and untended for some time to come. The results could
be an erosion of the family unit concept, wider genera-
tion gaps, loss of identity, continued inefficient use
of human resources, and increased seriousness of other
dysfunctional situations that exist in our society
relative to women. Because of the apparent inattention
to these serious problems by those who are decision-
makers, the need for this study is substantiated.

It is apparent that women are discriminated

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against, are losing their self-identity, are somewhat
alienated, are not given the opportunity to self-actualize
or self-realize, and must contend with educational pro-
grams and services that lack relevance to them and their
changing roles in modern American society. This obser-
vation is obvious when reviewing the current literature
or trying to find educational programs and services
attempting to resolve these problems. Any educative
activity that does exist seems to be largely confined

to the junior-community college arena and other insti-
tutions with a similar orientation.

Although the reference made above concerns the
female population in general, it is of particular impor-
tance to mature women who have been out of the educational
"swim of things" for a significant period of time. The
contention is that the women in this mature category do
not have educational opportunities created for their
specific needs in today's modern society. Furthermore,
it is contended that the women's knowledge index is
relatively low about those programs and services which
do exist and could be of value to them. From this,
it is evident that administrators and educators must do
something about mature women's educative betterment and
to assist them to be more effective participants in the
community and society.

The need for an in-depth study of the individual

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and society-oriented problems of a specific, well-defined
group, becomes immediately clear when one finds that
relatively few actual educational programs are in opera-
tion and little in the literature pretaining to the

unmet educational needs of mature women.

The means to fill the many gaps created by the
transitional stage in the status of women in today's
society are readily apparent. One of the best means is
educational programs and services for women which can
provide the stimulus for a greater involvement in the
community and an increase in self-development, integrity,
and dignity.

PURPOSE OF THE STUDY

The purpose of this study is (l) to survey the
educational needs of adult women in a Western community;
(2) to identify and analyze existing resources in terms
of their suitability for meeting the educational needs;
and (3) to propose a plan of action through which a
state university can establish a program for adult women
based on the analysis of needs and community resources.

In dealing with what is believed to be a poten-
tially large problem (the unmet educative needs of mature
women) that has yet to be clearly identified, described,
or responded to, the critical path of investigation will
require several preliminary steps. First, a descrip-

tion of the community and its setting; second, a report

 

 

 

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of demographic data relative to its population in general,
and to the mature women group in particular; and three,

a report of the results of a survey of the formal and
informal continuing education programs and services
offered by both public and private institutions and

agencies in the community.

CENTRAL THESIS

 

The central thesis of this study is that mature
women are not provided the kinds of educational programs.
courses, and services that they need to develop to their
full potential. Of the programs and services which do
exist and could be of value to them, their knowledge
index is relatively low. Further, under the existing
educational structure and format, women are not afforded
the opportunity to prepare themselves for the required
roles and social expectations of today and the future.
It is the obligation of any educational institution or
agency, claiming to be comprehensive and community ori-
ented in its nature, to respond to the unmet educational

needs of these people once it has determined those needs.

THEORETICAL ORIENTATIONS

 

There are several relevant theoretical orienta-
tions on which this study is based. The first of these

is that American society is a high civilization. This

 

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3 of Michigan

concept was developed by Dr. John Useem
State University and has been acclaimed by his colleagues
as a significant breakthrough in the explanation of the
forces of change in American society.

High civilization grew out of another socio-

cultural stage of development identified as a nascent

civilization. A nascent civilization is a linear con—

 

ception of change in the social world and implies that
one can predict and rely on what will occur in the
future based upon facts, trends, principles, and accum-
ulated experiences of the past. This was the central
characteristic of American society in roughly the first
half of the twentieth century.

Since World War 11, things have changed dras-
tically. American society has expanded in all directions.
It is no longer possible to "....plot linear trends for
the society as a whole or even for a specific section
of our society...." 4 despite the fact that there is
greater sophistication in personnel, methods, and data.
With a high incidence of both residential and occupa-

tional mobility, vastly improved networks of

 

1:3 John Useem, "American Society As a High
Civilization: Implications for Educators", Changes in
Teacher Education: An Appraisal (Report of the Columbus
Conference, 18th National Teacher Education and Profes-
sional Standards Conference, June 1963)

1:4 Ibid., p. 5

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transportation and communication, lengthened life cycles
of the individual, and the breakdown of categories such
as rural, urban, and suburban because of ecological
groups that cannot be neatly classified, it is evident
that the society no longer fits the old model.

One characteristic of a high civilization is
that it is protean in nature. Protean means very change-
able; readily taking on different shapes and forms.
Another characteristic is its inherent complexity. There
is a built in plurality of intersecting groups that are
increasingly dependent on each other for their opera-
tions because the various groups are becoming more and
more specialized in their respective fields. The impli-
cation for establishing excellent communications between
the various groups is absolutely essential.

A third characteristic of a high civilization is
derived from the fact that any society is carried by
people. Many articles, books, and serious in-depth
studies about society's character structure and its
adaptations to the current social climate have been
written. The question is how to socialize the indivi-
dual for a lifetime in a protean, inherently complex
society. Life-long learning is an excellent answer
to this question. "Continuing Education to encompass

the total life span of the individual is

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becoming an essential part of our society." 5

It can no longer be said that once a certain
grade level is reached that education is finished.
Living in a society that has innovation and new know-
ledge as constant factors, along with the increased
life span of people, compels the members of the society
to make education an intrinsic part of their total lives.
The information, social and technical skills, and out-
look required for each stage of life can no longer be
concentrated in the early years of a person's life.

A society that moves swiftly, changes constantly,
and pushes relentlessly into the unknown must attempt
to seek equilibrium. "A culture which has traditionally
taken a measure of pride in a social self that has
integrity as its cardinal virtue must now find ethical
norms for the segmentalized self." 6 It is much more
difficult to make personal decisions in a high civili-
zation. But if society is to cope with the segmentalized
'social identity, it must find and maintain its own self
identity. The risks of decisions are high in a segmen—
talized society but the prospects for maximum develop-
ment are greater.

The second theoretical orientation is based on

 

1:5 Useem, Op cit.
1:6 Useem, Op cit.

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the educational philosophy that one should have the
opportunity to be all he or she can and wants to be.

This philosophy, operating in a democracy, states that
one should have a full and free choice to self-fulfill,
self-actualize, and self-realize in a climate of maxi-
mum opportunity. Society then has a serious obliga-

tion to provide the opportunities and to make them

known, and the individual has the right and obligation

to decide what he or she wants to do or not to do. The
limits of one's ability, natural or self-devised, must

be the only limits imposed. The individual has the right
to succeed and the right to fail based solely on his or
her own merits and performance. In essence then, this
second concept is the maximum opportunity for self develop-

ment.

 

Among the educational philosophers who have
had great impact on the American educational system are
John Dewey, Sidney Hook, John W. Gardner, Israel
Scheffler, and William Frankena. Basically, all of
these men are in agreement relative to statements of
basic ends or principles of ethics and social thought.
Hence, there is a rather solid body of knowledge re-
lating to ethical and social philosophy which grounds
itself in empirical, scientific, and other (metaphysi-
cal and religious) statements about human nature, life,

and world.

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The philosophy lists the excellences to be
produced including abilities, habits, states, and
traits. It is founded on empirical or scientific know-
ledge about how to produce excellences and therefore it
becomes the means to the ends. From this knowledge,
one is able to draw concrete conclusions about what to
do, when, and how. In this sense, the conclusions
become the practical precepts--rules, principles, or
standards that should govern education.

Five general principles of ethics and social
thought are derived by Sidney Hook and include the
following:

1. A good society is a democratic
society. It is the only one that
tolerates a critical method (crit-
ical method, scientific method,
and method of intelligence).

2. "Human personalities are prior to
the state, not in order of time
or dependence, but in order of
significance."

3. "The pressures of the group interests
is [sic-are] one form of partici-
pation in democratic government.
Instead of deploring it, it should
be encouraged to be open, plural-
istic, and reasonable."

4. A good society is one that allows
the individual to grow to full
potential.

5. "It is truer and more conducive
to human happiness to regard the
state as an instrument of social
action whose goodness must be
judged in relation to the

D.

13

interest of the personalities
it affects." 7

What then are the aims of education-~what are

the excellences we should attempt to develop in people?

Dr. Hook answers these questions when he addresses the

need to educate the whole man and to develop the indivi-

dual to his full potential in a democratic society.

Succinctly stated, the following is a list of excel-

lences to be produced:

1.

0n the level of character and per-
sonality, the aim of education
should be the development of intel-
ligence. Here we have the key
value in the sense that it is both
an end and the means of testing the
validity of all other ends--moral,
social, and educational. .
Education should aim to develop the
powers of critical, scientific, intel-
ligent, independent thought.

Education should aim to develop an
awareness of the main streams of

our cultural, literary, and scien-
tific traditions. It should make
available important bodies of
knowledge concerning nature, society,
ourselves, our country, and its
history.

At some level, it should equip ...
men and women with the general skills
and techniques and specialized know-
ledge which make it possible for them
to do some productive work related
to their capacities and interests.

 

Sidney Hook, Education for Modern Man, (New

 

.: Alfred A. Knopf, l967) (T) p. 89, (27p.
(4) p. 33, (5) p. 97

mm’o‘m‘

 

l4

4. Education should strive to cultivate
an intelligent loyality to the ideals
of the democratic community and to
deepen understanding of the heritage
of freedom and the prospects of
its survival.

5. Education should strengthen those
inner resources and traits of char-
acter which enable the individual,
when necessary, to stand alone. 8

BASIC ASSUMPTIONS

 

From the theoretical orientations upon which
this study is based, certain assumptions are made. In
an advanced civilization, society not only requires,
but demands, that its members make education an intrin-
sic part of their total_lives. The socialization of
individuals in a protean, inherently complex society
means life-long learning. It is assumed that life-long
learning can be accomplished through the medium of con-
tinuing education programs and services that are rele-
vant to the information, social and technical skills,
and outlook required for each stage of life; and, that
the mature woman has been effectively precluded from
the life-long learning programs and thus has not fully
realized the opportunity to develop the requisite skills.

In a free society, individuals must be allowed

the opportunity to be all that they want to be. This

 

l:8 Hook, Op cit.. Pp. 64,55

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15

assumes the presence of two elements. First, that society
takes seriously its obligation to provide the oppor-
tunities and to make them known; and second, that indi-
viduals have the right and obligation to decide what

they want to do or not do. The limits of their abil-
ities, natural or self-devised, must be the only limits
imposed. It is assumed therefore, that the societal and
individual responsibilities hold true for both men and
women, and that an increase in programs and services will
result in an increase in women's knowledge index and

participation.

THE EDUCATIONAL SETTING

The community based college or university is in
a strategic position to serve as a base for life-long
education, or at least that critical segment of life-
long learning that should occur once the formal ties of
the compulsory school system have been cut.

Community Based Educational Institutions objec-
tify their commitment to meet the educative needs of
the citizens of their communities, areas, or regions
by establishing and strongly supporting full-fledged
community service programs or continuing education
programs for out-of-school youth and adults. It is in
this setting that individual development and community

development go hand in hand as opposed to public and

 

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16

private institutions that maintain a mere "town-gown"
relationship, i.e., a more formal, independent, autono—
mous relationship where actions of the educational insti—
tution and the community in which it resides rarely inter-
sect in a cooperative, coordinative sense.

There are basically two major parts to the term

Community Service Programs as developed by Dr. Max R.

 

Raines of Michigan State University. In a development
paper written in July 1969, he indicates that the two
major parts to his Taxonomy of Community Service Func-

tions 9 are: (l) Self Development Functions and (2)

 

Community Development Functions. A third part, which
one could consider corollary to the other two, is called
Program Development Functions. Program Development

Functions are those of facilitating, implementing,

 

managing, and evaluating community service programs.
These functions would include public information, pro-
fessional development, program management, conference
planning, facility utilization, and program evaluation.

Self Development Functions [are] those
functions and activities of the college
[and other community agencies whose
primary aim and objective is continu-
ing education] primarily focused upon
the needs, aspirations and potential-
ities of individuals or informal groups

 

l:9 Max R. Raines, Taxonomy of Community Service
Functions, Unpublished Paper (East Lansing, Mich.: Michigan
State University, July 1969)

 

17

of individuals to help them achieve a

greater degree of personal self-real-

ization and fulfillment.

Community Development Functions [are]

those functions and activities of the

college primarily focused upon cooper-

ative efforts with community organiza-

tions, agencies and institutions to

improve the physical, social, economic

and political environment of the

community. l0

The two terms are difficult to separate except
to make a taxonomical model. If a person or institu-
tion engages in the functions of self development, the
results of such activity will produce greater self
development of the individual who in turn improves the
environment of the community. The institution, by its
activity in providing the opportunities for self develop-
ment of individuals or informal groups, has directly or
indirectly attempted to improve the environment of the
community. It is difficult then to talk about self develop-
ment without implications relative to community develop-
ment (and vice versa), but for purposes of this study
ones main interest and focus is on the functions of self

development in a community service type program.

 

1:10 Raines, Op cit., p. l

 

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T8

DEFINITION OF TERMS

The term Continuing Education or Adult Education

 

as used in this study relates directly to the activ-
ities of the college or other agencies in the community
to provide the opportunities for individuals or informal
groups to self develop through the process of education
utilizing its programs, courses, and services. The
"individual needs" aspect of community service then, by
definition, is continuing education.

Continuing education [adult education]
is the planned part-time and usually
voluntary engagement in learning activ-
ities on the part of older youth or
adults who have completed, withdrawn
from, or been denied, the formal educa-
tion normally required by law or the
life style of their choice, who in
addition to their primary responsibil-
ities as adults, allocate a portion

of their time and effort to initiate,
resume, or continue their education.
Continuing education includes day or
evening credit or non-credit courses
for adults, extension courses, insti-
tutes, workshops, counsleing, group
guidance clinics, testing programs,
lecture series, TV symposiums, art
festivals, etc. ll

An integral part of the research effort of this
study is to conduct a community opportunities survey and

a community knowledge, needs, and interest survey.

 

lzll Gunder A. Myran, A Comparative Survey of
Community Service Programsrin Selected Community Colleges,
Unpublished Dissertation Proposal (East Lansing, Mich.:
Michigan State University, l968)

 

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19

Dr. Raines identifies this activity as Community Analysis
which is one aspect of the community development func—
tions. 12

The requirements relative to the knowledge, needs,
and interest survey in the community, identified above
as "Community Analysis", is further modified and restricted
to "mature women" in a Western Community. The term

Mature Women, for purposes of this study, is defined

 

as women who are 25 years of age or older. The Western

Community is identified as the greater Boise Metropolitan

 

Area in the State of Idaho.

The idea of a Learning Society is one that has
recently been developed and expressed as a result of a
l972 study on continuing education and the future. 13
The concept of a Learning Society means that people are
engaged in purposeful education throughout an entire
lifetime giving them training and preparation on a timely
needs basis so that a national, as well as an individual,
objective is obtained.

Reference is made on a number of occasions to

the equality of men and women and that any difference,

except for certain biologic and physiologic differences,

 

l:l2 Raines, Op c't.

l:l3 Thomas P. Bergin and David C. Nichols,
The Learning Society (Notre Dame, Ind.: University of
Notre Dame, I973)

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20

can be explained by the concept of "individual differ-
ences". Individual Differences are not based on sexual,
racial, or age attitudes and unfounded preconceived notions.
The differences among and between individuals are par-
tially explained by measurable mental and physical abil-
ities, capabilities, capacities, and potentials.

The Non-Sexist Education Movement relies on the
individual differences concept and has as its main thrust
the elimination of sex bias and discrimination. Sexism
"refers to all those attitudes and actions [of individuals
and institutions] which relegate women to a secondary and
inferior status in society." 14

Due to the descriptive nature of the study, no
hypotheses were formulated; however, an experiment was con-
ducted using independent and dependent variables. On a
strictly exploratory basis, the data and responses were
merged in such a way to attempt to establish relationships
with certain statuses and awareness, expressed or implied
barriers, and range of potential interests.

The Independent Variables were women groupings
based on age and marital status. The Dependent Variables
(devised included awareness--a knowledge of existing pro-

grams and services, and opinions about the lack of certain

 

l:l4 Florence Howe, "Sexism and the Aspirations
(If Women", Phi Delta Kappan, (Bloomington, Ind.: October
1973) p.103

 

 

21

essential elements thought necessary for an effective con-
tinuing education program for women; barriers—~reasons for
not participating in educational programs and services;
and, range of potential interests. The range of potential
interests included: the kinds of courses, programs, and
services the women selected if they had the opportunity,
time, and money; the General Studies Program; the Educa-
tional Counseling, Guidance, and Testing Center for Women;
the Women's Council on Education; and the Education Organ-

ization for Women.

RESEARCH METHOD

A random sample of mature women was drawn from
voter registration records. These women were invited to
participate in the research project controlled by a care-
fully devised questionnaire which sought out demographic
data, personal knowledge about the available educational
programs and services in the community, and their active
participation in these programs. Further, the question-
naire was devised to seek out free-will attitude responses
to general, semi-structured questions. The last portion
of the questionnaire asked directional, purposive (struc-
tured)questions, primarily based upon professional know-
ledge and the current literature, about what women need
in terms of educational programs and services.

The population of this mature woman group was

Ty 27

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approximately 27,lOO individuals in the greater metropol—
itan area of Boise, Idaho according to the adjusted l970
U.S. Census (from census data bank in the Center for Bus-
iness and Economic Research, Boise State University). From
the current file of voter registration records of Ada County
as maintained by the Election and Voter Registration Depart-
ment in the Ada County, Idaho Auditor-Recorder's Office,

the computer ran a list of all females by name, address, and
telephone number, whose birthdates were prior to 1949 ex-
cept those residing in Orchard, Meridian, and Eagle, Idaho.
The list was alphabetic, by precinct, by five year age
blocks starting at 25 years of age.

The sample drawn from the voter registration list
was stratified by precinct and in proportion to assure
geographical, socio-economic, neighborhood representation.
The sample was further stratified by age groups based on
the adjusted l97O U.S. census data so that mature women
by age level were proportionately represented in the sample.
In these cases, it was not left to chance that the geograph-
ical, socio-economic, neighborhood, and age groupings were
appropriately represented. In addition, because of these
stratifications, the sample size could be reduced without
jeopardizing the representativeness of the sample to the
total sub-population. The sample size of one percent was
deemed adequate using a random table of numbers to select

subjects who resided in every precinct, and proportionately

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representing every age group.

The test instrument was administered by a telephone
survey technique utilizing a very brief introduction about
the research, its sponsorship, and purpose. The autonomy
of the individual and the confidentially of her responses
was assured and an offer to share the summary of the re-

sults was made.

NATURE OF THE STUDY

The information and normative data collected renders
this study descriptive in nature. Demographic data about
mature women included age, marital status, number of child-
ren, level of education, years away from formal educational
system, employment status, membership in organizations,
and socio-economic status.

This group was tested relative to their knowledge
of existing continuing education programs and services,
their utilization of these programs and services, their
expressions of the adequacy of such programs and services,
and their educational wants and needs that are currently
unmet.

The results of the study afforded great insight
into what would be an appropriate institutional response
to the educational needs for this group and to point out
‘some of the problems and difficulties that could be

attacked and resolved through better efforts of

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coordination, cooperation, and communication between those

who serve and those to be served.

LIMITATIONS OF THE STUDY

This study is limited in its application to a sample
of mature women who are 25 years of age and older, and who
live in the Greater Boise Metropolitan Area in the State
of Idaho. Further, the results of this descriptive study
can only be generalized about the sub-population from which
the sample was drawn--registered voters who are "mature
women" living within the confines of the area described.

The criteria for what constitutes a quality program
to meet the educative needs of women do not exist at this
time. There are no model programs that professional educa-
tors point to as being the ultimate and worthy of emulation.
The best one can do is glean from the relevant literature
and from women themselves what is needed and then set about

to construct and implement a program to fit those needs.

ORGANIZATION OF THE STUDY
This study is presented in five chapters, in addi-
tion to Chapter I.
Chapter II (Review of Related Literature) is devoted
to a review of publications and research studies which have
a bearing on the present study.

Chapter III (Current Educational Opportunities in

 

.nI-II -u’i‘.

25

the Community) describes the present educational programs
of public and private institutions in the community that
have direct or indirect relevance to the non-sectarian
opportunities for women to self-develop and self-improve.

Chapter IV (Method of Data Collection) describes
the procedure and activity preparatory to conducting inter-
views, the procedure by which interviews were conducted,
and how the data produced by the interviews were organized
for descriptive and analytical presentation in Chapter V.

Chapter V (Presentation and Analysis of the Data)
provides a description of mature women in the selected
community setting and analyzes the data related to the
basic questions of the study.

Chapter VI (Summary, Conclusions, and Suggestions
for Future Research) presents a summary of the study, con-
clusions, and suggestions for future research and for

replication.

CHAPTER II

REVIEW OF RELATED LITERATURE

 

A review of the related literature which is
pertinent to the study of the educational needs of mature
women in the United States is the content of this chapter.
Programs, services, and special allowances deemed necessary
are explored within the limits of the existing literature.

Since the work is descriptive in nature and deals
with demographic and normative data, no attempt is made
to establish or support hypotheses, propositions, or
assumptions regarding the educational programs and ser-
vices needed by mature women in their present and/or
future circumstances. Rather, when one finds results,
assertions, and conclusions in the available references
that have a direct, or even indirect, educational bear-
ing on the problems that mature women face, they are
examined.

In a study of this type, the first prerequisite
is that one must present an adequate background about
women in general and then focus on mature women specifi-
cally. The status of women, the projected roles they are
expected to play, and societal contentions about women
are investigated.

26

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The concepts that women are discriminated against,
are not treated as individuals but as a group, and that
there exists prejudice and biasness of individuals and
institutions based on societal and cultural expectations
are studied.

The ideas that the women of America are individ-
uals and should be afforded the opportunity to develop
to full potential; that women, except for certain bio-
logic and physiologic differences, are the equals of men;
and that educational institutions have the obligation to
meet the unmet needs of mature women are readily found
in the literature.

The expected greatness of our society, if it is
to be accomplished, is best done through its most effec-
tive institution--education. The philosophy found in the
literature about education is consistant with the idea
that society must strive for the most efficient use of

.111 available human resources.

There have been several worthy efforts made in
recent years to analyze the educational, social, polit-
ical, legal and attitudinal needs of women in the United
States. Some are national in scope while others are re-
gional or local in nature. Since the attention and
emphasis on the educational needs of women is still minimal

and not well focused, few research efforts have been

published.

28

What one is likely to find in the review of lit-
erature are a few monumental works plus some journal
reports of programs of a "nuts and bolts" sort. These
documents are then supplemented with an ever increasing
volume of special feature stories in "slick magazines"
and news releases in the local newspapers. What is
happening locally gets heavier play over things that are
happening outside the community or state.

One may ask what rationale or logic one has to
suggest the significance of the stated problem if there
is so little specific literary support. Like so many
other problems and issues of our modern, fast moving,
ever changing society, the literature lags. This was
quite evident in the case of the minority-racial problems
area in our society that loomed large on the educational
scene in the 1960's. In the l970's one finds volumes
written on these problems, issues, programs, and attempted
solutions.

The prognosticators of change in the field of
behavioral sciences and natural sciences report what is
happening or will happen and fortunately many of them
interpret the implications and reverberations that are

likely to occur. 1

 

2:1 Carter V. Good, Essentials of Educational
Research, (New York: Meridith Publishing Co., 1966) p. 48

 

 

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If it is truly a professional educator-
researcher's task and obligation to "keep his eyes open
and his ear to the ground", (because of his background,
experience, training, perception, commitment, and expec-
tation) he should see things on the horizon and sense
the rumblings of on-coming problems that need his expert
attention. 2

The applicators of knowledge are involved
because of their professional obligation to be up-to-
date, current in their field, and instrumental in imple-
menting necessary actions and programs to meet new or
revised needs, solve problems, decide issues, and resolve
conflicts. 3

The most basic work of all, on the problems that

mature women face, is American Women-Report of the

 

President's Commission on the Status of Women-l963. 4

Their extensive study encompassed the status, role,

 

2:2 John Useem, "American Society as a High
Civilization: Implications for Educators", Changes in
Teacher Education: An Appraisal, (Report of the Columbus
Conference, l8th National Teacher Education and Profes-
sional Standards Conference, June I963)

 

2:3 Don K. Price, The Scientific Estate, (Cam-
bridge, Mass: Belknap Press of Harvard University Press,
l967

 

2:4 Esther Peterson, et al., American Women-
Report of the President's Commission on the Status of
Women, (Washington, D.C.: U.S. Government Printing Office,
l963)

 

 

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30

problems, and issues affecting women in America. The
Commission members,along with a core of knowledgeable
men and women, formed seven committees to investigate

in depth the areas of "education; home and community
services; private employment, in particular that under
Federal contracts; employment in the Federal Government;
labor standards; Federal social insurance and taxes as
they affect women; and the legal treatment of women in

5 Their findings

respect to civil and political rights."
and the interpretations that can be made have tremendous
impact on what educational, political, and judicial
agencies should be doing to resolve conflicts, problems,
and issues as they concern women in our society.

At the same time the Commission's Report was
released, the Daedalus conference on women was being
held at the House of the American Academy of Arts and
Sciences where five questions dominated:

1. What in women may be said to be

enduring, and what is subject to
social and historical modification?

2. To what extent is women's psycho-

logical life determined by her
anatomy and biology, and to what
extent can we speak of a specific
feminine psychology?

3. What opportunities does American

society hold out to its women,

and are these appropriate to their
needs?

 

2:5 Peterson, Op Cit., p. ii

 

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3T

4. What are the special problems
and potential of the highly
educated women?

5. Are there ways in which women
can make special contributions
toward the particularly grave
dilemmas which now confront the
world? 6

Edwin C. Lewis (l968) in his book Developing

 

Women's Potential, seeks answers to "the efficient use

 

of our human resources, of which women represent the
largest area of waste.... ." 7 His book is one of
the most carefully written, extremely well documented
books one can read on the subject of women and their
status and role in American society. The intent is
to "help women better understand themselves and to
aid counselors in guiding women to discover and make
the best use of their individual talents." 8

Lewis (l968) 9 gives one the total perspective
about women. He dwells on the current status of women

as can be found in the President's Commission Report

 

2:6 Robert J. Lifton, The Woman in America,
(Boston, Mass.: Houghton Mifflin Co., l965) p. viii

 

2:7 Edwin C. Lewis, Developing Women's Poten-
tial, (Ames, Iowa: Iowa State University Press, 1968)
p. vii

2:8 Ibid., flyleaf

 

2:9 Ibid.

 

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32

(1963) 10 and in Lifton (1965) '1 but then goes on to
explore sex and abilities, the female personality, the
education of girls and young women, the current coun-
seling and guidance patterns by professionals, reli-
gious groups, as well as parents with particular empha-
sis on mothers who have been tabbed by our family and
marriage oriented society as the transmitters of cul-
tural and social expectations and values. La Barre
(1954) 12 and Honigmann (l967) '3 treat this subject
extensively.

What becomes clear as one reads and begins to
interpret is that in the past and currently, women are
being treated as a group and not as individuals within
a group. Both Lewis (1968) ‘4 and Friedan (1963) ‘5

bring this point into sharper focus. The President's

 

2:10 Peterson, Op cit.
2:11 Lifton, Op c't.
2:12 Weston La Barre, The Human Animal, (Chi-

cago, 111.: University of Chicago Press, 1954) Chapters
6 and 7. pp. 98-131, Chapter 15, pp. 303-334

 

2:13 John J. Homigmann, Personality in Cul-
ture, (New York, N.Y.: Harper and Row, Inc., 1967)]
Chapter 8, pp. 214-261

2:14 Lewis, Op cit., pp. 3-15

2:15 Betty Friedan, The Feminine Mystique,
(New York, N.Y.: W.W. Norton, 1963)

On
I

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33

Commission's Report (1963) 16 and Lewis (1968) '7 em-
phasize that there exists bias and prejudice, both
personal and institutional, against women when they
want to do something or be something that is not cul-
turally or socially acceptable and within the norms
and roles established for girls and women by society

in America.

To further emphasize the fact, Lewis (1968) 18

delves into the notion that women are treated as a
minority group. Even though women outnumber men in the
United States, we look on women as a group first, and
only secondly, as individuals. Hacher (1951) as para-
phrased by Lewis (1968), explains why women have the
social status of minority groups:

. . they are subject to discrimina-
tion (e.g. jobs), there is a signifi-
cant degree of 'social distance' be-
tween them and the superior group
(men), and women who are attempting
to enter the traditional domain of
the superior group - who might be
termed 'marginal women' - encounter
the problems and resistance typical
of those designed to thwart a minor-
ity-group member who is threatening
the traditions of his society. This
may explain why federal civil rights
legislation prohibits job discrim-
ination based on sex as well as on

 

2:16 Petersen, Op c't.
2:17 Lewis, 0p cit.
2:18 Lewis, Op cit., p. 7

 

   

 

34

racial and religious criteria, a stip-

ulation which is creating considerable

confusion in the occupational world. 19

One large task then seems to be to change the
minds of those who have the greatest influence on so-
ciety's interpretation of what roles women can play,
what behavior they can exhibit that will be condoned,
what opportunities can be opened to them, and to start
thinking of them as individuals rather than a group.

Brookover and Associates (1965) 20 termed those
people who have great influence over other individuals
in our society as "significant others" and included in
this category--parents, relatives, teachers, counselors,
doctors, ministers, and other professional persons.
One should realize that women (as mothers) are even
more significant to children in the early, formative
years when much of the tradition, culture, folkways,
and morts are being transmitted in terms of appropri-

2]

ate sex-role behavior and belief. In this instance,

 

2:19 Lewis, Op cit., p. 7

2:20 Wilbur B. Brookover, et all, "Self-Con-
cept of Ability and School Achievement, II", Coopera-
tive Research Project No. 1636, U.S. Office of Educa-
tion, Bureau of Educational Research Services (East
Lansing, Mich.: Michigan State University, October 1965)

2:21 Elizabeth Cohen, "Parental Factors in
Educational Mobility", Sociology of Education, Vol. 38,
No. 5, (Fall 1965) pp. 404-425

35

Leawis (1968) 22 indicates that women may be their
ovvn worst enemy because of the way they were reared
ar1d taught. Their acceptance of these "laws, facts,
arid principles" many times act to their detriment as
tiiey attempt to be a free spirit with the desire for
‘the opportunity to develop to full potential on an
equal basis with men.

Hence, a corollary problem is to convince and
assist women to boldly pursue the idea that they are
the equal of men. By "equal" one means, equal in the
sense that all differences (except obvious biological
and physiological differences) are explained by the
concept of "individual differences". 23

The fact is that the prevailing attitude about
women regarding their unequal status, role, and ability
imrmeates in legal treatment, politics, education,
counseling in all its various forms, as well as in the
field of employment. In some way the male is dominant
and the female is subserviant. Laws that were designed
to protect women and were considered at the time most

appropriate still exist and are enforced although no

2:22 Lewis, Op c't., Chapter 2, pp. 16-36

2:23 Ethel M. Albert, "The Unmothered Woman",
Roles Women Play: Readings Toward Women's Liberation,

Ed. Michele GarskofTBelmont, Ca1if.: Brooks/Cole
Publishing Co., 1971)

36

It)nger needed in the context of our present society.
F<>r example, laws that unduly restrict women in the
nljmber of hours they may work or in the types of jobs
tl1ey may qualify for are,in many instances,unnecessary
arid prevent a woman from having the same freedom of
(:hoice that a man has available to him.

The institutional bias fortifies the societal
thinking found in guidance and counseling of girls and
\uomen relative to their status and roles at all stages
of their lives. We see expressions of it in social
institutions, religious organizations, political groups,
educational institutions, and business and industry.

The sterotyped, lack-luster counseling of girls
and women relates directly to the society's expectation
of the roles girls and women should play. Lewis
(1968) 24 describes the outmoded techniques, explains
why they are out of sync with contemporary society,
and suggests in two chapters-"The Use and Abuse of
Higher Education for Women" and "Toward Enlightened
Planning"-what should be done in the guidance and coun-
seling of girls and women to reach the imaginative

goal recommended by the President's Commission on the

2:24 Lewis, Op c't., Chapters 12 and 13,
pp. 200-238

37

Status of Women (1963). 25

According to Neuman (1963) 25, Lewis (1968) 27,
arid Rossi (1965) 28, the most effective agent, besides
t11e home and family environment and influence, in
pearpetuating the girl-woman image of the past is the
erlucational system. One of the strongest elements in
'the school system is its guidance and counseling
activities--either formal or informal. Add to this
fact that, by-and-large, the academic and vocational-
technical programs are designed not only with objec-
tives in mind but with thoughts of who should populate
such courses and programs. Teachers have their imput
in terms of expectations, approvals, and disapprovals.
Thus the schools have the best opportunity to guide
and shape the future of the young American generation
who will later function as adults and make key deci-

sions relative to our society pp to perpetuate the

status quo.

2:25 Peterson, Op cit.

2:26 Rebecca Neuman, "When Will the Educational
Needs of Women Be Met? Some Questions for the Coun-

selor", Journal of Counseling Psychology: No. 10,
(1963) pp. 378-383

2:27 Lewis, 0p c’t.
2:28 Alice S. Rossi, "Equality Between the

Sexes: An Immodest Proposal", The Woman in America,
Ed. Robert J. Lifton, Op cit., PP. 98-143

38

Counseling for careers, education, social roles,
a11d self-determination currently lack the imaginative
aspect called for by the President's Commission on the

Status of Women (1963). 29 Alice Rossi in The American

 

khaman 30 alludes to this problem of counseling and makes
a plea for "Equality Between the Sexes" as does Lewis
(1968). 31

Focusing on mature women, one finds all of
the discriminations, expectations, and dysfunctional
situations operating, and probably on a more intense
scale than in general. They are in essence the vic-
tims of social-cultural lag. They have been brought
up one way, yet expected to act another way. The
world is passing them by and they do not even know
it.

The lack in this situation is multi-faceted.
(1) We do not rear, educate, and counsel girls and
women according to our basic philosophies and to the
‘nemendous changes that have and will occur in our
society; (2) there is little organized, formal, insti-
tutional response at this time to the counseling and

educational needs of women in general, and specifically

2:29 Peterson, Op c't., PP. 13-14
2:30 Rossi, Op cit., pp. 98-143
2:31 Lewis, Op c't., pp. 215-238

39

tc> the mature women, who are caught in the middle of
a translation problem of reality; and (3) the adult
iuonmn themselves are not perceptive to the changes
gcaing on around them--and to them-~50 that they rec-
oanize and understand that different responses to
“these situations are required of them if they are to
be viable, effective, productive members of society.

Parents in their role of counselors come in
for their share of shortsightedness. Many of them
see their little girl growing up to be only a wife
and mother. Some allowance, however, is made these
days by parents for girls to gain certain skills and
abilities in jobs that have been traditionally women
dominated. Unfortunately, these ideas have been per-
petuated by school administrators, counselors, and
teachers. Such fields as secretaries, office clerks,
sales clerks, nurses, teachers, and social workers
fall comfortably into this category.

Not only are there prevailing thoughts about
restricted fields of work for women, there are also
prevailing attitudes that they do not or cannot aspire
to the higher administration echelons or to positions
of power and decision-making. College presidents,
principals, managers, executives, and generals are
rarely women. If women seem less qualified for these

positions, one must conclude that there is indeed

40

hrtellectual differences between male and female or
Hunt expectations and opportunities and encouragement
are: against, lacking, and not forthcoming as far as
women are concerned. Lewis (1968) 32 has exhaustively
studied the differences between male and female and
firuds little that is significant between the two,
except for biological and physiological uniqueness.
Certainly intelligence and appitude, when adjusted for
experience factors, showed little if any difference.
In terms of life patterns, the male of the
Species is expected to continue on in his schooling,
Seek intermediate or life work, or enter the military
Service. Whatever avenue he takes, the ultimate goal
18 to become a productive member of society and either
Immediately or shortly thereafter be the provider
for a wife and children. The female, however, most
'Hmes is not expected to become a job holding member
Ofsociety, although many do for short periods of time.
Therfigher expectation is that she will soon, or within
abrief period, become a wife and mother. She becomes
Um housewife which is not necessarily a demeaning,
mfimportant task as far as our family-centered American

smfiety is concerned. In fact, it is viewed as an

2:32 Lewis, Op c't., pp. 37-58

41

motremely important role for women exclusively. 33

A complex set of circumstances exists and
intervening variables defy simplistic description of
U18 life pattern of women. Some women are career
women and do not marry. Some women are career women
and do marry and of these many have children. Many
more women marry, have children, and work at jobs not
considered of the career type. During a woman's life-
cycle, she will play several roles that are not con—
sistant with the thinking of old. With labor saving
devices, tremendous scientific and technological ad-
vances in all fields, with many more experiencial
oPportunities, and greater life expectancy, today's
Woman is obligated at every stage and step to prepare
herself and re-program herself to meet the challenges
0f modern society if she is to be an effective member
pfthat society. 34

The old idea that young girls become women,
getnmrried, have children and assume the roles of
hmmewife and mother for the rest of their lives just
(hes not stand up in modern American society. Not
mfly do many of them become wife and mother but also

ertial "bread-winner". They find themselves working

2:33 Peterson, Op c't., PP. 13-17
2:34 Peterson, 0p cit., PP. 7-8

 

 

42

full-—time or part-time throughout the various stages

of their life and the life of the family. Although
reslaonsibilities for husband, home, and child-

ren are intense in the beginning, they have a tend-
muzy'to slacken as the children grow older. The child-
ren assume greater responsibility as time goes by and
eventually they leave the family nest.

With many women gainfully employed, comprising
about 40 percent of the labor force, the idea that women
are housewives only (or should be) breaks down. Of the
approximately 30 million women in the labor force, esti;
mated by the Bureau of the Census, nearly 60 percent are
married. Most of them have children at the time of
their employment. 35 The critical issue is whether
women with family responsibilities should be working
Outside the home. According to Lewis (1968), "The
muting woman is an accepted part of our society, but
Um working wife-and more importantly, the working

nmther-is still subject to criticism from many
sides." 36

It is interesting to note that some of the
ngnosticators indicate that in the future the ques-
tfim might be why a woman is not working rather than

2:35 Peterson, Op cit., PP. 27-29
2:36 Lewis, Op cit., p. 138

43

thari why she is working.

In the interim, societal attitudes are defi-
nitely breaking down in this regard. As David
(1960) 37, Drucker (l965) 38, and Lewis (1968) 39,
'hudicate, many things point to this trend--our shift
fron1a rural to urban society, the tremendous advances
iri communication and transportation systems, the growth
of industry and technology, improved working conditions
and shorter hours, labor saving devices, emphasis on
education, and society's need for more and better ed-
ucated and trained people in the labor force.

This change in societal attitude does not, at
this time, transcend to the point of change in regard
to what occupations women should engage in however.

The attitude that women have certain jobs that are

best suited to them and are largely in their realm is
still strong and prevalent. Not only do men feel this
lfiy but many women likewise. It is also a consistant

institutional and governmental response. 40

2:37 Henry David, "Work, Women and Children",
.JE_Nation's Children, Ed. E. Ginzberg, (New York, N.Y.:
MHumbia University Press, 1960) pp. 180-198

—-1

2:38 Peter F. Drucker, Landmarks of Tomorrow,
(New York, N.Y.: Harper and Row, Inc., 1965)

2:39 Lewis, Op cit., PP. 107-110
2:40 Peterson, Op cit.

44

The issue of unequal opportunity is a general
one as far as women are concerned. In the areas of
law, the courts, employment, and education women find
themselves being treated differently than men. The
basis of differences are sometimes obscure--they have
lost their meaning and relevancy. Many of the pro-
tective laws in employment--such as the number of
hours a woman may work per week--are no longer neces-
sary and are now viewed by many as restrictive and
just another legal reason why a man is preferred
over a woman. A man is not similarily "protected".

In education one finds a subtle discrimination
and lack of equality of opportunity. The school system
is, many times, a mirror of society and those who man
schools profess the cultural and social expectations
of the society. To counter this situation the sug-
gestion of imaginative and enlightened personnel and
counseling programs for girls and women is a strong
recommendation from a number of sources including

Peterson (1963) 4], Koontz (1971) 42, Lifton (l965)43,

 

2:41 Peterson, 0p c’t.

2:42 Elizabeth Koontz, Continuing Education
Programs and Services For Women, Women's Bureau, Em-
ployment Standards Administration, U.S. Department of
Labor, Pamphlet No. 10 (revised) (Washington, D.C.:
U.S. Government Printing Office, 1971)

 

2:43 Lifton, Op c't.

 

45

Lewis (1968) 44, and Garskof (1971) 45.

The admonition to all American institutions
is to adjust to the present and future conditions of
life and the society. The response to women currently
is greater in time lag than in general. The quality
of women's exercise of their capacities and respon-
sibilities cannot attain a high level of success until
institutions adjust. If institutions and the decision-
making people who run them have a "respect for the
worth and dignity of every individual and conviction
that every American should have a chance to achieve
the best of which he--or she--is capable", the chance
of achieving the goal is materially enhanced. The
basic goal is freedom and equality in our society. 46

The Women's Commission summarized their thoughts
and formulated their position on what the status of
American women should be in three succinct statements:

We believe that one of the greatest

freedoms of the individual in a dem—

ocratic society is the freedom to

choose among different life patterns.

Innumerable private solutions found

by different individuals in search

of the good life provide society

with basic strength far beyond the
possibilities of a dictated plan.

 

2:44 Lewis, Op cit.
2:45 Garskof, Op cit.
2:46 Peterson, 0p cit., p. 2

46

Illumined by values transmitted through
home and school and church, society
and heritage, and informed by present
and past experience, each woman must
arrive at her contemporary expression
of purpose, whether as a center of
home and family, a participant in the
community, a contributor to the econ-
omy, a creative artist or thinker or
scientist, a citizen engaged in pol-
itics and public service. Part and
parcel of this freedom is the obli-
gation to assume corresponding
responsibility.

The human and national costs of

social lag are heavy; for the most

part, they are also avoidable. That

is why we urge changes, many of them

long overdue, in the conditions of

women's opportunity in the United

States. 47

If it is true that women can do most things
as well as men in most instances, it behooves society
and specifically educational systems and institutions
to develop a wasted and sorely needed potential found
in women without destroying our family-centered orienta-
tion which is deemed essential for the healthy contin-
uance of a firmly based society. Our society is ded-
icated to the democratic ideals and the adage that all
men (and women) are created equal and should have an
equal opportunity to develop to their full potential. 48

If women are in fact going to develop their

 

2:47 Peterson, 0p c't., p. 2

2:48 Sidney Hook, Education for Modern Man
(New York, N.Y.: Alfred A. Knopf, Inc., 1963)

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47

potential, aspire to their highest level, assume with
excellence new roles, and have the ability to adjust to
new life patterns, someone must step forward to help
them and something must be formulated to make it all
possible.

The "someone" stepping forward should be pro-
fessional educators and counselors--particularly on the
post—secondary level and particularly those responsible
for continuing education, lifelong learning, and those
who ascribe to the concepts of Community Service, The
Learning Society, and the Non-Sexist Education Move-
ment. They are, in this instance, the catalysts of
social and educational change according to experts in
the Community Service field such as Harlacher 49,

Raines 50, Myran 5], Cronin 52, and Bergin and

 

2:49 Ervin L. Harlacher, The Community Dimen-
sion of the Community College (Report to the American
Association of Junior Colleges, November 1967)

2:50 Max R. Raines, "A Tentative Taxonomy of
Community Services", Unpublished Manuscript (East Lansing,
Mich.: Michigan State University, November 1968)

2:51 Gunder Myran, The Structure and Develop-
ment of Community Service Programs in Selected Community
Colleges in thpUnited States, Unpublished doctoral
dissertation (East Lansing, Mich.: Michigan State Univer-
sity, 1969)

2:52 Joseph M. Cronin, "Educating the Majority:
IX Womanpower Policy for the 1970's", Phi Delta Kappan,
(Bloomington, Ind.: October 1973) pp. 138-139

... A AA "
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48

Nichols. 53

The "something" is in the form of an institu-
tional response--not a single institution, but the
entire educational system in the United States. But
realistically, as Rudolph (1962) 54 points out in his
historical account of American colleges and universi-
ties, it is one or several institutions that lead the
way with a new idea or concept with the others observ-
ing. If the idea is successful and judgmentally worth
emulating, the others jump on the bandwagon and follow
suit. Ultimately, it is people one speaks of who have
ideas and dreams. Human beings are the ones who are
scholars, idealists, pragmatists, researchers, inqui-
sitors, in search of knowledge and solutions. The
"something" then is also the "someone", initially, that
gets the ball rolling, that recognizes problems, issues,
and needs that motivates them to motivate others. 55

The catalytic agents are the prime movers of

policy, commitment, and planning. The first step is

 

2:53 Thomas P. Bergin and David C. Nichols,
The Learning Society (Notre Dame, Ind.: University
of Notre Dame, 1973)

2:54 Frederick Rudolph, The American College
and University-A History (New York, N.Y.: Random House,
Inc., 1962)

2:55 Donald J. Leu, University Lecture, Seminar-

Theory and Practice in Administration (East Lansing, Mich.:

Michigan State University, Fall 1967)

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49

to get commitment from those at an institution who are
the decision-makers. This can usually be accomplished
only after careful research and analysis of the issues,
problems, and needs involved along with a devised plan
of response by the educational institution. From
commitment comes policy, financial backing, and direc-
tives to put the plan in effect. If the idea is suc-
cessful, it will perpetuate itself, grow, and become
codified and sophisticated with time and continued
attention and nuturing. 56
The Community Service program attempts to pro-
vide opportunities for self development of individuals
and informal groups and, directly or indirectly, attempts
to improve the environmental resources of the commu-
nity. By environmental resources one means the improve-
ment of social, political, economic, and physical en-
vironment of the community. 57
Continuing Education relates directly to the
activities of an institution of higher education or
other agencies in the community to provide the oppor-
tunities for individuals and informal groups to self-

develop through the process of education utilizing its

programs, courses, and services. The "individual needs"

 

2:56 Leu, Op cit.
2:57 Raines, Op cit.

 

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50

aspect of community services then, by definition, is
continuing education. Formal education required by
law or life style is not part of the continuing educa-
tion concept.

The idea of a Learning Society is one that has
recently been developed and expressed as a result of a
1972 study on continuing education and the future. 58
With the support of the W.K.Kellogg Foundation, the
Center for Continuing Education of the University of
Notre Dame organized four task forces comprised of
twenty-four distinguished persons from a variety of
professions. One of the notables of the steering
committee was Dr. Cyril 0. Houle, Professor of Educa-
tion at the University of Chicago, who has for many
years made tremendous intellectual and practical contri-
butions to the field of Adult and Continuing Education.

The result of the task forces work was a con-
cept of a Learning Society in America. Hopefully not
to oversimplify, the idea is that people are engaged
in purposeful education throughout an entire lifetime
giving them training and preparation on a timely needs
basis so that a national, as well as an individual,
objective is obtained. This is somewhat the same idea

of the Community Services Program concept but on a

 

2:58 Bergin and Nichols, Op c't.

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51

larger scale. The objectives are stated a little dif-
ferently and there is decidedly a heavier emphasis on
priorities leading to social and economic progress of
the nation. In the chapter dealing with implications
for public policy, the authors state:

When the able adult population of the
nation is viewed as a vast learning
force whose development is in the
national interest, the basis for pub-
lic policy becomes clearer. First,
the provision of opportunities for
lifelong learning has nationwide im-
plications, since the development

of human skill is closely related to
the social and economic advancement
of the entire country. The integra-
tion of learning with life and careers
cannot be effectively accomplished on
an ad hoc basis dependent on the per-
sonal ability to pay or solely upon
self-interest. Rather, lifelong learn-
ing should be guided by policies that
encourage the systematic integration
of learning opportunities with the
needs of people at different stages
of life. 59

In essence, for the United States to become
a learning society,a large amount of its resources
must be invested "in the education of all citizens,
on a continuing basis, at all educational levels, and
for a variety of needs and motives including job train-
ing and re-training, education for more effective and

enlightened citizenship, better use of the retirement

 

2:59 Bergin and Nichols, 0p cit., p. 19

 

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52

years, and for personal fulfillment." 60 A commitment
by the nation to lifelong learning would require a fun-
damental change in public philosophy. Specifically,
individual citizens would have rights to educational
benefits and the personal prerogative to partake from
a variety of alternatives through the encouragement of
a more extensive role of the individual in making per-
sonal choices. 6]
The Non-Sexist Education Movement is not so much
a program as it is a national thrust to eliminate sex
bias and discrimination. The basic idea in education
is that, "men and women together must review the sex
bias of existing courses, degree and diploma programs,
and counseling practices.", and set about in a purpose-
ful, definitive and expeditious way to eliminate it. 62
Sexism by definition "refers to all those atti-
tudes and actions [of individuals and institutions]
which relegate women to a secondary and inferior status
in society. .... omit[ting] the action and achievements
of women, .... demean[ing] women by using patronizing
language....show[ing] women only in sterotyped roles

with less than the full range of human interests, traits,

 

2:60 Bergin and Nichols, 0p cit., p. 20
2:61 Bergin and Nichols, Op cit., pp. l9-20
2:62 Cronin, Op c't.

 

...o; 0

 

 

 

.9-
-

 

53

and capabilities." 63

The basis of sex bias, both in individuals and
institutions, is a product of past socio-cultural role
expectations and unfounded attitudes contrived along the
way. The only basis to make distinctions between men
and women is the obvious biological and physiological
differences that exist and are undeniable. In all other
respects the sexes must be considered and treated equally
in the opportunities and the personal decisions to be
made. Individual differences, without regard to sex,
race, creed, color, or national origin, determined
fairly and justly, is the only acceptable reason for
rejection, failure, refusal, or denial. One must quickly
point out that, when the result is rejection or failure,
individuals who wish to pursue a goal or objective in
education or employment be afforded the opportunity
for re-training, re-certification, review, remediation,
and rehabilitation. 64

Many institutions of higher learning are now

claiming that they are comprehensive in their programs

 

2:63 Florence Howe, "Sexism and the Aspirations
of Women", Phi Delta Kappan, (Bloomington, Ind.: October
1973) p. 103

 

2:64 Sam J. Ervin and Norman Dorsen, "The
Constitution-Equal Rights and Women“, Issues 71-72 -
Qgcuments in Current American Government and Politics,
Ed. Sidney Wise, (New York, N.Y.: Thomas Y. Crowell Co.,
1971) pp. 1-14

 

its]

H
t.
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n

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54

and services. A large segment of the institutions are
community colleges or state colleges. While it is true
that they are justified in making such claims, critics
are quick to point out that institutions have a tendancy
to shunt certain functions.

The reviewer of Edmund Gleazer's book, Project
Focus: A Forcast Study of Community Colleges, 65 indi-
cates that many of the community colleges have not ac-
cepted the newest of functions pronounced as appropri-
ate for these institutions. Community Service programs
are either half-heartedly accepted or not at all. This
new concept is thriving well at a number of leader
schools 66 and in these cases are still the models to
be emulated if community colleges, state colleges, and
universities wish to truly engage in such activity. It
does require a rather firm commitment and a strong
follow through. Because the rewards are somewhat less
visible and because in the minds of those who make the
decisions, many other functions are more firmly estab-
lished and have a much higher priority.

Further one can take a page out of history when

it comes to reviewing what happened to institutions

 

2:65 Max R. Raines, “Community College Problems
Described Rather than Forcast", Phi Delta Kappan,
(Bloomington, Ind.: June 1973) pp. 708-709

2:66 Myran, Op cit.

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55

of higher learning in their response to the minorities
and other socio—economic-educationally disadvantaged
groups once they decided that it was an appropriate
objective to serve these groups. Critics of the pro-
grams for minority groups and disadvantaged students
generally attacked the responses of the institutions
as being group minded in dealing with education and
counseling problems of these people. The answer lies
in changing the response to that of one of dealing with
individual problems and differences within the groups.
Many institutions have now recognized their error in
thinking and have revised their programs and services
accordingly. 67
The one theme that runs through all the litera-
ture available is that women are not a homogenous group
and save for sex designation, certain biologic and phy-
siologic similarities, are not closely bound to one
another as members of a "maternal" group. The women
are quite individualistic and except for a rather strong
prevailing social expectation-social values indoctrina-
tion and orientation, are not to a great degree associa-

ted one to the other. If this is true for women, then

 

2:67 "Evaluation of Experimental College Pro-
grams", American Personnel and Guidance Association,
12th Annual Convention (Atlantic City, N.J., April
4-8, 1971)

43313750

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56

it can also be said of men. Educational institutions
generally do not treat men as a group and hence why
would institutions treat women as a group? If one is
not thinking clearly about this, one is likely to devise
programs and services for a gpppp_called women rather
than for individuals who happen to be women. There is

a decided difference in these two concepts. Koontz 68,

 

Lewis 59, and Rossi 70 treat this subject convincingly.
It is through Continuing Education, both formal
and informal, that we can assist women of all ages to
prepare themselves "for what they are to do next and to
experience the satisfactions that comes from learning

7] The President's Commission's

for its own sake."
Report is even more emphatic in speaking about the needs
of mature women indicating that, "improvement in American
education as it has been in the past is not enough. It's
framework must be enlarged to include adult education as
an integral part of the structure." 72

Education does not end when adult life begins.

 

2:68 Koontz, 0p c't., PP. 12-13

2:69 Lewis, Op cit., p. 6 and Chapters 12 and
13, PP. 200-238

2:70 Rossi, 0p cit., pp. 145-164
2:71 Peterson, Op cit., p. 8
2:72 Peterson, Op c't., p. 9

 

 

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57

Education is not the exclusive domain of the young. In
fact, in American society, it is imperative that peo-
ple continue their education and that institutions that
have the obligation to provide educational and training
opportunities, do so. 73

When one realizes that the present adult popu-
lation is one of the first to experience such total
social change along with a tremendous increase of know-
ledge and obsolescence of former fact and thought, the
need for continuance of education becomes strikingly
clear. If this is true for the present adult genera-
tion, how much more true will it be for future adult
generations. "The rate of change emphasizes the crucial
importance of continuing education for all adults,
including women." 74

Realistic and unbiased counseling, communicat-
ing, making education assessable physically, sociolog-
ically, economically, and psychologically are some of
the real needs of women as a group and individually.
Educational institutions, if they wish to be respon-

sive to the needs of mature women, must present

 

2:73 Russell Kleis, University Lecture, Adult
Education, (East Lansing, Mich.: Michigan State Univer-
sity, Summer 1967)

2:74 Jack London, "The Continuing Education of
Women: A Challenge for Our Society", Adult Leadership,
(Columbia, S.C., April 1966) Vol. 14, No. 10, pp. 326-328

S!

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58

programs, courses, and services in a variety of modes
and methods and accept certain conditions and situa-
tions of these people that are unique to them and which
do not fit the traditional pattern of full-time, youth-
ful, systematic, fully committed, strict objective
orientation.

A comprehensive program of continuing education
tailored to the individual woman's needs was a major
recommendation made by the President's Commission on the
Status of Women. 75 One does not contend that there
are not standard offerings and services available to
the general population, including women. Indeed, one
can find in a community of reasonable size, all manner
of academic, vocational, credit, and non-credit courses
and programs being offered in various time frames. Fall,
winter, spring, and summer--programs and services exist
in the public and private sector:

Such varied educational opportunities

are of course, exceedingly valuable

to adult women. Nevertheless, because

of the relatively small proportion

of mature women in the college popula-

tion, women frequently feel that

their educational needs and problems

require special attention. 76

Educational opportunities are being sought by

 

2:75 Peterson, Op c't., p. 13
2:76 Koontz, Op c't., p. 15

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59

"mature" women in all parts of the country that fit
their specific needs and interests. The Women's Bureau
lists approximately 450 women's programs in existence
in 1971 which compares to a study made in 1968 in which
less than 250 programs were in operation. Programs and
services tailored for women are growing fast but many
of them are little more than what a standard institu-
tion would offer to both sexes. Open door policies,
invitations to partake of regular scheduled offerings,
and perpetuation of courses and majors thought to be
the province of women fall short of the definition of
programs and services for women in the true comprehen-
sive community service concept envisioned by the

President's Commission's Report 77 and many others
79

) 80

including Raines 78 and Myran.
The Women's Bureau (1971 calls it regret-
table that there are so few continuing education pro-
grams for women that attack problems of the education-

ally disadvantaged, "....the less educated and less

 

2:77 Peterson, Op cit.

2:78 Raines, "A Tentative Taxonomy", Op c't.

2:79 Gunder Myran, Community Services: An
Emerging Challenge for the Community College, American
Association of Junior Colleges (Washington, D.C.,
March 1969)

2:80 Koontz, Op cit.

,IJ
{AI
9-

n\v

 

 

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60

u 81

articulate women in our society. According to the

Bureau much more emphasis is needed in vocationally
oriented programs, refresher and upgrading programs,
and career opportunity programs that are accessable

not only physically (location) but financially. This
expression of need, however, is not for just the educa-
tionally or socio-economic disadvantaged, but for all
women who wish to partake of educational programs and
services.

Adult women are in need of education at all
levels. In 1960, there were approximately four million
adult women in this country with less than a 5th grade
education. Of those who started but did not finish
high school, approximately 11 1/2 million were women.
In a society that is based on literacy and the minimum
credential of a high school diploma, there is much need
to focus on these "have not" people if we expect them
to satisfactorily function in the society and make
valuable contributions economically, socially, and
politically.

Education for mature women seems to be a patch-
‘work affair with disparagement of who needs what and
when and where. A1though it appears to lack continu-

ity and coherence, this may attest to the fact that

 

2:81 Koontz, 0p cit., p. iii

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61

the life pattern of women does not follow a continuous
pattern as is more likely to be the case for men.

The question of adequacies and inadequacies of
the courses, programs, counseling and other services
centers around some rather unique facts and life patterns,
especially concerning mature women who have severed their
ties with the formal, systematic school system related
to compulsion and social expectation to continue beyond
compulsary age and grade level. Men have the expectation
to further their education beyond high school, to have
uninterrupted life patterns, and to have a rather single-
ness of role vocationally, with multiple opportunities
and options to pursue. Women find themselves in opposite
expectations, life patterns, roles, and opportunities to
men. 32

Young women are not encouraged by parents, high
school counselors, or from prevailing societal expecta-
tions to go on to college even though a rising number
at least enter. In 1962, 437,000 women constituted 42%
of the entering Freshmen class that year. Yet, of the
1,838,000 high school graduates in that same year, 53%
of them were women. Continuance and goal acheive-

ment is even more revealing when one can project that

 

2:82 Peterson, Op cit., pp. 9-17

hard 11

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62

only 33% of the B.A.'s and M.A.'s and 10% of the PhD's
awarded will go to women. Actually, this is a step
backward when one compares it with the statistics in

the 1930's when 40% of the B.A.'s and M.A.'s and 14%

of the PhD's were conferred on women. 83

Women have a greater tendancy to interrupt their
high school or college education for a variety of reasons.
One of the most prevailing reasons is marriage with
its responsibilities of homemaking, child bearing and
rearing, and in many cases husband support. Many of
these women later return to the educational scene to
complete that which they started or to become skilled in
some vocation so that they may take up a new pursuit.

When home and family responsibilities
lessen, a considerable group of women
find they have time to resume formal
education. Freed from many house-
keeping chores by modern inventions
and discoveries, some are interested
in returning to school for cultural

or social reasons. Others wish to
attain a higher degree, to update
their professional skills, or to pre-
pare for reentering the work force.
Refresher courses, as well as courses
that are completely new, can update
job skills made obsolete by technolog-
ical, scientific, or other advances. 84

The number of women going to college has

 

2:83 Peterson, Op cit., pp. 9-17
2:84 Koontz, Op c't., p. 11

llic

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viii”?

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63

increased significantly in recent years. There were
3.2 million women enrolled in college in the Fall of
1969 which is a 400% increase over the number of them
that attended in 1952. During the same period those
women who were 25 to 29 years of age jumped their en-
rollments to 311,000 which was an 1100% increase.

Those women 30 to 34 years of age also had a dramatic
924% increase in enrollments (21,000 to 215,000) during
the period from 1952 to 1969.

"The rising interest of mature women in return-
ing to college is related in part to the greater desire
of men and women in all age groups to develop their
understanding of the complexities of modern life." They
certainly realize that education is the vehicle that
can offer "....deeper personal enrichment as well as
job skills useful in the working world." 85 Women in
America are marrying at an earlier age, are having
fewer babies and earlier, are subject to more changes
in their life pattern, and are likely to live a sig-
nificantly longer period of time. The “demographic
factors" contribute to the explanation of why greater
numbers of women are attending college in the United

States. 86

 

2:85 Koontz, Op c't., p. 2
2:86 Koontz, Op cit., pp. 2-3

ghzr
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64

Young women who marry and are raising families
have immediate and somewhat urgent needs in the area
of preparation for family life and homemaking.

If one agrees with a certain principle of Adult
Education which says that courses, programs, and serv-
ices are offered as things become relevant, at a time

87 then educa-

one finds them an answer to a felt need,
tion for preparation for family life should be devel-
oped with intensity and in breadth for these young,
married, adult women.

Further, in this regard, new and effective
patterns, timing, accessability, modes, and methods
of delivery should be seriously considered. Education
programs and courses in physical and mental health,
child rearing and development, human relations within
the family, home management including nutrition, tex-
tiles and clothing, housing and furnishings, family
finances, consumerism, the uses of leisure, and the
relation of individuals and families to society should
be created. One should quickly point out that educa-

tion of this sort is of extreme value to men as well as

women, but since women are generally held responsible

 

2:87 Malcolm S. Knowles, Ed., Handbook of Adult
Education in the United States, (Chicago, 111.: Adult
Education Association of the U.S.A., 1960) pp. 66-67

 

65

by society in these areas, it is of exceptional impor-
tance to them. 88

Overall, during this period, women should be
giving serious thought "....to prepare for at least
three decades of life after 40 when [they] will be rela-
tively free to use [their] abilities and will wish to
use them as constructively and as interestingly as
possible.“ 89

The large number of women in the work force and
their increasing percentage is further evidence that
women are taking on new roles as dictated by the present
social, economic, political scene. There is adequate
evidence to suggest that the higher the educational
level of women, the more likely they are to be working.
Further, the educational level significantly influences
the kind of jobs women seek and hold. Many employment
opportunity doors are closed to women because of a lack
of education, lack of encouragement, and lack of pre-
paration to command the higher salaried jobs and those
positions calling for professional, technical, manager-
ial, administrative abilities even though they are

potentially the equals of men intellectually. 90

 

2:88 Peterson, Op cit., pp. 16-17
2:89 Peterson, Op c’t., p. 10
2:90 London, Op cit., pp. 328-340

66

Educational institutions must recognize the
continuing education needs of women and further must
acknowledge and be responsive to the special problems,
conditions, and attitudes that women encounter as they
attempt to partake of the programs, courses, and serv-
ices devised for them. Institutions must be willing
to be innovative in the creation of new curricula pat-
terns to meet the unique needs of women.

Special provisions to create contin-
uing education opportunities for
women, including specially designed
courses, special programs, combining
correspondence and resident study,
counseling services, nurseries to care
for children below school age, and
opportunities to take less than a full
program in daytime hours will be nec-
cessary. Flexible scheduling of classes,
credit by examination, television
courses, special seminars for mature
women, scholarship assistance for the
part—time student are additional ways
of encouraging women to continue their
education. In particular, educational
institutions must experiment with tra-
ditional educational formats to meet
better the needs of mature adult women
for continuing educational opportuni-
ties. 91

The two ingredients that are deemed essential
in order to have an appropriate response to the needs
of women by educational institutions are a positive

effort to improve the educational experiences for mature

 

2:91 London, 0p cit., p. 339

67

women and effective counseling services. Utilizing
the known principles and guidelines of adult education
relative to course or program planning, methods and
techniques of teaching and learning, and the devising
of services for adults, institutions can maximize the
effectiveness of their responses.

One of the fields that has had considerable
study and research is adult education. Many outstanding
individuals have contributed to the body of knowledge
relative to the behavior and responses of adults in
educational situations. One knows that the longer an
adult is away from systematic, formal education, the
more fearful and timid about engaging in an educational
program or course experience the person becomes. The
fear of failure is strong and the uncertainty of the
mental capacity to understand and learn operates at
a high level. The student is also concerned about the
lack of study skills and the amount of time that will
be required to perform adequately. A great deal of
this trepidation and uncertainty can be resolved if
appropiately prepared, competent faculty or staff are
selected to help the adult "....develop the motiva-
tion necessary to generate the hard work, tolerate the
many inconveniences, and better appreciate the value
of continuing one's education. Those teaching with

adult women must believe that they have the ability

68

to learn and must find ways of conveying this belief
to their students." 92

The courses and programs and services developed
for adult women must have women's imput and be devised
to meet their expressed or unexpressed needs, wants,
desires, and interests. Finding out what they need,
when they need it, and in what manner is part of a
research and advisory technique that has particular
application to an adult individual or group. In most
instances, their education and attendant services are
not their principal preoccupation but rather a part of
a total spectrum of activities that are of importance
to them. The priority of youth is (or should be)
education, but in the minds of adults the priority is
occupation, making a living, and caring for home and
children. Although education may be extremely impor-
tant to them, it must be fitted into a rather busy
schedule of other activities and responsibilities.
The emphasis is on relevancy--relevancy of content,
relevancy of method and technique, relevancy of
instructor, and relevancy of schedule and means. 93

Part-time study with a "stop-in, stop-out"

 

2:92 London, Op cit., p. 339

2:93 Knowles, 0 cit., p. 196 (see also Koontz,
0p c't., and London, Op c't.)

69

pattern is a most likely characteristic of mature women.
"Its legitimacy must be recognized both by institutions
of higher education in accepting plans of study pro-
jected on this basis and by academic and other bodies
determining eligibility for fellowships, scholarships,
and loans. Many current rigidities in regard to admis-
sion, academic prerequisites, residence, and the like,
as well as scheduling, will have to yield to greater
flexibility." 94

Not only do adult women need to advise the
institution relative to their needs, in turn the insti-
tution must have the wherewithal to properly, correctly,
and effectively advise them. In a review of literature

by Mildred Tate 95

the variety of needs and objectives
were clearly established. Self development, searching
for identity and self-worth, leisure, refreshment, skill
acquisition, degree completion, employment counseling,
and help in completing the requirements for a degree
program that had been interrupted by marriage or finan-
cial reasons were all alluded to by the researchers

cited.

Women who go back to school experience

 

2:94 Peterson, Op c't., p. 13

2:95 Mildred Tate, Unpublished Dissertation
(East Lansing, Mich.: Michigan State University, 1973)

7O

resentment from younger students, discrimination from
faculty members, conflicts generated by husband and
children, fear that they cannot meet the academic re-
quirements of courses, impatience with red tape and
incompetent staff personnel, and extremely poor,
irrelevant counseling and advising based on out-moded
social expectations and bias. 96
All the key literature seems to focus on four
essential ingredients--(l) researching what adult women's
needs are, (2) providing a counseling service that re-
lates directly to women and their needs, (3) establish-
ing programs and courses of intellectual refreshment,
training and preparation expressly for women, and (4)
providing for follow-up and evaluation of the programs,
courses, and services so established to insure they
meet the goals and objectives of the overall institution-

98 99

a1 plan. London 97, Lewis , Peterson , Koontz 100,

 

:96 Tate, Op c't.
:97 London, Op c't.

:98 Lewis, Op cit.
:99 Peterson, Op c't.

NNNNN

:lOO Koontz, Op c't.

71
Bergin and Nichols 10], Lifton 102, and Raines ‘03
all agree on these four essentials.

A guidance and counseling center that offers
enlightened and imaginative guidance, advice, and coun-
cil to mature women is deemed essential and prerequisite
to an institution's plan to provide a successful educa-
tion program for them. 104

A landmark study and appraisal was conducted
on a Guidance Center for Women in Rockland County, New
York in 1969. The value and effectiveness of such a
center was unequivocally established by the study team.
Two general conclusions have great relevance to those
individuals, institutions, and political sub-divisions
who have a concern about the problems women face. There
was a reported "....positive impact upon 87 percent of
the clients who received counseling, and a moderate to
105

substantial impact upon 60 percent of the clients."

To those who are knowledgeable about or who are involved

 

O

2:101 Bergin and Nichols, Op cit.
2:102 Lifton, Op cit.
2:103 Max R. Raines, et al., An Appraisal of the

 

New York State Guidance Center for Women (New York, N.Y.:
State University of New York, 1970)

 

2:104 Ibid.
2:105 Ibid., p. 58

 

72

in guidance and counseling, these statistics are tremen-
dously impressive.

The second conclusion that has real relevance
to mature women is what is likely to happen if a guid-
ance center is established to serve their needs. This
result is particularly important because the Rockland
County Guidance Center was not directly associated with
the local institution of higher education. The
"....existence of the Guidance Center in Rockland County
appears to have had dramatic impact upon increased use

106 Focusing

of higher education by women of the area."
on the enrollments over a five year period of mature
women in Rockland Community College, the researchers
found that with the advent of the Guidance Center enroll-
ments increased from 17% to 35% of the total female
enrollment. Although the report did not account for
current or former clients who attended other colleges

and universities, nor mean to imply that the increased
enrollments at the local college was totally attributable
to the Guidance Center, it did suggest "....that the
presence of the Center in the community probably in- ~.

creased awareness of opportunities for continuing ed-

ucation among mature women of the area and thereby

 

2:106 Raines, Guidance Center for Women, Op cit.,

 

p. 61

73

fostered a climate favorable to the use of those oppor-
tunities." ‘07

In a less sophisticated research manner, similar
results were reported by Lynn Sikora on Project EVE in
Cleveland, Ohio 108 and Gertrude Keyser on the Greater
Miami Council for the Continuing Education of Women,
Inc. (ccsw). '09 The 005w, created in 1965 "....as a
community service to provide a comprehensive program
to encourage women to continue their education at all
levels." 1'0, reported that 33% of the women in Dade
County, Florida 21 years of age or older were seriously
engaged in an educational pursuit from community school
to advanced degree work in 1967-68. 1]]

The CCEW program in Miami has one of the most
attractive organizational designs yet devised. With

the help of a Title I, Higher Education Act 1965 grant,

insightful professional educators, business people, and

 

2:107 Raines, Guidance Center for Women, Op cit.,

 

p. 61

2:108 Lynn Sikora, Women's Programs, Report
to the First Annual Conference of the Community College
Section of A.E.A. (Southfield, Mich., May 1968)

 

2:109 Gertrude Keyser, "My Lady Fair", Adult
Leadership, Vol. 18, No. 1, (Columbia, S.C., May 1969)
pp. 32-33

 

2:110 Ibid., p. 32
2:111 Ibid.

74

laymen have created the means to accomplish objectives
and goals only dreamed about several years ago. In a
general community sense, Professor Russell Kleis 112
projected a plan in 1967 for Community-Continuing Ed-
ucation in Muskegon, Michigan quite independently of
the CCEW program but with features of co-operativeness,
communication, involvement, and imput that character-
ized the CCEW program.

The refreshing idea that a private college,
the public schools, a state university, a community
college, and community leaders can come together under
the auspices of a State Board of Regents to form the
first interinstitutional, community-wide program to
serve a significant segment of the population is indeed
exciting for adult-continuing education-community
service minded educators to contemplate. One of the
most viable options available in resolving educational
problems for women would be the combining of forces and
talents of educational institutions, the business com-
munity, social agencies, and political units. 1'3

An even more ambitious effort would be to plan

and organize to meet the continuing education needs of

 

2:112 Russell Kleis, et al., An Area Approach
to Continuing Education, Educational Service Series,
No. 16 (East Lansing, Mich., August 1967)

2:113 Keyser, Op cit.

75

all adults for an entire area. This task has admirably

been accomplished by a Continuing Education Committee

of 35 people in Muskegon, Michigan under the able

leadership of Professor Kleis of Michigan State Univer-

sity. '14 They set about, and in the estimation of all

those who had the opportunity to view the report, and

accomplished a rather large task. They were charged

with the responsibility to:

1.

Propose a system that would assure
continuing education opportunities
for adults and out-of-school youth
throughout the area;

Propose roles and relationships
for the public educational insti-
tutions;

Suggest how these educational in-
stitutions should relate to other
public and private agencies in-
volved in continuing education;

Recommend patterns of administra-
tion and finance;

Maintain all possible freedom and
autonomy for individuals, agencies,
and institutions who engage in the
enterprise. 115

The whole thrust of such a plan was to pool

the resources and talents of institutions, agencies,

and individuals in a positive, co-operative spirit

to provide through Continuing Education new programs

 

2:114 Kleis, Op c't.

2:115 Kleis, Op cit., pp. vi-vii

76

and services that could effectively deal "....with real
problems of real people in ways that really count." 115
When communities throughout the nation begin to follow

a plan similar to that proposed in the Muskegon report,
the possibility of approaching the objectives and goals
of The Learning Society in the United States will be

at hand. Concept, conviction, commitment, co-operation,
co-ordination, blended in "society's crucible" are the
key elements that will bring about a revolution in our
educational system to match our democratic educational

philosophy. ‘17

SUMMARY

Few research studies can be found in the lit-
erature that relate directly to the educational prob-
lems of women. Basic studies and reports describe the
conditions and circumstances of women in America. The
real kickoff point and catalytic report is the President's
Commission of the Status of Women Report of 1963. In
this document one finds a complete analysis of condi-
tions surrounding and affecting women in the areas of

education, home and community services, employment, and

 

2:116 Kleis, Op cit., p. 203
2:117 Bergin and Nichols, Op c't.

77

legal treatment of women in respect to civil and po-
litical rights.

The role of women is being examined in light
of the requirements of society today and into the
future. The Commission's role included the task of
making positive, forthright recommendations to the
President and the nation as to what should be done
for women to put them back in perspective and focus
with modern day America. Unflinchingly, Peterson,
Lewis, Lifton, Koontz, and Garskof have come forth
boldly to speak out on behalf of women and their
needs.

The overall goal is the "....efficient use
of our human resources, of which women represent the

118 One must attempt to see

largest area of waste".
women in a total perspective in order to focus on their
educational needs, wants, and desires. Exploring sex
and abilities, the female personality, the education

of girls and young women, current counseling and guid-
ance patterns by professionals, the social and cultural
context in which women exist, and the specific, iden-
tifiable problems they face must be studied intently.

Several large tasks lie before the nation,

states, and subunits: (1) stop treating women as

 

2:118 Lewis, 0p c't., p. vii

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78

second-class citizens; (2) stop treating women like

a minority group; (3) start treating women as individ-
uals; (4) change the minds of those “significant others"
who have the greatest influence on society's interpre-
tation of what roles women can play, what behavior

they can exhibit that will be condoned, and what oppor-
tunities can be opened to them; (5) convince women that
they are individuals with as much intellect, potential,
abilities, and alternatives as their male counterparts;
(6) allow women, on an equal basis with men, to be

free spirits with the desire for the opportunity to
develop to full potential; (7) eliminate prejudice and
bias against women, individually and institutionally;
(8) recognize that except for biological and physio-
logical uniqueness, the dissimilarities between men

and women can be explained by the concept of "indi-
vidual differences" and not by "sex differences"; and
(9) that it is timely for institutions and agencies

to respond to the critical and crucial needs of women
and society.

Although legislation can be a big help in re-
solving some of the problems women and minority groups
face, one is quick to add that it is difficult to
legislate morals and attitudes. With legislation,
professional commitment, and positive educational re-

sponse much can be done to accomplish the many tasks

...; L :A
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AH»
t.

V!
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79

set before the nation and those to whom we look for
leadership.

The old idea that young girls become women,
get married, have children, and assume the roles of
housewife and mother for the rest of their lives just
does not stand up in modern American society. A com-
plex set of circumstances exist and intervening varia-
bles defy simplistic description of the life pattern
of women.

During a woman's life-cycle, she will play
several roles that are not consistant with the think-
ing of old. With labor saving devices, tremendous
scientific and technological advances in all fields,
with many more experiencial opportunities, and greater
life expectancy, today's woman is obligated at every
stage and step to prepare herself and re-program her-
self to meet the challenges of modern society if she
is to be an effective member of that society.

The educational institution is looked upon by
many to be a mirror of society and yet a catalytic force
to respond to the needs and problems of society. The
individual responsible to be the "someone" to get things
started is frequently called a "change agent" and the
prime-mover within an institution. The individual par-
ticularly well versed in adult education, continuing

education, and community service programs should be well

reared ‘
stare

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i . ,l I I o a. I ~ - H q u e u. a .1 . a c .c . u

80

prepared to suggest appropriate responses to the needs
of mature women.

Continuing education and community service pro—
grams. and the people involved in them, have had a tre—
mendous impact on the philosophical and organizational
patterns of those institutions that ascribe to such
programs. The implications of the change in philosophy
and its implication for administration was well ex-
pressed by Leland L. Medsker who wrote:

The community college administrator
must be broadly trained. He must be
able to understand the complexities

of the changing world and to translate
them into the obligations of educational
institutions such as the community
college....

The administrator must be able to play
a leadership role. His big task is to
assist others in interpreting needs,

in visualizing the broad obligations

of the community college, and in trans-
lating ideas into action. He must
himself be a doer, but he must also

be a catalyst, both within the insti-
tution and outside it. llg

Lewis, the President's Commission,and the Women's
Bureau all agree that within a favorable political cli-

mate, that educational institutions committed to a

 

2:ll9 Leland L. Medsker, "Implications of
Social and Cultural Change for Community College Admin-
istration", Administerinthhe Community College in a
Changing World, ed. S.V. Martorana and Pauline F.
Hunter, The University Council for Educational Admin-
istration and the School of Education, (Buffalo, N.Y.:
State University of New York, l967) p. 4l

 

 

 

QDI

D'i‘l

"II.

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81

comprehensive programs and services philosophy and
to the needs and wants of the community (broadly
defined) are the logical places to begin to respond
to the educational needs and wants of mature women.

In order to be responsive to women's needs
and to counter the subtle discrimination and lack of
equal opportunity one finds in education, many suggest
that the first step is to have imaginative and enlight-
ened personnel and counseling programs for girls and
women.

Educational institutions must recognize the
continuing education needs of women and further must
acknowledge and be responsive to the special problems
that women encounter as they attempt to partake of the
programs, courses, and services devised for them.
Institutions must be willing to be innovative in the
creation of new curricula patterns to meet the unique
needs of women. London said it very well when he wrote:

Special provisions to create contin-

uing education opportunities for women,

including specially designed courses,
special programs, combining corres-
pondence and resident study, counsel-
ing services, nurseries to care for
children below school age, and oppor-
tunities to take less than a full
program in daytime hours will be
necessary. Flexible scheduling of
classes, credit by examination, tele-
vision courses, special seminars for
mature women, scholarship assistance

for the part-time student are addi-
tional ways of encouraging women to

’n

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82

continue their education. In partic-

ular, educational institutions must

experiment with traditional educational

formats to meet better the needs of

mature adult women for continuing

educational opportunities. 120

The literature strongly indicates the need for
research into the needs of mature women in a community
or regional setting by an institution proposing to res-
pond to its obligations. Knowing who the people are,
what conditions exist, what they know about educational
programs and services that exist, what they wish to
engage in and when are important things to find out.
If one follows the principles of adult and continuing
education, finding out what women need from women is
an important first step. Their input is essential.
The analysis and interpretation must be done by the
professionals only after the responses have been made.

The courses, programs, and services developed
for adult women must have their input and be devised
to meet their expressed or unexpressed needs, wants,
desires, and interests. Finding out what they need,
when they need it, and in what manner is part of a re-
search and advisory technique that has particular

application to an adult individual or group. In most

instances, their education and attendant services are

 

2:l20 London, Op cit., p. 339

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83

not their principal preoccupation but rather a part of
a total spectrum of activities that are of importance
to them. Although education may be extremely important
to them, it must be fitted into a rather busy schedule
of other activities and responsibilities. The emphasis
is on relevancy--relevancy of content, relevancy of
method and technique, relevancy of instructors, and
relevancy of schedule and means.

To sum up, it is apparent that the literature
seems to focus on four essential tasks for institutions
to accomplish in order to attack the problem effectively:
(1) research the needs of adult women in the community
or region, (2) provide a counseling service that relates
directly to women and their educational needs, (3) es-
tablish programs of intellectual refreshment, training,
and preparation, and (4) provide for follow-up and eval-
uation of the programs, courses, and services so es-
tablished to insure they meet the goals and objectives

of the overall plan of the institution.

CHAPTER III

EDUCATIONAL OPPORTUNITIES IN THE COMMUNITY
A GENERAL OVERVIEW

INTRODUCTION

The city of Boise, Idaho has approximately 80,000
residents. Within a short distance one can count well
over 100,000 persons living in Boise and the immediate
surrounding area. The city is the capital of Idaho. It
contains city, county, state, and federal government units
within its boundaries.

Boise has more than doubled in population in the
last ten years (1960 to l970), according to the U.S. Bureau
of the Census reports. This growth is due to two factors--
annexations by the city council of adjacent areas, and an
influx of new people to the community. The city can be
described as relatively conservative but the citizens have
a reputation of being open, friendly, and helpful to all.

According to the Boise Chamber of Commerce, the
Boise area has a moderate, four season climate and tremendous
recreational and leisure opportunities which attracts many
people to this locale. Opportunities in business and industry,
the professions, education, and government are adjudged

taetter than average in comparison with cities of equal size.

84

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85

The unemployment rate in the area is significantly lower
(4.6%) than the national average (5.7%) according to a
June 1974 Department of Employment announcement.

Boise is a city of light industrial firms,
distribution agencies, professional centers, technical
services, and shopping complexes. People come from
miles around to take advantage of what the city and its
environs have to offer. For those not acquainted with
the area, it is difficult to imagine that a city can
act as a hub of activity for small towns and villages
that may be as far as 100-200 miles away. But the
sparsely settled (approximately 750,000 people) state
of Idaho has a number of peculiarities that are unknown
and unheard of to people of the more populous states in
the East, Midwest, and Coastal areas.

One of the central features of Boise is its
assessability. Located in the Southwestern part of the
state, it has a natural geographical advantage because
there are no physical or climatical obstacles of any
real consequence to prevent access to the city. Air
passenger service is most adequate from points both
east and west. Car, bus, and truck transportation to
Boise, especially from the east, south, and west, is
most convenient over an interstate highway system.
Freight service, via the railroad, gives the city an

additional advantage in transportation.

BC

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86

Boise is the home of Boise State University,
the newest addition to Idaho's state system of higher
education. There are four high schools, six junior
high schools, twenty-eight elementary schools, four
parochial schools, two proprietary schools, two cos-
metology schools, and a barber "college" in the city.

The extremely well organized and functioning
public school system is many times pointed to as a
model for others to emulate. Not only is there a keen
interest in and proudness of the school system on the
part of the residents, there is tremendous support of
the local junior-community college that became a

university.

PUBLIC INSTITUTIONS - AVAILABLE PROGRAMS AND SERVICES
In general, residents of the Greater Boise
Metropolitan Area have a wide variety of educational
programs, courses, and services available to them from
a variety of public sources. Some of the offerings are
specifically designed for certain interest groups or
people that find themselves in similar circumstances
or conditions but more characteristically, the offerings
are of a general nature. For example, the University
offers consultive service to various groups in the com-
inunity but it does not focus on men's groups or women's

gyroups, per se. The service is available to all who wish

O ‘i'

1: me a

U

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u‘l‘

87

to take advantage of it. Many groups, characteristically
different, have utilized this service and have deemed
it advantageous.

By definition, the public institutions and
agencies listed below would include only those that
serve the out-of—school youth and adults in the commu-
nity and whose primary or significant secondary func-
tion is educational services and programs. Hence, included
in this discussion are the following institutions and
agencies: Boise State University, Division of Continuing
Education, the Cooperative Graduate Center, Boise Inde-
pendent School District Community Schools, Idaho State
Historical Museum, Boise Art Gallery, and Referral
Service Agency.

Boise State Universitye-Services and Programs

 

Over the years, the University has recognized
its obligation to the local community and its citizens
to be responsive to their educational needs and wants.
The junior-community college heritage of the University
has survived efforts by some to make the institution
a research oriented, ivory tower place of pure, unmit-
igated scholarship for the "worthy elite". Rather,
strong statements of philosophy and mission have been
made and lived up to in terms of Community Outreach
Programs and Services for all citizens. The proof of

this is in what has been done in the past, what is

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88

currently being done, and what is projected for the
future.

Many units, departments, divisions, and schools
are involved in the outreach activities of the University
but the one office most directly responsible and most
active by guideline and directive is the Office of
Extended Day and Summer Sessions Programs. Its alter-
native title, used in many of its publications and cor-
respondence, is the Office of Outreach Services and
Programs. The Office is responsible directly to the
institutions's chief academic officer, the Executive Vice
President.

There are two major functions performed by the
Office--Special Services and activities and instructional
Programs and Special Courses. The special services and
activities would include:

1. Conference, Workshop, Seminar, Institute Planning
Assistance: The University offers assistance to
groups and agencies that desire help in planning
educational programs or require assistance in up-
grading personnel in new techniques, knowledge,
and skills. Classroom facilities and equipment,
as well as professional assistance, for these
programs can be arranged. For example, the Univer-
sity has worked with a number of civic and state
agency groups in offering planning assistance
including the Idaho State Tax Commission sponsor-
ing a continuing County Tax Assessors School, the
Idaho Real Estate Commission in a number of special
courses leading to competency and proficiency
certification, and the Boise Junior League in pre-
paring their provisional members for leadership
roles in community volunteer work and citizen
act on.

 

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89

Faculty and Staff Consultation Service: The faculty
and staff at the University help businesses, indus-
tries, educational institutions, governmental
agencies, professional groups, and others in the
solving of their problems or in their research and
development efforts. Examples of this activity
range from faculty setting up research test instru-
ments to actually conducting research. In one
instance, a professor of Office Administration was
asked to study a state department's communication
system, report on its strengths and weaknesses,
suggest ways of improving the system, devise an
in-service training program and teach the course
for the benefit of departmental personnel and
middle management executives.

Use of Facilities: Boise State University makes
available meeting rooms and classroom facilities

to various nonprofit community groups, agencies,
and institutions. Courses, programs, conferences,
meetings, dinners, and even testing by professional
groups and governmental agencies are conducted

on campus. Much use is made of the plant and
facilities by outside groups.

 

Instructional Materials Center/Film Library

Service: Boise State University has maintained a
film library for the benefit of all school districts
in the State of Idaho as well as for the Univer-
sity faculty. In addition, the Instructional
Materials Center provides the latest in projec-

tors and other audio-visual equipment to faculty

and to co-sponsored groups meeting on campus.
Instructional material development assistance is
also made available to faculty and outside groups.

 

Community Use of Library Facilities: The Library
cooperates with other libraries in the area in
serving the public. Teachers, businessmen, clergy-
men, and others are given courtesy cards to use

the University library and all of its services.
High school students may check out materials on

the written recommendation of their teachers.
Community people, at large, may come and use the
library but with some restrictions relative to

full service.

 

Faculty Speakers' Bureau: As a service to the
region and the state, Boise State University has
organized a Speakers' Bureau, whose members have
volunteered to present lectures and/or talks
before community groups and organizations.

 

all. y «C S +5 .o . s n u r: + u . . Q. .

uki u oi.- Po. a» e «4' u‘ ,. . FYI S P b .IU "J. .6..- 3. ¢ - § - Al» F .P. :2. . _ . ... . ...
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TO.

90

Public Affairs and Cultural Enrichment: The Univer-
sity offers great variety in its program of public
affairs and cultural enrichment with many events
presented at no charge. Many of the offerings

are presented in the outerlying communities. Some
of the events that provide opportunities of partic-
ipation and observation include: Boise State Band,
Meistersingers, A Cappella Choir, BSU Community
Symphony Orchestra, concerts and recitals, drama
offerings, traveling art exhibits, Foreign Film
Festival, Faculty Lecture Series, forums of par-
ticular arts, demonstrations and lectures in var-
ious fields of study (especially through the Visit-
ing Scientist Program) and programs of outstanding
artists and lecturers.

Class Reservation Plan: Students enrolling in the

 

Extended Day Program can utilize a class reser-
vation plan that allows them to reserve a place in
a class in advance of actual registration. As many
as 1,200 students out of 2,000 have taken advantage
of this service in a single semester.

Senior Citizens Fee Schedule: Another service

 

specifically tailored for the senior citizens of
Idaho (65 and over) is the Opportunity to take

any course or program at one-half the normal fees.
This service is gradually catching on with the older
adults even though they have a rather complete
program being offered through Community Schools.

Reward, Recognition and Credit Accumulation Oppor-

 

tunities: The University has recognized that with

 

improved and accelerated public school programs,
and with experience and knowledge gained in non-
traditional modes of education, many students
coming to an institution of higher learning should
be recognized, rewarded, and be afforded credit
accumulation opportunities. Subject matter already
mastered, skills already acquired, and living
experiences gained that equate to those subjects
offered at the entry or advanced level are in large
measure quantified at Boise State University. The
following alternative opportunities are available
to all prospective and current students at the
University:

a. Advanced Placement--Many departments, noteably
English, History, Foreign Language, Mathematics,
several of the pure sciences, and Office Admin-
istration, use advance placement procedures

91

for students who either have documented experi-
ences or who pass proficiency examinations.
Students are awarded credits for courses and
thereby have the number of hours required for
graduation reduced by the number of credits
awarded. They are then allowed to enter courses
that usually require prerequisite courses.

College Level Entrance Examination Program
(CLEP)--The University is the state testing
center for CLEP examinations. Boise State
accepts both the Subject Matter and the Gen-
eral Examination programs.

Boise State accepts CLEP Subject Matter Exam-
ination scores at a Department determined per-
centile score for equivalent courses. The
student who submits official CLEP Subject
Matter Examination scores must make applica-
tion and enroll at the University, or be enrolled
at Boise State at the time of submission of the
CLEP scores. The student receives credit for
the equivalent courses so designated. The
credit awarded will count toward graduation
requirements and will reduce, by the number of
credits awarded, the number of credits required
for graduation. Biology, Mathematics, Chemis-
try, Accounting, Sociology, Economics, Psychol-
ogy are some examples of Subject Matter Exam-
inations accepted at the University.

Boise State also accepts the CLEP General
Examinations at University determined percentile
scores for equivalent credits. If the scores
submitted by the student are at or above the
percentile scores indicated by the University,
the student will receive credit for the equiva-
lent courses so designated. The credits awarded
count toward the graduation requirements and
reduce the number of credits required for
graduation. A maximum of 24 semester credit
hours can be earned in the combined areas of
Natural Science, Mathematics, Humanities,

Social Science, and History.

Part-time, as well as full-time, students are
invited to take advantage of the CLEP opportunity.
The General and the Subject Matter Examinations
are alternative ways by which students may
satisfy certain general education or specific
course requirements.

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92

How students become prepared to take the exam-
inations is of little consequence. The fact

is that many have the wherewithal to take the
exams with good promise of passing. In general,
students who take the exams do so because they
have studied independently, taken advanced

high school courses that parallel those offered
by the University, previously audited courses,
attended non-accredited schools, engaged in
correspondence or extension programs, gained
experience through travel, studied in the

armed forces or proprietary schools, and/or
have had on-the-job training or experience.

Credit by Challenge Examination: Any student may

 

challenge a Boise State University course offering,
subject to department determination of appropriate
courses, when the student feels confident that
sufficient acquired knowledge (as the result of
previous background, education, or experience)
would allow him or her to pass an examination which
covers the content of the course. This is an
alternate route for students where standarized

CLEP Subject Matter Examinations do not exist or
are not acceptable by the department.

Independent Study: The independent study experience

 

opportunity is offered to all students of graduate
and upper division level status who have a suffi-
cient grade point average and background to pursue
individual study of a reading or project nature.
This allows the student to explore in depth a
specific aspect of a discipline or professional
field and offers the student the opportunity to
exhibit scholarly competencies on an independent
basis.

Internship: Internship opportunities are avail-

 

able in most departments and in all the Schools

at the University. Internships, available to both
full—time and part-time students, provide opportun-
ities for students to participate for variable
credit in a field experience or practicum which
contributes to their academic development and
ultimate educational objectives.

Counseling, Guidance, and Testing Center: The

 

Counseling Center provides assistance to students
with personal, vocational, and educational concerns.
Its objective is to aid students to become more
self-reliant and effective in their personal and

t. n
...,
O
3‘

IS.

16.

93

social relationships. The service is based on the
premise that at times many normal individuals have
problems that they alone cannot resolve. Both
individual and group counseling are available.

The Testing Center is responsible for the admin-
istration of such nationwide testing programs as
the American College Testing, Miller's Analogies
Test, and College Level Examination Program. In
addition, a number of standarized tests are avail-
able, and when it would appear beneficial they

may be administered to a student. Tests of inter-
est, general ability, and special aptitude are most
commonly utilized. Normally the results of tests
are more useful in stimulating self-analysis than
in providing answers to problems.

Other Services: A number of other services are

 

offered to students at the University. Such serv-
ices as admissions counseling, health service,
alumni, financial aid, career planning, and job
placement are available to any and all students

at Boise State University. The health service is
available to only full-time students and much of
the financial aid and scholarship assistance is
not available to part-time students.

Faculty Academic Advising Service: The University

 

utilizes almost all of its faculty members in
advising. Full-time and part-time, as well as all
prospective students, may take advantage of the
academic advising service. Faculty advising is
normally only available during the day time hours
except during the brief regular registration periods
at the start of each semester. 1

Boise State University offers instructional programs

and special courses throughout the entire calendar year.

The University offers many programs and courses in published

schedules but these do not preclude or limit the University

in its offerings for any particular semester.

 

3:1 John B. Barnes, et al., Self-Study Report-Boise

 

State College (Boise, Id.: Boise State College, February 1974)

 

s and

4:31

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94

The University responds to the educational
needs and wants of any and all students or groups when
expressed or discovered. Requests for courses or pro-
grams to be offered whenever they are desired are
favorably received providing that a minimum number of
students enroll and competent faculty members or re-
source persons are available to teach the courses or
conduct the programs. Instructional programs and
special courses under the direction or coordination of
the Office of Extended Day and Summer Sessions include:
1. Extended Day Program: The University offers aca-

demic, avocational, and vocational courses on cam-
pus for the many individuals in the community who
seek to achieve their own personal educational
objectives. At the present time, the entire grad-
uate program in elementary education and business
administration is offered through the Office of
Extended Day and Summer Sessions. The Extended
Day Program serves approximately 2,000 students

each semester which constitutes 20 to 25 percent
of the total enrollment at the University.

 

2. Summer Program: The University offers academic,
avocational, and vocational courses on campus for
students throughout the State of Idaho, other
states, and foreign countries who seek to achieve
their own personal educational goals. The Summer
Program is multisession with two five-week ses-
sions, a ten-week session, an eight-week graduate
and undergraduate session, as well as many short
courses and workshops. Approximately 2,600 stu-
dents were served in the variety of programs and
offerings in the 1973 summer session. Of these,
457 were graduate students.

 

3. Weekend University Program: This program started
in the fall of 1971 and is a new approach designed
to make University offerings accessible to more
of the people who wish to take courses or partici-
pate in programs but are unable to attend day or
evening classes or who find weekend attendance

 

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In the
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and he

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95

better suited to their personal time schedules.
In the spring semester 1974, the University
offered fourteen classes in the weekend program
and had 419 students participating.

Evening Vocational-Technical Education Program:
The program is designed to offer courses in a wide
variety of occupational fields to upgrade those
individuals currently engaged in the skill, craft,
trade, or technology in which the courses are
offered. This program also includes a number of
apprenticeship programs, i.e. welders, plumbers,
electricians, and carpenters.

Manpower Development_1:aining Act Program (MDTA):
Manpower Development Training Act is a joint state
and federal government sponsored program to train
adults in job areas where there is a shortage of
skilled personnel. A co-objective of this program
is to reduce the ranks of the unemployed and under-
employed in the state and, in particular, the
Southwestern region of Idaho. The program has

been reasonably successful depending on the avail-
ability of money to fund courses and programs.

 

Adult Basic Education Program (ABE): The Voca-
tional-Technical School offers a basic literacy
training, through a special state grant, to adults
in the community who desire to upgrade themselves
in order to qualify for occupational entry and/or
pursue high school instruction and certification.
The ABE Program has proven to be one of the most
successful programs recently devised and offered
by the University. Over 1,000 students were
served by this program in the 1973-74 school year.

 

General Education Development (GED): As part of
the Adult Basic Education program, the University
offers instruction and prepares adults who wish
to take the General Education Development Test to
qualify for the high school equivalency certifi-
cate. Out-of—school youth and adults may take
the examination at the University without having
to participate in the preparation program. This
Program has also proven to be successful and is

a natural in conjunction with the ABE Program.

 

General and Special Interest Group Programs and
Courses: Offerings of programs and courses that
meet the needs of the general public or special
interest groups can be and are devised and

 

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deans
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96

presented. The Office of Extended Day works with the
deans, department chairmen, and faculty in preparing
programs and courses. Offerings that prove to be of
continuing utility and value can and are reoffered

as a regular, periodic feature of the University's
instructional program.

9. Conferences, Workshops, and Special Courses: There
are many conferences, workshops, and special courses
offered either directly by the University or in co-
sponsorship with other agencies and groups. They
encompass both the credit and noncredit type.

 

The noncredit variety are all scheduled through appro-
priate channels and, some that are academic or voca-
tionally worthy, require the participants to register
under the Community Service Program operated by the
Office of Extended Day. Credit bearing conferences,
workshops, and special short courses require the
students to be admitted to the University, duly
register for the course, and pay the appropriate fees.

In addition, Special Lecture Series courses are offer-
ed each semester which blend two education goal seek-
ing groups--students who desire credit and are will-
ing to go through the necessary academic vigorous
exercise, and visitors who have merely an interest

in part or all of the subject matter or topics being
presented. This latter group are invited to attend,
on a seats remaining or on a single night basis de-
pending on the specific topic of interest to the
visitor. The visitors are sold tickets and are not
registered in the classes. 2

The Division of Continuing Education (DCE)

In 1966, the State Board of Education governing the
higher education institutions consolidated the continuing
education functions of each public institution into a
statewide agency. From 1966 to 1969 it was known as
Idaho Continuing Education. In 1969 its title was changed

to Division of Continuing Education (DCE) along with a

 

3:2 Barnes, 0p c’t.

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Orcaniz
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97

clarification of function and administrative relationship.

l.

Organization and structure of the Division of
Continuing Education: DCE is a part of the Office
of Higher Education which is the executive arm of
the State Board of Education. DCE is one of the
operational programs of that office. A state
director supervises the work of the organization
utilizing three regional directors. The state is
divided into three regions--North, Southwest, and
Southeast. The regional directors are housed on
the campuses of the three state universities--
University of Idaho (Moscow), Idaho State Univer-
sity (Pocatello) and Boise State University (Boise).

Functions of the Division of Continuing Education:
The Division is authorized to offer any course
from any state university at any location in the
state, provided that the course can be self-sus-
taining from student fees and that a competent
qualified instructor has consented to teach the
course.

From 1966 to 1973, DCE has processed approximately
20,000 registrations for credit courses in more than
50 communities in the state. A sizeable number of
registrations have occurred in correspondence study
(3,000 registrations in college level courses from
1966 to 1970) which is also operated by DCE. The
Correspondence Course section operates out of the
North Idaho regional office in Moscow. The section
makes available both university and high school
level courses through correspondence study.

DCE engages in other activities closely related to
academic programs. For example, the agency offers
non-credit classes and lecturers; initiates staff
development courses for state agencies to provide
specific types of training; operates a Basque Studies
Center which seeks to preserve the culture of the
Basque people through dissemination of information;
and operates the Cooperative Graduate Center in

Boise under the auspices of the State Board of
Education. 3

 

Education in Idaho, Boise, Idaho

3:3 Division of Continuing Education, Continuing

 

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98

Cooperative Graduate Center

 

The Cooperative Graduate Center (Coop Grad
Center) was created in September 1969 by the State
Board of Education. The Center was established to pro-
vide graduate courses in Boise using the offerings of
the graduate schools of the state's higher education
institutions. In the summer of 1971, Boise State Col-
lege (now University) was authorized to offer masters
degrees in Elementary Education and Business Adminis-
tration which reduced the obligation of the Coop Grad
Center in these two most popular and needed areas.

1. Organization and Structure of the Cooperative
Graduate Center: The C00p Grad Center is not a
highly organized, structured activity. The Center
has no full-time personnel. Administrative func-
tions are performed by the staff of the Division
of Continuing Education which is the parent agency.
The Center has no dean or director although the
State Director of DCE has assumed the greatest
amount of the responsibility for its operations.
An Advisory Council (made up of representatives
of the Universities) makes recommendations on the
operations of the Center to the Executive Director
for Higher Education who takes policy matters to
the State Board for decision.

 

 

2. Functions of the Cooperative Graduate Center:
Although no full degree programs are available
through the Coop Grad Center, a fairly wide variety
of courses are offered.

 

The unique feature is that the Center offers res-
ident credit, not extension credit, for the courses
it offers. The credits earned at the Center may

be transferred to the graduate programs of the
institutions of higher education in the state. All
institutions have imposed a limit on the amount of
credits that may be transferred however.

The Center is not funded and hence the courses

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99

offered must be self-sustaining. Student fees are
utilized to financially support the courses taught
at the Center. Generally the classroom facilities
of Boise State University and its Library are used
for the conduct of classes (with no rental or usage
charge), although classes are also held elsewhere.

Courses at the graduate level have been offered in
a number of fields of study with moderate success.
The high point of the program was in the spring
semester of 1971 when 350 graduate registrations
were recorded. In the Fall semester 1973, 27
courses were offered with 329 students enrolled.

The faculty of the Center are drawn from the spon-
soring institution directly, from other institutions
of higher learning in the immediate area, and com-
petent, qualified community resource faculty many

of whom possess the doctorate. The local resources
have proven to be quite adequate which means that
the expense of travel, lodging, and subsistance

are materially reduced.

The Center operates on the principle that the
graduate student should be able to choose, as far
as possible, the courses and institutions from
which he or she wishes to earn credit in the Boise
Center. The courses are cross-listed whenever
possible, with many of them carrying credit options
from both the University of Idaho and Idaho State
University. The Center is prohibited from offering
Boise State University graduate courses at the

Coop Grad Center. The offerings of the Center are
those which the local University is unable and un-
authorized by the State Board to offer at the
present time. 4

Boise Independent School District Community Schools
Program

Probably one of the more exciting things that is
happening in education is a return to an old American

principle of "community-unity". Based on the premise

 

3:4 Division of Continuing Education, Cooperative

 

Graduate Center, Boise, Idaho

2213 can;
”ares to;
:3 and s
fifty hav
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1's: exist
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~‘:-. ‘~l r‘
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100

that a community that works together, plays together,
learns together, and grows together reaps great indivi-
dual and social benefits. The citizens of that com-
munity have a far greater chance to live together har-
moniously, to resolve individual and social problems
that exist in their sphere of influence, and to indivi-
dually grow to full potential.

Over the years, many Americans have forgotten
the effectiveness of town meetings, town councils, public
gatherings, and community celebrations. Charles S. Mott
and Frank Manley were the initiators of a modern resur-
gence of the community-unity concept in Flint, Michigan.5
They accomplished this feat through what is now known in
contemporary terms as "Community Schools" or "Community
Education“. In essence, Community Schools Programs are
established to resolve large social issues and problems.
Such things as unemployment, poor health, poverty, lack
of educational opportunity, and juvenile delinquency and
crime are among these problems and issues. In the Flint,
Michigan case, their program comes close in meeting these

objectives. In fact, many educators recognize it as the

 

3:5 Clyde M. Campbell, "Contributions of the Mott
Foundation to the Community Education Movement", Phi Delta
Kappan, (Bloomington, IN.: November 1972) pp. 195-197

l prc

fife

1er

2': ”or"!

fil

101

model program to emulate.

The Boise Community Schools Program was estab-
lished in the fall of 1971 in an agreement between the
Boise Independent School District, Boise City, and the
Model Cities programs funded by the Department of
Housing and Urban Development (HUD). Classes and other
activities were to be conducted in schools within the
area defined in the agreement between Boise City and
the Model Cities program.

Presently the Community Schools Program is
now funded by the Boise Independent School District,
Model Cities, Idaho Office of Aging, and Boise City.
The program has expanded from the restricted area of
Model Cities to the entire school district. The number
of participants has also increased from 300 at the start
to approximately 3,000 people enrolled in classes and
activities in the fall of 1973. The program has about
180 activities going at 14 different locations at the
present time. Many of the people involved in making
the program possible are volunteers or those willing
to teach or serve for a very nominal remuneration.

1. Organization and Structure of Boise Community
Schools Program: The Community Schools Program
has a full-time director-coordinator, two programs
specialists, a small office staff, and four build-
ing coordinators. The program is under the super-

vision of the Superintendent of the Boise Indepen-
dent School District.

 

102

Eunctions of the Community Schools Programs: Since
the program from the start has had Model CTties
money invested in it, programs, courses, and serv-
ices for that neighborhood have had a high prior-
ity. The needs of the poverty area are somewhat
different than in the other neighborhoods in the
community. Unemployment, lack of basic education,
home skills, health, and recreation are some of

the problems the program has attempted to help
resolve.

With the expansion of the program and its funding,
senior citizens programs have been developed along
with programs and services that meet the needs

of many citizens for recreation programs, skills
development, avocational pursuits, and family
living experiences. The motto of the program is
"Community Schools where Living and Learning get
together".

The schools involved have had their facilities
useage increased from 30% to approximately 80%.
The schools are open from early morning to late
at night and are available for use 365 days a
year. The activities offered are in response to
the expressed needs of the citizens. Some of the
activities have a small fee charged but other
activities like open gymnasium classes are free.

Activities are many and varied. Bookkeeping,

First Aid, Cooking, Flytying, Photography, Cer-
amics, Self-Defense, Spanish, Yoga, Cub Scouts,
Movies, Sewing, Musig Bridge, Home Nursing, Typing,
Human Relations, Welding, Home Repairs, Income

Tax Preparation, Art, Mechanics, and the Metric
System are a few examples of what is offered by

the Community Schools Program.

The Adult Media Learning Center provides adults

and out-of-school youth the opportunity to pre-
pare for the General Education Development Certi-
ficate. Refresher programs as well as initial
skill development in several basic subjects such

as English, math, and reading are offered. Trained
instructors are available at the Center during the
day and evening hours. There is no cost and the
program is open to persons of all ages.

The senior citizens have a program devised for
them. The Community Schools eXtra Years of Zest
(XYZ) program is for persons 60 years of age and

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older. Dances, courses, lunches in the schools,

hot meals to persons incapacitated, and trans-

portation are some of the programs, courses, and

services made available to the senior citizens. 6
Idaho State Historical Museum

Although the Idaho State Historical Museum is
not considered an educational institution or agency, what
it does is of significance to the total educational pic-
ture in the area. The Museum staff is charged with the
responsibility of preserving and maintaining the histori-
cal archives and sites of the State of Idaho. In addi-
tion, the task of research into the historical, cultural,
and geological past is an important responsibility of the
staff of the Museum.

Several aspects of the educational endeavors on
the part of the Museum are noteable. The citizens of the
State are encouraged to visit and learn about the histor-
ical sites. The information and displays at the Museum,
are rich resources of knowledge about Idaho. Citizens
are encouraged to use the Museum and its resources for
research or gaining a better perspective about the state,
city, and people.

The Museum, through the efforts of its very
able director, has brought to the reading public of Idaho

a chronicle of historical facts and incidents about the

 

3:6 Colette Wilde, "The Community School Concept",
Idaho Daily Statesman, Boise, Idaho, October 19, 1969

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State, area, and city. Further, special feature arti-
cles of particular interest to residents of the imme—
diate area are written with deftness, precision, glamour,
and enthusiasm. These items appear on a regular periodic
basis in the newspaper and are avidly read by a great
number of people.

The Museum staff also offers tours, lectures,
film presentations, and research assistance. Courses
in Archaeology have been offered and/or co-sponsored
by the Museum which include visits to archaeological
sites as well as actual archaeological digs. An
Archaeological Association with open membership to all
interested citizens has been formed and is active under
the auspices of the Museum.

Boise Gallery of Art

The city of Boise and patrons of the arts oper-
ate and maintain a Gallery of Art. Like the Idaho
Historical Museum, its main function is not education
per se but it does afford the citizens of Boise and
surrounding area with the opportunity to observe and
appreciate art in all its various forms. Through dis-
plays, demonstrations, exhibits, tours, and lectures,
the Gallery affords the opportunity to become more
knowledgeable about art. In addition, the Gallery
sponsors courses in drawing, painting, and other art

activities to citizens of all ages. Competent

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instructors from among its patron membership, the Uni-
versity, and the community in general are utilized in
this program.

Cultural Events in the Communipy

There are many opportunities for people to
partake of the cultural events offered in the community.
Boise is probably one of the most unheralded of all
the art, music, drama, and literary centers in the
United States. There is much talent, appreciation, and
support in the city for cultural and asethetic events.

The nagging question of "what is there to do?"
is amply answered in this locale. The city has its
own Symphony Orchestra, Community Theatre, Art Gallery,
Zoo, the State Museum, Public Library with citizen pro-
grams, city sponsored holiday and observance events,
public recitals and presentations, and fine arts ex-
hibits and competitions. These things, in addition to
all of the athletic contests and competitions, social
functions, and educational programs, round out the
community quite well.

Not only does the city have local talent, it
and the many sponsoring agencies and institutions bring
to the community artists and lecturers who are known
nationally and internationally. There is an extensive
variety of dramatists, musicians, artists, lecturers,

politicians, other governmental officials, and educators

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that are invited to the area. The citizen participation
in these events is high and their appreciation does not
lack expression.

Referral Services Agencies

 

There are several agencies that exist that pri-
marily make referrals and dispense information in Boise.
Counseling and advice can, and many times is, part of
the work that these non-profit agencies perform. The
local newspaper is a profit organization but in the
sense of public service they could be considered at
least a willing participant in the community service
announcements and dissemination of important informa-
tion that the public needs to have before them.

1. Information and Referral Service, Incorporated:
Getting help, knowing where to go, and who to see
can be a big problem to many. The Information and
Referral Service attempts to be of assistance to
people who have a variety of problems and a lot
of unanswered questions. With 400 plus service
agencies, institutions, and organizations in the
city, just knowing who they are and what they can
do for people is a large task in itself.

Obviously, many of the things the agency does has
no relationship to education. The important thing
however, is that education and other closely re-
lated activities are included in its service.

Both public and private institutions are repre-
sented in the files of information. Keeping the
information up-to-date is a large task which the
crew of three full-time people plus the director
do with great efficiency and effectiveness.

The agency offers information and makes referrals
on health care, child care, social problems, legal
assistance, employment, housing, recreation, and
education. The agency staff is also aware of the
many activities and presentations that are occur-
ring in the community.

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There is no fee for their services. Their objec-
tive is to provide persons desiring help with the
appropriate resources rapidly and efficiently.
The Information and Referral Service Agency is
affiliated with the Model Cities Program, the
Idaho Office of Aging, and the United Fund. All
citizens may use the agency's services. 7

2. The Idaho Daily Statesman: The local newspaper is
mentioned under information and referral services
primarily because of its willingness to be com-
munity and area related and responsible. Idaho
does not have many daily newspapers and in this
regard, it becomes the printed news medium for
an entire area or region. Radio and television
stations in the city and surrounding area play
an important part in providing community service
announcements, special features, and interviews.

 

Since the newspaper is a printed communication,
items of interest can be reviewed or saved for
immediate or future reference. Putting aside the
special feature stories and publicity articles

that are presented, the regular periodic calendar
of activities of interest to the people are excel-
lent. The newspaper publishes a weekly and daily
Calendar of the Arts column which includes Special
Events, Music, Drama, Films, Art Exhibits, and
Lectures that will be occurring in the area. Such
things as the name of the activity, the date, time,
location, artist, and indication of fee, if any, are
included in the listings.

PRIVATE INSTITUTIONS-AVAILABLE PROGRAMS AND SERVICES
In general, residents of the Greater Boise
Metropolitan Area have very limited educational pro-
grams, courses, and services available to them from
private sources. Eliminating the church, religious
oriented or sponsored programs, courses, and services,

the remainder of opportunity in the private sector

 

3:7 Colette Wilde, "Referral Agency Gives Variety
of Assistance", Idaho Daily Statesman, Boise, Idaho,
September 1, 1969

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is meager.

By definition, the private institutions and
agencies listed below would include only those that
serve out-of-school youth and adults and whose primary
function or significant secondary function is educa-
tional services and programs.

Proprietary Schools

 

Proprietary schools in any community come and
go. Based as they are on the expectation of profit,
if they do not have a quality program, excellent manage—
ment, or sufficient financial backing, they soon go out
of business. Several private schools have lasted over
the years and have grown slowly.

Probably the most continiously successful pro-
prietary school in Boise is Link's School of Business.
This school is now an educational service of the Inter-
national Telephone and Telegraph Corporation (ITT).
Even before ITT assumed ownership of Links, it was con-
sidered a relative successful school. Established in
1906, it is the oldest school, both private and public,
offering courses of instruction beyond high school.

Of late,the brochures and newspaper advertis-
ing of Link's has focused its attention on women and
in particular mature women. This is not to say that
men do not attend but the majority in attendance at

the school are women. It seems reasonable that women

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would be attracted to the school because of its heavy
emphasis on secretarial skills, key punch operations,
and bookkeeping instruction. This is a statement of
fact however, not of sociological or philosophical
belief.

The school has gone through a professional
step by becoming accredited by the Accrediting Commis-
sion for Business Schools as a two year school of bus-
iness. In addition, Link's offers its graduates help
in finding employment through a placement service.

Another private school is the Boise Secretarial
Center which has been in business off and on since
1947. Ownership has passed hands several times and the
current owner has been able to maintain the school for
the past several years. Again, the offerings of short-
hand, typing, and accounting attract mostly women to
the school. The Center does not have nearly the breath
or depth of program as compared to Link's nor is it an
accredited two year school of business.

There are a number of other proprietary enter-
prises in the community that focus on training and
education. Occupational, business, and skills training
constitute the majority of these endeavors. For example,
Dale Carnegie Courses are offered through an established
office in the city. Memory skills, dynamic salesman-

ship, and human relations constitute its short duration

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course format.

There seems to be a high interest in real es-
tate as a subject matter in the area. Even though
courses of instruction are offered by the University
and the Education Council of the Idaho Real Estate
Board, one institute has been successful in offering
real estate courses on a concentrated basis. The basic
purpose is to teach the fundamentals of real estate and
prepare the participants to take the examination for a
real estate license which is required by the State
before one can sell real estate. Occasionally courses
of an advanced sort such as investments and estate
planning are offered.

There are several small aircraft companies
that offer instruction in ground school and pilot train-
ing. Since it is only a sideline activity with these
companies (and expensive), the private enterprises have
not made much inroad into the courses in aviation offered
by the University.

In professional occupational training, the
city has two cosmetology schools and a barber "college".
These schools have been fairly successful and enduring
because of high interest in the promise of a fairly
well paying position and quasi-professional status if
the course of instruction is completed satisfactorily.

Avocational and talent based courses of

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instruction are available in the private sector. Courses
and programs in drawing, painting, ceramics, pottery,
dancing, sewing, knitting, and musical instruments are
offered by individuals, retail businesses, and privately
established schools. The quality of these courses and
programs are highly dependent upon the competancy and
expertise of the instructors and the appropriate facili-
ties in which the instruction takes place. In most
cases, instruction of this sort is an expensive propo-
sition limiting greatly the number of participants.
Protection, defense, mental, and physical health
courses of instruction have gained some popularity in
recent years. Judo, Karate, Self-Defense, physical
exercise and conditioning, and mental health programs
and courses are in evidence. Gymnasiums, studios,
clinics, and spas have been established in the community.
Most of these opportunities are relatively expensive and
many require an iron-clad membership contract. Those
enterprises that depend on the talents of one or two
individuals have a high rate of mortality. Those
enterprises that are of a chain, franchise, or corporate
structure have a far better chance of survival.

YMCA-YWCA Programs and Services

 

The YMCA-YWCA organizations fit into a category
of quasi-private, semi-religious, and community-orien-

tated in nature. There is no doubt that these

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organizations have been a positive force in the com-
munity for a number of years. It would be difficult
to exclude these organizations from a community analysis
of educational programs and services even though their
primary task is not education in the true academic sense
of the word. The fact is, these two organizations cannot
be overlooked in an educational opportunities in the
community discussion.
The YMCA has consistantly offered educational
programs and services for all the male population in
the community. A membership fee or use fee is usually
a part of the requirement to participate, but there
have been many occasions when open invitations, with no
strings attached, have been made. Further, girls and
women have been allowed to use the YM's facilities and
take advantage of certain programs and courses that
could not be accomplished at the YWCA. Swimming les-
sons, water safety and certain gymnasium games are ex—
amples of female use of the YMCA's facilities and plant.
Most of the YMCA's educational offerings for
boys and men center either around christian-brotherhood-
human-interaction type of activities or physical con-
ditioning, exercise, sport skills development, and
competitive games. The familar Indian Guides, Hi-Y
Clubs, scripture study groups are examples of the for-

mer. The latter type of activities would include

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learning how to swim, to play handball, using the gym-
nasium for volleyball, and the jogging track to become
more physically fit.

The YWCA has taken a little different tact in
recent years. Whereas not too many years ago much of
the effort in education programs and services was ex—
pended on courses of instruction of particular interest
to women, the current emphasis is on social, community,
and national problems. Even more recently, the YWCA
has cooperated in the formation of a Women's Political
Caucus and a Women's Center.

Certain courses and programs are still offered
through the YWCA but most of them are offered in response
to their members who wish to have such programs at the
"Y" even though the same courses might be offered by
Community Schools or the University. In the past,
courses of instruction in Art, Music, Sewing, Dancing,
Games Instruction, Yoga, and Reading have been offered.
Baby Sitter Training, Karate, Cooking, Interior Decorating,
and Cake Decorating have proved to be of interest to
the women in the Community. Occasionally, courses of
a more academic sort are offered such as History of
Blacks in America, Law and the Layman, and Nutrition.

Much of the current efforts on the part of the
YWCA is in the area of contemporary problems and issues.

One finds forums, luncheon lectures, and expanded courses

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in such things as Consumer Protection, Women's Rights,
Family Financial Management, and Contemporary Problems
and Issues in Modern American Society offered for the
consumption of both members and non-members of the
YWCA.

Recently, a small nucleus of local women, have
been successful in forming a Women's Center which hopes
to make women more aware of their rights and responsi-
bilities, to be more attuned to modern society and women's
changing roles, and to raise their consciousness level
and awareness in matters dealing with women in general.
Referral service, library service, educational program-
ming, and camaraderie with others are some of the goals
and objectives this group seeks with the cooperation of
the YWCA.

Private Correspondence Schools and Schools with Offices
Located in Cities Other than Boise

 

 

There are a number of educational opportunities
offered to residents of the area through proprietary
correspondence schools and schools that set up shop for
brief periods of time and then disappear. Some are
more famous than others. The LaSalle Correspondence
School, International Correspondence School (ICS), and
the American High School are examples of the better known
schools. The Evelyn Wood Reading Institute is an ex-

ample of schools that come into an area, set up, run

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a program, and then move on.

In all of these kinds of programs, courses,
and schools, the success depends a great deal on the
"salesman and the sales pitches" along with who they
can hook up with to co-sponsor their activities. In
general, in this area none of them have been too suc—
cessful in establishing and maintaining a program.
The cost is high, the service is inadequate, and the
trust element on the part of people in this community

is nil.

ANALYSIS OF AVAILABLE PROGRAMS AND SERVICES

 

The following is a general analysis of the
apparent strengths and weaknesses of the available
educational programs and services in the community. No
attempt is made at this point to equate what exists to
the educational needs of mature women. Rather, what is
pointed out is the existance of viable institutions,
programs, and services that could be utilized once more
is known about the needs of the mature women in the
community.

Public Institutions and Agencies

 

The overall efforts of the public institutions
and agencies in Boise is considered excellent. With
the comprehensive nature of programs, courses, and

services of the University, the expanding Community

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Schools program, and the efforts of the Division of
Continuing Education and the Cooperative Graduate
Center, the general educational needs of the commun—
ity are being met. If one adds in the programs and
services of the Historical Museum, Art Gallery, the
Referral Service Agency and all the cultural events
that are offered in the area, one finds a well-rounded,
comprehensive effort on the part of the public institu-
tions and agencies to fulfill the general education
needs of the citizens.

It is difficult to assess whether the public
institutions and agencies are meeting the educational
needs of specific groups in the community. For example,
one of the purposes of this study is to determine whether
mature women are being served adequately relative to the
educational programs, courses, and services needs. The
point is, there are ways through community analysis and
research to find answers to these kinds of questions.
Obviously more study is needed in this regard.

One of the real lacks in the Boise Community is
the absence of coordinative and cooperative efforts
on the part of the public agencies. Programs, courses,
and services are operated independently of each other.
Duplication of course offerings, programs, and services
is quite evident. No major confrontations have erupted

but if the agencies would agree to set down together

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and begin to plan an integrated, cooperative, coordina-
ted program, the people would probably be better served.
Certainly public money would be more wisely spent and
the pool of talent could be more effectively utilized
under a cooperative arrangement. With some of the
programs facing rising costs and squeezed budgets, the
likelihood of forming a cooperative council to do as
much as possible for the citizens makes sense.

Private Institutions and Agencies

 

The private schools and other programs and
services that attempt to meet the educational needs of
the people will probably remain narrow in scope and
less than effective in this regard. With a great vari-
ety of programs and services offered through public
institutions and agencies, the chances of profit making
educational concerns in the area are not bright.

The older established schools and those that
have unique educational or vocational opportunities
will continue to exist and perhaps grow slowly. The
real threat is that the public agencies might develop
programs and courses that are equivalent. If they do,
the private, proprietary schools and programs face some
real problems. Problems of inflation, iron-clad con-
tracts, and lack of complete services are other factors
that may cause the demise of private educational enter-

prise. They will never be totally devoid because

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enterprising individuals and companies are constantly
searching for ways to make a profit. Although educa-
tion may not be a prime prospect for profit, it certainly

is a viable alternative.

SUMMARY

Educational opportunities in the Boise Commun-
ity can be said to be good to excellent in general. It
is indeed fortunate for the citizens that the city is
blessed with a number of circumstantial elements that
make certain advantages in educational opportunity
possible.

Certainly the fact that Boise is the capital
of the state derives benefits to the residents. All
political units and government servants have need for
many educational and training resources. The many
problems and issues concerning the governmental units
require study and instructional opportunities. They
in turn, become laboratories, field training units, and
internship and practicum sites.

Having excellent transportation access and
communication facility lends credence to the favorable
position of the city and its citizens, as does the
commercial and distribution functions that require
educated people and constant upgrading and training.

The professional center characteristic and the area

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shopping center attraction indeed draws people to this
area--some to live, work, and progress; some to come to
take advantage of what the city has to offer, including
educational programs, courses, and services.

People mean talent, ability, and expertise
among its members. With the kind of governmental,
economic, business, and professional community described
and with a fairly large population in terms of Western
state standards, the natural and human advantage in the
Boise area is magnified.

The final ingredient is the commitment of the
citizens to the belief that education can resolve prob-
lems and issues and make it possible for people young
and old to grow to their full potential. This commit-
ment is not only expressed in attitudes but backed up
by the willingness of the residents to economically
support institutions sufficiently so that needs and
wants of the entire community can be met. The pride
of the people in their school system and "their" univer-
sity is unequaled. They are staunch supporters of their
institutions and believe they have the best schools in
the nation and look forward for even better things to
come.

The public institutions have a large variety
of programs and services available to the citizens of

all ages. While, undoubtedly, there is always need for

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improvement and while some groups of people may not be
adequately served, there is a potential and promise in
the public sector that these situations will be improved.

With a University well grounded in the compre-
hensive junior-community college philosophy, the Com-
munity Schools program modeled after that of the Mott
and Manley program in Flint, Michigan, certain advantages
immediately accrue to the people of the area. The
Cooperative Graduate Center, Historical Museum, the Art
Gallery programs, courses, and services, Referral Service
Agency, and the many cultural events offered round out
a well balanced educational effort to be of service to
the people in the community.

One of the bright spots on the surface as far
as women are concerned is the Women's Center that has
been recently formed. Even though their numbers are
small, this group of talented, dedicated women will
have an impact on the community. Riding the waves of
significant changes in the laws and the increasing
popularity of a social movement, the efforts of this
group to raise the consciousness level of women and
to gain better treatment and recognition has great
promise.

Although the private proprietary schools pro-
grams, courses, and services element in the community

seemingly does not contribute much to the total

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educational opportunities in the area, one must recog-
nize that they obviously serve the needs of some resi-
dents or else they would not be in business.

Offering training and skills development in
different ways and modes attracts a certain segment
of the population. Offering unique training and educaw
tional opportunities that are not available through the
public institutions fills a gap in the needs of people.
Until such time that public institutions respond to all
the educational needs of all the people, the private
schools, programs, courses, and services will remain
a viable alternative, especially when a promise of
profit for doing so exists.

One does not question the right or even need
to have private enterprise in education and training.
It is a fact and will continue to be so for many years
to come. Actually it may be good for public education
to have competitive situations exist just to keep them
on their toes, checking themselves against objectives
and goals, and assessing circumstances of why they are
not doing what private enterprise groups are doing to
meet the wants and needs of people in the community.

It is not the intent to prove in this Chapter
that a community analysis has been performed relative
to the general educational needs and that they are being

met adequately. Rather the description of the educational

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opportunities in the community is used to set the stage
for the study of the educational needs of mature women
in the community.

Just because one does not hear expressions of
needs, hues and cries, does not mean that there are no
unmet needs. In fact, when one finds things going too
smoothly, too perfectly, it is time to start investi-
gating what is wrong. A group that is complacent and
non-vocal can be just as needful of study as a group
that is boisterous and vocal about how unserved they
are.

Researching what a group knows about educational
opportunities in a community, how they feel about what
is needed, and interpreting their expressed and unex-
pressed thoughts must be done using an acceptable scien-
tific methodology. The investigative technique and
method is explained in Chapter IV, Method of Data Col-

lection.

“y in

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CHAPTER IV

METHOD OF DATA COLLECTION

INTRODUCTION

 

This study is basically descriptive and explor-
atory in nature dealing with demographic and normative
data about "mature women". There are a number of things
that command ones interest about mature women such as:
who are they, what are their circumstances, what are they
doing, what do they know, what do they want, what do they
think about existing educational programs and services,
and what are their reactions to certain proposals devised
relative to programs and services that might be organ-
ized or offered for them.

Because the study of mature women is a vast,
multi-faceted, and little researched area, it was deemed
necessary to restrict the study to questions, observa-
tions, and responses about their educational needs. One
must determine whether there are currently in existence,
courses, programs, and services to fit the expressed
needs of mature women; and, what the University could
do to resolve their preceived educational and counseling

problems.

123

124

SAMPLE

A stratified random sample of "mature women"
(25 years of age and older) was drawn from voter regis-
tration records made available through the Election and
Voter Registration Division of the Ada County Auditor's
Office in Boise, Idaho. There were 271 women invited
to participate in the research project which constituted
a one percent sample of the approximately 23,600 mature
women who were registered voters residing in the prescribed
boundaries -- the Greater Boise Metropolitan Area.

According to the adjusted T970 U.S. Bureau of
the Census figures (from the census data bank in the
Center for Business and Economic Research at Boise State
University) 27,l00 mature women comprised the finite
population. Admittedly, by using voter registration
records, a number of women were excluded because they
belong to the population under study but are not regis-
tered voters. Once the list was available and sex and
birthyear data was imput, a comparison of the number
on the voter list was made with the U.S. Census figure
to see how large a discrepancy existed. The difference
between the two figures was extrapolated to be 3,500 or
13% of the total population.

No doubt this is a limiting factor, but because
there is no other feasible means to identify the individ-

ual women in this group through computer access, the

125

results of the survey is restricted to the sub-popula-
tion of mature women who are registered voters.

Yet Runkel and McGrath 1 indicate that general-
izations are still possible to the larger population
providing the researcher utilizes good random sampling
techniques.

The choices the researcher faces, when
he finds that he cannot obtain a list
of the population he had in mind, is
not merely whether to accept an arbi-
trary sample or give up the study. A
third alternative is to consider
redefining the population somewhat.

. he might ask himself whether he
would be satisfied to learn something
about a population that does not
include those [women]. For many
research questions, a small shift in
the boundaries of the population

will lose little in the usefulness

of the population to which the
results can generalize, but will

gain the important advantages of
random sampling within that pop-
ulation. 2

The sample drawn from the voter registration list
was stratified by precinct and in proportion to assure
geographical, socio-economic, neighborhood representation.
The sample was further stratified by age groups based on

the adjusted l970 U.S. census data so that mature women by

 

4:l Philip J. Runkel and Joseph E. McGrath,
Research on Human Behavior: A Systematic Guide to Method,
(New York, N.Y.: Holt, Rinehart and Winston, Inc., 1972)

 

4:2 Ibid., p. 135

126

age level would be proportionately represented in the
sample. In these cases, it was not left to chance that
the geographical, socio-economic, neighborhood, and age
groupings were appropriately represented. In addition,
because of these stratifications, the sample size could
be very small in percentage without jeopardizing the rep-
resentativeness of the sample to the total population.
The sample size of one percent was deemed adequate using
random tables of numbers to select subjects who resided
in every precinct, and proportionately representing
every age group.

The opportunity to divide and sub-divide the
population into distinct categories of characteristics,
traits, or other common denominators strengthens signif-
icantly the ability of one to generalize about the total
population from the selected stratified random sample.
The fact that every precinct and every age bracket of
women over 25 years of age was proportionately repre-
sented within the geographical confines of the study,
gives greater assurance that all members of the sub-
population had an equal chance of being in the sample
p0pulation; further, assurance that each of the iden-
tifiable characteristics of the group under study being
represented comforts one in knowing that the sample

drawn was not statistically biased one way or the

127

other. 3 It also overcame the need for a larger sample
size as would have been required in a simple random
sampling procedure in order to attest to its represent-
ativeness and in the ability to generalize about the
total population. 4

In seeking the best means (and in this study,
the only feasible means) to identify mature women in
the Greater Boise Metropolitan Area, the only source of
information via computer was the voter registration
records of Ada County. However, certain pertinent
data were not in the computer information storage.

The name, address, city, state, zip code, Social
Security Number, city precinct number, and county pre-
cinct number were reproducible by computer but birthyear
and sex designation were not. Another complication
was that the County's computer, although produced by
the same manufaCturer, was not compatible in programming
and other technical aspects to the University's computer.
Through a series of reprogramming and other technical
adjustments the information was transferred onto mag-
netic tape for storage, memory, and print-out capacity.

The University's Data Center produced the initial strict

 

4:3 Runkel and McGrath, Op cit., pp. 126-147

4:4 William L. Hays, Statistics for Psycholo-
ists, (New York, N.Y.: Holt, Rinehart and Winston, Inc.,
1963 pp} 238-239

128

alphabetical listing of all registered voters including
a control number system which was used later for key-
punching the missing birthyear and sex designation
information. There were 75,465 entries on the list
produced.

After a three hour trial of how much informa-
tion could be recorded, it was decided that to do the
entire list would take an inordinate amount of time,
energy, and expense regardless of the dedication one
may have had in wanting 100% of the information avail-
able. It was estimated that it would take four people
360 man hours to accomplish this task. Since the files
in the Auditor's Office were assessable only during the
night hours, it became necessary to consider a cluster
sampling technique.

Cluster sampling is a respectable and quite
acceptable method in research theory and practice.
Based upon certain conditions of homogeneity among each
of the clusters selected and in this case heterogeneity
within each cluster sample, the representativeness of
the sample ultimately selected was not impaired. This
was especially true because of the large percentage
(33%) of the total listing included in the seven alpha-
betic groups selected. The needed information was re-
corded for each person included in the primary units

selected. There was a total of 24,l58 persons listed

129

in alphabetic clusters that included the letters A, B,

H, 0, S, U, and Z. With such a large cluster sample

of the total voters listed, the law of large numbers

worked in favor of the ultimate sample selected capturing

both the homogeneity and the heterogeneity characteristics

of the mature women in the sub-population. 5
Again, stratification and random sampling in the

elementary units (sub-samples) strengthened the case of

true representativeness of the study. Since there are

negligible numbers of minorities (such as Blacks, Spanish

sur-named people, and American Indians) in the area

under study, the only considerations to take into account

carefully were age levels, socio-economic statuses, and

education levels. With an across-the-board 33 percent

cluster sample taken, the confidence that all these elements

were well represented can be established in rigorous

scientific procedure as well as common sense reasoning.

INSTRUMENTATION

 

Subsequent to the review of the pertinent litera-
ture and after consulting with several professors at
Boise State University and Michigan State University,

a questionnaire was developed to facilitate the obtain-

ing of data necessary for the study. Once the instrument

 

4:5 Runkel and McGrath, Op cit., pp. 130-135

130

was prepared, it was field tested on ten randomly select-
ed women in the community that met the criterion estab-
lished for “mature women". The exercise was well worth
the effort in detecting flaws in the questionnaire as
well as the interview technique to be described later.
The doctoral committee chairman also reviewed the in-
strument and heard the evaluation on the field testing
and comments of the other members of the committee. His
suggestions, as well as those received from the other
knowledgeable people, were incorporated in the develop-
ment of the final form of the questionnaire.

The research project was controlled by a care-
fully devised questionnaire (see Appendixll) which
sought out demographic data, personal knowledge about
the available educational programs and services in the
community, and the women's active participation in these
programs. Further, the questionnaire was formulated to
seek out free-will attitude responses to general semi-
structured questions. The last portion of the ques-
tionnaire asked purposive, structured questions, pri-
marily based upon professional knowledge and the re-
lated literature, about what women needed in terms of
educational programs and services.

The objectives and purposes of the study were
kept in mind when constructing the questionnaire. Also,

the means by which the results of the survey were to be

131

reported were carefully considered so that not only
facts and figures could be reported but analyses of
data could be accomplished through the use of paradigms
and other means as suggested by Kerlinger 6 and the
doctoral committee chairman.

The instrument was divided into four basic seg-
ments--(l) demographic data including age, marital
status, working status, income level, number and ages
of children, last time attended school, highest level
of schooling completed, and membership in groups and/or
voluntary organizations; (2) knowledge of, participation
in, and interest in currently existing educational pro-
grams and services in the community; (3) general, semi-
structured questions relative to mature women's unmet
needs and what the University and the community should
be doing for them either now or in the near future; and
(4) directional, structured questions based on pertinent
suggestions, recommendations, and programs and services
for women that currently exist and found in the lit-
erature. The purposive questions were formulated in
part on professional experience in the field of continu-
ing education and the shared input of colleagues and

associates both intra- and inter-institutional.

 

4:6 Fred M. Kerlinger, Foundations of Behavioral
Research: Educational and Psychological Inquiry, (New York,
N.Y.: Holt, Rinehart and Winston, Inc., l966) pp. 398-399

132

ADMINISTRATION 0F¥QUESTIONNAIRE

Prior to the actual administration of the ques-
tionnaire, two women staff members were trained to con-
duct the telephone survey. A Telephone Interviewer's
Guide was prepared as part of the instructional program.
The two were then asked to pre-test the questionnaire
on ten randomly selected respondents and concurrently
test the interviewer's guide. The author of the study
was able to judge how effective the guide was and to
assess the reliability and understandability of the
questionnaire by listening to the interviews on an
extension phone.

The objectiveness, pleasantness, and helpfulness
of the staff members was also determined. There was a
high level of professionalism and seriousness imparted
but with an air of friendliness that put the respondents
at ease and made them, in most cases, anxious and quite
willing to answer all the questions posed.

After the test, certain elements of the guide
were modified and other pertinent statements added on
the basis of what was learned in the process. With the
revision of the questionnaire, certain instructions were
merely rearranged to better conform to the test instru-
ment. The final draft of the Interviewer's Guide is
contained in Appendix B.

The test instrument was then administered by a

133

telephone survey technique utilizing a very brief intro-
duction about the study, its purpose, and sponsorship.
The autonomy of the individual and the confidentially

of her responses was assured. In each case, an offer
was made to share the results of the study in summary
form.

Without unduly influencing the respondents, and
attempting to minimize the Hawthorne "halo effect" 7, the
questions on the survey form were asked. There was no
attempt to limit the amount of time it took to administer
the questionnaire. If the timing of the call was in-
opportune, arrangements were made for a more appropriate
time when the total instrument could be administered.

If the woman called did not wish to participate in the
survey a notation was made on the questionnaire and

their comments as to why they did not wish to participate
were recorded. In Chapter V, Presentation and Analysis
of the Data, a discussion of the significance of those
who chose not to respond will be presented since it was

a limiting factor to the validity and reliability of the
research.

The telephone technique had some distinct advan-

tages and disadvantages. The advantages of the telephone

 

4:7 F.J. Roethlisberger and William J. Dickson,
Management and the Worker (Cambridge, Mass.: Harvard
University Press, 1940)

 

134

interview were: the percent of response was extremely
hi gh; the ease with which the women "filled out" the
questionnaire was at the maximum because someone else
was doing it for them; there appeared to be little or
no embarrassment in responding as would have been
likely in the case of the personal face-to-face inter-
view; the women did not mind talking on the telephone;
as a result of these protections, one felt that the
respondents were more candid and honest in their replies
than they would have been in a personal interview; and
of course, the tendancy to put off or throw away a
questionnaire was eliminated with only the option of
refusal available to those who truly did not want to
Participate.

The disadvantages of the telephone interview
included: calling women when they were busy and did
"012 want to talk; the necessity for call backs and
follow-ups; the time it took to administer the instru-
ment and to record the responses; handling cranks,
digQr‘untled, unhappy, and antagonistic respondents;
k"-‘ep‘ing the interview time as short as possible without
appefiring to rush; and not allowing the interviewers
precOnceived notions, ideas, and beliefs to influence
the Y‘esponses of the participants.

The use of the telephone also introduced another

Hmlization to the representativeness of the sample to

135

the total population of the study. Immediately excluded
in this survey were the women in the sample group that
did not have telephones. The seriousness and signifi-
cance of this limitation was not found to be signifi-
cant because of the technique employed to communicate
with them. Those women on the voter registration list
who did not have telephones were still included in the
survey. They were invited to participate by letter
(Appendix C) asking them to call the interviewer at a
time and from a place convenient to them. This vari-
ation worked satisfactorily and the effect of a lack

of telephone access was materially reduced.

CODING AND DATA HANDLING PROCEDURE

The coding and data handling procedure of this
study was done manually. The University's Data Center
was in a state of converting programs and engaged in
other sizeable projects at the time this study was
being conducted.

The only real alternative was to use a manual
technique to tabulate, record, and summarize the data
collected on the women respondents. In most cases,
simple work tables were set up for each question where
tallies could be made. For example, Age Range was
tallied on the basis of the age blocks reflected on the

first page of the questionnaire. Likewise, such questions

136

as Marital Status, Income Status-Family, Number of
Children Living at Home, Ages of Dependent Children,
and so forth could be tallied in the same manner.
Questions that required the naming or listing
of a woman's occupation, husband's occupation, degree,
diploma or certificate earned, and so forth had to be
recorded separately. In each case the listing or
response was keyed back to an arbitrary number assigned
to each respondent's questionnaire so that in analyzing
the data later, one did not lose the ability to relate
it back to an individual response or to some significant
group of respondents such as all married women, all women
in the 40-44 age bracket, or any other number of sub-
groupings one found of interest to interrelate, classify,
or synthesize for summary presentation, interpretation,
and later conclusions. The results of this activity are
in evidence in Chapter V, Presentation and Analysis of the

Data.

ANALYSIS OF DATA

 

Several techniques were employed in analyzing
the data once it was compiled. Comparisons of the
sub-population to the census population and sample
population to the sub-population were made in an effort
to show the degree of respresentativeness. From this

representativeness the ability to generalize was

 

al
1 .141.

137

forthcoming. Descriptive statistics were employed
throughout the study because of the descriptive nature
and the construct of the study. No hypotheses were for-
mulated since the objective of the research effort was to
discover information and knowledge not precisely based

on preconceived ideas and notions.

On a strictly exploratory basis, the data and res-
ponses were merged in such a way to attempt to establish
relationships with certain statuses and awareness, express-
ed or implied barriers, and range of potential interests.

The Independent Variables were women groupings

 

based on age and marital status. The Dependent Variables
devised included awareness--a knowledge of existing programs
and services, and opinions about the lack of certain essen-
tial elements thought necessary for an effective continuing
education program for women; barriers--reasons for not par-
ticipating in educational programs and services; and, range
of potential interests. The range of potential interests
included: the kinds of courses, programs, and services
the women selected if they had the opportunity, time, and
money; the General Studies Program; the Educational Counsel-
ing, Guidance, and Testing Center for Women; the Women's
Council on Education; and the Education Organization for
Women.

The data recorded and its analyses lent great in-

sight into what would be an appropriate institutional

138

response to the educational needs for mature women in the
area under study, and pointed out some of the problems and
difficulties they encounter that could be attacked and
resolved through better efforts of coordination, coopera-
tion, and communication between those who serve and those
to be served.

Furthermore, using the exploratory, experimental
analysis tables of variables proved to be most enlighten-
ing. Not only was one afforded the opportunity to observe
what mature women's educational needs and attitudes were
in general, but more importantly to identify with greater
precision the needs, wants, and specific barriers of the
sub-groups of mature women. Although this seemed to be
a common sense approach, few people viewed the stated prob-
lem in relation to sub-sets of status, conditions, and cir-

cumstances in which mature women find themselves.

CHAPTER V

PRESENTATION AND ANALYSIS OF THE DATA

INTRODUCTION

 

In this Chapter, a brief review of the population
under study, the sample selected, and the limitations of
the study are reiterated. In addition, data are presented
about women in the study who were selected from the list
who had to be replaced, those who chose not to participate,
and those who participated in the study. A discussion of
these factors and their significance follow each of these
elemental parts.

The Questionnaire data of those women that parti-
cipated in the full survey are then presented in four
parts--demographic data; knowledge and participation;
answers to semi-structured questions; and answers to
structured questions. These data are then analyzed in
such a way that eventual conclusions can be drawn in
Chapter VI, Summary, Conclusions, and Suggestions for
Future Research.

This study is characteristically descriptive and
exploratory in nature dealing with demographic and norma-

tive data about "mature women". The relevant literature

139

140

reveals that a number of sources indicate that women need
better opportunities to self-actualize and self-fulfill
in order to be effective members of modern American
society.

There are a number of things then that command
ones interest about mature women such as: who are they,
what are their circumstances, what are they doing, what
do they know, what do they want, what do they think about
existing educational programs and services, and what are
their reactions to certain devised proposals relative to
programs and services that might be organized or offered
for them.

The study is restricted to questions, observations,
and responses about mature women's educational needs. One
must determine whether there are currently in existence,
courses, programs, and services to fit the expressed needs
of these women, and, what the University and the community
could do to resolve their perceived educational and coun-

seling problems.

LIMITATIONS
The study is limited in its application to a
sample of mature women who are 25 years of age and older,
and who live in the Greater Boise Metropolitan Area in
'the State of Idaho. Further, the results of the descriptive

study can only be generalized about a sub-population from

141

which the sample was drawn--registered voters who are
"mature women" living in the confines of the area

described.

POPULATION

 

The population of this mature women group was
approximately 27,100 individuals in the greater metro-
politan area of Boise, Idaho according to the adjusted
1970 U.S. Census. Table 1 shows this data by the age

groups that were used in the survey of mature women.

TABLE 1

1970 Census Population-Mature Women

 

 

AGE GROUP NUMBER PERCENT
25-29 3,448 13%
30-34 2,763 10%
35-39 2,671 10%
40-44 3,875 11%
45-49 3,071 11%
50-54 2,659 10%
55-59 2,506 9%
60-64 2,028 7%
65-over 5,021_ 19%

TOTAL 27,112 100%

142

In seeking the best means (and in this study, the
only feasible means) to identify mature women, the only
source of information via computer was the voter regis-
tration records of Ada County. There were 75,465 names
on the list produced. The list included both male and
female registered voters. Because sex designation and
birthyear data was missing, that information had to be
obtained from record file slips prepared by the voters.
The missing data had to be recorded on the computer list-
out and then keypunched into record.

Recording the data proved very difficult and very
time consuming so an alternative technique was utilized
in order to save many man-hours of work at undesirable
hours of the night. An acceptable technique was sought.
It was actually necessary to use a cluster sampling
technique-~a respectable and quite acceptable method in
research theory and practice.

Based upon certain conditions of homogeneity
among each of the clusters selected and in this case
heterogeneity within each cluster sample, the representa-
tiveness of the sample ultimately selected was not
impaired. This was especially true because of the large
percentage (33%) of the total listing included in the
seven alphabetic groups selected. With such a large
cluster sample of the total voters listed, the law of

large numbers worked in favor of this study capturing both

143

the homogeneity and the heterogeneity characteristics
of the sub-population of the mature women from which the

participation sample was ultimately selected.

TABLE 2

Cluster Sample from Voter Registration List

 

LETTER GROUP NUMBER

 

A 2,636
B 7,147
6,423
145
7,410
181

NCMOI

216
TOTAL 24,158

From the 24,158 in the cluster sample, 11,867
women were listed by age group and precinct number. The
total number of women eligible to be included in the
survey was 8,864--this number was arrived at as presented
in Table 3, Voter Registration File-Women in Cluster Pop-

ulation, on the following page.

 

 

IE is?! v 11 . .I I- ’5‘ ll

144

TABLE 3

Voter Registration File-Women in Cluster Population

 

 

 

TOTAL RECORDED 11,867
LESS - 128 Refused to give birthdate (1%)
LESS - 2,118 Under 25 years of age (18%)
LESS - 757 In precincts excluded (6%)
TOTAL IN SURVEY 8,864
SAMPLE

A stratified random sample of "mature women" was
drawn from the voter registration records. There were
271 women invited to participate in the research project
which constituted a one percent sample of the approxi-
mately 23,600 mature women who were registered voters
residing in the prescribed boundaries--the Greater Boise
Metropolitan Area.

The finite population was comprised of 27,112
mature women. Admittedly, by using voter registration
records, a number of women were excluded because they
belonged to the finite population under study but were
not registered voters. A comparison of the number on the
voter list was made with the U.S. Census figure to see
how large a discrepancy existed. The difference between
the two figures was extrapolated to be 3,500 or 13 per-

cent of the total population. This is shown in Table 4,

145

Mature Women Population-Census Versus Voter Registration,
in Appendix D.

No doubt this was a limiting factor, but because
there was no other feasible means to identify the indivi-
dual women through computer access, the results of the
survey was restricted to the sub-population of mature
women who were registered voters.

The one percent sample of 271 women drawn from
the voter registration list was stratified by precinct
and in porportion to assure geographical, socio-economic,
neighborhood representation. The sample was further
stratified by age groups based on the adjusted 1970 U.S.
Census data so that mature women by age level would be
proportionately represented in the sample. With these
stratifications, the sample size could be small without
jeopardizing the representativeness of the sample to the
total sub-population. Random tables of numbers were used
to select subjects who resided in every precinct, and
proportionately representing every age group. Table 5,
Precinct Representation, and Table 6, Age Group Represen-

tation, in Appendix 0 show random selection results.

PARTICIPATION
In terms of participation there were four different
situations that emerged--women who had to be replaced,

women without telephone service, women who refused to

146

participate, and women who actively participated in the
study.
Participants RepJaced

 

In selecting mature women from the voter regis-
tration list, one found that a number of these prospec-
tive participants had to be replaced. There were two
distinct reasons for replacement--either the women had
moved or had died. This data, by age groups and pre-
cinct number, is presented in Table 7, Participants
Replaced in the Survey, in Appendix D.

In general, it was found that those in the
younger age groups were more likely to be in a mobility
state than those in the older age groups. Those reported
as deceased were all in the 60 years of age and older
groups. There was no significant pattern established
in precincts either in the moved or deceased categories.

Overall, eleven percent of the orginal selection
of participants had to be replaced. Nine percent of those
originally selected had to be replaced because they had
moved. Two percent had to be replaced because they were
deceased. Nationally, the rates in these two categories
were higher which led one to believe that the Boise area
had a stability in its women population and that they
were a hardy, healthy group of people.

147

Participants Without Telephone Service

Since the survey was to be conducted by telephone
only, those women selected who did not have telephones
posed a problem. Table 8, Participants With No Telephones,
in Appendix 0 reveals that 18 women selected comprised
this group. This number represented seven percent of the
sample. This percentage was somewhat less than what the
1970 U.S. Census Bureau reported for the Boise Metropolitan
Area. That report showed ten percent of the occupied
housing units did not have phone service. No significant
precinct pattern emerged with regard to the lack of
telephone service.

These 18 women were sent a letter inviting them
to participate via a telephone interview (see letter in
Appendix C). Of the 18 women sent letters, 16 of them
chose to call in and participate. Only two failed to take
advantage of the invitation. This was deemed an excellent
response and nullified the limitations that a telephone
survey would eliminate an important segment of the
population who did not have phone service.

Women Selected Who Refused to Participate

 

Of the 271 women selected to participate in the
survey, 52 of them did not wish to be involved. At first
blush, it seemed that this factor would have reduced the
effectiveness of the results for the study. But in a

research sense, 100 percent of those selected gave

148

responses. This is unusual for surveying but it can be
substantiated on the basis that all women were personally
contacted--they had to make a decision and could not ignore
the questionnaire or lose it as in the case of a mail-out.
In this sense, 100 percent of the women responded.

Several things were learned in the process of
inviting women to engage in the survey. For a variety
of reasons, 19 percent of the women refused to participate.
Distinct patterns of women in age groups not wanting to
invlove themselves in the survey are shown in Table 9,

Participants and Non-Participants in the Survey.

TABLE 9

Participants and Non-Participants in the Survey

 

 

 

AGE PARTICI- % OF AGE NON-PARTI- % OF AGE
GROUP PANTS GROUP CIPANTS GROUP TOTAL
25-29 38 93% 3 7% 41
30-34 30 94% 2 6% 32
35-39 24 96% l 4% 25
40-44 29 100% O 0% 29
45-49 25 96% l 4% 26
50-54 21 81% 5 19% 26
55-59 20 74% 7 26% 27
60-64 14 74% 5 26% 19
65-over 18 39% 28 61% 46

TOTAL 219 81% 52 19% 271

 

149

As revealed in Table 9, only five percent of the
women 25 through 49 years of age refused to participate.
However, 38 percent of the women in the 50 and older age
groups refused to involve themselves in the survey. The
women with the highest percentage of non-participation was
the 65 and over age group. Twenty-eight women in this group
(61%) did not wish to engage in the survey.

There were a variety of reasons why the women did
not wish to participate. They were somewhat less communi-
cative in this regard, but at least those women in the 50
and over age groups indicated certain reasons that seemed
logical and understandable. Table 10, Reasons for Not
Wishing to Participate in the Survey, in Appendix 0 shows
that expressions such as "too old", "poor health", and
"not interested" dominated the useable responses whereas
the largest response of "no reason“ could not be analyzed
except in a sense of detected general apathy on the part
of these women--life was passing them by, they did not
care, they lacked an enthusiasm, or felt their life was
over so why bother.

Women Selected Who Participated in the Survey

 

The number of women in each of the various age
groups who chose to participate in the survey is pre-
sented in Table 9, Participants and Non-Participants in
the Survey, on the preceeding page. Of the 271 women

selected to participate, 219 chose to respond to the

150

questionnaire. Overall, this group represented 81 per-
cent of the total group selected. In the age groups from
25 to 49 years of age, 95 percent of them engaged in the
survey. In the 50 years of age and older groups, only

62 percent of them chose to participate.

From a research standpoint, the overall response
was excellent. The representativeness of the sample
population to the sub-population was not impaired by the
lack of participation. On the basis of the high percentage
of response, the application of data, results, and con-

clusions has statistical credibility and reliability.

QUESTIONNAIRE RESULTS

The research project was controlled by a care-
fully devised, field tested questionnaire (see Appendix A)
which sought out demographic data, personal knowledge
about the available educational programs and services in
the community, and the women's active participation in
these programs. Further, the questionnaire was formulated
to seek out free-will attitude responses to general semi-
structured questions. The last portion of the question-
naire asked purposive, structured questions, primarily
based upon professional knowledge and the related litera-
ture, about what women needed in terms of educational
programs and services.

The objectives and purposes of the study were

 

 

1|. 1.1 ...-i H .754. -

 

...

151

kept in mind when constructing the questionnaire. Also,
the means by which the results of the survey were to be
reported were carefully considered so that not only facts
and figures could be reported but analyses of the data
could be accomplished through the use of paradigms and
other means as suggested by Fred Kerlinger in Foundations
of Behavioral Research: Educational and Psychological
Inquiry 1 and the doctoral committee chairman.
Demographic Data

A number of factors made up the demographic data--
age range of participants, marital status, working status,
income status of the family, children, last time attended
school, highest level of schooling completed, membership
in groups, and religious affiliation data were gathered.
Table 9 on page 148 shows the number and age range of the
women participants.

Much of the demographic data gathered could not be
compared with general data reported by the 1970 U.S. Census
Bureau. The major categories of information, except the
age categories themselves, had to be considered unique since
it was the first time such information was collected and
reported. The relevancy of the information was to the

questions posed in the research study and not to the

 

5:1 Dr. Fred Kerlinger, Foundations of Behavioral
Research: Educational and Psychological Inquiry (New York,
N.Y.: Holt, Rinehart and Winston, Inc. 1964)

152

general information contained in the Census Bureau data
which was much less precise or non-existent.

Another factor in the stability of the community
was reflected in Table 11, Marital Status, in Appendix E.
The marital status data of mature women was quite sur-
prising. The married and widowed categories constituted
92.5 percent of the 219 participants. Only three percent
were single, four percent divorced, and one half of one
percent separated.

The working status of women was even more dramatic
in comparison to other information uncovered. Even
including the 65 and over age group, the data was impres-
sive in comparison to known national statistics. The data
on working status of mature women is shown in Table 12 on

the following page.

.1. ll‘l ail. I.

 

 

 

 

153

TABLE 12

Working Status of Mature Women

 

 

 

 

AGE FULL PART OCCASIONAL/ DO NOT NO PERCENT
ggggg TIME TIME SEASONAL WORK DESIRE TOTAL WORKING
25-29 12 9 4 11 2 38 66%
30-34 12 9 1 8 o 30 73%
35-39 6 3 o 13 2 24 38%
40-44 17 4 O 7 1 29 72%
45-49 7 4 3 10 1 25 56%
50-54 4 6 1 9 1 21 52%
55-59 8 1 O 11 O 20 45%
60-64 3 1 O 10 O 14 29%
55-over‘_g _2 .1 15 _g 13 17%
TOTAL 69 39 10 94 7 219 ---
PERCENT 31% 18% 5% 43% 3% 100% ---

In 1970 there were approximately 31 million women
woY‘kers in the labor force 16 years of age and older.
Accorcling to the U.S. Bureau of Labor statistics, this
number: constituted approximately 40 percent of the labor
force in the United States. In this study, there were
49 PSY‘cent of the women working full or part-time. When
the 0<:casional and/or seasonal workers were added into the
totals., the percentage increased to 54 percent. In the

State of Idaho, the 1972 estimate of women in the labor

154

force was 35 percent according to a U.S. Census Bureau
report.

Realistically, the women in the 65 and over age
group were really in the retired age group. If they were
excluded from the working status data, one would have seen
clearly that mature women were quite industrious since a
large majority were working, married, had children, and
were responsible for keeping a home, raising children, and
attending to the needs of their husbands. In fact, even
with the 65 and over age group included in the statistics,
this fact was very evident.

The occupations in which these mature women engaged
were most interesting. One can see in Table 13, Women's
Occupations, in Appendix E that the types and kinds of
jobs that women held in the Boise Metropolitan Area were
very similar to the data reported nationally.

The occupations dubbed "women's jobs" were visable
in the data. For example, 13 percent of the working women
were in unskilled jobs, 40 percent in the office-secretarial
clerk classification, and 11 percent in sales for a total
of 64 percent of all the occupations listed. The profes-
sional category was probably higher than the national aver-
age because teachers were not broken out into a special
classification and because Registered Nurses were classified
as professional rather than semi-professional. There were

28 women classified as professional which represented

155

24 percent of the total working women.

Those occupations where the women were not well
represented included semi-skilled, skilled, semi-profes-
sional, managerial, and business owner. A comparison
between Table 13, Women's Occupations, and Table 14,
Husbands' Occupations, in Appendix E would reveal that, in
general, where the women lack representation in occupational
categories the husbands were well represented and vice
versa. Fifteen percent of the husbands held managerial
posts compared to four percent Of the women. Fifteen
percent of the husbands were business owners whereas women
were totally absent in this category.

The Income Status-Family data is presented in
Table 15 in Appendix E. It was thought that this question
might prove difficult for the interviewers, due to its
personal nature. Yet, only six percent of the respondents
did not wish to indicate their family income. There were
125 women who reported family incomes of $12,000 or more.
This number constituted 57 percent of the respondents.
Nineteen percent reported incomes of $20,000 or more per
year. Only 28 percent reported family income of less than
$10,000; further, only 12 percent of the women reported
family incomes of less than $6,000 per year. These sta-
tistics bore out a distinct impression that there was a
strong element of affluence in the community and that the

standard of living compared to the cost indices in this

156

area of the United States was relatively high. Also, com-
pared to other regions of the United States, it seemed to
be high when adjusted to cost of living factors.

The Number of Children Living at Home, shown in
Table 16 and, Ages of Dependent Children, presented in
Table 17 in Appendix E, represented typical patterns of
the norms one observed in national statistics. Most
families had one to three children; children were more
in evidence if the women were young rather than Old; the
ages of women generally had a direct relationship with
the ages Of their children--the younger the women, the
younger the children; and the Older the women, the greater
likelihood that they no longer had dependent children.

The national average of children per family was
just slightly over two. The sample population showed
2.2 dependent children per family in Table 17, Ages of
Dependent Children, in Appendix E. The data in this
Table also revealed that there were fewer number of pre-
schoolers and therefore aided the contention by the U.S.
Bureau of Vital Statistics that young families are having
fewer babies. 1

One important fact about these mature women was
revealed in Table 18, Last Time Attended School. It was
evident that a large proportion of these women had been
out of the school situation for a significant period of

time.

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158

In terms of length of time, 60 percent of these
women had not been in school or even took a single class
Of instruction in six or more years. Seventy women (32%)
had not attended school in more than 20 years. Yet there
was some positive evidence that these women were still
actively engaged in education. Thirty-four percent of the
group reported they had attended school four or less years
ago, with 31 of them (14%) currently in attendance in some
formal school, course, or program.

The data in Table 18 revealed that attendance in
school was strongly related to age--the younger they were,
the more likely it was that they were either currently
attending or had been away from the situation a short
period of time; and, the older they were, the less likely
they were to be in attendance and the greater the number
of years away from the school scene.

Another surprising factor was brought to light
when the level of schooling completed data revealed that

the women were relatively "well-educated".

159

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160

As indicated in Table 19, Level of Schooling Com-
pleted, only two percent Of the group had less than a
tenth grade education and half of this group were 65 and
over. There were 211 women (94% of the respondents) who
had at least graduated from high school. All but 77 of
these women had gone beyond high school in their educa-
tional pursuits, however, only 20 percent of the total
group had gained a bachelor's degree or higher. One should
note that in all age groups except the 60-64 group, 60 per-
cent of the women reported educational experiences ranging
from several courses in college through post doctoral
studies. The 35-39 age group did the best with 75 percent
of them having done at least some college work and 33
percent holding a bachelor's degree.

Membership in Civic, Social, Political Clubs, Groups,
or Voluntary Organizations is shown in Table 20 in Appendix
E. The women appeared to be reasonably active in non-paid
club and group work. There were 47 percent of the respon-
dents that indicated participation. Twenty-four percent of
the total group were active in two or more groups. The
majority of these women (53%) were not involved in any non-
paid club or group. Although it appeared that only 14
percent of the women were involved in voluntary work, the
figure was misleading. In many instances, the interviewers
noted that the women were saying civic, which was true,

but the main focus of their civic group was voluntary work.

161

Hence, the true percentage for voluntary work was probably
somewhere between 14 and 41 percent of the total group.
Again, the 35-39 age group was the leader group with 67
percent of them involved in clubs and groups--with strong
emphasis on civic and professional groups.

Another question that was believed to be poten-
tially difficult was Religious Affiliation. However, this
did not prove to be the case. The women were not reluctant
to disclose their religious membership. Religious Affil-
iation data presented in Table 21 in Appendix E showed
only two percent of the women did not wish to indicate their
affiliation. There were 13 percent of the women who indi-
cated they did not belong to any church. The great majority
(85%) of the respondents indicated membership in either
the Catholic Church (15%), the Church of Jesus Christ Of
Latter Day Saints (10%), or Protestant sects (60%). No one
reported being a member of the Jewish faith. These data
were viewed as another strong factor Of stability for the
community.

Knowledge, Participation, and Interest

 

In Part II of the questionnaire, an attempt was
made to find out if the participants had knowledge of the
major existing educational agencies, programs, and services
in the community. Further, it was desired to know if the
women had participated in the programs, courses, and serv-

ices of these educational agencies.

162

It was also advantageous to find out if these women
knew of any other educational programs and services that
were overlooked in the formal listing and if they had
engaged in them. Finally, a real need of the study was
to determine what reasons the women had if they did not
participate in any educational programs and services
offered in the community.

After an intensive survey of all the educational
agencies, programs, courses, and services was completed
(see Chapter III, Educational Opportunities in the Com-
munity--A General Overview) two major groups were identi-
fied. The public institutions and agencies whose primary
responsibility was education and training were put in one
group. All other educational agencies and services were
combined into another group.

The first group included Boise State University
with its major identifiable programs, the Division of
Continuing Education, and the Cooperative Graduate Center.
The second group included the Referral Service Agencies,
Proprietary Schools, the YWCA, Community Schools, State
Historical Museum, Boise Art Gallery, Correspondence
Schools, and Cultural Events.

An arbitrary knowledge index table was set up to
identify the major programs and their value in terms of
knowledge. The results of this effort is shown in Table

22, Knowledge Index Point Values, in Appendix F. One

163

should note that knowledge of the Educational Television
Station, the response that they only knew of the Univer-
sity in general, and Cultural Events were rated zero since
it was presumed that nearly everyone could respond to these
elements. The results bore out this contention--the mere
fact that they knew of these elements had no relationship
to their knowledge of the other institutions, agencies,
programs, or services.

Table 23, Knowledge Index Ranking by Point Range,
presented in Appendix F indicated the ranks established
for each of the two institution-agency groups and a com-
posite ranking for the combined knowledge indices. Again,
this was an arbitrary assignment of rankings based upon
what was considered reasonable. Since there were no estab-
lished index tables and rankings known, the arbitrary models
had to be constructed on the basis of individual logic,
reason, and fairness.

In order to use the knowledge index ranking system,
several pre-steps had to be taken. First, the responses
of each of the women had to be recorded. Second, the
women had to be individually ranked according to the know-
ledge index scale devised. Third, the data by age group
had to be summarized so that one could see by individual
program, service, or agency to what extent these women
were knowledgeable. If one could gain insight into what

agencies, programs, and services were not well known,

164

the information would be valuable in terms of efforts to
better communicate, publicize, and involve. The data in
Table 24, Knowledge of Boise State University, Division
of Continuing Education, and Cooperative Graduate Center
Programs and Services, and Table 25, Knowledge Of Other
Educational Programs and Services in Appendix F were
arranged in such a way to Show this kind of detail.

Just by looking at Table 24, for example, one
could get an immediate appraisal of what programs and
services were not well known by the women in general or by
specific age groups. Only approximately one-quarter of
the women knew of the Weekend University Program, Manpower
Development Training Act Programs, and the University's
testing package. Even worse, only 14 percent were know-
ledgeable about the College Level Examination Program and
the Cooperative Graduate Center. Further, only a third
were aware of the Division of Continuing Education. The
only real bright spot was the women's recognition of the
Extended Day Program of the University. Seventy-five per-
cent knew of this evening program.

Table 25 reveals that women within age groups as
well as in general were not very knowledgeable about the
Referral Service Agencies in the community. However, a
majority, both in the age groups and totally, were quite
aware of Proprietary Schools, the YWCA, and Community

School Programs. Overall, the women were much more aware

165

of institutions, agencies, programs, and services listed
in Table 25, Knowledge of Other Educational Programs and
Services, than they were Of programs and services listed
in Table 24, Knowledge of Boise State University, Division
of Continuing Education, and Cooperative Graduate Center
Programs and Services.

Applying the knowledge index to the data gathered
produced the results found in Table 26, Ranking of Know-
ledge for Group 1, Table 27, Ranking of Knowledge for
Group 2, and Table 28, Composite Ranking of Knowledge for

the Combined Groups.

TABLE 26

 

Ranking of Knowledge of Boise State University,
Division of Continuing Education and

Cooperative Graduate Center Programs
(Group 1)

 

25- 30- 35- 40- 45- 50- 55- 60- 65-

 

 

 

RANKS 2_9_ 3_4_ 39 44 4_9_ 54_ 5_9_ 9i over TOTAL PERCENT
RANK1_6__1_6__1_6_6_2_9_44_3 20%
16% 23% 25% 24% 20% 29% 10% 0% 22% 20%
RANK2191212L419_9_6_9_2§§ 38%
37% 40% 50% 48% 40% 43% 30% 20% 11% 38%
RANK31_‘L_9__2_A_§_£_Z__§_96_0 27%
37% 30% 8% 14% 20% 19% 35% 43% 50% 27%
RANK4_9_2_9_A_5_2_5._9_§9 15%
10% 7% 17% 14% 20% 9% 35% 28% 17% 15%

TOTAL 38 3O 24 29 25 21 25 14 18 219 100%

Ranks: l--Very Knowledgeable; 2--Knowledgeable; 3--Not
Very Knowledgeable; 4--No Knowledge

166

The rankings show that the women did not rank high
in knowledge about Group l--Institutions, Agencies, Pro-
grams, and Services. Only 58 percent of them were ranked
as knowledgeable or very knowledgeable. Only the 35-39 age
group were in a range of knowledge that could be considered

relatively high.

TABLE 27

 

Ranking of Knowledge of Other
Educational Programs and Services

 

 

 

 

(Group 2)
25- 30- 35- 40- 45- 50- 55- 60- 65-

RANKS 29 34 39 44 49 54 59 64 over TOTAL PERCENT
RANK1L2._§__2_L3__Z__9__7__3_5__7i 32%
32% 20% 38% 45% 28% 43% 35% 21% 28% 32%

RANK2 _1_§_1_1_§__1_41_3_9__§__6_ 19114 52%
47% 70% 62% 48% 52% 43% 40% 43% 56% 52%

RANK3 _8__3__o__2__5_9_5_§_ _3 99 _15__
21% 10% 0% 7% 20% 14% 25% 36% 16% 16%
RANK4_Q_0__0_2_Q_Q_0_2_0_2 _0%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
TOTAL 38 30 24 29 25 21 20 l4 18 219 100%

Ranks: l--Very Knowledgeable; 2--Knowledgeable; 3--Not
Very Knowledgeable; 4--No knowledge

The women ranked much higher in knowledge about

Group 2, Agencies, Programs, and Services. 0f the total
group, 84 percent were considered knowledgeable. The
women in age groups 30-34, 35-39, and 40-44 were really
exceptional. Again the 35-39 age group women led the way

with 100 percent of them ranked as knowledgeable.

167

TABLE 28

Composite Ranking Of Knowledge for
All Educational Programs and Services

 

 

 

 

 

 

 

 

 

25- 30- 35- 40- 45- 50- 55- 60- 65-

RANKS 29 34 39 44 49 54 59 64 over TOTAL PERCENT

RANK 1 18 l; 15 .29 12 15_ _9 _3 _9 114 26%
23% 22% 32% 35% 24% 36% 22% 11% 25% 26%

RANK 2 ‘32 33 21 .29 2; 19. 14 lo 1_ 197 45%
42% 55% 56% 48% 46% 43% 35% 6% 33% 45%

RANK32_2_1_2_2__§_1_Q_Z._LZL1_2_ E 21%
30% 20% 4% 10% 20% 17% 30% 39% 33% 21%

RANK4_9_2_:4__9___2_§_9_9 a 8%
5% 3% 8% 7% 10% 4% 13% 14% 9% 8%

TOTAL 76 6O 48 58 50 42 40 28 36 438 100%

Ranks: l--Very Knowledgeable; 2--Knowledgeable; 3--Not
Very Knowledgeable; 4--No Knowledge

The composite picture of the women's knowledge
about all educational institutions, agencies, programs,
and services presented in Table 28 shows that overall the
women were reasonably knowledgeable with 71 percent ranked
as either very knowledgeable (26%) or knowledgeable (45%).
The overall rankings were definitely influenced by the high
knowledge ratings the women had for Group 2 Agencies, Pro-
grams, and Services.

The fact that the women knew of educational pro-
grams and services did not mean that they participated in
such activities. Table 29, Participation in Educational
Programs and Services, data indicate that the respondents

were not heavily involved in educational pursuits.

168

TABLE 29

Participation in Educational Programs and Services

 

25- 30- 35- 40- 45- 50- 55- 60- 65-
PARTICIPATION 29 34 39 44 49 54 59 64 over TOTAL

 

 

 

PARTICIPANT

IN AT LEAST

ONE ACTIVITY 30 24 17 20 17 14 9 7 10 148
PERCENT 80% 80% 71% 69% 68% 67% 45% 50% 56% 68%
NON-PARTI-

CIPANT 8 6 7 9 8 7 11 7 8 71
PERCENT 20% 20% 29% 31% 32% 33% 55% 50% 44% 32%
PARTICIPANT

IN MORE THAN

ONE ACTIVITY 20 17 11 14 11 8 5 4 5 95
PERCENT 53% 57% 46% 48% 44% 38% 25% 29% 28% 43%

CULTURAL EVENTS

AND EDUCATIONAL

TV ONLY PARTI-

CIPANT 4 4 3 3 3 3 2 2 2 26

What one must remember about participation reporting
is that the figures represented the activity Of the women
over their individual life-spans since leaving the formal
educational scene. Also to be noted was the fact that 26
Of the women (12% Of the total group) reported that they
had only engaged themselves in cultural events attendance
or educational television viewing. Educational television
at the time of the survey included only cultural or docu-

mentary presentations. The data when adjusted for these

169

factors indicated a lack of heavy participation on the part
of these women. Only 56 percent had engaged in at least
one educational program or service activity other than cul-
tural events or educational television.

Table 30, Participation in Educational Programs
and Services Listed,in Appendix F, shows in what specific
institutions, agencies, programs, and services the women
participated. Exclusive of cultural events and educational
television, the most frequent response was the University,
Division of Continuing Education, or the Cooperative Grad-
uate Center.

Some educational programs and services were not
specifically listed. In this instance, the women were
asked to identify such programs and services. In Table
30, the column headed Other was used to identify these
responses. Forty-one of the women (19%) reported that
they had engaged in such activities as in-service training
programs, private instruction in art, music, tailoring,
sewing, city recreation courses, church related programs,
and lecture series programs.

An interesting facet of the study was to deter-
mine what reasons women had for not participating in

educational programs and services.

170

TABLE 31

Reasons for Not Participating in
Educational Programs and Services

 

25- 30- 35- 40- 45- 50- 55- 60- 65-

 

 

REASONS 29 34 39 44 49 50 59 64 over TOTAL PERCENT

NO REASON 1 1 1 1 1 1 1 O O 7 7%

NO INTEREST 1 O 1 1 1 3 2 3 1 13 14%

HEALTH-SELF

AND OTHERS O 0 1 1 2 O 1 2 2 9 9%

FAMILY-

HUSBAND &

CHILDREN 3 2 4 4 3 1 1 1 0 19 20%

ECONOMICS-

MONEY 2 3 0 2 O 0 O O 2 9 9%

NO TIME-

WORKING 2 3 3 6 2 1 8 1 5 31 33%

*MISC. O O 1 O 1 1 1 2 2 8 8%

TOTAL 9 9 11 15 10 7 14 9 12 96 100%
TOTAL

RESPONDING 8 6 7 9 8 7 11 7 8 71 32%

PERCENT OF

GROUP NOT

PARTICI-

PATING 21% 20% 29% 31% 32% 33% 55% 50% 44% 32% ---

* Miscellaneous--Personal reasons, Lack of knowledge Of what
is offered, Contented, Church courses suffice, No transpor-
tation, Dissatisfied with treatment at University.

As Table 31 shows, seventy-one women had not taken

a course, participated in a program, or taken advantage of

an educational service.

Seven percent Of the 71 women could not or would

171

not give a reason for non-participation. The most fre-
quently mentioned reason was No Time-Working. Thirty-one
Of the women reported this reason which constituted 33
percent of the group. This reason plus the one identified
as Family-Husband-Children which 19 women (20%) indicated
can be related to the heavy response on the part of the
total group to the questions about employment, (see Table
12 on page 153 ), marital status, number of dependent
children, and ages of dependent children (see Table 11,
Marital Status, Table 16, Number of Children Living at Home,
and Table 17, Ages of Dependent Children, all in Appendix
E).

The 50 years of age and Older group were more likely
to report reasons such as Health of Self and Others and
Not Interested. The younger group (25 through 49) reported
more frequently that they could not engage in educational
programs and services because of Family-Husband-Children
considerations.

A consistent pattern across the entire set of age
groups was established for the reason of No Time-Working.
It was an evenly distributed response for the young as
well as the older groups. Miscelleanous reasons included
Lack of knowledge of what was offered, No transportation,
Personal reasons, Contented without participation, Church
courses suffice, and Dissatisfied with treatment at the

University.

f.“
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51 .01-

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P‘t-

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.1.

172

Another pattern established was that in general,
the older the age group the more likely it was that the
women had not participated in any educational activity.
The most pronounced group in this category was the 55-59
age group.

General Semi-Structuredgguestions

 

In Part III of the questionnaire, the women were
asked semi-structured questions. Free-will, unrehersed
answers were sought to these questions that were designed
to trigger immediate responses relative to unmet educational
needs, what the University and the community should do to
be of greater service to them, and new ideas they would
like to see initiated by educational institutions and agen-
cies.

An amazing result occurred in the responses to this
part of the questionnaire. The women in the sample were
not conditioned to the women's liberation rhetoric or the
evolving sociological theories to any degree. They could
not respond to questions posed that had no hints or clues
as to what they should or could suggest or request.

Table 32, Non-Response to General, Semi-Structured
Questions reflects vividly the contention that the women

were not pre-conditioned to rhetoric or social theories.

Non-Response to General, Semi-Structured Questions

173

TABLE 32

 

NON-RESPONSES
UNMET NEEDS

PERCENT OF
GROUP

UNIVERSITY
SERVICE

PERCENT OF
GROUP

COMMUNITY
SERVICE

PERCENT OF
GROUP

NEW IDEAS

PERCENT OF
GROUP

TOTAL IN
GROUP

As one

 

 

25- 30- 35- 40- 45- 50- 55- 60- 65-

29 34 39 44 49 54 59 64 over TOTAL
32 26 19 25 19 19 20 13 15 188
84% 87% 79% 86% 76% 90%100% 93% 83% 86%
28 19 19 21 18 16 16 10 18 165
74% 63% 79% 72% 72% 76% 80% 71% 100% 75%
25 18 16 20 15 17 14 10 13 148
66% 60% 67% 69% 60% 81% 70% 71% 72% 68%
34 27 20 20 21 17 18 14 16 187
89% 90% 83% 69% 84% 81% 90%100% 89% 85%
38 3O 24 29 25 21 20 14 18 219

can see in Table 32,

there were very high

percentages Of non-responses by age groups, by questions

asked, as well as overall age group totals.

Eighty-six

percent of the women were unable to verbalize unmet needs

relative to educational programs, courses, and services.

Likewise, 85 percent had no answer to new ideas or sugges-

tions for educational programs and services.

Many of the

women said that they had no unmet needs, that the University

115 doing

cellent 1

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174

was doing an excellent job, and the community was an ex-
cellent place in which to live.

Those women who responded to the question of un-
met needs generally focused on such things as advanced
degree programs that the University did not offer; advanced
courses in fields in which the women were currently work-
ing; and avocational type courses. Several mentioned
practical courses such as income tax preparation, law
related classes, and auto mechanics for women.

There were generally more responses in most age
groups to the question of what the University should do
to be of greater service to women. Again, the emphasis
was on more degree programs, advanced degrees which the
University did not Offer, advanced courses and training
in fields in which the women were currently working, and
avocational courses. The responses of these women were
quite diverse. Table 33, Suggestions for Greater Service
by the University, shows only slight agreement among the
women as to what was important to them relative to the

University being of greater service to them.

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TABLE 33

Suggestions for Greater Service by the University

 

 

 

SUGGESTIONS OR REQUESTS NUMBER OF RESPONSES
MORE COURSES AND PROGRAMS 25
LOWER COST-FINANCIAL AID 7
ADVANCED DEGREES (ALL FIELDS) 7
ADVANCED COURSES IN FIELD 7
SHORT COURSES-WORKSHOPS 5
DAY CARE CENTER 5
MORE AND BETTER FACILITIES 5
BETTER COMMUNICATION, ADVERTISE,

BROCHURES 5
MISCELLANEOUS 5

In the list of suggestions and requests a number
Of interesting ideas were expressed. For example, more
courses and programs included: offering courses on tele-
vision, more vocational-technical programs for women,
home repairs course, more courses especially designed for
women, a cosmetology school, civil defense courses, inter-
disciplinary courses, expand individual sports activities
for women, package programs for women who wish to pursue
careers while working and raising a family, metric system
courses, more programs and courses for people 60 years of

age and over, and estate and financial planning courses.

and Cor
asaeci
in 14

and be'

41 the

51‘34.

1
i

176

Besides just suggestions for better communication

and more advertising, the women offered ideas such as,

a special brochure on careers for women, greater awareness

on the part of all about the fears and needs of mature women,
and better utilization via programming and announcements

on the educational television station Operated by the Univer-
sity.

The responses about what the community should do
to be of greater service to the women were more in number
than any of the other semi-structured questions. Although
greater in number, the responses centered around three
basic suggestions-~certain specified activities, a civic
auditorium, and the continuance of the Community Schools
which had run into financial difficulities and was the
center of rather heated debate about expending pre-designa-
ted tax dollars for the children's education for financing
adult programs.

Twenty-five women requested that a civic auditorium
or performing arts center be built. There were 24 women
who recommended that the Community Schools Program be con-
tinued. Six women suggested that there be a better com-
munications system employed to let more people know what
was happening.

The activities mentioned included such things as
a family oriented reading program, more activities for

single adults, safety courses, more music and theatre

I‘fi

rent,

14

sar

177

programs, more programs for the elderly, better entertain-
ment, more family events and activities, more cultural
presentations, and offering practical and legal courses.

Even though few women responded to the question
about new ideas relative to educational programs and

services the following list seems worthy of note.

Educational Tours

Executive Training Courses for Women
Budgeting Classes

Economy Cooking Classes

Take the University to the People in
Neighborhood Schools

Parent Awareness Courses
Educational Film Series for the Public
Train Volunteer Aids for Schools

Drug Education for Parents and Children
Together

Credit for Life and Work Experiences
Supported Sports Programs for Women
More Environmental Workshops

Family Life and Living Courses Designed
to Survive in Society

Gardening and Horticulture Courses

These ideas and the suggestions and requests noted

178

earlier about unmet needs, University service, and com-
munity actions all combine to formulate at least some
thoughts as to what the women felt important to them.
Even though many women could not or did not respond, the
information gained was worthy of the effort and will be
incorporated into a suggested plan of action in Chapter VI,
Summary, Conclusions, and Suggestions for Future Research.
Directional, Purposive (Structured) Questions

Part IV of the questionnaire contained questions
of a structured nature primarily based upon professional
knowledge and the current literature about what women need
in terms of educational programs and services. In this
section, the women were asked their opinion about continu-
ing education; their feelings about their level of educa-
tion and training; their desires to engage in educational
programs and services; their advice and council about cer-
tain proposed courses, programs, and services; and, their
indication of the relative worth and effectiveness of cer—
tain communication media.

In terms of continuing education for women, the
participants were asked their opinions about a variety
of elements that related directly to education programs,
services, and peculiar circumstances experienced by women.

The group was asked if they thought the community
and the University lacked an effective communication sys-

tem to tell them what was going on, when, and how they

179

could get involved. Table 34, Lack of Effective Communi-

cation System, shows the results Of this inquiry.

TABLE 34

Lack of Effective Communication System

 

 

 

AGE GROUP _§S NO DO NOT KNOW TOTAL
25-29 21 13 4 38
30-34 9 l9 2 30
35-39 8 15 l 24
40-44 13 15 1 29
45-49 7 15 3 25
50-54 6 14 l 21
55-59 4 ll 5 20
60-64 4 9 l 14
65-over _g 12 _1 18

TOTAL 74 123 22 219

PERCENT OF
TOTAL 34% 56% 10% 100%

One notices immediately that a third Of the group
thought the Community and the University lacked effective
means of communicating with them. Over half (56%) thought
that an effective communications system existed. Only ten
percent said they did not know. The important factor in

these results however is that 34 percent of this group felt

 

180

they were not being reached by those institutions and
agencies that were offering educational programs and serv-
ices.

Table 35, Lack of Assessable Programs in Appendix G
reinforces the idea that people have a feeling that pro-
grams, courses, and services are assessable to them--from
a time, location, day, session, and transportation stand-
point. Only 12 percent of the group indicated that they
thought educational programs and services were not assess-
able to them. A big majority (71%) said programs and serv-
ices were assessable. Seventeen percent of the group did
not know.

The University and the Community having the means
to reduce the cost of education was a real concern for
sixty-two of the women. This number constituted 28 per-
cent of the total group reporting. Table 36, Lack of
Means to Reduce Cost of Education, reflects the responses

to this question.

181

TABLE 36

 

Lack of Means to Reduce Cost of Education

 

 

 

AGE GROUP 18_ 88 DO NOT KNOW TOTAL
25-29 15 13 10 38
30-34 9 9 12 30
35-39 6 9 9 24
40-44 8 12 9 29
45-49 8 8 9 25
50-54 4 9 8 21
55-59 5 8 7 20
60—64 2 4 8 l4
65-over _8 _8 _8 18

TOTAL 62 77 80 219

PERCENT OF

TOTAL 28% 35% 37% 100%

Although 35 percent Of the women did not think the
cost Of education was too high or that the institutions
and agencies had the wherewithal to reduce the cost, an
even larger group of women (37%) had no idea on this matter.
The data contained in Table 37, Unreasonable En-
trance Requirements, in Appendix G indicates convincingly
that most women thought that getting into institutions,
courses, or programs were not unreasonable. Only two per-

cent thought these requirements were unreasonable whereas

 

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182

65 percent felt the requirements were reasonable with 33
percent indicating they did not know.

Many of the women were not aware of the scholar-
ship and loans funds that were available, and hence report-
ed that they did not know of any lack. In Appendix G,
Table 38, Lack of Scholarship and Loans, the data discloses
that 67 percent of the women stated they did not know. Of
the total group, only 33 percent responded yes or no to
the question Of lack of scholarship and loans--19 percent
said yes, 14 percent said no.

Table 39 exhibits the answers to the question of

a lack of relevant programs and courses for women.

TABLE 39

 

Lack of Relevant Programs and Courses

 

25- 30- 35- 40- 45- 50- 55- 60- 65-
RESPONSES 29 34 39 44 49 54 59 64 over TOTAL PERCENT

YES 16 5 5 5 3 O 1 0 1 36 16%

NO 13 18 13 20 17 14 11 11 11 128 59%
DO NOT

KNOW 9 7 6 4 5 7 8 3 6 55 25%

TOTAL 38 30 24 29 25 21 20 14 18 219 100%

The responses to this question are significant
in relationship to the statement made earlier about the wom-

en not having been caught up in the women's liberation

183

rhetoric or being aware of the evolving social theories.
Only 16 percent of the women--almost all Of them in the
younger age groups--answered yes to the question. A size-
able majority (59%) responded no when asked if the Univer-
sity and the Community Agencies lacked programs and courses
relevant for women. A fourth of the women did not know.

The knowledge index and rankings of women can be
misleading. Although women ranked relatively high overall
in knowledge about all institutions, agencies, programs,
and services, Table 40, Lack of Special Services-Guidance,
Counseling, and Testing, in Appendix G clearly points out
that the majority of women (51%) did not know whether there
was or was not a lack of these special services. Eighty-
four women (38%) thought there was no lack Of special serv-
ices, while only 11 percent answered yes.

On the same basis, the results reported in Table 41,
Lack of Placement Bureau Services, in Appendix G further
supports the idea that knowledge of institutions does not
necessarily equal familiarity with specific programs and
services nor their adequacy. Again, a healthy majority
(60%) said they did not know of a lack of placement bureau
service. Twenty-four percent indicated they saw no lack
of this service whereas only 24 women (11%) said there
was a lack.

The responses to the question of lack of day care

centers proved to be very enlightening for several reasons.

184

First, because of the number of women that said yes to the
question and two, because of the number of yes responses
even in the older age groups. Table 42, Lack Of Day Care

Centers reveals the several discoveries.

TABLE 42

 

Lack of Day Care Centers

 

25- 30- 35- 40- 45- 50- 55- 60- 65—
RESPONSES 29 34 39 44 49 50 59 64 over TOTAL PERCENT

 

 

 

 

YES 19 14 9 7 9 8 4 1 2 73 33%

NO 5 3 4 4 3 3 3 3 2 3O 14%
DO NOT

KNOW 14. 13 'LI 18 13 'H) 13 10 14 116 53%

TOTAL 38 30 24 29 25 21 20 14 18 219 100%

It is quite clear that there is a descendancy of
yes responses as age increases but no presence of an as-
cendancy of the no answers--that answer remained constant
throughout all age groups. Obviously, there was a heavier
percentage of yes responses from the women in the younger
age groups who were far more likely to have young children
than in the Older age groups. Thirty-three percent of the
women who said yes to the question of a lack of day care
centers is sizable when compared to only 14 percent of the
women who said no. Even so, the majority of women (53%)

did not know how to answer the question honestly and

data ex
in com
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ireCiS'

313§rai

(I)

185

intelligently.

Table 43, Lack of Knowledge of What Women Need
data expresses either that the women had great confidence
in community institutions and agencies in serving the needs
of women or, were not to the point of knowing, with some
precision, what women really needed in terms of educational
programs and services. During the interviewing of this
sample population, both of these ideas were stated by a

number of the women.

TABLE 43

 

Lack Of Knowledge of What Women Need

 

25- 30- 35- 40- 45- 50- 55- 60- 65-
RESPONSES 29 34 39 44 49 54 59 64 over TOTAL PERCENT

 

 

 

YES 12 7 6 4 4 2 3 1 2 41 19%

NO 20 16 15 18 16 14 13 8 11 131 60%
DO NOT

KNOW 6 7 3 7 5 5 4 5 5 47 21%

TOTAL 38 30 24 29 25 21 20 14 18 219 100%

There were 131 women (60%) who thought the Com-
munity agencies and the University knew what educational
programs and services women needed. Twenty-one percent
said they could not answer the questions and only 41 women
(19%) said the knowledge was lacking. The yes answers were

more prevalent from the younger women, especially in the

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186

25 through 39 age groups.

In general, these questions reflected the several
aspects or features deemed necessary for an effective
women's continuing education program as contained in the
relevant literature. The answers to these questions sig-
nified that the women were neither positive nor negative
in their opinions and knowledge about these essential
elements.

Some women were concerned about their level of
education, lack of training, or not having a skill in some
occupational area or profession--others were not. The
participants who indicated concern were asked why.

The data contained in Table 44, Concern About
Level of Education and Training, in Appendix G shows the
responses of the women about their concern. Less than
half (47%) of the group were worried about their level
of education and training. Fifty-three percent were not
concerned. In the younger age groups there was more
expressed concern--each group from 25 through 44 register-
ed better than 50 percent yes answers with the 35-39 age
group close to 60 percent. The women in the older age
brackets indicated less concern about education and train-
ing level--37 percent of the women in the 45 through 65 and
over age brackets expressed concern. One would have thought

that the women 65 and over would have been the least

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187

concerned, but the women in the 60-64 age group showed
the least concern (21%) of all the groups.

The reasons the 103 women were concerned varied.
What was believed to be standard reasons were accepted,
rejected, or used in combination with other expressions
they felt more to the point. Thirteen percent of the
group had more than one reason for being concerned about
their level of education and training. Table 45, Reasons
for Concern About Level of Education and Training gives

the results of this question.

TABLE 45

 

Reasons for Concern About Level of Education and Training

 

 

 

 

 

 

25- 30- 35- 40- 45- 50- 55- 60- 65- ***

REASONS 29 34 39 44 49 54 59 64 over TOTAL PERCENT
*REASON 1 3 1 3 3 1 3 2 2 3 21 20%
**REASON 2 8 8 6 6 6 4 1 O 3 42 41%
OTHER 13 8 7 8 6 6 2 1 2 53 51%
MORE THAN

1 REASON 3 1 2 2 2 1 O O 2 13 13%

TOTAL

RESPONDING21 16 14 15 11 12 5 3 6 103 ---

*Reason 1--Don't want to be dependent upon anybody or don't
like the idea of being on welfare or county support.

**Reason 2--Feel that the kinds of jobs I could find or
would be available to me would be uninteresting, boring,
degrading, low paying, demoralizing, below my standard
or station in life.

***Percentages do not add to 100% because of multiple
responses.

188

Slightly better than half of these women express-
ed reasons other than the two standard reasons mentioned
above. Table 46, Other Reasons for Concern About Level
of Education and Training reveals convincingly that a
large majority Of this group (60%) indicated self improve-

ment as their reason for concern.

TABLE 46

 

Other Reasons for Concern About
Level of Education and Training

 

25- 30- 35- 40- 45- 50- 55- 60- 65-
REASONS 29 34 39 44 49 54 59 64 over TOTAL

 

 

 

 

 

*FURTHER
EDUCATION
DEGREE 5 O 1 O 1 O O O O 7

**STAY
INVOLVED 3 1 0 1 O O O O 1 6

***SELF
IMPROVE-
MENT 4 7 3 5 3 5 2 1 2 32

****MORE
EDUCATION 0 O 3 2 2 1 O O O 8

*Further Education also included: desire degree, advanced
certification, want a profession, keep up certification,
and further career.

**Stay involved also included: don't want to stagnate, keep
up with children, and stay up with husband's level of
education.

***Self improvement also included: personal satisfaction,
and one never has enough education.

****More education also included: concern about assumption
of responsibility, and want an alternative field.

acterize
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teen Of 1
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189

These reasons plus the two standard reasons char-
acterize the projected model of modern day women who must
strive for independence, satisfaction, recognition, self
improvement, and accomplishment of educational and/or
career goals in order to be viable members of society.

The 101 women who did not work were asked what
kinds of jobs they would seek if they were forced to look
for work immediately. Most of these women said they would
seek jobs for which they had training or competency. Four-
teen Of the women (14%) indicated they were unskilled and
would have to seek menial jobs such as maid, housekeeper,
baby sitter, and ironing and washing for others.

Only 17 percent of this group had an option of
seeking a position that would command an adequate to high
salary. The occupations in this group included teacher,
legal stenographer, home economist, airline hostess, regis-
tered nurse, anesthesiologist, accountant, social worker,
certified counselor, medical technologist, and certified
public accountant. The remainder of the group said they
would seek such jobs as keypunch operator, secretary,
office clerk, bookkeeper, sales clerk, waitress, cook,
and seamstress.

Thirty-six percent of these women disclosed that
they had no aspiration beyond that which they were already
competent and qualified. Seven had no idea of what they

would like to do if they had an education or training choice.

intereS'

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190

The remainder of the group came up with some very
interesting choices of what they would like to do. These
are presented in Table 47, Partial List of Jobs Women

Would Like to 00.

TABLE 47

 

Partial List of Jobs Women Would Like to Do

 

 

 

OCCUPATIONS NUMBER OF RESPONSES
TEACHER 1O
NURSE 7
MEDICAL TECHNOLOGIST 4
COUNSELOR 3
PROFESSIONAL ARTIST 3
BUSINESS OWNER 3
MANAGEMENT-EXECUTIVE 2
TRUCK DRIVER 1
BOOKKEEPER 1
X-RAY TECHNICIAN 1
CHILD THERAPIST 1
LIBRARIAN 1
AUTHOR 1
PUBLIC SERVANT 1
CLOTHES AND HAT DESIGNER 1
GERENTOLOGIST 1

PHYSICAL EDUCATION DIRECTOR 1

the 110111
choices

Tamed

'1]

III

191

The choices of specific education and training
the women desired conformed almost 100 percent with the
choices of occupations they would have liked to do. One
noticed that the selections made by the women were in
fields considered "women's work" and women dominated. Even
when given the choice to do something different, they se-
lected occupations such as teaching, nursing, medical tech-
nology, counseling, and librarian.

All the women participating had the chance to
project themselves into a hypothetical situation when they
were questioned about educational program and service op-
portunities. This was done so as not to be unduly influ-
enced by the results of the questions asked only of women
who were not working. In order to generalize to the total
sub-population about educational choices, this question

was very necessary.

TABLE 48

 

Would Take Advantage of Educational Opportunity
(If Conditions Were Positive)

 

25- 30- 35- 40- 45- 50- 55- 60- 65-
RESPONSES 29 34 39 44 49 54 59 64 over TOTAL

 

 

 

YES 36 29 23 26 22 15 14 5 9 179
PERCENT 95% 97% 96% 90% 88% 71% 70% 36% 50% 82%
NO 2 1 1 3 3 6 6 9 9 40
PERCENT 5% 3% 4% 10% 12% 29% 30% 64% 50% 18%

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192

The women were asked, If you had the opportunity,
time, and money, would you take advantage of some kind of
educational course, program, training, or counseling and
testing? The answers are tabulated in Table 48 above.

The women were quite agreeable about taking advan-
tage of educational opportunities if conditions were posi-
tive. Eighty-two percent of the group indicated they
would partake of some educational program or service.

Many of them indicated multiple choices.

What was evident from the data was that the younger
the age of the women, the greater the willingness to involve
themselves in education. Conversely, the older they were,
the less willing they were to say yes. Ninety-three percent
of the women in the 25 through 49 age groups combined indi-
cated they would take advantage of the educational oppor-
tunity under favorable conditions, whereas only 59 percent
of the 50 through 65 and over age groups said they would.

The 179 women who said yes to educational involve-
ment were then asked what kinds of educational programs
and services they would select. Table 49, Educational
Programs and Services Selected, in Appendix G reflects the
variety of selections the women chose. Multiple selections
cause the totals not to add to 173 women or 100 percent.
The women were quite interested in the types and kinds of
programs and services offered. They asked many questions

about degree programs, semi-professional fields, general

193

courses, recreational and avocational Opportunities, cul-
tural events, and guidance and counseling services. This
is very evident when observing the recorded responses in
Table 49.

Over a third of the women mentioned the need for
guidance and counseling services. As before, this gross
statistic hid the fact that higher percentages of the
younger age groups selected the service as compared to the
Older age groups. Many of the younger women were also
interested in the semi-professional and degree programs--
42 percent indicated they would pursue a semi-professional
objective and 39 percent said they would like to earn a
degree. The following table lists the variety of fields
and degrees mentioned and the rank order frequency of

such responses.

TABLE 50

 

Selected Semi-Professional Fields and Degree Programs

 

 

 

 

 

SEMI-PRO FIELD RESPONSES DEGREE PROGRAM RESPONSES
REGISTERED NURSE 4 EDUCATION-B.A. 13
ACCOUNTING-BOOKKEEPING 3 BUSINESS ADMINISTRATION 1O
MEDICAL TECHNOLOGY 2 REGISTERED NURSING-B.A. 8
SECRETARIAL SCIENCE 2 EDUCATION-M.A.

DENTAL ASSISTANT 2 OFFICE ADMINISTRATION 3

REAL ESTATE 2 HOME ECONOMICS-M.A. 3

I ?
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194

TABLE 50 Continued

 

 

 

 

 

SEMI-PRO FIELD RESPONSES DEGREE PROGRAM RESPONSES
BUSINESS 2 ART-B.A. 3
X-RAY TECHNICIAN 1 ACCOUNTING 3
HEALTH SCIENCES 1 HOME ECONOMICS-B.A. 2
TECHNICAL WRITING 1 MEDICAL TECHNOLOGY-B.A. 2
SOCIAL SCIENCE 1 LIBRARY SCIENCE 2
PUBLIC HEALTH 1 COUNSELING AND GUIDANCE 2
HORTICULTURE 1 LAW 2
PARA-MEDICAL 1 PSYCHOLOGY 2
INTERIOR DECORATING 1 HISTORY 2

LAB TECHNICIAN

 

SOCIAL WORK

PHYSICAL THERAPY 1 MUSIC-M.A. 1
BROADCASTING 1 ART-M.A. 1
PSYCHOLOGY 1 COMMUNICATIONS 1

SOCIAL WORK

PUBLIC ADMINISTRATION

Several programs and services garnered from the
relevant literature and from discussions among professional
colleagues were put into descriptive form. The partici-
pating women were asked their assessment of the programs
and services after they had the chance to hear the descrip-
tion and formulate an opinion. The respondents were then
asked about their likely participation in such programs and

services if they were offered.

195

The first program presented to the women was the
General Studies Program. It was described as: A program
designed to broaden the individual through serious study
in the fields of Humanities, Social Sciences, and Sciences
without focusing on a specific technical, professional, or
vocationally oriented objective. In a sense, it is truly a
liberal education. One is just generally better educated
and is better able to cope with today's world with its many
problems, issues, demands, requirements, and confusions.
The question was: Do you feel a General Studies Degree
Program is needed?

The results of the question are shown in Table 51,
General Studies Degree Program, on the following page.
Included in the table are responses to whether a General
Studies Program is needed; if they would participate in
the program if it was offered; and, if they would partici-

pate, would they seek a degree in such a program.

196

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197

As can be seen in Table 51, the women were gener-
ally enthusiastic about the General Studies Program. With-
in each of the various age groups, and overall, the res-
pondents showed a strong feeling of need for this program
to be offered. A number of women said they were glad to
hear that this program was not to be one exclusively for
women because they felt that men could indeed profit from
such a program too.

The entire group was asked about participating in
a General Studies Program even though 57 of the women (26%)
said the program was not needed. The two sub-questions
were exclusive--that is, women could say no to the question
of program need, yet say yes to participation in the pro-
gram if it were to be offered. A number of the women who
said no to program need in fact said yes they would par-
ticipate if the program was Offered.

Better than half of the total respondents (55%)
said they would participate in a General Studies Program.
Among the age groups, there was a high percentage of yes
answers to participation in the younger age groups with a
steady to rapid decline in interest in the older age groups.
There was a genuine interest and willingness to participate
in a program of this type--the women expressed a feeling
of "not being up on things" and "left out" when it came
to judging their real ability to cope in today's society.

They felt the lack of education and were not afraid to

198

admit it.

The women who said they thought they would parti-
cipate in the program were generally not interested in
seeking a degree in a General Studies Program. Even though
only 30 of the 121 women who said yes to participation
desired to earn a degree in such a program, a number of
respondents who said no Obviously had in mind that a degree
program meant all that the old traditional view conjures
up--full time attendance, competing for grades, meeting
rigid class schedules, daytime attendance, completing a
program of studies in a standard number of years, invest-
ing a substantial amount of money, and assuming the status
of a young adult with little or no other responsibilities
except going to school and tending to their own individual
needs.

The second proposed program the women were asked
about was the Independent Learning Program. The follow-
ing description based on relevant literature materials and
professional colleague imput was read to each participant:
A program of Independent Learning could consist of Educa-
tional Television courses, independent study, audio-visual
study materials in the local libraries or the University
library, credit bearing practicums (where one earns credits
while working or serving), and taking competency tests
for college credits in areas or fields where previous know-

ledge has been gained but not necessarily in the formal

199

classroom. The purpose of this program is to assist you
to learn, to change, and to grow on your own so to speak.
The educational objectives could be professional compe-
tence, vocational skills, as well as general education.
After the women had a chance to think over the
description Of the program, they were asked whether they
felt an Independent Learning Program was needed. All the
women regardless of the answer about program need, were
also asked if they would enroll in this program if it
were to be Offered. Table 52, Independent Learning Program,
exhibits the high regard the women had for this program
and their willingness to participate in it.
It did not take long for these women to capture
the essence of this program and the tremendous advantages
an Independent Learning Program could afford them and
others. To say they liked this program is to put it mildly.
As the data reflects in Table 52, they were extremely enthu-
siastic about the prospect of this program. Such comments
as, "this is right down my alley","it's about time the
University offered an alternative way for women who can't
get out of the house to continue their education", "that's
the best idea I've heard in years", "how soon can I get
started", "we knew you'd come up with a plan to help us
boost ourselves up", "I'd not be interested in this pro-
gram but you ought to offer it because there are a lot of

people who could really benefit by it", were expressed.

200

Many more favorable comments were made, but for sake of

space they are not recorded here.

TABLE 52

Independent Learning Program

 

AGE
GROUP

25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-Over

TOTAL

IS THIS PROGRAM NEEDED?

WOULD YOU PARTICIPATE?

 

 

YES PERCENT
32 84%
26 87%
22 92%
26 90%
21 84%
19 90%
18 90%
10 71%
11 78%

188 83%

19
6
4

N-D-OON

N

31

 

PERCENT YES PERCENT
16% 29 76%
13% 25 83%

8% 18 75%
10% 14 48%
16% 16 64%
10% 12 57%
10% 6 30%
29% 2 14%
22% _§ 33%
14% 128 58%

N9
9
5
6

15

14
12
12
91

PERCENT

24%
17%
25%
52%
36%
43%
70%
86%
67%

42%

Virtually no one was opposed to the program idea

even though 14 percent of the women said they did not favor

the initiation of the Independent Learning Program.

Their

objections were mostly because they knew the University was

struggling with financing what was already established and

that personnel were overloaded in work assignments.

Some

said they liked the alternative program but felt it would

11 A“
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201

mean an increase in taxes which they opposed. A few women
said no because they firmly believed that the only way to
learn was to be in a structured, formal classroom situa-
tion--especially if one was seeking professional or occupa-
tional competency.

There were 128 women who indicated they would par-
ticipate in the Independent Learning Program if it were to
be offered. This number constituted 58 percent of the
women respondents. Women who worked, had small children at
home, with husbands who were not understanding about women's
educational needs, and those who had problems overcoming
the idea of being in a formal university setting were en-
thused about this program. Table 52 discloses a much
higher interest and willingness to engage in this program
on the part of women in the younger age groups than in the
older age groups.

If there was one constant theme expressed in the
relevant literature to this study, it was that the counsel-
ing and guidance of girls and women was archaic, tradition-
al, out-of-date and touch with societal needs, discrimina-
tory, biased, and in large measure ineffective. The entire
system of formal and informal counseling-guidance from the
time a girl was born until she died was deemed at best in-
adequate. Parents, teachers, counselors, employers, and
ministers were singled out for the parts they played in

keeping the vicious circle alive. There seemed to be no

starting

61 these
of Homer
Labor, 5
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think ar

ter for

13 to U

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202

starting point or stopping point in this process.

Knowing that this concern was uppermost in the minds
of these authors, the President's Commission on the Status
of Women, and the Women's Bureau of the U.S. Department of
Labor, a question on guidance and counseling, couched in
positive terms, was posed. The women were asked: Do you
think an educational counseling, guidance, and testing cen-
ter for women is needed to help women resolve their educa-
tional, job, and career problems and to assist them in self-
improvement and personal identity?

Without regard to whether the women answered yes or
no to the above question, they were asked a second question
which was: If a Women's Center was available, would you
plan to utilize it? Again, this was necessary because even
though some women would say no to the needs question, they
still could say yes to its utilization if the Center was
available.

Table 53, Women's Educational Counseling, Guidance,
and Testing Center, displays the responses to the questions
of need for a Women's Center and if the women would plan

to utilize the Center if one was established.

203

TABLE 53

Women's Educational Counseling, Guidance and Testing Center

 

AGE
GROUP

25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-over

TOTAL

 

 

IS A WOMEN'S
CENTER NEEDED?

YES PERCENT 18 PERCENT
31 82% 7 18%
26 87% 4 13%
19 79% 5 21%
26 90% 3 10%
18 72% 7 28%
16 76% 5 24%
14 70% 6 30%

5 38% 9 62%

1g 56% _8 44%

155 75% 54 55%

WOULD YOU PLAN TO
UTILIZE THE CENTER?

 

léé
29
22
18
17
15
10

PERCENT

76%
73%
75%
59%
60%
48%
20%
14%
28%

56%

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9
8
6
12
1o
11
16
12
13

97

w

24%
27%
25%
41%
40%
52%
80%
86%
72%

44%

The highlights of the data in Table 53 include the

fact that 75 percent of the women thought a Women's Center

was needed.

Every age group, except the two oldest groups,

recorded a 70 percent or better yes response.

Ninety per-

cent of the women in the 40-44 age group were favorably

disposed to the idea of a Women's Center.

Better than half (56%) of the women indicated they

would plan to utilize the Women's Center if one was estab-

lished.

Not too surprisingly,

it was the younger age

groups (from 25 through 49) that exhibited the more

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204

positive attitude about needing a Center and using the
Center. The 101 women who said they would use the Cen-
ter comprised nearly 70 percent Of these age groups.

The heartening revelation was that many of the
women were pleased with the idea that a Women's Center
might be established. They were not necessarilty con-
cerned for themselves as they were for others who might
need such services. Others indicated that the services
of a Women's Center would be valuable for them as well as
others.

Opposing points-of-view were also expressed. Some
of the women said that there was no need for such a Cen-
ter--that the existing counseling, guidance, and testing
services were quite adequate if women would only use them.
In a baiting way, a few women wanted to know if the com-
munity or University was planning to have a Men's Counsel-
ing, Guidance, and Testing Center. Overall, the negative
answers were expressed kindly by the women, but their
answers revealed they were a little confused and befuddled
by the proposal. A very few thought that the proposal was
not comprehensive and all encompassing as it should be--
no political, legal rights aspects-~no liberation litera-
ture library--no abortion, contraceptive information--no
action arm for human and civil rights prosecution.

The 122 women who said they would plan to utilize

the Women's Center were asked what they would have the

205

Center do, to be of service to them. The results of this
question are revealed in Table 54, Requested Services Of
the Women's Center, on page 207.

Some of the types of requests made by the women
are better understood when an explanation is Offered for
the rather clipped phrases used in Table 54. For example,
"Don't Know" was expressed by 20 percent of the women who
said they would plan to utilize the Center. They said
they did not know mostly because at that moment they had
nothing specifically in mind they wanted the Center to do
for them but just the same, as time would pass, they felt
a Women's Center could help them or others. In a way,
this request might have been combined with the response
of "be available".

"Be Available'I was an answer of comfort--to know
that the Center would be there, if and when they needed it.
Such expressions as, "inquire about my needs", "be there
if I need it", "available for reference", "help satisfy
women's needs as consumers of education", "moral support",
"I view it as a social opportunity", and "a place where I
can get informational materials when I want them", were
noted.

"Self Improvement" was an answer in itself. But
such comments as, "in general, help me learn more about a
lot of things", "help me be a better person--more astute",

"broaden my outlook", "make me more aware", "self

206

confidence", "I need everything", and "help me grow and
develop" are some of the comments made that were placed
under the general heading of self-improvement.

"Develop Programs, Courses, and Services" was a
composite phrase to represent many different requests by
12 percent of the respondents to this question. The
women requested: a day care center, programs and courses
devised to accelerate progress, development of training
programs such as an Executive Training Program for Women,
and development of courses in contentment, life-style, and
self-confidence.

"Advice" was a peculiar term in that the women
would not and did not wish to equate it to guidance or
counseling. The distinction in the minds of the women
was that advice was something non-structured and not based
on test results. Respecting what the women wished to say
without taking professional license with their responses
usually proves to be difficult,but in this case, accept-
ing "advice" as a separate aspect of service by the Women's
Center was easy, for after all, advice is just another way

of saying "informal guidance and counseling".

207

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208

Nearly 30 percent of the women mentioned both coun-
seling and testing as something they would like the Center
to provide them. Counseling to tell them what possibili-
ties existed in educational and career Opportunities; and
testing to inform them Of their strengths and weaknesses,
their abilities and potentialities, and what their interests
might be--real and sub-conscious.

Serious thought was given to the idea of trying
to find out if the mature women in the community were organ-
ization-minded when it came to discussing how their needs
and wants for educational programs and services might be
communicated. Counter to this idea, it was Of interest to
find out if the women were perhaps content to leave it to
the community agencies and the University to assess their
concerns and needs and then minister to them as they had
done in the past. Thinking that there was a strong conser-
vative, traditional element in the community, it was de-
sireable to either verify or dispell this contention.

Two questions were formulated--one dealing with a
small, advisory Women's Council on Education and one re-
garding an Education Organization for Women which envi-
sioned a large membership.

The women were first asked: Should there be a
Women's Council on Education in the community or at the
University? A related question immediately followed: If

there was such a Council, would you personally consider

209

serving as a member on the Council? The answers to these
two questions are disclosed in Table 55, Women's Council

on Education.

TABLE 55

 

Women's Council on Education

 

 

 

 

 

IS THERE A NEED FOR WOULD YOU SERVE AS A

AGE A WOMEN'S COUNCIL? MEMBER ON SUCH A COUNCIL?
93922. YES PERCENT 18 PERCENT YES PERCENT 19 PERCENT
25-29 28 74% 10 26% 2O 53% 18 47%
30-34 26 87% 4 13% 20 67% 10 33%
35-39 18 75% 6 25% 13 54% 11 46%
40-44 23 79% 6 21% 18 62% 11 38%
45-49 20 80% 5 20% 16 64% 9 36%
50-54 17 81% 4 19% 10 48% 11 52%
55-59 15 75% 5 25% 5 25% 15 75%
60-64 5 38% 9 62% O 0% 14 100%
65-over 1g 56% _8 44% _1 39% 11 61%
TOTAL 152 54% 57 28% 109 56% 110 56%

The women liked the idea of having representatives
act as an advisory group to the community or the University
to express the needs and wants of women and to have formal
imput into any educational plans that might affect them.
Nearly three-quarters of the women indicated that the

Women's Council on Education was a good idea and should be

210

implemented. All age groups seemed enthusiastic about the
Council except the two Oldest age groups.

Getting people to agree that something is needed
and advantageous is one thing, but getting them to agree
to serve or be involved is quite another. It is legendary
that it is always a very small core of people who will
do the work for the benefit of all--especially in something
that is voluntary, unpaid, and potentially volatile in terms
of criticisms and pressures.

Perhaps the women knew what they might get into,
perhaps they did not, but nevertheless, an amazing number
of women said they would seriously consider serving on a
Women's Council on Education if they were asked. The data
in Table 55 reveals that 50 percent Of the women would
consider serving on the Council.

The women who said they would not serve on the
Council included those women who did not see a need for
such a Council in the first p1ace--but not all of them.

It was disheartening to hear many of the women say they
were not qualified and that they could not contribute any-
thing because they lacked education, experience, or the
confidence to work on such an important council. No
attempt was made to change their minds or talk them into
it, but one must be impressed with the fact that a number

of women had a poor opinion of themselves and what they

211

could do if they would only set their minds to it. A lack
of self-confidence and self-respect was much in evidence
in this regard.

The participants were queried about the need for
an Education Organization for Women and if they would be-
come members if the organization was formed. Although the
women were generally less enthused about this idea than the
Women's Council, still the majority (62%) indicated that
an Education Organization would be a good idea.

Table 56, Education Organization for Women, in
Appendix G shows the women's responses to the need for the
Education Organization and their willingness to be members.
Less than half (44%) said they would become members of an
Education Organization for Women and actively participate
in its meetings and activities. But even this response
from the total number Of women participating in the survey
is exceptional, when one considers that earlier it was
noted that a number of women declared they had no interest
in active participation in educational programs and services;
that they were too busy with job responsibilities; and that
they were too involved in raising children and caring for
their husbands' needs.

Dramatically, the contention that the mature women
had a strong conservative strain and were not prone to
organization minded techniques in order to accomplish cer-

tain goals and purposes must be rejected on the basis of

212

the sample population's expressions for the need Of a Women's
Council on Education and an Education Organization for

Women. Further, their rather surprising willingness to
consider seriously serving on the Council or becoming

active members of the Organization indicates that they

are not complacent and willing to rely totally on the com-
munity agencies and the University to interpret and then

meet their educational needs.

Communicating with the mature women population
was indeed an important aspect of the study. Getting
appropriate educational messages to this potential consum-
ing group would be extremely vital if a truly viable plan
for educational programs and services were to be devised for
them. Therefore, two questions were posed to the partici-
pants--one, to test the variety of media that might be
valuable to use in communicating with them; and two, ask
them to identify the one medium they relied on the most
to keep themselves informed.

The first question asked was: What are the best
communication media one can use to keep you informed about
what is going on in the community and at the University?

A variety of different media were listed for the women's
responses. Table 57, Media Effectiveness in Appendix G
reflects the data and summary results of this question.

The women reported that they thought the following

media were most effective: newspaper advertisements (85%);

213

newspaper publicity (79%); television (76%); and regular
bulletins produced by community agencies and the Univer-
sity (71%).

The women also indicated that certain media or
means of communication were not as effective as others.
For example, bulletin boards (22%); posters (32%); clubs
(45%); and radio (47%) received less than enthusiastic
support by these mature women as an effective means of
communication.

The women were then asked a second question about
media and means of communication. They were asked: Which
communication medium do you rely on most frequently to
keep abreast of the news and what is happening in the com-
munity? The results of this question are presented in
Table 58, Most Effective Media and Means of Communication.

As the title of Table 58 suggests, only the one
best means of communication was to be selected but as one
can see, the women prevailed--eighty-two women (37%) in-
sisted on mentioning more than one medium that they relied
on most frequently to keep up with the news and what was

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215

The three main media were cited more times than
any other means of communication as being the ones most
frequently relied upon and the most effective. The news-
paper far outstripped the other two major media in terms
of preference. Seventy-nine percent said they relied
most frequently on the newspaper to keep abreast of the
news and happenings in the community. Television was a
distant second with a 38 percent preference with radio a
lagging third at 17 percent. All other means of communi-
cation and media failed to gain more than three percent of

the favored responses.

GENERAL ANALYSIS AND SUMMARY

This comprehensive study of a sample population
of mature women in the community was designed to gather
essential data that would answer, through summarization
and analysis, certain key questions posed in the statement
of purpose--what are the educational needs of mature women
in the Boise Metropolitan Area?--do existing resources meet
these educational needs?--and if not, what kind of program
is necessary to meet the unmet educational needs of these
women?

In order to answer these questions, rather complete
demographic data were secured. The women were tested on
their knowledge of existing educational programs and serv-

ices in the community and at the University. They were

asked
needs,

Univer

educa

V0590

216

asked to express what they felt to be unmet educational
needs, and what they would have had the community and
University do for them to be of greater service.

Opinions about critical elements of a continuing
education program were sought as well as the concerns these
women had about their current levels of education and train-
ing. The group was requested to assess certain profession-
ally conceived programs, services and organizational
structures that might have been advantageous and appropri-
ate for them. Securing data on the most effective means of
communication for these women was an important aspect of the
study.

A number of things were learned about mature women
in the process of this study. Characteristics and patterns
were established by investigating the backgrounds of these
women, testing their knowledge, gauging their activeness,
seeking their Opinions, and asking them to assess programs,
courses, services, and organizational structures.

For a variety of reasons a number of mature women
would not involve themselves in an educational survey.
Nineteen percent of the women selected to be in the sample
refused to participate. A clear relationship between age
and willingness to participate was found in the survey.

It was evident that the Older the women, the less likely
they would participate in a survey.

Overall, of the 271 women selected, 219 responded

to the

217

to the questionnaire. This number represented 81 percent
of the total group. From a research standpoint, the over-
all response was excellent. The representativeness of the
sample population to the sub-population was not impaired
by the lack of participation. 0n the basis of the high
percentage of response, the application of data, results,
and conclusions had statistical credibility and reliabil-
ity.

There were several characteristics strengths dis-
covered about mature women in the community. The mobility
and death rates of these women were significantly less than
the national average. They had a tendancy to be established
in the community and could be described in general as a
hardy, healthy group of people. The marital status of the
women also added to the stability of the community. The
married and widowed categories constituted 92.5 percent
of the 219 participants. Only three percent were single,
four percent divorced, and one half of one percent separated.
These figures were quite surprising and gratifying.

The working status of women was even more dramatic
in comparison to other information uncovered. Forty-nine
percent of the women were working full or part-time. When
occassional and/or seasonal workers were added into the
totals, the percentage increased to 54 percent. In the
State of Idaho, the 1972 estimate of women in the labor

force was 35 percent according to a U.S. Census Bureau

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218

report.

Clearly, the mature women were quite industrious
since a large majority were working, married, had children,
and were also responsible for keeping a home,raising child-
ren, and attending to the needs Of their husbands.

The data on the income status of the family was
impressive. The statistics gathered bore out a distinct
impression that there was a strong element of affluence in
the community and that the standard of living Compared to
the cost indices in this area of the United States was
relatively high. Also, compared to other regions of the
United States, it seemed to be high when adjusted to cost
of living factors.

One important fact about these mature women was
that a large proportion of them had been out of the school
situation for a significant period of time. Sixty percent
of the women had not been in school in six or more years.
Seventy women (32%) had not attended school in more than
20 years. The data revealed that attendance in school was
strongly related to age-~the younger they were, the more
likely it was that they were either currently attending or
had been out of school a short period to time; and, the
older they were, the less likely they were to be in attend-
ance and the greater the number Of years away from the
school scene.

Another surprising factor was brought to light

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219

when the level of schooling completed data revealed that
the women were relatively "well educated". Only two per-
cent of the group had less than a tenth grade education.
There were 211 women who had at least graduated from high
school. All but 77 of these women had gone beyond high
school in their educational pursuits. It was noted that
in all age groups, except the 60-64 group, 60 percent of
the women reported educational experiences ranging from
several courses in college through post-doctoral studies.
On the discouraging side, only 20 percent of the total
group had gained a bachelor's degree or higher.

The women, contrary to what was thought, were not
reluctant to disclose their religious affiliation. Only
two percent of the women did not wish to divulge their
affiliation. Another 13 percent indicated they did not
belong to any church. The great majority (85%) of the
respondents indicated membership in religious organiza-
tions. These data were viewed as another strong factor of
stability in the community.

Throughout the study, an attempt was made to
establish relationships with certain independent and de-
pendent variables. Age and marital status were considered
independent variables throughout the study but because Of
the very high percentage of married women in the survey,
the two variables really became one. The dependent vari-

ables identified were awareness, barriers, and range of

mm
of eX'
lack 1

an ef

inGT

220

potential interests. Awareness was defined as knowledge
of existing programs and services; and opinions about the
lack of certain essential elements thought necessary for
an effective continuing education program for women.

After an intensive survey of all the educational
agencies, programs, courses, and services was completed,
two major groups were identified. The public institutions
and agencies whose primary responsibility was education
and training were put in one group. All other education
agencies and services were combined into another group.

An arbitrary knowledge index table was created to
identify the major programs and their value in terms of
knowledge. Knowledge index ranking by point value was
established for each of the two institutions-agencies
groups as well as a composite ranking for the combined
knowledge indices.

The women were asked if they were aware Of the
educational institutions, agencies, programs, and services
that were known to exist in the community. On the basis
of their answers, they were ranked by a point value range
for each group of institutions-agencies. A composite rank-
ing was then drawn for the combined knowledge Of these
two groups of institutions-agencies. It was hoped that
if one could gain insight into what agencies, programs,
and services were not well known, (and presumably benefi-

cial to women) the information would be valuable in terms

of effO‘

of prog
ship or
wvered
the 35-
age grc
1east 1

measure

VDWIET

IUIIOn.

221

of efforts to better communicate, publicize, and involve.

The tests for age and marital status with knowledge
of programs and services revealed no significant relation-
ship or detectable trend among age groups. What was dis-
covered on an individual age basis, was that consistantly
the 35-39 age group was more knowledgeable than any other
age group and, the women in the 60-64 age group were the
least knowledgeable of all age groups in all summary
measures and rankings explored.

Although the women as a group were reasonably
knowledgeable about all programs in a composite sense,
they were found lacking in knowledge about public insti-
tutions whose primary task was education and training.
Further, they lacked knowledge about some rather key pro-
grams and services offered that would have been of partic-
ular benefit to them--the Weekend University Program,
Guidance and Counseling Center, Testing Services, and the
rather new College Level Examination Program.

Participation in educational programs and services
at first looked good, but after intensive study of the
data, it was determined that the women were not heavily
involved in educational pursuits. In analyzing the par-
ticipation data, one became aware that the figures repre-
sented the activity of the women over their individual
life-spans since leaving the formal educational scene.

Also noted was the fact that 12 percent of the women had

r9350
C1der

ested

222

only engaged themselves in cultural events attendance or
educational television viewing. Only 56 percent of the
women had engaged in at least one educational program or
service activity other than cultural events or educational
television in their individual life-spans since leaving
the formal, compulsory education situation.

Nearly a third of the women reported they had not
participated in any educational program or service. The
reasons they gave were generally related to age. The
older women were more likely to say they were not inter-
ested and that they had health problems. The younger
women were more likely to say that they could not partici-
pate because of family, husband, and children, and that
they did not have the money for education. "No time-working"
was a reason that had a rather constant pattern across the
entire set of age groups. It was an evenly distributed
response for the young as well as the Older groups. Hence,
there was a relationship established between age-marital
status and barriers such as: no aspiration and personal
(health) problems for the Older women; family demands and
limited finances for the younger women; and, lack of time
for all age groups. ‘

The women were generally unable to respond to ques-
tions that required immediate, free-will, unrehersed answers
relative to unmet educational needs, what the University

and the community should do to be of greater service to

them,

time

these
Home
50:10
19nd

hilt

223

them, and new ideas they would like initiated by educa-
tional institutions and agencies.

An amazing result occurred in the responses to
these questions. The women in the sample were not condi-
tioned to the women's liberation rhetoric or the evolving
sociological theories to any degree. They could not res-
pond tO questions posed that had no hints or clues as to
what they should or could have suggested or requested.
Eighty-six percent Of the women were unable to verbalize
unmet needs relative to educational programs, courses, and
services. Likewise, 85 percent had no answer to new ideas
or suggestions for educational programs and services.

There were generally more responses in most age
groups to the question of what the University should do
to be of greater service to women. The emphasis was on
more degree programs, advanced degrees which the Univer-
sity did not offer, advanced courses and training in fields
in which the women were currently working; and avocational
courses. The responses of these women were quite diverse.

The responses about what the community should do
to be of greater service to women were more in number than
any of the other semi-structured questions. Although
greater in number, the responses centered around three
basic suggestions--certain specific activities, a civic
auditorium or performing arts center, and the continuance

of the Community Schools which had run into financial

diffic

about

224

difficulties and was the center of rather heated debate
about using pre-designated tax dollars for the child-
ren's education for financing adult programs.

In general, the women were better able to give
opinions, points-of-view, and assessments when structured
questions were asked. In all of these questions, except
the question about the lack Of certain essential elements
in a continuing education program for women, the women
performed well. The question of lack of essential elements
was linked tO the dependent variable identified as aware-
ness. In this regard, the women Showed clearly they were
not knowledgeable about what existed and what was important
for them.

The youngest age group (25-29) were more positive
about certain lacks than any other age group. Such
elements as a lack of effective communication system, lack
Of means to reduce cost of education, lack of relevant
programs and courses for women, and lack of day care cen-
ters were singled out by this group. It was not conclusive,
however, that even this group had grasped the importance
of these elements nor were aware of their existence or
non-existence.

Two of these elemental questions were somewhat
related and were used to cross-test the responses by the
women. Lack of Relevant Programs and Courses and Lack Of

Knowledge of What Women Need, compared exceedingly well.

225

In both instances, the women were of a majority opinion
that there were no lacks in these regards--59 percent in
relevant programs and courses and 60 percent in knowledge
of what women want. Nearly the same yes and do not know
answers were recorded for the two questions.

The responses to the question of lack of relevant
programs and courses was significant in relationship to
the statement made earlier about women not having been
caught up in the women's liberation rhetoric or being
aware of the evolving social theories. The responses to
the lack of knowledge Of what women need led one to
believe either that the women had a great confidence in
community institutions and agencies in serving the needs
of women, or, the women were not to the point of knowing,
with some precision, what they really needed in terms of
educational programs and services. During the interview-
ing of the sample population, both of these ideas were
stated by a number of women.

Less than half of the women (47%) were concerned
about their level Of education. Overall, this was a size-
able group even though not a majority. Many of the women
who said they were not concerned were still very interested
in education and training.

There was more expressed concern about education
and training in the younger age groups. Each group from

25 through 44 registered better than 50 percent yes answers

226

with the 35-39 age group close to 60 percent. The women
in the older age brackets indicated less concern about
education and training leve1--37 percent of the women in
the 45 through 65 and over age brackets indicated concern.

Of those women concerned about education and train-
ing, three reasons predominated: they did not want to be
dependent upon anybody or be on welfare (20%); they felt
that the kinds of jobs they could find would be uninterest-
ing, boring, low-paying, and demoralizing (41%); and, they
wanted to improve themselves (self-improvement) through
education and training (31%).

The 101 non-working women were asked what kinds of
jobs they would seek if they were forced to look for work
immediately. Most of these women said they would seek
jobs for which they had training or competency. There
were 14 women (14%) who indicated they were unskilled.
Seventeen percent Of the group had an option of seeking
a position that would command an adequate to high salary,
e.g., teacher, anesthesiologist, and certified public
accountant. The remainder of the group (69%) indicated
they would seek jobs such as secretary, office clerk,
waitress, cook, and seamstress.

Thirty-six percent of non-working women disclosed
that they had no aspiration beyond that which they were
already competent and qualified. Seven women had no idea

of what they would like to do if they had an education or

227

training choice. The remainder of the group (57%) came

up with a number of choices considered standard for women
like teacher, nurse, and bookkeeper. A few chose some
occupations that normally would not be considered standard
in the traditional sense, such as, business owner, truck
driver, personnel manager, and gerentologist.

The choices of specific education and training the
women desired conformed almost 100 percent with the choices
of occupations they would have liked to do. One noticed
that the selections made by the women were in fields con-
sidered "women's work" and women dominated. Even when
given the chance to do something different, they selected
occupations such as teaching, nursing, medical technology,
counseling, and librarian.

All the women participating had the chance to
project themselves into a hypothetical situation when they
were questioned about educational program and service
opportunities--unencumbered by time, money, and other
factors. This was done so as not to be unduly influenced
by the results of the questions asked only of women who
were not working. In order to generalize to the total sub-
population about educational choices, this question was
very necessary.

The women were quite agreeable about taking advan-
tage of educational opportunities if conditions were posi-

tive. Eighty-two percent of the group indicated they would

228

partake of some educational program or service. Many of
them indicated multiple choices.

What was evident from the data was that the younger
the age of the women, the greater the willingness to
involve themselves in education. Conversely, the older
they were, the less willing they were to say yes. Of the
25 through 49 age groups combined, 93 percent of the women
indicated they would take advantage of the educational
opportunity under favorable conditions, whereas only 59
percent of the women in the 50 through 65 and over age
groups said they would partake.

The women were quite interested in the types and
kinds of programs and services offered. They asked many
questions about degree programs, semi-professional fields,
general courses, recreational and avocational opportunities,
cultural events, and guidance and counseling services.

Over a third of the women mentioned the need for
guidance and counseling services. As before, this gross
statistic hid the fact that higher percentages of the
younger age groups selected these services as compared to
the older age groups.

Many of the younger women were also interested in
the semi-professional and degree programs--42 percent in-
dicated they would pursue a semi-professional objective
and 39 percent said they would like to earn a degree.

Again, many of the fields and degrees selected were

229

traditionally women dominated. It could be said that
societal expectations, the influence of past and present
"significant others", and the traditional counseling system
factors were indeed present in the minds of these women.

To break the chain of traditional thinking about
educational programs, services, and organization structures,
an experiment was tried. What was hoped was that by intro-
ducing new program, service, and organization pattern ideas
with adequate description and explanation, the women would
either be enthusiastic and positive or unimpressed and
negative. Further, these ideas which broke with traditional
ways and thinking about educational programs, services, and
organization structures, would allow one to gauge how
accepting these women were to new innovations in the field
of adult and continuing education.

The first program presented to the women for their
assessment was the General Studies Program. It was des-
cribed to them as: A program designed to broaden the in-
dividual through serious study in the fields of Humanities,
Social Sciences, and Sciences without focusing on a specific
technical, professional, or vocationally oriented Objec-
tive. In a sense, it is truly a liberal education. One is
just generally better educated and is better able to cope
with today's world with its many problems, issues, demands,
requirements, and confusions.

The women were generally enthusiastic about the

230

General Studies Program. Within each of the various age
groups, and overall, the respondents showed a strong feel-
ing of need for this program to be offered. Seventy-four
percent of the women indicated they thought the program
was needed.

The entire group was asked if they would partici-
pate in a General Studies Program if it were to be Offered.
Better than half Of the respondents (55%) said they would
participate. Among the age groups, there was a high per-
centage of yes answers to participation in the younger age
groups with a steady to rapid decline in interest in the
older age groups. There was a genuine interest and willing-
ness to participate in a program of this type--the women
expressed a feeling Of "not being up on things" and "left-
out" when it came to judging their real ability to cope in
modern society. They felt the lack of education and were
not afraid to admit it.

The women who said they thought they would partici-
pate in the program were generally not interested in seeking
a degree in the General Studies Program. Even though only
30 of the 121 women (25%) who said yes to participation
desired to earn a degree in such a program, a number of
respondents who said no obviously had in mind that a degree
program meant all that the old traditional view conjures up--
full-time attendance, competing for grades, meeting rigid

class schedules, daytime attendance, completing a program

231

of studies in a standard number of years, investing a sub-
stantial amount of money, and assuming the status of a
young adult with little or no responsibilities except
going to school and tending to their own individual needs.

The second proposed program was the Independent
Learning Program. This program was designed using the
surmised guidelines of the concept of "classroom without
walls". The program was described as: A program of Inde-
pendent Learning could consist of educational television
courses, independent study, audio-visual study materials in
the local libraries or the University library, credit
bearing practicums (where one earns credits while working
or serving), and taking competency tests for college credits
in areas or fields where previous knowledge has been gained
but not necessarily in the formal classroom. The purpose
of this program is to assist you to learn, to change, and
to grow on your own so to speak. The educational Objec-
tives could be professional competence, vocational skills,
as well as general education.

The women captured the essence of this program and
saw the tremendous advantages an Independent Learning Pro-
gram could afford them and others. To say they liked this
program idea was to put it mildly. Overall, 86 percent of
the women thought the program was needed. Many favorable
comments were expressed. They were just very enthusiastic

about this program. Actually very few of the women were

part-

to b.

232

against the program. Those that were, had reasons not
directly related to the program idea but to implications

of cost, overloading existing personnel, and a possible
increase in taxes. A few women said no because they firmly
believed that the only way to learn was to be in a struc-
tured, formal classroom--especially if one was seeking pro-
fessional or occupational competency.

There were 128 women (58%) who indicated they would
participate in the Independent Learning Program if it were
to be offered. Women who worked, had small children at
home, with husbands who were not understanding about women's
educational needs, and those who had problems overcoming
the idea of being in a formal University setting, were
enthused about this program. The younger age groups, 25
through 39, showed a high percentage of willingness to
participate--75 percent or more of yes responses for each
of the three age groups were recorded.

Because there was a deep concern expressed in the
relevant literature about the lack of effective guidance
and counseling services for girls and women, a question
was formulated to find out how the mature women felt about
a women's center that was positively oriented to assist
them to self-actualize and self-improve. They were asked
if an educational counseling, guidance, and testing center
was needed to help women resolve their educational, job,

and career problems and to assist them in self-improvement

233

and personal identity. Regardless of their answers, they
were also asked if they would utilize the Center if one was
established. Those women who said they would utilize the
Center were then asked what they would have the Center do
for them.

The women were very much in favor of the Center--
overall 75 percent of the women said the Center was needed.
Every age group, except the two oldest groups, showed a 70
percent or better yes response. Ninety percent of the
women in the 40-44 age group were favorably disposed to the
idea of a Women's Center.

Better than half of the women (56%) indicated they
would use the Center if one was established. Not too
surprisingly, it was the younger age groups (from 25 through
49) that exhibited the more positive attitude about need-
ing a Center and using the Center. The 101 women who said
they would use the Center comprised nearly 70 percent of
these age groups.

The heartening revelation was that many of the
women were pleased with the idea that a Women's Center
might be established. They were not necessarily concerned
for themselves as they were for others who might need such
services. Others indicated that the services of the Women's
Center would be valuable for them as well as others.

There were opposing points-Of-view expressed.

Overall, the negative answers were expressed kindly by the

women
confu:

the p

Cente
lhose

Cente

234

women, but their answers revealed that they were a little
confused and befuddled by the proposal. A very few thought
the proposal was not comprehensive enough.

The 122 women who said yes to utilization Of the
Center indicated a variety of services they would request.
Those who said they did not know what they would ask the
Center to do for them (20% of the group) did so mostly
because at that moment they had nothing specifically in
mind--but just the same, as time would pass, they felt a
Women's Center could help them and others. In a way, this
request might have been combined with responses of "be
available" which was expressed by 13 percent of the women.

Other requests for services included: self improve-
ment (11%); develop programs, courses, and services (12%);
job placement (4%); guidance (16%), counseling (28%); test-
ing (29%); and advice (12%). The women made such comments
as, "help me grow and develop", "make me more aware",
"need day care center", ”accelerate programs and courses",
and "develop training programs on the executive level for
women". Those asking for advice did not wish to equate
it to guidance and counseling. The distinction in their
minds was that advice was something non-structured and not
based on test results.

Nearly 30 percent of the women mentioned both
counseling and testing as something they would like the

Center to provide them. Counseling to tell them what

possi
ities
weaknl

their

struc'
to C01
61 pr.
it Na
in th
and t

then

235

possibilities existed in educational and career opportun-
ities, and testing to inform them of their strengths and
weaknesses, their abilities and potentialities, and what
their interest might be--real and subconscious.

It was thought that new organizational patterns and
structures would be necessary if the women were to be able
to communicate their concerns and their needs for education-
al programs, courses, and services. Counter to this idea,
it was of interest to test the contention that the women
in the community were content to let the community agencies
and the University assess their concerns and needs and
then minister to them as they had done in the past.

The women were asked what they thought about two
new organization proposals--one dealing with a small, ad-
visory Women's Council on Education and one regarding an
Education Organization for Women which envisioned a large
membership. The women were not only asked about creating
such organizations but if they would consider serving on
the Council and be active members in the Education Organi-
zation.

The women definitely liked the idea of having
representatives act as an advisory group to the community
or the University to express the needs and wants of women
and to have formal input into any educational plans that
might affect them. Nearly three-quarters of the women

indicated that the Women's Council on Education was a good

1101

$001

the

236

idea and should be implemented. All age groups seemed
enthusiastic about the prospects of a Council except the
two oldest age groups.

Getting people to agree that something is needed
and advantageous is one thing, but getting them to agree
to serve or be involved is quite another. Perhaps the
women knew what they might get into, perhaps they did not,
but nevertheless, an amazing number of women said they
would seriously consider serving on the Council if they
were asked. The data revealed that 50 percent Of the women
said they would consider serving on the Council.

The women were not quite as enthused about an Educa-
tion Organization for Women as they were about the Women's
Council, still the majority (62%) indicated that the Organ-
ization would be a good idea. Less than half (44%) said
they would become members of the Organization and actively
participate in its meetings and activities.

But even this response, which seemed low, from
the total number of women participating in the survey was
exceptional when one considered that earlier it was noted
that a number of women declared they had no interest in
active participation in educational programs and services;
that they were too busy with job responsibilities; and that
they were too involved in raising children and caring for
their husbands needs.

Dramatically, the contention that the mature women

had a
orgal
tain
samp
orga
ing

or b
that
cot

and

0r

01°

237

had a strong conservative strain and were not prone to
organization minded techniques in order to accomplish cer-
tain goals and purposes was rejected on the basis Of the
sample populations' expressions for the need of these two
organization structures. Further, their rather surpris-

ing willingness to consider seriously serving on the Council
or becoming active members of the Organization indicated
that they were not complacent and willing to rely totally

on the community agencies and the University to interpret
and then meet their educational needs.

Finally, there was a real concern about how the
community agencies and the University could best communi-
cate with the mature women. They were asked about the value
of certain media and means of communication. They were
asked which of these they considered the best for them to
keep up with the news, to know what was happening in the
community, and to be aware of what educational programs,
courses, and services were being offered.

The women reported that they thought the following
media were most effective: newspaper advertisements (85%);
newspaper publicity (79%); television (76%); and regular
bulletins produced by community agencies and the Univer-
sity (71%).

When asked which of these means of communication
or media they relied on most frequently to keep abreast

of the news and what was happening in the community their

238

answers were generally precise except for eighty-two women
(37%) who insisted on indicating more than one medium.

The three main media were cited more times than
any others means of communication as being the ones most
frequently relied upon and the most effective. The news-
paper far outstripped the other two major media in terms
of preference. Seventy-nine percent said they relied most
frequently on the newspaper. Television was a distant
second with a 38 percent preference with radio a lagging
third in preference at 17 percent. All other means of
communication failed to gain more than three percent of
the favored responses.

The pattern of communication that emerged was that
in order to get messages and information to these mature
women, one would rely on the newspaper and the specially
prepared materials that would be requested by the women
of the community agencies and the University. The feed-
back and input would be through the Women's Council on Edu-
cation, the Education Organization for Women, and personal
contacts made by the women with the agencies and the insti-
tutions. Certain other means and media would be auxilary
and later merged into a total effective network of communi-

cation when time and budget would permit.

Us

50:4
for
C011

Rhi

CHAPTER VI

SUMMARY, CONCLUSIONS, AND SUGGESTIONS FOR FUTURE RESEARCH

 

In this chapter, summary reviews of the problem,
related literature, data collection, educational climate,
and results of the survey are presented. Conclusions
drawn, based on the study results, are discussed followed

by some suggestions for future research.

SUMMARY REVIEW OF THE PROBLEM

 

The advanced state of development of American
Society--complete with its competitive nature, requirement
for highly educated people, swiftly changing pace, extremely
complex nature of life-styles, and subsequent role changes
which affect everyone--brought about complex social problems.

After study, one became convinced that real problems
existed for women in American society. Examination of the
situation and circumstances reported in the literature sub-
stantiated that little had been done in response to the
current and future needs of women in this society.

Traditionally, the social role of women had rele-
gated them to a subordinate, supportive position. A num-
ber of people viewed the old social role expectations as

239

passe
and t
tion

orote
women

the s

101e1

Surt

Cam“

”OT"!

240

passe' and out of sychronization with contemporary times
and the new social requirements. The technological revolu-
tion and the implications of a high civilization, with its
protean nature and its inherent complexity, impinged on
women in the performance of their roles in society. Thus
the search for a meaningful life was greatly complicated

by these forces of change.

Not only was it surmised that women were not being
allowed to self-actualize and self-improve, it was clear
that they had to contend with educational programs and
services that lacked relevance to them and their changing
roles in society.

Although these contentions were made in reference
to the entire female population, it was deemed of particular
importance to the mature women who had been out of the
educational "swim Of things" for a significant period of
time.

Therefore, the purpose of the study was (1) to
survey the educational needs Of adult women in a Western
community; (2) to identify and analyze existing resources
in terms of their suitability for meeting the educational
needs; and (3) to propose a plan of action through which
a state university could establish a program for adult women
based on the analysis of needs and community resources.

The central thesis of this study was that mature

women were not provided the kinds Of educational programs,

C0111

WES

strL

opp<

and

241

courses, and services that they needed to develop to their
full potential. 0f the programs and services which existed
and could have been of value to them, their knowledge index
was relatively low. Further, under the existing educational
structure and format, these women were not afforded the
Opportunity to prepare themselves for the required roles
and social expectations of the present and future. It was
assumed that the obligation of any educational institution
or agency, that claimed to be comprehensive and community
oriented in its nature, should respond to the unmet educa-
tional needs of these people once it had determined those

needs.

SUMMARY REVIEW OF THE RELEVANT LITERATURE

 

The relevant literature suggested that the over-
all goal to be accomplished was the efficient use of our
human resources--of which women represented the largest
area of waste. Several large tasks were identified for the
nation, states, and their subunits (including educational
institutions):

1. Stop treating women as second-class
citizens;

2. Stop treating women like a minority
group;

3. Start treating women as individuals;
4. Change the minds of those "significant

others" who have great influence on
society's interpretation of what roles

242

women can play, what behavior they can
exhibit that will be condoned, and what
opportunities can be opened to them;

5. Convince women that they are indivi-
duals with as much intellect, poten-
tial, abilities, and alternatives as
their male counterparts;

6. Allow women, on an equal basis with
men, to be free spirits with the desire
for Opportunity to develop to full
potential;

7. Eliminate individual and institutional
prejudice and bias against women.

CI)

Recognize that except for biological
and physiological uniquesness, the
dissimilarities between men and women
can be explained by the concept of
"individual differences" and not by
"sex differences", and
9. That it is timely for institutions and
agencies to respond to the critical and
crucial needs of women and society.

The educational institution is looked upon by many
to be a mirror of society and yet a catalytic force in
responding to the needs and problems of society in general
and, in this case, the educational needs of mature women.
In particular, educational institutions committed to a
comprehensive programs and services philosophy and to the
needs and wants of the community are the logical places
to begin to respond to the educational needs and wants of
mature women.

Educational institutions must recognize the
continuing education needs of women and futher must

acknowledge and be responsive to the special problems that

243

women encounter as they attempt to partake of the programs,
courses, and services devised for them. Institutions must
be willing to be innovative in the creation of new curricula
patterns to meet the unique needs of women.

Although education and its services may be extremely
important to women, they must be fitted into a rather busy
schedule of other activities and responsibilities. The
emphasis for any educational program or service must be
based on relevancy--relevancy of content, relevancy of
method and technique, relevance of instructors, counselors,
and staff personnel, and relevancy of schedule and means.

To sum up, it was apparent that the literature
focused on four essential tasks for institutions to
accomplish in order to attack the problem effectively:

1. Research the needs of the adult woman
in the community or region;

2. Provide a counseling service that is
related directly to women and their
educational needs;

3. Establish programs of intellectual
refreshment, training, and prepara-
tion; and

4. Provide for follow-up and evaluation
Of programs, courses, and services
established to insure they met the
goals and Objectives of the overall
plan Of the institution.

derec
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of 1
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SUMMARY REVIEW OF DATA COLLECTION

 

The information and normative data collected ren-
dered this study descriptive in nature. The study was
limited in its application to a sample population Of
mature women who were 25 years of age and Older, and who
lived in the Greater Boise Metropolitan Area in the State
Of Idaho. Further, the results of this descriptive study
could only be generalized about the sub-population from
which the sample was drawn--registered voters who were
"mature women" within the confines of the area described.

A stratified random sample of mature women was
drawn from voter registration records. There were 271
women invited to participate in the research project which
constituted a one percent sample of the approximately
23,600 mature women who were registered voters residing
in the prescribed boundaries--the Greater Boise Metropolitan
Area.

The sample drawn from the voter registration list
was stratified by precinct and in proportion to assure
geographical, socio-economic, neighborhood representation.
The sample was further stratified by age groups based on
the adjusted 1970 U.S. Census data so that mature women
by age level were proportionately represented in the sample.
Because of these stratifications, the sample size could be
very small in percentage without jeopardizing the repre-

sentativeness of the sample to the total sub-population.

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245

The research project was controlled by a carefully
devised, pre-tested questionnaire which sought out demo-
graphic data, knowledge about educational programs and serv-
ices in the community, and the women's active participation
in these programs. Free-will, unrehersed responses were
sought to general semi-structured questions that asked about
unmet educational needs, what the University and community
could do to have been of greater service to them, and ideas
they might have had relative to education. The last portion
of the questionnaire asked purposive, structured questions,
primarily based upon professional knowledge and the related
literature, about what women needed in terms of educational
programs and services.

The test instrument was administered by telephone
survey technique utilizing a very brief introduction about
the study, its purpose, and sponsorship. The autonomy of
the individual and the confidentially of her responses
was assured.

Several techniques were employed in analyzing the
data once it was complied. Comparisons of the sub-popula-
tion to the census population and the sample population to
the sub-population were made in an effort to show the degree
of representativeness. From this representativeness the
ability to generalize was forthcoming.

Descriptive statistics were employed throughout

the study because of the descriptive nature and the construct

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246

of the study. NO hypotheses were formulated, since the idea
behind the research was to discover information and know-
ledge not precisely based on preconceived ideas and notions.
On a strictly exploratory basis, the data and responses

were merged in such a way to attempt to establish relation-
ships with certain independent variables (age and marital
status) and dependent variables (awareness, expressed or

implied barriers, and range of potential interests).

SUMMARY REVIEW OF EDUCATIONAL CLIMATE IN THE COMMUNITY

Educational opportunities in the Boise community
can be said to be good to excellent in general. It is
indeed fortunate for the citizens that the city is blessed
with a number of circumstantial elements that make certain
advantages in educational Opportunity possible.

Certainly the fact that Boise is the capital of
the state derives benefits to the residents. Having ex-
cellent transportation access and communication facility
lends credence to the favorable position of the city and
its citizens, as does the commercial and distribution fun-
tions that require educated people and constant upgrading
and training. The professional center characteristic, the
University, and the area shopping center attraction indeed
draws people to this area--some to live, work, and progress;
some to take advantage Of what the city has to offer,

including educational programs, courses, and services.

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There is a wealth of talent, ability, and exper-
tise among the people in the city. With the kind of
governmental, economic, business, and professional commun-
ity described, and with a fairly large population in terms
of Western state standards, the natural and human advan-
tages in the Boise area are magnified.

The final ingredient is the commitment of the citi-
zens to the belief that education can resolve problems and
issues and make it possible for people, young and Old, to
grow to their full potential. This commitment is not only
expressed in attitudes but backed up by the willingness
of the residents to economically support institutions suf-
ficiently so that needs and wants of the entire community
can be met. The pride of the people in their school system
and "their" university is unequaled. They are staunch
supporters of their institutions and believe they have the
best schools in the nation and look forward for even better
things to come.

The public institutions have a large variety of
programs and services available to the citizens of all
ages. While, undoubtedly, there is always need for improve-
ment and while some groups Of people may not be adequately
served, there is potential and promise in the public sector
that these situations will be improved--especially when
unmet needs are uncovered through careful study and presen-

tation.

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SUMMARY REVIEW OF RESULTS

 

This comprehensive study of a sample population of
mature women in the community was designed to answer, through
analysis of data, key questions posed in the statement of
purpose and to resolve certain contentions made in the
central thesis of the study.

In order to answer the questions and resolve the
contentions, rather complete demographic data were secured.
Further, the women were tested on their knowledge of exist-
ing educational programs and services in the community and
at the University. They were asked to express what they
felt to be unmet educational needs, and what they would
have had the community and University do for them to have
been of greater service.

Opinions about critical elements of a continuing
education program were sought as well as the concerns these
women had about their current levels of education and train-
ing. The group was requested to assess certain profession-
ally conceived programs, services, and organizational
structures that could have been advantageous and appropriate
for them. Securing data on the most effective means of
communication for these women was an important aspect of
the study.

For a variety of reasons--most of them directly
related to age--l9 percent of the women refused to parti-

cipate in the survey. It was found that, in general, the

errc
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249

older the women were, the less likely they were to parti-
cipate in the survey--the younger the women were, the more
likely they were to participate.

Eighty-one percent of the invited women chose to
involve themselves in the survey. The ability to generalize
the findings from the sample population to the sub-popula-
tion of mature women was not impaired by the lack Of parti-
cipation. To a lesser degree, and with more chance for
error, the results could be generalized to the total finite
population of mature women residing in the Boise Metro-
politan Area.

Certain characteristics of strengths and stability
were detected about these women. The mobility and death
rates of the women were significantly less than the national
average. They had a strong tendancy to be established in
the community and could be described as a hardy, healthy
group Of people. The high percentage of these women who
were married added stability to the group and community.
Only three percent were single, four percent divorced and
less than one percent separated which compared very favor-
ably with national averages.

The working status of women was even more dramatic--
49 percent were working full or part-time. Compared to the
1972 State estimate of 35 percent, there was a sizeable dif-
ference. Since most of these women were married, these

figures attested to their industriousness--holding a job,

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maintaining a home, raising children, and caring for a
husband's needs.

The data on the income status of the family was
impressive. The statistics gathered bore out a distinct
impression that there was a strong element of affluence in
the community and that the standard of living compared tO
the cost indices in this area of the United States was
relatively high. Undoubtedly, the contribution made by the
women to the family income figures was significant.

Their level of education completed was fairly high--
the women could be classified as relatively "well educated".
There was no way to judge membership in clubs, groups,
and organizations but it seemed to be about normal; however,
their religious affiliation was ruled quite high and enough
so, that this factor and the level of education completed
contributed to the strength and stability Of the mature
women group and the community.

Certain characteristics of weakness and instability
were discovered about these women. An important fact about
the women was that a large proportion of them had been out
of the school situation for a significant period of time.
Sixty percent of the women had not been in school in six
or more years. Further, 32 percent of the total group
had not attended school in more than 20 years. Attendance
in school was strongly related to age--the older they were,

the less likely they were to be in attendance and the

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greater the numbers of years away from the school scene.
Another weakness noted was the lack of degrees earned by
these women. Only 20 percent of the group had gained a
bachelor's degree or higher. This did not compare favor-
ably with national statistics which showed 33 percent of
the B.A.'s and M.A.'s and 10 percent of the PhD's were
awarded to women.

The women were generally lacking in knowledge about
public institutions whose primary task was education and
training. They lacked knowledge about key programs and
services such as--Weekend University Program, Guidance
and Counseling Center, Testing Services, and College Level
Examination Program-~that could have been of service and
value to them.

Their participation in educational programs and
services was relatively low. They were not heavily involved
in educational pursuits. Even though 56 percent of the
women had engaged in educational programs and services,
the statistic was dulled by the fact that what was reported
included all educational activity over the life-spans of
the women. They were not strangers to education, but they
found it difficult to maintain any continuity.

Nearly a third of the group had not engaged in any
educational program, course, or service since they left the
formal school system. The reasons for not doing so were

related to age--the older they were, the more likely they

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were to say they were not interested and that they had
health problems; the younger the women were, the more
likely they were to say they could not participate because
of family, husband, children and lack of finances. "NO
time-working" was a reason that was related to all age
groups.

The women were generally unable to respond to ques-
tions that required immediate, free-will, unrehersed answers
relative to unmet educational needs, what the University
and the community should do to have been of greater service
to them, and new ideas they would have liked initiated by
educational institutions and agencies.

An amazing result occurred in the responses to these
semi-structured questions. The women in the sample were
not conditioned to the women's liberation rhetoric or the
evolving sociological theories to any degree. They could
not respond to questions posed that had no hints or clues
as to what they should or could have suggested or requested.
Eighty-six percent of the women were unable to verbalize
unmet needs and 85 percent had no answer to new ideas for
Educational programs and services. Seventy-five percent had
no suggestions for what the University could do and 68 per-
cent had nothing to request of the community that would have
been of greater service to them.

A small percentage of the women requested that

there be more degree programs, advanced degrees, advanced

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253

courses and training related to the fields in which they
were working, and avocational and recreational courses.

A slightly larger number of the women wanted the community
to provide a civic auditorium or performing arts center
and to continue the Community Schools Program that had
experienced some financial difficulties.

In general, the women were better able to give
opinions, points-of-view, and assessments when structured
questions were asked. In all of these questions, except the
question about the lack of certain essential elements in a
continuing education program for women, the group performed
well. The question of lack Of essential elements was linked
to the dependent variable identified as awareness. The women
showed clearly that they were not knowledgeable about what
existed and what was important for them.

The youngest age group (25-29) were more positive
about certain lacks than any other age group. Such elements
as a lack of effective communication system, means to re-
duce cost of education, relevant courses and programs for
women, and day care centers were singled out by this group.
However, it was not conclusive that even this group had
grasped the importance of these elements nor were aware
of their existance or non-existance.

The women, in general, felt there were no lacks
in relevant educational programs and services or in the
knowledge of what women needed. These responses were

directly related to the knowledge index of women which

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254

revealed a lack of knowledge about key programs and serv-
ices. It further verified the statement that these women
had not been conditioned to the women's liberation rehetoric
or evolving social theories.

Less than half the group (47%) expressed concern
about their level Of education and training. Yet this
was considered a sizeable group when one considered that
a number of women excluded themselves from educational
opportunities for a variety of reasons—~not interested,
health, family, children, and finances. Younger women,

25 through 44, however registered 50 percent or better yes
response to being concerned. Older women were generally
less concerned--37 percent yes response in the 45 through
65 and over age groups.

Their major reasons for concern about education and
training levels were significant--20 percent did not want
to be dependent or on welfare, 41 percent felt the kinds
of jobs they could qualify for would be unsatisfactory,
and 31 percent said they wanted to improve themselves. The
real crux Of all these reasons was that the women wanted
a measure of independence, a higher level of qualification
for jobs and careers, and greater recognization as compe-
tent people able to assume their increasing responsibilities
and new roles in society.

Non-working women if forced to go to work would

have sought jobs for which they were already qualified.

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255

These jobs could be described as largely standard women's
occupations or unskilled labor. When asked what they would
have liked to do, most of these women indicated no change
or upgraded levels of recognized women's occupations.

The large majority of women (82%) were quite agree-
able tO the idea of taking advantage Of educational oppor-
tunities if the circumstances were favorable. It was noted
that the younger women had a greater willingness to involve
themselves in education; the older women were less will-
ing to be involved, even under the most favorable circum-
stances.

The women selected semi-professional fields,
degrees, general courses, recreation and avocation Oppor-
tunities, cultural events, and guidance and counseling serv-
ices. Over a third mentioned the need for guidance and
counseling services. The younger women were more likely
to select semi-professional (42%) and degree programs
(39%)--but mostly in women dominated fields.

To break the chain of traditional thinking about
educational programs, services, and organization structures,
an experiment was tried. What was hoped was that by intro-
ducing these new ideas with adequate description and ex-
planation, the women would have been enthusiastic and
positive or unimpressed and negative. Further, these
ideas which broke with traditional ways and thinking

about educational programs, services, and organization

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structures, would allow one to have gauged how accepting
these women were to new innovations in the field of adult
and continuing education.

The women were generally enthusiastic and positive
about the General Studies Program. This program was des-
cribed as a merging of the disciplines with no particular
professional or occupational goal other than to give the
students a well-rounded, liberal education valuable enough
to be able to cope in society. A good majority (75%) said
the program was needed; 55 percent indicated they would
take advantage of the program; and 25 percent of those
who said they would participate, desired to earn a degree
in such a program.

The women were very enthusiastic and very positive
about the Independent Learning Program that was proposed.
This program was devised using the surmised guidelines of
the concept Of "classroom without walls". Using a variety
of approaches such as independent study, educational tele-
vision, practicums, competency tests, one could learn,
change, and grow. The objectives of the program could be
professional competence, vocational skills, as well as
general education.

The women captured the essence of this program and
saw the tremendous advantages that the Independent Learn-
ing Program could afford them and others. Overall, a large

majority (86%) of the women thought the program was needed.

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Fifty-eight percent of the women indicated they would par-
ticipate in such a program if it were offered. The younger
age groups, 25 through 39, showed a high percentage of
willingness to participate--75 percent or more yes responses
for each of the three age groups were reported.

Because there was a deep concern expressed in the
relevant literature about the lack of effective guidance
and counseling services for girls and women, a question
was formulated to find out how the mature women felt about
a Women's Center that was positively oriented to assist
them to self-actualize and self-improve. Regardless of
their answers, they were also asked if they would utilize
the Center if one was established. Those who said yes to
utilization were then asked what they would have the Center
do for them.

The women were very much in favor of the Center--
75 percent Of the women agreed. Every age group, except the
two Oldest groups, were very enthusiastic about the idea.
Better than half of the women (56%) indicated they would
use the Center if one was established. The younger age
groups (from 25 through 49) exhibited the more positive
attitude about needing a Center and using the Center.
Nearly 70 percent of the women in these age groups said
they would use the Center.

The women indicated they would ask the Women's

Center to do a variety of things for them--33 percent said

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258

"be available”, 29 percent said testing, 28 percent wanted
counseling, 12 percent chose advice. Other requests in-
cluded: develop courses and programs (12%), self-improve-
ment (11%), and job placement (4%).

The women were asked what they thought about two
new organization proposals--one dealing with a small, ad-
visory Women's Council on Education and one regarding an
Education Organization for Women with a large membership
potential. The women were not only asked about the creation
of these organizations, they were asked about their will-
ingness to serve on the Council and be active members in
the Education Organization.

The women definitely liked the idea of having
representatives act as an advisory group to the community
or the University to express the needs and wants of women
and to have formal input into any educational plans that
might affect them. Nearly three quarters (74%) of the
women indicated that the Women's Council on Education was
a good idea. All age groups seemed enthusiastic about the
prospects of a Council, except the two oldest groups. An
amazing number of the women (50%) said they would consider
serving on the Council if they were asked.

The women were not quite as enthused about the
Education Organization for Women. Yet a majority (62%)
indicated that the Organization was a good idea. Less than

half (44%) said they would become active members, but even

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259

this response, which seemed low, was exceptional when one
remembered that quite a few of the women said they could
not be involved in education at that time.

The mature women made assessments of means of com-
munication and media. It was their considered opinion that
the following would be most effective: newspaper adver-
tisement (85%); newspaper publicity (79%); television
(76%); and regular bulletins produced by community agencies
and the University (71%).

When asked which medium or means of communication
they personally relied on the most frequently to keep
abreast of the news and what was happening in the community,
79 percent of the women indicated newspaper, 38 percent
said television, and 17 percent reported radio. A number
of women indicated they relied on more than one media to

keep themselves informed.

CONCLUSIONS AND DISCUSSIONS

The intermeshing of the information contained in
the relevant literature, the data, facts, and results of
the study, and professional experiences lead to certain
definite conclusions about what was found to exist and
what should be. Therefore, the conclusions are essentially
in two parts--conclusions about the women in the community,
their educative needs, and the existing resources, and,

concluding statements as to what should be done, to be

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260

more responsive to these mature women and their unmet educa-
tional needs as perceived from this study.

The following statements are conclusions relative
to the identification and analysis of existing resources
in terms of their suitability for meeting the educational
needs of mature women in the community:

1. The mature women in the Boise com-
munity are not provided the kinds
of educational programs, courses,
and services they need to develop
to their full potential.

2. Under the existing educational struc-
ture and format, these women are not
afforded the opportunity to prepare
themselves for their changing roles
in society and to adjust to new
social expectations.

3. Educational programs, courses, and
services offered by the agencies
and institutions in the community
lack relevance to mature women,
in general.

4. Educational programs, courses, and
services do not exist and are not
being planned that adequately res-
pond to the needs Of mature women
in content, method and technique,
instruction, counseling, schedule,
and means.

5. There is no special effort made to
communicate with these women to keep
them informed of what is going on
in education and to invite them to
participate in the programs, courses,
and services that are relevant to
them and their needs. Their knowledge
index about certain key programs
and services is low.

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261

Further, there is, likewise, no
special effort made to seek feed-
back from these women as to what
they need, when, where, and in
what manner.

The following statements are conclusions relative to

what should be done. They are central to a proposed plan

of action through which a state university could establish

a program for adult women based on the analysis of needs

and community resources.

1.

A Women's Advisory Council on Education
should be created.

An Educational Guidance, Counseling, and
Testing Center for Women should be estab-
lished.

Non-traditional, as well as traditional,
educational programs, courses, and serv-
ices should be devised and initiated by
the University for mature women.

An Education Organization for Women should
be seriously considered, but only after
the Women's Council and the Women's Cen-
ter have had the Opportunity to become
firmly established. Once established,
the Council and the Center would have
valuable input and insight into the plan
of the organization. Thorough study of
the need for the organization, its pur-
poses, objectives, and goals would be
very necessary.

An effective communication system net-
work is absolutely essential in the plan
to be more responsive and more recep-
tive to the needs of the mature women in
the community. All the efforts will be
for naught, if an effective communication
system is not devised to allow the insti-
tution to inform the women what is happen-
ing and what is being planned, and to
allow the women the Opportunity for feed—
back.

262

The major statement made in conclusion form rela-
tive to the identification and analysis of existing re-
sources in terms of their suitability for meeting the educa-
tional needs of mature women in the community is: The ma-
ture women in the Boise community are not provided the
kinds of educational programs, courses, and services they
need to develop to their full potential. All other conclud-
ing statements contribute in greater detail to precisely
what is meant by the major statement.

I If it is that through education one begins to reach
full potential and that socialization means life-long learn-
ing, one looks for institutional responses that match these
pronouncements. Only semblances of responses to these beliefs
are found in this study. The educational programs, courses,
and services that are or thought to be relevant to women
are not in evidence. Hence, how can women possibly attempt
to develop to their full potential and engage in a socializa-
tion process? The answer is, they cannot.

When one finds that mature women are not engaging
in educational programs, courses, and services, that they
have been out of the school situation for a number of years,
and that little progress is being made in educational ad-
vancement, they are not, for their part, living up to the
social requirements expected of them.

When it is found that women are not knowledgeable

about educational institutions, agencies, programs, courses,

263

and services they are admonished for not being aware--
especially Of those programs, courses, and services that
are relevant and valuable to them. The fact that women
are not conditioned to evolving educational and sociologi-
cal theories and liberation rhetoric is a mark against them.
If women are to know all these things, yet do not--
if they should do all these things, yet do not--and if they
should be all these things, yet are not, should not they
be criticized? The answer is unequivocally no!
Although it is the responsibility for individuals
to be all they want to be and to be socilaized in this

society, there must be the opportunity to do so. It is

 

opportunity that is the missing link in this equation.

The women in this study clearly exhibit a desire to take
advantage of educational Opportunities if they are offered
under positive conditions. They show an enthusiasm, ex-
citement, and interest in courses, programs, services, and
organizational structures that better fit their needs and
serve their interests.

If society's institutions provide the necessary ways
and means for women to meet their societal obligations and
allow them to develop to their full potential, they will!

Education must be an intrinsic part of mature women's
lives, but this study reveals that many mature women are
working, married, bearing and rearing children, maintaining

households, and tending to their husbands' needs. In

264

general, they are doing a lot of things for a lot of people
and have many responsibilities and duties that one does not
readily perceive. Yet, according to sociological theory,
education must be an intrinsic part of their total lives.

In assessing the institutions and agencies responses
to the educational needs of mature women, one finds a number
of things that need to be rectified and a number of things
that are missing. One finds in this community all of the
individual and institutional discriminations, traditional
expectations, and dysfunctional situations operating, and
probably on a more intense scale with mature women than
in general. These women are in essence the victims of
social-cultural lag. They have been brought up one way,
yet are or should be expected to act another way. The world
is passing them by and they do not even know it.

The lack in this situation is multi-faceted: (1) We
do not rear, educate, and counsel girls and women according
to our basic philosophies and to the tremendous changes
that have and will occur in our society; (2) there is little
organized, formal, institutional response at this time to
the counseling and educational needs of women in general, and
specifically to the mature women, who are caught in the
middle Of a translation problem of reality; and (3) the
adult women themselves are not perceptive to the changes
going on around them--and happening to them--so that they

recognize and understand that different responses to these

265

situations are required of them if they are to be viable,
effective, productive members Of the community and society.

There is no effective two-way communication system
in existence--two-way in a sense that the institution
effectively informs these women what is going on, what is
being planned, and how they can get involved; and, a sys-
tem whereby the women, through encouragement, feedback to
the institution what they think about what is being Offered
and planned, and what they want the institution to do for
them.

Educational programs, courses, and services Offered
by the agencies and institutions in the community lack rele-
vance to mature women in general. Open door policies,
invitations to partake Of regular scheduled offerings,
general guidance, counseling, and advisory services, and
perpetuation of courses and majors thought to be the pro-
vince of women, fall short of the definition of programs
and services for women in the true comprehensive service
concept. The perceived unmet educational needs of the women
in the community are greater in scope and wider in variety
than what is currently being offered by the commUnity
agencies and the University.

In the minds of these women and in the results of
this study, a number of programs, courses, and services
are needed. Expressed or implied, the women feel they need

programs and services that are relevant to the information,

266

social and technical skills, and outlook required for each
stage of life.

Educational institutions must recognize the contin-
uing education needs of mature women and further must ack-
nowledge and be responsive to the special problems that women
encounter as they attempt to engage in the programs, courses,
and services devised for them. Institutions must be willing
to be innovative in the creation of new curricula patterns
to meet the unique needs of women.

Although education and its service may be extremely
important to women, they must be fitted into a rather busy
schedule of other activities and responsibilities. The
emphasis for any educational program or service must be
based on relevancy--of content, method and technique, in-
struction, counseling, staff personnel, schedule, and means.

The following discussion relates to the above state-
ments and criticisms of the lack of response to mature
women's educational needs and are integral in projecting the
proposed plan of action whereby a state university could
establish a program for adult women based on the analysis
of needs and community resources.

As mentioned before, communication is the key to
all the planning efforts on the part of the institution to
be responsive to the mature women's educational needs.

An effective communication system network is absolutely

essential--all efforts will be for naught, if a system is

267

not devised to make it possible for the institution to
adequately inform the women what is happening and what is
being planned; and, to allow the women the opportunity for
input as to what they think of what is being done, what is
being planned, and what they want the institution to do
for them.

The pattern of communication that emerges in the
study is that in order to get messages and information to
the mature women, one would rely on the newspaper and the
specially prepared materials that would be requested by the
women of the institution. The feedback and input would be
through the Women's Council on Education and the Education
Organization for Women, the Women's Guidance, Counseling,
and Testing Center, and personal contacts made by the
women with the institution. It is conceivable that the
Women's Council, Education Organization, and Women's Center,
once established, would not only be receivers of communica-
tion but dispensers as well, thereby enhancing the two-way
communication system.

The Women's Advisory Council on Education is then
necessary for two reasons--(l) to be transmitters and
receivers of communication and (2) to advise the institution
about the needs of mature women in the community. If this
Council is well planned, given adequate recognition and
importance by the institution, and is representative of

the women, it could do much to improve the situation of

268

mature women in the community. The Council should be link-
ed closely with the administrative-academic unit, Continu-

ing Education, that is responsible for fulfilling the needs
of the adult population.

A constant theme that occurs in this study is that
there is a need for an effective guidance, counseling, and
testing service center for women. The women themselves
indicate that such a center is needed and would be used if
available. Therefore, it is recommended that an Educational
Guidance, Counseling, and Testing Center for Women be
established. This unit would interact with the Women's
Council, the Continuing Education unit, and the existing
Guidance, Counseling, and Testing Center. The relation-
ships among all units and advisory groups would have to be
carefully analyzed and developed.

The Women's Center, besides providing guidance,
counseling, and testing services, could be instrumental in
studying other needs expressed by the mature women--a day
care center, financial aids, payment plans, placement serv-
ice, executive training programs, and specially designed
brochures about careers for women--working closely with the
appropriate corresponding units of the institution and the
Women's Council.

The Women's Council, Women's Center, and the Continu-
ing Education Office should work together to devise programs,

courses, and other services that are relevant to women and

269

that overcome a number of barriers that women face. Quite
clearly, the women in this study were very enthusiastic
about the prospect of certain new programs that were
devised to test their reaction to new curricular patterns
and non-traditional avenues. Women forums, conferences,
and seminars designed to raise the awareness level of
women could be of value--especially if they were planned
to take into account the busy schedules and responsi-
bilities of these women.

The plan is somewhat sketchy and skeletal at this
point, but it really should be until the institution has
the opportunity to receive sufficient input from the women
to be served as well as from professional counselors, educa-
tors, and administrators. Articulation with and involvement
of other community agencies, although not part of the initial
proposed plan outlined here, would be necessary within a
short period of time if the mature women were to be totally
and effectively served by all agencies and institutions in

the community.

SUGGESTIONS FOR FUTURE RESEARCH

 

On the basis of the analysis Of the data of this
study, the following are suggestions for further research:

1. Certainly, now that this basic study
has been accomplished, those sugges-
tions proposed as part of the plan of
action should be further studied and
researched:

270

A. Study the communication patterns and
seek out the best ways for the in-
stitution to communicate with mature
women and make it possible for them
to feedback questions, points-of-
view, assessments, and needs.

8. Action research on how best to set
up and initiate a Women's Advisory
Council on Education.

C. Action research to establish a Women's
Center, determine its mission and
role, confirm its relationships with
other corresponding units of the
institution.

0. Study the financial aspects and budg-
etary needs for the rather sizeable
undertaking proposed for the insti-
tution in the plan for the meeting
the unmet educational needs of mature
women in the community.

From this gross study, and hopefully with
the aid and assistance of a Women's Coun-
cil, Women's Center, and the Continuing
Education Unit at the University, in-
depth studies of the identifiable sub-
categories of mature women could be con-
ducted, e.g.:

A. The background, attitudes, opinions,
assessments, and educational needs
of working women.

B. The background attitudes, opinions,
assessments and educational needs
of non-working women.

C. The study of needs of mature women
in the younger age groups.

0. The study of needs of mature women
in the Older age groups.

E. Special studies based on any of the
definable characteristics found to
exist in this study such as, women
at or near retirement, women with
young children, range of potential
interests, and barriers to education.

271

This study indicates that there is need
to research the idea of a cooperative,
coodinative council in the community made
up of a number of institutions and agen-
cies that serve the educational needs

of the general adult population.

It is suggested that institutions in
other communities of similar size repli-
cate this study and either confirm its
findings or report the differences found.
Several of these studies, strategically
located, could contribute to sectional

or regional knowledge about mature women
and their needs for educational programs,
courses, and services.

A study designed to know more about the
goals in career, family, consumer, citizen,
cultural, and personal development of
mature women would be useful. A variety
of approaches could be tried in a study
of this sort, e.g., testing the percep-
tions of mature women in each of these
developmental areas against what is
thought to be the make-up of these goals
as projected by those scholars who have
studied the subject intensively and ex-
tensively. From this comparison, one
would know the needs for education of
women in these important developmental
areas and could set about to plan a pro-
gram to fit their needs.

BIBILOGRAPHY

BIBILOGRAPHY

A. BOOKS

Albert, Ethel M., "The Unmothered Women", in Garskof,
Michele, ed., Roles Women Play: Readings Toward
Women's Liberation. Belmont, CA.: Brooks/
Cole Publishing Co., 1971.

Bergin, Thomas P. and Nichols, David C., The Learning
Society. Notre Dame, IN.: University Of Notre
Dame, 1973.

David, Henry, "Work, Women and Children", in Ginzberg, E.,
ed., The Nation's Children. New York, NY.: Columbia
University Press, 1960.

Drucker, Peter F., Landmarks of Tomorrow. New York, NY.:
Harper and Row, Inc., 1965.

Ervin, Sam J. and Dorsen, Norman, "The Constitution-Equal
Rights and Women", in Wise, Sidney, ed., Issues
7l-72-Documents in Current American Government and
Politics. New York, NY.: Thomas Y. Crowell Co.,
1971.

Friedan, Betty, The Feminine Mystique. New York, NY.: W.W.
Norton Co., 1963.

Good, Carter V., Essentials of Education Research, New York,
NY.: Meridith Publishing Co., 1966.

Hays, William L., Statistics for Psychologists. New York,
NY.: Holt, Rinehart and Winston, Inc., 1963.

Honigmann, John J., Personality in Culture. New York, NY.:
Harper and Row, Inc., 1967.

Hook, Sidney, Education for Modern Man. New York, NY.:
Alfred A. Knopf Co., 1967.

272

273

Knowles, Malcolm S., Handbook of Adult Education in the
United States. Chicago, IL.: Adult Education
ASsociation of the U.S.A., 1960.

 

LaBarre, Weston, The Human Animal. Chicago, IL.: University
of Chicago Press, 1954.

Lewis, Edwin C., Develgping Women's Potential. Ames, IA.:
Iowa State University Press, 1968.

Lifton, Robert J., The Woman in America. Boston, MA.:
Houghton Mifflin Co., 1965.

 

Medsker, Leland L., "Implications Of Social and Cultural
Change for Community College Administration", in
Martorana, S.V. and Hunter, Pauline F., eds.,
Administering the Community College in a Changing
World. Buffalo, NY.: The University Council for
Educational Administration and the School of
Education, State University of New York, 1967.

 

Price, Don K., The Scientific Estate. Cambridge, MA.:
Belknap Press of Harvard University Press, 1967.

 

Roethlisberger, F.J. and Dickson, William J., Management
and the Worker. Cambridge, MA.: Harvard Univer-
sity Press, 1940.

 

 

Rossi, Alice S., "Equality Between the Sexes: An Immodest
Proposal" in Lifton, Robert J. ed., The Woman in
America. Boston, MA.: Houghton Mifflin Co., 1965.

Rudolph, Frederick, The American College and Universiiy-
A History. New York, NY.: Random House, Inc., 1962.

 

Runkel, Phillip J. and McGrath, Joseph E., Research on
Human Behavior: A Systematic Guide to Method. New
York, NY.: Holt, Rinehart and Winston, Inc., 1972.

 

 

B. PERIODICALS

Campbell, Clyde M., "Contributions of the Mott Foundation to
the Community Education Movement", Phi Delta Kappan,
November 1972, pp. 195-197.

 

Cohen, Elizabeth, "Parental Factors in Education Mobility ,
Sociology Of Education, Vol. 38, NO. 5, Fall 1965,
pp. 404-425.

 

Cronin, Joseph M., "Educating the Majority: A Womenpower
Policy for the 1970's", Phi Delta Kappan, October
1973, PP. 138-139.

 

274

Howe, Florence, "Sexism and the Aspirations of Women"
Phi Delta Kappan, October 1973, p. 103.

 

Keyser, Gertrude, "My Fair Lady", Adult Leadership, Vol. 18,
No. 1, May 1969, PP. 32-33.

 

London, Jack, "The Continuing Education of Women: A Chal-
lenge for Our Society", Adult Leadership, Vol. 14,
No. 10, April 1966, pp. 326-328.

Neuman, Rebecca, "When Will the Educational Needs of Women
Be Met?, Some Questions for the Counselor", Journal
of Counseling Psychology, No. 10, 1963, pp. 378-383.

 

Raines, Max R., "Community College Problems Described Rather
than Forcast", Phi Delta Kappan, June 1973,
pp. 708-709.

 

Wilde, Colette, "Referral Agency Gives Variety Of Assistance",
Idaho Dai1y Statesman, September 1, 1969.

 

"The Community School Concept", Idaho Daily Statesman,
October 19, 1969.

 

C. REPORTS

Brookover, Wilber B., et al., "Self-Concept of Ability and
School Achievement, II", Cooperative Research Project
NO. 1636, U.S. Office of Education, Bureau of Educa-
tional Research Services, Michigan State University,
East Lansing, MI., October 1965.

 

Campbell, Jack M., "The Public's Current Concern About
Higher Education", in Kroepsch, Robert and Buck,
Dorothy, eds., Partnership for Progress, Western
Interstate Commission for Higher Education, Univer-
sity of Colorado, Boulder, 00., March 1968.

 

Harlacher, Ervin L., The Community Dimension of the Com-
munity College, Report to the American Association
of Junior Colleges, November 1967.

 

Kleis, Russell, et al., An Area Approach to Continuing
Education, Educational Service Series, No. 16,
Michigan State University, East Lansing, MI.,
August 1967.

 

 

Koontz, Elizabeth, Continuing Education Programs and Services
for Women, Pamphlet No. 10 (revised), U.S. Govern-
ment Printing Office, Women's Bureau, Employment
Standards Administration, U.S. Department of Labor,
Washington, DC., 1971.

 

 

275

Myran, Gunder, CommunitypServices: An Emerging Challenge
for the Community College, American Association
of Junior Colleges, Washington, DC., March 1969.

Panel Discussion, "Evaluation of Experimental College Pro-
grams", American Personnel and Guidance Associa-
tion, 12th Annual Convention, Atlantic City, NJ.,
April 4-8, 1971.

Peterson, Esther, et al., American Women-Report of the
President's Commission on the Status of Women,
U.S. Government Printing Office, Washington, DC.,
1963.

Raines, Max R., et al., An Appraisal of the New York State
Guidance Center for Women, State University of New
York, New York, NY., 1970.

Sikora, Lynn, Women's Programs, Report to the First Annual
Conference of the Community Colleges Section of
Adult Education Association, Southfield, MI., May
1968.

Useem, John, "American Society As A High Civilization:
Implications for Educators", in Changes in Teacher
Education: An Appraisal, Report of the Columbus
Conference, 18th National Teacher Education and
Professional Standards Conference, Columbus, OH.,
June 1963.

Western Interstate Commission for Higher Education,
Partnership for Progress, University Of Colorado,
Boulder, CO., March 1968.

D. UNPUBLISHED MATERIALS

Barnes, John B., et al., Self-Study Report-Boise State
College, Unpublished Report, Boise State College,
February 1974.

Division of Continuing Education, Continuing Education in
Idaho, Unpublished Report, Boise, ID.

Cooperative Graduate Center, Unpublished Report,
Boise, ID.

Myran, Gunder, A Comparative Survey of Community Service
Programs in Selected Community Colleges. Unpub-
lished paper, Michigan State University. 1968.

276

Myran, Gunder, The Structure and Development of Community
Service Programs in Selected Community Colleges in
the United States. Unpublished doctoral disserta-
tion, Michigan State University, 1969.

Raines, Max R., A Tentative Taxonomy of Communipy Services.
Unpublished manuscript, Michigan State University,
November 1968.

Taxonomy of Community Service Functions. Unpub-
lished paper, Michigan State University, 1969.

Tate, Mildred, Review of Literature, Chapter II. Unpub-
lished chapter of doctoral dissertation, Michigan
State University, 1973.

 

BIBLIOGRAPHY APPENDAGE

 

GENERAL REFERENCES

A. BOOKS

Blocker, Clyde E., et al., The Two-Year College: A Social
Synthesis. Englewood Cliffs, NJ.: Prentice Hall,
Inc., 1965.

 

Bogue, Jesse B., The Community College. New York, NY.:
McGraw-Hill Book Co., Inc., 1950.

Bruner, Jerome S., The Process of Education. New York, NY.:
Vintage Books, Random House, Inc., 1960.

Frankena, William K., Philospphy of Education. New York,
NY.: The MacMillian Co., 1965.

Gardner, John W., Excellence,1Can We Be Equal and Excel-
lent TOO? New York, NY.: Harper and Row, Inc., 1961.

 

Self-Renewal-The Individual and the Innovative
Society. New York, NY.: Harper and Row, Inc., 1964.

Goodman, Paul, Compulsory Mis-Education and the Community
Of Scholars. New York, NY.: Vintage Books, Random
House, Inc., 1964.

 

Lichtman, Jane, Bring Your Own Bag-A Report on Free Univer-
sities. Washington, DC.: American Association of
Higher Education, 1973.

McLuhan, Marshall and Firoe, Quentin, The Medium is the
Massage. New York, NY.: Bantam Books, Inc., 1967.

Medsker, Leland L., The Junior College: Progress and Pros-
pe t. New York, NY.: McGraw-Hill Book CO., Inc.,
1960.

Morphet, Edgar L. and Jesser, David L., Cooperative Plan-
ning for Education in 1980-Objectives, Procedures
and Priorities. (Designing Education for the
Future, No. 4) New York, NY.: Citation Press, 1968.

 

277

278

Riesman, David, Constraint and Variety in American Educa-
tion. Garden City, NY.: Doubleday and Company,
Inc., 1958

Riley, Matilda White, Sociological Research I-A Case Approach.
New York, NY.: Harcourt, Brace and World, Inc.,
1963.

Scheffler, Israel, The Langpage of Education. Springfield,
IL.: Charles C. Thomas, Publisher, 1960.

Thornton, James W., Jr., The Community Junior College. New
York, NY.: John Wiley and Sons, Inc., 1960.

Walker, Helen M. and Lev, Joseph, Elementary Statistical
Methods. New York, NY.: Holt, Rinehart and Winston,
Inc., 1958.

Whitehead, Alfred North, The Aim§_of Education and Other
Essays. New York, NY.: The Free Press, The MacMillan
CO., 1957.

B. PERIODICALS

Chronicle of Higher Education, The, Numerous articles on
women, Editorial Projects for Education, Lancaster,
PA., l967-1974.

 

Horowitz, Irving L., ed., "A Special Issue on the American
Women", Transaction-Social Science and Modern Society,
Rutgers-The State University, New Brunswick, NJ.,

Vol. 8, Nos. 1 and 2, Whole No. 63, November-Decem-
ber, 1970 (Combined Double Issue).

 

Idaho Daily Statesman, The, numerous articles related to
women, 1967-1974.

 

C. REPORTS

Davis, Charles, ed., The 1,000 Mile Campus. Office of the
Chancellor, Dr. Glenn S. Dumke, The California State
University and Colleges, LOS Angeles, CA., April,
1972.

 

279

Hickey, Margaret, Report on Progress in 1965 on the Status
of Women, Second Annual Report of Interdepartmental
Committee and Citizen's Advisory Council on the
Status of Women. U.S. Government Printing Office,
Washington, DC., December 31, 1965.

Neuberger, Maurine 8., Report on Progress in 1966 on the
Status of Women, Third Annual Report of Interdepart-
mental Committee and Citizen's Advisory Council on
the Status of Women. U.S. Government Printing Office,
Washington, DC., December 31, 1966.

Schreiber, Angela M., Washington Newsletter for Women,
Barrer and Associates, Inc., Washington, DC., Vol. 1,
No. 4, August, 1970.

Shulman, Carol Herrnstadt, Affirmative Action: Women's
Rights on Campus, (Report No. 6), American Associa-
tion for Higher Education, Washington, DC., Septem-
ber 1972.

APPENDICES

APPENDIX A
QUESTIONNAIRE

QUESTIONNAIRE
PART I - DEMOGRAPHIC DATA
1. Age Range .................

25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-over

DDDUDDDUD

2. Marital Status ............

E] Single
[:1 Married
[1 Widowed
C1 Separated
[J Divorced

3. Working Status ............

Full-time

Part-time

Occasional or seasonal
work

Occupation when working:

 

Do not work

Have no desire to work

If married, husband's
occupation:

[IE] [3 EJCJE]

 

4. Income Status-Family ......

$2,000 or less
$2,001-4.000
$4,001-69000
$6,001-8,000
$83001'109000
$l0,00l-12,000
$12,001-14,000
$14,001-l6,000
$16,001-20,000
$20,001 and over
00 not wish to indicate

CJEJEJEJEJEJEJEJEJCJE]

280

281

5. Number of Children Living at Home

Ages of Dependent Children

 

6. Last Time Attended School..

EICurrently attending

Elmore than 1, less than 2 years
1:] more than 2, less than 4 years
[:1 more than 4, less than 6 years
[:1 more than 6, less than 8 years
Elmore than 8, less than 10 years
Elmore than 10, less than 20 years
[:1 more than 20 years

7. Highest Level of Schooling Completed...

CJElementary School-Grades 1-6

CJJr. High School-Grades 7-9

CISr. High School-Grades lO-12

CIHigh School Graduate or GED Equivalency

EISeveral Courses in College

E]l-2 years of College

C1 3-4 years of College

E]Associate Degree, Diploma, or Certificate
in of mO/yrs

ElBachelors Degree in

[JAdvanced College Work

[Masters Degree in

[:1 PhD Degree in

E]Post Doctoral Studies

 

 

 

8. Membership in civic, social, political,
religious clubs, groups, or voluntary
organizations:

 

 

 

 

 

 

9. Religious Affiliation (optional)

282

PART II - KNOWLEDGE, PARTICIPATION, AND INTEREST

1.

Do you know of any educational programs and services
offered by the following?

Boise State University

Cl Adult Basic Education
[3 High School Completion
[] Evening Vocational Program
[]Evening Academic Program
[]Weekend College Program
EJManpower Development Program
ElGuidance and Counseling Service
Ellesting Service for

[3 Interest

[3 Apptitude

[J Entrance

C] Advanced Placement
[JCollege Level Education Program
ElEducational Television
Cl Only in General

ElDivision of Continuinngducation
ElCooperative Graduate Center
[] Referral Service Agencies

CJProprietary Schools (Links, Boise Secretarial, etc.)

 

ElYWCA Educational Programs and Services

ElBOise Independent School District Community Schools
Programs

[3 Idaho State Historical Museum Programs
[3 Boise Art Gallery Programs and Courses
E]Correspondence Schools Programs and Services

E1Cultural Events (Plays, Symphonies, Art Exhibits,
Recitals, etc.)

 

Have you participated in any of the programs or used
any of the services of the agencies and institutions
listed?

1:1 Yes D No

283

If yes,which ones and when?

 

 

Have you participated in any public or private educa-
tional programs or taken advantage of services pgp_
listed above?

C] Yes E] No

If yes, in what programs, courses, and services were
you involved?

 

 

If you have not taken part in any educational programs
and services, public or private, are there reasons
that you feel prevented you from participating?

 

 

 

284

PART III - GENERAL, SEMI-STRUCTURED QUESTIONS

 

1.

What are your needs relative to educational programs,
courses, and services that are not being met currently?

 

 

 

What would you like to see the University do for you
either now or in the near future to be Of greater
service to you?

 

 

 

What would you like to see the Community and/or the
other public or private educational service agencies
dO for you either now or in the near future to be of
greater service to you?

 

 

 

In general, what new, different, exciting, and chal-
lenging things would you like to see done in terms of
educational programs and services?

 

 

 

285

PART IV - DIRECTIONAL, PURPOSIVE (STRUCTURED) QUESTIONS

 

1.

In terms of continuing education for women, what do you think
the Community and the University lack?

NO

Yes No Opinion

[3 [J E] An effective communication system to tell
you what is going on, when, and how you
can get involved.

C] E] [] Assessable programs and courses

E] [J C] An effective means to reduce the high cost
of education

E] E] [J Reasonable entrance requirements

E] E] [3 Scholarship and loan funds for adult, part-
time students

E] [j [3 Programs and courses that are relevant to
women

[J [J [3 Special services such as guidance, coun-
seling, and testing

1:] [j C] Placement bureau for employment

[3 [J [3 Day Care Centers and/or baby sitter services

[3 E] [j The knowledge Of what women need and want in

terms of educational programs and services

Have you been concerned about your level of education, the lack
of training, or not having a skill in some occupational area or
profession?

E] Yes C1 NO
If yes, why have you worried about this? Is it because you:

[3 Don't want tO be dependent upon anybody or don't like the
idea of being on welfare or county support.

E] Feel that the kinds of jobs you could find or would be
available to you would be uninteresting, boring, degrad-
ing, low-paying, demoralizing, below your standard or
station in life.

[3 Other (specify)

 

286

(FOR THOSE NOT WORKING AND THOSE WHO DO NOT DESIRE TO WORK)

3. If you were forced to look for work immediately, what kind of
job do you think you would seek?

 

What would you like to do?

 

What specific training or education would you like to have?

 

4. If you had the opportunity, time, and money, would you take
advantage of some kind of educational course, program, train—
ing, counseling and testing?

D Yes [:1 No

If yes, what kind or kinds of courses, programs, or services
would you select?

C] Adult Basic Education

High School Completion

Basic Skills Training

Refresher and Review Courses
Promotion and Advancement Courses
Semi-pro or Professional Training
Degree Program in
General Courses of Study
Recreation and Hobby Courses
Cultural Events

[3 Counseling and Testing Services

 

DDDDDDDDU

5. A General Studies Program is designed to broaden the individ-
ual through serious study in the fields of Humanities, Social
Sciences, and Sciences without focusing on a specific tech-
nical, professional, or vocationally oriented objective. Itis
in a sense a truly liberal education. One is just generally
better educated and is better able to cope with today's world
with its many problems, issues, demands, requirements, and
confusions. Do you feel a General Studies Degree Program is
needed?

C1 Yes C] No

10.

11.

287

Would you participate in such a program of studies if it were
offered?

1:] Yes 1:1 NO
If yes, would you seek to earn a degree in such a program?
13 Yes D No

A program of Independent Learning could consist of Education-
al Television courses, independent study, audio-visual study
materials in the local libraries or the University library,
credit bearing practicums (where one earns credits while
working or serving), and taking competency tests for college
credits in areas or fields where previous knowledge has been
gained but not necessarily in the formal classroom. The
purpose of this program is to assist you to learn, to change,
and to grow on your own so to speak. The educational Objec-
tives could be professional competence, vocational skills,

as well as general education. DO you feel an Independent
Learning Program is needed?

C1 Yes 1:] NO

If the University would Offer a program of Independent Learn-
ing, would you enroll in such a program either now or in the
near future?

1:1 Yes 1:1 No

Do you think an educational counseling, guidance, and testing
center for women is needed to help women to resolve their
educational, job, and career problems and to assist them in
self improvement and personal identity?

[:1 Yes [:1 NO

If a Women's Center was available, would you plan to utilize
it?

D Yes CI No

If yes, what would you like the Women's Center to do for you?

 

Should there be a Women's Council on Education in the Community
or at the University?

[:1 Yes 1:] NO

12.

13.

14.

15.

16.

288

If there was such a Council, would you personally consider
serving as a member on such a council?

1:] Yes 1:1 No

Should there be an Education Organization for Women?
1:] Yes C] No

If there was such an Organization formed, would you be willing
to become a member and actively participate in its meetings
and activities?

C] Yes [1 No

What are the best communication media one can use to keep you
informed about what is going on in the community and at the
University?

Yes
Newspaper Advertising

Newspaper Publicity

Television

Radio

Friends, Neighbors, Relatives

Clubs, Church and Voluntary Organizations
Special Brochures

Regular Bulletins

Posters

Bulletin Board Notices

DDDDDDDDDD
UDDDUDDDDD?

Which communication medium do you rely on most frequently to
keep abreast of the news and what is happening in the com-
munity?

 

APPENDIX B
INTERVIEWER'S GUIDE

INTERVIEWER'S GUIDE

 

The interviewer should be very familiar with
the questionnaire instrument and the following text in
conducting the telephone interview. Certain questions
might be considered delicate or personal and must be
approached carefully. For example, questions of income
seem to be touchy and respondents may hesitate to report
such data. Certain other questions call for a little
more time for response or may elicit questions by the
respondents. If the questions are informational in na-
ture, they should be answered. If the questions are
interpretive or ask what the interviewer thinks, they
should be tactfully handled without being answered.

The text the interviewer should use is in ital-
ics. Comments and instructions are intermixed so that
one must become most expert in administering the test
instrument without sounding like a recording or automan,
without appearing to rush the respondent, and without
interjecting one's own personal thoughts, beliefs, or
needs. The goal is to be personal and human and yet
objective and professional in the conduct Of the inter-
view.

A good introduction would be the following:

"Hello, this is at Boise State University

 

calling. We are conducting a survey on the educational,

training, and counseling needs of women in the greater

289

290

Boise Area. Would you help us by responding to a ques-
tionnaire over the phone?" —- wait for an answer and be
prepared to answer such questions as (1) "How did you
get my name?; (2) "I couldn't possibly give you any good
answers!"; or (3) "I'm right in the middle of doing some-
thing." The response at this critical point of the
invitation to participate is to assure the person that
(l) she was selected at random; or (2) that her responses
1:; important; or (3) that we don't want to inconvenience
her and would gladly call back at a more appropriate time.
If the person does not wish to answer the ques-
tionnaire, thank the person very kindly and hang up.
Record on the questionnaire that the person did not wish
to participate. If the person agrees to respond, inform
the respondent that her individual answers will not be
identified and that we can assure her that she will re-
main anonymous. Further, inform her that, "any question
you do not wish to answer is your choice." Do not exert
pressure to have the person respond to anything she would
rather not answer. One question that probably will be
resisted is on family income. An explanation of the need
to insure that the survey be comprehensive and all inclu-
sive of the economic strata of the community may help.
Another question that may be resisted is relative to
Religious Affiliation. Assure the person we are not

trying to pry into their private lives, so allow the

291

answer of "don't care to divulge" to these and similar
questions and be gracious about it, respecting one's
right of privacy.

There will be occasions when the respondent will
not understand the question asked. The questions on how
many of the following programs are you aware of or what
are the reasons you cannot partake of programs may call
for time and a little explanation but without prompting
them. The answers should be free flowing and spontaneous
from the respondent except for informational questions.

In the opinion and attitude questions that are
answered yes or no, if the respondent has strong feelings
and expresses these thoughts, note these comments in
brief form on the instrument. We may discover something
very important that we had not anticipated in the initial

construction of the questions.

APPENDIX C
SAMPLE LETTER SENT TO WOMEN
WITHOUT TELEPHONE SERVICE

April 30, 1974

Ms. Josephine Doe

0000 XXXXX Street

Boise, Idaho

Dear Ms. Doe,

Boise State University is conducting a survey to assess

the educational needs of women in the Greater Boise

Metropolitan Area.

Through random sampling, you have been selected as one
of the 27l women to participate in this survey to assist
the University determine what it should perhaps do for
women relative to educational courses, programs, and

services.

Would you please invest a few minutes of your time to
help us? We have several telephone interviewers who
will administer the questionnaire at a time convenient
for you. Please call us at 385-1209 between 8:00 a.m.
and 5:00 p.m. or after 5:00 p.m. at 342-l489. If you
have any questions about this survey, prior to answer-
ing our questions, we would be happy to answer them for

you.

The University is currently studying many problems and
issues and in this case you will have the opportunity

292

293

M5. Josephine Doe
April 30, l974
Page 2

to share your point of view with us so that we might

better serve all the citizens of Idaho.

Thank you for your help in this matter and we hope to

hear from you soon.

Sincerely,

/s/ J. R. Wolfe

James R. Wolfe, Director
Extended Day Program
and Summer Sessions

JRW:lg

APPENDIX D
TABLES OF POPULATION. RANDOM
SELECTION, AND PARTICIPANT REACTION

TABLE 4

Mature Women Population
Census Versus Voter Registration

 

 

 

 

1970 CENSUS VOTER REGISTRANTS
AGE GROUP NUMBER PERCENT TOTAL NUMBER*
25-29 3448 13% 3000
30-34 2763 10% 2404
35-39 2671 10% 2324
40-44 2875 11% 2501
45-49 3071 11% 2672
50-54 2659 10% 2313
55-59 2506 9% 2180
60-64 2028 7% 1764
65-over 5091 _1gz__ 4429
TOTAL 27,112 100% 23,587

* Extropolated figures based on l970 Census population of
comparable age groups.

294

Number to be Selected by Random in Precincts

TABLE 5

 

PRECINCT
NUMBER

NUMBER IN
PRECINCT

 

 

1

been

10
11
12
13
14
15
16
17
18
19
20
21

102
I40

73
138

99
T41
T75
T36
ll3
147
I40

41
152
I32
185
168
I48
I48
187
116
I72

295

PERCENT OF
TOTAL

NUMBER TO
BE SELECTED

 

 

1
l

.2%
.6%
.8%
.6%
.l%
.6%
.O%
.5%
.3%
.7%
.6%
.5%
.7%
.5%
.l%
.9%
.7%
.7%
.l%
.3%
.9%

3

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01.50301

TABLE 5 (Continued)

296

 

 

PRECINCT
NUMBER

22
23
24
25
26
27
28
29
3O
31
32
33
34
35
36
37
38
39
40
41
42
43

NUMBER IN
PRECINCT

 

138
117
163
147

62

94
134
125

97
169
112
118
128
107
181
145
168
120
100

85

94
146

PERCENT OF

TOTAL

 

l
l

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l.

8%

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.7%
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.5%
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.9%
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.3%
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.9%
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NUMBER TO
BE SELECTED

 

4

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297

TABLE 5 (Continued)

 

PRECINCT
NUMBER

44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65

NUMBER IN
PRECINCT

161
125

97
120
169
132

72
104

81
171
157
314
202
136
193
125
134

97
124

46

62
147

PERCENT OF

TOTAL

 

1
1
1

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NUMBER TO
BE SELECTED

 

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298

TABLE 5 (Cotninued)

 

 

 

 

 

PRECINCT NUMBER IN PERCENT OF NUMBER T0
NUMBER PRECINCT TOTAL BE SELECTED
66 l58 l.8% 4
67 Excluded from study-Eagle, Idaho
68 134 l.5% 4
69 Excluded from study-Orchard and Kuna, Idaho
70 Excluded from study-Melba, Idaho
7l Excluded from study-Meridian, Idaho
72 Excluded from study-Meridian, Idaho
73 Excluded from study-Meridian, Idaho

 

TOTAL 8,864 100.2% 271

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299

TABLE 7

Participants Replaced in the Survey

 

AGE GROUP

 

25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-over

TOTAL

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PRECINCT NUMBER

 

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TABLE

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Participants With No Telephone Service

 

AGE GROUP

NUMBER WITH
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25-29
30-34
35-39
40-44
45-49
50-54
55-59
60-64
65-over

TOTAL

IN C --' N -‘ 00 O 01 k

18

(7% of Sample)

301

PRECINCT NUMBER

 

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302

APPENDIX E
DEMOGRAPHIC DATA TABLES

TABLE 11

Marital Status

 

 

 

 

 

figgfifl SINGLE MARRIED WIDOWED SEPARATED DIVORCED TOTAL
25-29 4 32 O O ‘2 38
30-34 1 29 O 0 O 30
35-39 0 24 O 0 O 24
40-44 0 24 1 O 4 29
45-49 0 21 2 O 2 25
50-54 1 19 1 1 O 21
55-59 0 18 2 O O 20
60-64 0 8 5 O 1 14
65-over __0 _2 _8_ .9 _9 _l_8_
TOTAL 7 183 19 1 9 219
% OF TOTAL 3.0% 83.5% 9.0% 0.5% 4.0% 100%

303

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TABLE 20

Membership in Clubs and Groups

 

CLUBS AND 25- 30- 35- 40- 45- 50- 55- 60- 65-
GROUPS 29 34 39 44 49 54 59 64 over TOTAL PERCENT

 

CIVIC 7 10 10 10 7 3 4 1 7 59 27%
SOCIAL 7 8 4 8 3 13 9 3 3 58 26%
POLITICAL O 0 1 1 2 0 5 0 1 10 5%
PROFES-
SIONAL 8 8 11 10 3 3 1 2 3 49 22%
VOLUNTARY 3 7 5 0 4 6 1 0 4 30 14%
MORE THAN
1 RESPONSE 6 1O 8 6 3 7 5 2 5 52 24%
AT LEAST 1
ORGANIZA-

TION 7 4 8 7 10 4 3 2 5 50 23%

NO

RESPONSE 25 16 8 16 12 10 12 10 8 117 53%
TOTAL IN

SURVEY 38 30 24 29 25 21 20 14 18 219 100%
PERCENT
ACTIVE 34% 47% 67% 45% 52% 52% 40% 29% 56% --- ---

309

TABLE 2l
Religious Affiliation

 

25- 30- 35- 40- 45- 50- 55- 60- 65-
RELIGIONS 29 34 39 44 49 54 59 64 over TOTAL PERCENT

 

 

CATHOLIC 8 3 5 4 4 5 1 3 O 33 15%
LATTER DAY

SAINTS 3 7 1 3 2 1 2 3 1 23 10%
PROTESTANT 17 13 17 18 15 14 16 5 16 131 60%
JEWISH 0 0 0 0 0 0 0 0 0 0 0%
NONE 10 7 0 3 4 0 1 2 1 28 13%
010 NOT
INDICATE _9_o_1_1__9_1_9_1_ __0. _4_ .14
TOTAL 38 30 24 29 25 21 20 14 18 219 100%

310

APPENDIX F
KNOWLEDGE AND PARTICIPATION TABLES

TABLE 22

Knowledge Index Point Values

 

GROUPS POINT VALUE

 

INSTITUTIONS, AGENCIES, PROGRAMS, AND SERVICES (GROUP 11

Boise State University

Adult Basic Education any one
High School Completion or more 1
Evening Vocational Program of these
Evening Academic Program 1
Weekend University Program l
Manpower Development Training Programs l
Guidance and Counseling Services 1
Testing Service (All Types) 1
College Level Entrance Program l
Educational Television 0
Only in General . 0
Division of Continuing Education 1
Cooperative Graduate Center _l
SUB TOTAL-GROUP l 9

OTHER EDUCATIONAL PROGRAMS AND SERVICES (GROUP 2)

 

Referral Service Agencies l
Proprietary Schools l
YWCA Educational Programs and Services l
Community Schools Program l
State Historical Museum Programs l
Boise Art Gallery Programs and Services l

311

312

TABLE 22 Continued

 

 

 

GROUPS POINT VALUE
Correspondence Schools l
Cultural Events ‘_9

SUB TOTAL- GROUP 2 7

TOTAL KNOWLEDGE INDEX POINT VALUES 16

TABLE 23

Knowledge Index Ranking by Point Range

 

 

 

 

 

 

 

 

 

RANK l RANK 2 RANK 3 RANK 4
NOT VERY
VERY KNOWL- KNOWL- KNOWL- NO KNOWL-
GROUPS EDGEABLE EDGEABLE EDGEABLE EDGE
BOISE STATE
UNIVERSITY,
DIVISION OF
CONTINUING
EDUCATION, &
COOPERATIVE
GRADUATE
CENTER 6-9 3-5 l-2 o
OTHER EDUCA-
TIONAL AGENCIES,
PROGRAMS AND
SERVICES §;1 .;;§ .1;g ._g
COMPOSITE 12-16 6-lO 2-4 0

313

TABLE 24

Knowledge of Boise State University, Division of
Continuing Education, and Cooperative Graduate
Center Programs and Services

 

Number and Percent of Women With
Knowledge By Age Groups

 

 

 

 

 

 

 

 

PROGRAMS & 25- 30- 35- 40- 45- 50- 55- 60- 65-
SERVICES 29 34 39 44 49 54 59 64 over TOTAL
ABE, HS, g 11 _1_9 _2_l_ 11 l_7 _g .2 __7 133
EVP 66% 57% 79% 72% 56% 81% 45% 29% 39% 61%
EDP 22 .22. .I._ 22 I_9 11 12. .12 I_4 167
74% 7 % 79% 83% 76% 81% 70% 71% 78% 76%
wUP .2 .2 12 .2 .2 _6 _4 _I_ _6 2.7.
21% 27% 42% 17% 36% 29% 20% 7% 33% 26%
MDIA I2 I_ .2 E .2 _5 _2 _I .2 22
34% 33% 25% 41% 24% 24% 10% 7% 17% 26%
GUIDE & 1.2 1.2 1.1. 2.1 1.2. .12 _2 ..I. .2 22
COU 39% 43% 6% 72% 48% 48% 20% 7% 50% 44%
ALL .2 _6 _7. .2 .2 .2 __2_ .2 .2 22
TESTING 24% 20% 29% 31% 24% 29% 10% 7% 17% 22%
CLEP _2 .2 _4 _5_ .2 .2 _D_ D _2 2.1.
13% 17% 17% 17% 20% 24% 0% 0% 11% 14%
EDUC Iv, a 22 2_4 21 22 12 .22 12 I2 2_14
GENERAL 97% 100% 100% 93% 100% 90% 100% 100% 100% 98%
DCE 12 1.2 __4 12 _6 11 .1 _2 .2 7_4
37% 7% 17% 34% 24% 52% 35% 14% 33% 34%
CGDP _2 I_. _2 .2. _2 .2. _I _D _2. a
11% 33% 8% 24% 8% 14% 5% 0% 11% 14%
TOTAL 38 35 24 29 25 21 20 14 18 219

314

LEGEND:
ABE, HS, EVP

EDP

WUP

MDTA

GUIDE & COU

CLEP

EDUC TV, GENERAL
DCE

CGCP

315

TABLE 24 Continued

Adult Basic Education, High School Com-
pletion, Evening Vocational Program

Extended Day Program

Weekend University Program
Manpower Development Training Act
Guidance and Counseling

College Level Education Program
Educational Television

Division of Continuing Education

Cooperative Graduate Center Program

APPENDIX G
STRUCTURED QUESTIONS TABLES

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TABLE 30

Participation in Educational Programs and Services Listed

 

PROGRAMS/ 25- 30- 35- 40- 45- 50- 55- 60- 65-
SERVICES 29 34 39 44 49 54 59 64 over TOTAL PERCENT

 

 

*BSU, DCE,
COOP GRAD
CENTER 18 11 11 12 7 4 5 2 4 74 34%

PROPRIETARY
SCHOOLS 5 2 1 4 3 4 2 1 O 22 10%

YWCA
PROGRAMS 7 8 5 4 9 4 2 1 4 44 20%

COMMUNITY
SCHOOLS 8 10 3 4 3 2 4 O 2 36 16%

HISTORICAL
MUSEUM AND
ART GALLERY 6 5 2 2 1 4 1 1 2 24 11%

CORRES-
PONDENCE
COURSES O O O O O 2 1 O O 3 1%

CULTURAL

EVENTS AND

EDUCATIONAL

TELEVISION 19 16 14 13 11 8 5 5 6 97 44%

OTHER 5 10 4 8 6 3 2 2 1 41 19%

* BSU, DCE, COOP GRAD CENTER-Boise State University, Division
of ContInUTng Education, Cooperative Graduate Center

317

TABLE 35

Lack of Assessable Programs

 

 

 

 

AGE GROUP Y_§ NO DO NOT KNOW TOTAL
25-29 9 25 4 38
30-34 5 2l 4 30
35-39 4 l5 5 24
40-44 3 22 4 29
45-49 3 18 4 25
50-54 l l6 4 2l
55-59 l l5 4 20
60-64 l 9 4 14
65-over _g 14 _4 lg

TOTAL 27 155 37 2l9

PERCENT OF
TOTAL l2% 7l% l7% l00%

318

TABLE 37

Unreasonable Entrance Requirements

 

 

 

 

 

AGE GROUP .Y§_ NO DON'T KNOW TOTAL
25-29 l 29 8 38
30-34 0 19 ll 30
35-39 0 l3 ll 24
40-44 2 20 7 29
45-49 1 l8 6 25
50-54 0 l6 5 2l
55-59 0 ll 9 20
60-64 0 8 6 l4
65-over _g _2 _2| 18

TOTAL 4 143 72 2l9

PERCENT OF
TOTAL 2% 65% 33% lOO%

319

TABLE 38

Lack of Scholarships and Loans

 

 

 

 

 

AGE GROUP 1;; NO DON'T KNOW TOTAL
25-29 12 7 19 38
30-34 5 4 21 30
35-39 3 4 17 24
40-44 3 7 19 29
45-49 5 2 18 25
50-54 5 2 14 21
55-59 4 2 14 20
60-64 0 2 12 14
65-over _1 _g 11 18

TOTAL 41 30 148 219

PERCENT OF
TOTAL 19% 14% 67% 100%

320

TABLE 40

Lack of Special Services-Guidance, Counseling, Testing

 

 

 

AGE GROUP 188 88 DON'T KNOW 18188
25-29 4 14 20 38
30-34 6 11 13 30
35-39 3 10 ll 24
40-44 2 14 13 29
45-49 4 10 11 25
50-54 1 11 9 21
55-59 3 6 11 20
60-64 0 5 9 l4
65-over ‘_1 _8 11 18

TOTAL 24 84 111 219

PERCENT OF
TOTAL 11% 38% 51% 100%

321

TABLE 41

Lack of Placement Bureau Service

 

 

 

 

 

AGE GROUPS 18_ 88 DON'T KNOW TOTAL
25-29 7 8 23 38
30-34 7 ll 12 30
35-39 2 7 15 24
40-44 4 ll 14 29
45-49 4 4 17 25
50-54 6 5 10 21
55-59 4 1 15 20
60-64 0 4 10 14
65-over 2 l 15 18

TOTAL 36 52 131 219

PERCENT OF
TOTAL 16% 24% 60% 100%

322

TABLE 44

Concern About Level of Education and Training

 

 

 

 

AGE GROUP 188 88 TOTAL
25-29 21 17 38
30-34 l6 14 30
35-39 14 10 24
40-44 15 14 29
45-49 ll 14 25
50-54 12 9 21
55-59 5 15 20
60-64 3 ll 14
65-over _8_ 18 18

TOTAL 103 116 219

PERCENT OF
TOTAL 47% 53% 100%

323

TABLE 49

 

Educational Programs and Services Selected

 

PROGRAMS/ 25- 30- 35- 40- 45- 50- 55- 60- 65-
SERVICES 29 34 39 44 49 54 59 64 over TOTAL PERCENT

ABE O O O 1 1 O O O O 2 1%
HSC 2 O 1 O 1 O O O O 4 2%
BASIC

SKILLS 0 O l O 1 O 1 O O 3 2%
REFRESH

& REV 5 5 4 3 5 2 2 O O 26 15%
PRO &

ADV 7 3 2 5 2 2 1 1 O 23 13%
SEMI-PRO 16 14 11 11 8 9 4 O O 73 42%
DEGREE

PROGRAM 17 9 11 13 9 4 2 1 1 67 39%
GENERAL

COURSES 9 10 1O 8 6 7 6 1 5 62 36%
REC &

HOBBY 17 18 14 12 13 9 11 2 9 105 61%
CULT

EVENTS 12 9 9 7 8 5 5 2 3 60 35%
GUIDE &

COUNSEL 10 12 9 9 9 6 3 2 2 62 36%
TOTAL NO.

OF CHOICES 95 80 61 69 63 44 4O 9 20 481 ---
NO. OF

RESPON-

DENTS 36 29 23 26 22 15 14 5 9 173 ---

324

LEGEND:

ABE

HSC

REFRESH & REV
PRO & ADV
SEMI-PRO

REC & HOBBY
CULT EVENTS
GUIDE & COUNSEL

325

TABLE 49 Continued

 

Adult Basic Education

High School Completion

Refresher and Review Courses
Professional and Advancement Courses
Semi-Professional Program

Recreation and Hobby Courses
Cultural Events

Guidance and Counseling

TABLE 56

 

Education Organization for Women

 

 

 

 

IS THERE A NEED FOR AN WOULD YOU PARTICIPATE IN
AGE EDUCATION ORGANIZATION? AN EDUCATION ORGANIZATION?
GROUP Yes Percent 89_ Percent Yes Percent Ng_ Percent
25-
29 26 68% 12 32% 19 50% 19 50%
30-
34 21 70% 9 30% 21 70% 9 30%
35-
39 16 67% 8 33% 14 58% 10 42%
40-
44 19 66% 10 34% 12 41% 17 59%
45-
49 13 52% 12 48% 8 32% 17 68%
50-
54 17 81% 4 19% 12 57% 9 43%
55-
59 9 45% 11 55% 8 15% 17 85%
60-
64 4 29% 10 71% l 7% 13 93%
65-
over 18_ 56% _8_ 44% _§_ 33% 18_ 67%
TOTAL 135 62% 84 38% 96 44% 123 56%

326

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APPENDIX H
LETTER TO MR. CLARENCE PLANTING

BOISE STATE COLLEGE
Boise, Idaho 83707

August 2, 1973

Mr. Clarence Planting

Election and Voter Registration

Ada County Auditors Office

Ada County Courthouse

Boise, Idaho

Dear Clarence,

Thank you for your very kind response to my telephone
request for information. I certainly appreciate your
helpful attitude and willingness to assist the College

and me in our research.

As I had said, the information is needed so that we can
conduct a sophisticated survey of the educational needs
of mature women in the community. On the basis of the
results of the survey, the College will attempt to plan
and implement courses, programs, and services that meet

these needs.

The following format is a description of the data that
we need. I have attempted to put it into language that
is understandable to systems analysts and computer pro-
grammers.

329

330

Mr. Clarence Planting
August 2, 1973
Page 2

From the current file of voter registration records

of Ada County as maintained by the Election and Voter
Registration Department in the Ada County, Idaho Audi-
tor-Recorder's Office select:

1. All females by name, address, and telephone
number, whose birthyear is prior to 1949
except those residing in Orchard, Meridian, Kuna,
and Eagle, Idaho

2. In Alphabetic Order

3. By Precinct

4. By five year age blocks as follows:

25-29 1948 through 1944
30-34 1943 through 1939
35-39 1938 through 1934
40-44 1933 through 1929
45-49 1928 through 1924
50-54 1923 through 1919
55-59 1918 through 1914
60-64 1913 through 1909
65-over 1908 and before

5. Currency of file statement--updated, as of general
election?

From this complete list we will select a random sample
using random sampling tables. You would not be asked

to re-run a list based on the random number selection.

The information you provide will be treated in a confi-

dential manner and will not be used for any other purpose

331

Mr. Clarence Planting
August 2, 1973
Page 3

nor given to any other person or office. After we have
conducted our research and follow-up, we will destroy
the information or return it to your office for your

disposition.

Again, thank you for your valuable assistance. Without
it, we could not conduct this important survey within
the stringent requirements of scientific inquiry.
Sincerely,
/s/ J.R. Wolfe
James R. Wolfe, Director
Extended Day and Summer

Sessions Programs

JRW:lg

APPENDIX I
DATA FLOW

DATA FLOW FOR MATURE WOMEN SURVEY

In order to use data available and make it useable for

the study we must take

1.

From the disk pack of voter registrations listed
alphabetically by precinct transfer to

New disk and list strict alphabetically

Produce list including name, address, and precinct
number and add control number for each name start-
ing with number one.

Printed list is then used in a manual process to
add to control number, year of birth and sex
designation from voter registration forms
(residing in Ada County Auditor's Office) filled
out by registered voters

Key punch year of birth and sex designation into
control number cards, and

Print list of females by precinct, by year Of
birth bracket

Year of birth brackets include:

25-29 1948 through 1944
30-34 1943 through 1939
35-39 1938 through 1934
40-44 1933 through 1929
45-49 1928 through 1924
50-54 1923 through 1919
55-59 1918 through 1914
60-64 1913 through 1909
65-over 1908 and before

From this list a random selection of names would be
selected using random tables of numbers and weighted
by number in precinct and number in age bracket in
proportion to the total population representations
in the finite universe.

Add from the local telephone directory and/or city

directory telephone numbers of those individuals
selected to participate.

332

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