MSU LIBRARIES .—3—-_ RETURNING MATERIALS: P1ace in book drop to remove this checkout from your record. flflgg will be charged if book is returned after the date stamped below. THE POTENTIAL CLIENT'S PREFERENCES FOR SEX AND SEX-TYPE ATTRIBUTES IN A HELPING PROFESSIONAL: ARE THEY RELATED TO SEX AND SEX-TYPE ATTRIBUTES OF THE DESIRED PARENTAL HELP-GIVER? BY Laurel Elaine McCluskie A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Educational Psychology and Special Education 1985 C0pyright by Laurel Elaine McCluskie 1985 ACKNOWLEDGMENTS There are several individuals whose efforts and encouragement contributed to the completion of this work. I extend my sincere appreciation to Dr. Richard Johnson, Dr. Fred Tinning, Dr. Gerald Bostwick and Dr. William Farquhar. Their professional advise and personal support were invaluable. My special thanks to Gordon. He daily provided the patience and support that was so needed. ii ABSTRACT THE POTENTIAL CLIENT'S PREFERENCES FOR SEX AND SEX-TYPE ATTRIBUTES IN A HELPING PROFESSIONAL: ARE THEY RELATED TO SEX AND SEX-TYPE ATTRIBUTES OF THE DESIRED PARENTAL HELP-GIVER? BY Laurel Elaine McCluskie Psychoanalytic theory asserts that the therapeutic helping relationship is an interpersonal situation which reactivates a client's desire for an ideal parent-child relationship. Although an accepted premise, little research has been attempted to provide empirical support for this theoretical position. A beginning examination of this psychoanalytically based assertion was made in the present study by testing the hypothesis that: the sex and sex-type attributes potential clients desired in their early parental help-giver(s) are related to their current preferences for sex and sex-type attributes in a helping professional. A questionnaire derived from selected items of the "Bem Sex Role Inventory"1, Broverman, et.al.'s "Male-Valued and Female-Valued Sex- "2 Stereotypic Items and Spence and Helmreich's "Parental/Personal Attributes Questionnaire"3 was mailed to a sysemtatically drawn sample of 1000 students registered at Michigan State University for the 1983- 84 academic year. The questionnaire elicited respondent background data: sex; ethnicity; class standing; residency; and prior experience with parental and professional help-givers. The questionnaire also asked respondents to use their own words and to use item choices to indicate the sex and sex-type attributes that they desired in an early ‘parental help-giver and that they currently preferred in a professional Laurel Elaine McCluskie help-giver. The data provided by 584 respondents was analyzed using descriptive analysis, bivariate correlation, multiple regression and discriminant analysis. Analyses of data revealed significant relationships between sex and sex-type attributes desired in a parental help—giver and sex and sex-type attributes preferred in a professional help-giver. Further analyses indicated that of the multiple variables studied, sex-type attributes desired in an early parental helper made the greatest contribution to an explanation of the sex and sex-type attributes preferred in a professional helper. Respondent sex, ethnicity, class standing, residency and prior experience with parental and professional help-givers exerted little influence on the relationships between desired parental and preferred professional helpers. When describing preferences for professional helpers in their own words, most respondents did not indicate sex, but did use descriptors which referred to stereotypic feminine and masculine sex-type attributes. 183m, SardraL., "Beldeasmrartof Psychological Ardrogyny", Jamaalgfcrxxsilting agd<flinhxfl.Psr3rfloqg,meuma4z,1974,;5» HEdeZ. ZBroveman, IngeK., DmaldM.Broveman, madam, PaulS. Rasemcrantzand SmanlL‘prl,"Sarfidk:SUanonesamd<flink2ditflgmnhaoflEnufl.Haflxhfl,Jannil gmgflflmm, Voltme34, No. 1, 1970, p. 3. 3Spane,JanetT.andlbbertL.Helnreid1,msaflinityflFatdninity: ‘Iheir Baghdkgmafl.numnskms,(brnflau§5.§51AnUxxdanswImiwasdtycfdnaaslhrss,AuMfin, 19KL TABLE OF CONTENTS LIST OF TABLES LIST OP FIGURES CHAPTER I. INTRODUCTION TO THE STUDY Identification of the Problem Purpose of the Study Importance of the Study Definitions of Terms Used in the Study Research Hypotheses Overview of the Study CHAPTER II. REVIEW OF THE LITERATURE Effect of Early Parenting on Client Preferences Client Preferences for Sex of Professional Help-Giver Effect of Client Preferences on the Helping Relationship Prevalence of Sex-Role Stereotyping Sex-Role Stereotyping Applied to the Helping Relationship Selected Sex-Role Measures CHAPTER III. RESEARCH DESIGN AND METHODOLOGY Selection of the POpulation and Sample Description of the Sample Procedures Used in Collecting Data iii vi xii 10 13 14 14 21 23 27 29 33 39 40 47 57 Instrumentation Demographic/Background Data Preferences for Professional Help-Givers Desires for Parental Help-Givers Directions and Introductory Comments Sex-Type Attribute Scales Reliability and Validity Information Order of Questions Pilot Study Research Design Statistical Hypotheses Statistical Analysis Procedure CEAPTER.IV. ANALKSIS OF RESULTS Results of Descriptive Analysis Results of Statistical Analyses Bivariate Correlation Analyses Multiple Regression Analyses Discriminant Analyses Summary of the Hypotheses Tests CHAPTER V. SUMMAR! Conclusions Limitations Discussion Summary of the Study Theoretical Implications Response to ”Problems" iv 60 63 63 65 66 67 82 92 93 97 103 131 131 176 176 179 224 247 251 251 257 261 261 262 265 Need for Further Study Suggestions for Future Research APPENDICES Appendix A: Appendix Appendix Appendix Appendix Appendix Questionnaire, Form A Questionnaire, Form B Letter of Transmittal Follow-Up Letter Table C. Variable List Item Listing for BEM Item Listing for PAQ Item Listing for Sex Role Stereotype Questionnaire Pilot Study Questionnaire and Feedback Sheet Outline of Oral Presentation LIST 0? REFERENCES 266 267 271 279 287 288 289 291 292 293 294 300 307 TABLE 3.1: TABLE 3.2: TABLE 3.3: MB 3.4: TABLE 3AA: TABLE 3.5: MB 3.6: MB 3.7: ME 3.8: ME 3.9: MB 3.10: TABLE 3.11: MB 3.12: MB 3.13: TABLE 3.14: Imam RyalatimfiuolledFall1983. unmismdDarograpficDjstfithimReqtfixed&Damgzafilic mstrihltimSolicitedEbraPrrportiaalSanpleofMidligan StatelhiversitythhxtRpflatimfiuolledFall1983. (ImparismofDamgraphic Distributim SolicitedsDamgtaphic DistrihrtjmwtainedrbraPropcrtiaxalSanpleofMichigan Statelhiversitysmdentkpflatimmrouedfi‘all 1983. WofmreeDamgrafiiicDismmtims: Distributim Required for Pmpmtional Sanple; Distrihxticn Solicited for PrOpcrtimalSanple;Dist:ributimofResporxhrtsQ)tained. mnemof'nmeeProporticnalSanpljngDistrthtims [Hiram Solicited; Cbtained] Using Broad Damgraphi Categories. - WW: thticmmairerbnnUsedtomoord lbspmses. FreqnnyDistrihxtim: MetrndUsedtoSolicit Participatim. PrequmcyDisu'ihztim: ameyqunsebbde. WW: DaografilicDistrihxtimof Usedtomcnrdrhspmses. WW: DamgraphicDistrihxtimof QiesUmairemmsAmdingtoUsedtoSolicit Particiatim. Wdaracteristicsoflhseaz‘dxvm. amyofItanSamforSac-dypeAttrihxteSth. Sac-TypeAttrihlteSmles: ItanOmpositimandMeaningof Ompositelbasm'e. IteraandWeigxtingsforFmdnineSear’IypeAttrihlteScale. ItarsandWeig'rtings fchasaflineSechIypeAttrthteScale. vi 45 52 53 55 61 80 81 TABLE 3.15A: TABLE 3.1%: ME 11$: ME 3.15): ME 3.16: ME 3.17: ME 3.18: ME 3.19: TABLE 3.20: ME 4.1: TABLE 4.2: ME 4.3: ME 4.4: ME 4.4A: TABLE 4.5: ME 4.5A: TAHIZE 4.6: ME 4.6A: ME 4.7: ME 4.7A: ProfessiaaalflelpermsculineScale [PW]: "Corrected Ran-Total (hm-relatim" and "Allin if Item" Deleted Statistics. Professiamalflelperfi‘aninimScale [mm]: "OonectedItem— 'Ibtal unrelaticn" and "Algae if Iten" Deleted Statistics. ParentalHerermsmlineScale [Pm]: "OcrrectedItem— 'Ibtal Chu‘elatim" and "Alpha if Item" Deleted Statistics. PamrtalHelperFenfiJfineScale [PARE‘Dd]: "(brrectedltan- 'lbtalmrrelatim"arxi"A1fi1aifI "DeletedStatistics. WaisstwubolstlsedinStatisticalHypotl'm. amaryofDascriptiveAnalysestobePerfomed. amyoffiivariate OorrelatimAnalysestobePerfoned. ammyofl-nltiplelbgz‘essimmalysestobePerfomed. SmaxyofDiscrinfimrtAnalysestobePerfomed. Frequmcy Distributim: Preferred Sex of Professicnal Help-Giver. Frequaacyllistrihitim: malorlnaginaxyPErsminmndas Thom of Preferred Professicnal QJalities. ‘ n'eqlnxcyuistrihrtim: malaredeblemwitha Professional. WW: Wmtollsehofessiaal Phlperinthenmire. WW: mningmstoUserfesmaial Ihlperinthenmxrelbclassifiedinto'mreeGruxps. Freqiaxcy Distrihxtim: Adult(s) Lived with Vhile Growing Up. FreqtnLyDistrthtim: Milt(s)1ivedwithmiJeGrudngUp lbclassifiedinto'nueeGraqas. FreqancyDistrihxtim: Adalt(s)Did'I\nn'IbforHelpmile GrowingUp. WW: Adnlt(s)Did'mm'IbforEhlpmle Mgtlpmclassifiedinto‘nmeeetums. WW: Adllt(s)v1ish'nmred'lbfor1-blp manningUp. WDistrthtim: Adult(s)1rlish'mrned'lbfcrfielp mmmmclassifiedinto'mreeauips. vii 90 91 104 113 117 124 130 135 135 135 136 136 137 137 138 138 139 139 ME 4.8: TABLE 4.9: TABLE 4.10: ME 4.11: ME 4.12: TABIE 4.13: 'IAHIE 4.14: ME 4.14A: 'IAHLE 4.15: TABLE 4.15A: TABLE 4.16: ME 4.16A: ME 4.17: 'IABIE 4.18: ME 4.19: TAHIE 4.20: ME 4.21: TABLE 4.22: Mstrihmimoflhm'nalmsearduvmablamdingto QJestiamaichansedmde. D'l'll' ofli'JR lV'lleszl i'gto Method Used to Solicit Participation. mspmseChoice Frequencies: Items forPaxa'rtalFardnine [mm Sex-TypeAttrihrteScale. mspmsednice Frequencies: Items for Professional Eaninim [PKEEM] Sex-‘IypeAttrthteScale. mspmseChoiceFrequencies: Items forParentalMasofljne [PAW] Sex-TypeAttrthte Scale. Ibspmse Choice Hequencies: Items for Professional mswljne [PKiMASC] Sex-’Iype Attribute Scale. Frequeny Distribution: Use of M.S.U. Counseling Center Services. heguency Distz'ihxtim: Use of M.S.U. Counseling Center Serviws Rsclassified into Fbur Gnnps. ‘ Murry Distrihxtion: M.S.U. Para-Professional Helper(s) Sought. Frequmcy Distrihxtim: M.S.U. Para-Professional Helpeds) Sought molassified into Four Groups. FreqnxcyDistz‘ihztim: W Omfidence in Itan Selectirns. FreqtnxzyDistrthtim: WOonfidmceinItan Selectimslbclassifiedinto'mreeGraps. DistrihztimchmfimlDescriptiveVafiablesAcoordingto gastimairer‘onntlsedtomdw. DistrihltimochndnalDescriptiveVariablesAcoordingto mthodUsedtoSolidtParticipatim. F. Dili]l':"E""R ill: 'I fchreferredProfessiaialHelp-Giver. E DII']I':"!I J'"R SID 'I Frequeny Mstrihxtjm: Atypical W Descriptors for Preferred Professinial Help-Giver. OonelatimOoefficimtsforSeur'IypeAttrihrteScales m, m, mamas, PAW]. viii 140 142 146 148 150 152 156 157 158 159 160 161 162 163 168 171 174 177 TABLE 4.23: ME 4.24: TABLE 4.25: man-3 4.26: ME 4.27: ME 4.28: TABLE 4.29: ME 4.30: TABLE 4.31: TABLE 4.32: ME 4.33: TABLE 4.34: TABLE 4.35: TAKE 4.36: ME 4.37: 'I'ABIE 4.38: MB 4.39: W 4.40: VariableDescriptimsandDmnyOodingforbhrtiralPredictor DefinitiaxsofAm‘eviatiaasUsedinMJltipJe Regression Analysis Tables. amyoinvariate Regression: PKFEMwith Scale VariablecfPARFEM. amaiyofBivariate lbgmssion: PKFEMwith Scale VariableofPAMSC. amaryofBivariatergression: PWwithScale VariableocfPARFEM. SrmmyofBivariatergressim:PK1MSCwithScale VariableofPAm. Smuaxyofmltiple Regressim: PRI‘EMwith Scale VariableofPARFH»!&A11dematorVariables. ChmrthtimofSelectedVariabl$toquflainedVariatim inPKFEJNotAlreadyqualainedbyPARFEM. GmgesinlbgressimOoefficimtsforPAREEdDueto AdditimcfSelectedVariabhs. amaiyofmltipleRegressim: PKFEMwithScale VariableofPAmsgAllbbderatorVariables. ChrtrihxtimofSelectedVariablestoqualainedVariatim inmbbtAJreadymainedbyPAma}. GmxgesinlbgressimOoefficientsfchAmmeto AdditimofSeJectedVariables. amaryofmltipleIEgressim: mmthSmle VariableofPAm&AllDbderatorVariables. (xxrtrihztimofSelectedVafiablestoEqflainedVariatim mmmmwbym. Qmmsinmgressimweffide’rtsformnieto AdditimofSelectedVariables. annmyofmltiplenegressim: mmthScale VariableofPAmsuAllW'atorVariables. inmmtAheadquflahxedbyPAm. Winkgressimmefficientsformlheto AdditimofSelecbedVariables. ix 199 200 201 202 203 204 205 205 206 207 207 208 209 209 210 211 211 ME 4.41: TABLE 4.42: ME 4.43: TAKE 4.44: TABLE 4.45: TAEEE 4.46: ME 4.47: ms 4.48: 'IAELE 4.49: 'IABIE 4.50: TABLE 4.51: ME 4.52: ME 4.53: ME 4.54: 'IAELE 4.55: 'IAHIE 4.56: amyofmltiplelbgmssim: mmmnmy VariablesofPAmIS-I. Smyofmltiplenegressim: MSCwitthmy VariablesofPAmTISH. Smyoanltipklbgressim:PMEMwifl101rmyVariables ofPAIWISi [filteredFirstasBlock] &Alll\bderatorVariables [ExtendStepzise]. GrrtrihrtimofSelectedVariahlestofiqflainedVariatim inmbbtAlreadyEqflainedeAmISI-I. GmgasinlbgressimOoefficia’rtsforPAMSHDJeto AdditimofSelectedVariables. SmaryofMfltipleRegressim: mmthunmyVariables cfPAMSi [Ettetedf‘irstasM] &AllbbderatozrVariables [EmeredStqmise]. OxrtrihxtimofSelectedVariablesmEquainedVariatim inmbbtAlreadyqunlairedbyPAMSl-I. WinkgressimOoefficientsforPAMSI-Iuieto AdditimofSelectedVariables. amxyofmltiple Regressim: mauwithumyVariables cfPAmISiarflScaleVariablesofPARFm, PAW. anumyofmltiplelbgzmsim: mmthunnyVariables ofPARWISHarxiScaleVan‘ablesofPAREm, PAW. amaryofmltiplefégmssion: mmfluumuyVariables ofPAMSI,ScaleVaziablesofPAm,PAMSC&All WW. WmofSelectedVariablestoEbcplainedVariatimin muotMreadymplajmdbym, mmmmsc. OmigesinlbgressimOoefficimtsforPARWISi,PAmEdand mummtimofSelectedVafiables. szyofmltiplemgressim: mmmunuyVariables ofPAMSH,ScaleVariablesofPAREm,PARM&All WVariables. WofSelectedVariablestoEplainedVariatimin mmmwwm, PAH'EMandPAFMASJ. GmgesmlbgressimcxaefficientsforPAWIS-I, PAREEEMand mummAdditimofSelectedVariablm. 212 213 214 215 215 216 217 217 218 219 220 221 221 222 223 223 TABIE 4.57: TAEIE 4.58: TAEIE 4.58A: ME 4.588: LIABLE 4.5%: TABLE 4.59: TABLE 4.59A: 'IAHLE 4.598: ME 4.59C: MB 4.60: TABLE 4.60A: ME 4.603: ME 4.6m: lIAEIECJ: MEDJ: ME 0.2: m. D.3: Tables. Smuaxy of Discriminant Analysis: PREEX Classification with PARWISH & A‘Ll deeratar Variables. Standardized Discriminant Coefficients [D] For the Variables bbanDiscrindnantScommforEadiGrcnpmthemoRmctions. ParcentagofAcmalCasesOorrectlymassifiedCasesUsing D’ .. IF I' . Samary of Discriminant Analysis: PREFIX (flassificaticm with PAW, PAW & All Abderator Variables. Standardized Discriminant Coefficients [D] For the Variables manDiscrjnfinantSooresforEadierPmthe‘momums. ParcextageofAcmalCasestn‘ectlyCflassifiedCasesUsing axillary of Discriminant Analysis: PREEX Classification with PARKS-I, PAIFEM, PAWS: & All l‘bchrator Variables.- Standardized Discrinu’nant Coefficients [D] For the Variables manDiscriminantSccrmforEadiGruzpmthemochtims. PemmtawothcmalCasssOorrectlyClassifiedmsesUsing VariableList meaninityandEatfinityItarsofthe'BemSex-Rflelnventmy" IbedinGnstnntimofSexJIypeAttrimteScnlesfoersent Shfly bale-ValuedandEarale-Valued ItarsoftheSpeIne-Helhmeidm- StanglAttrihmgmtimmaire"Usedin (InstructimofSexJIypeAttrihiteScalesfchrmrtsufly Male-ValuedandFHrale—Valued ItarsoftheBrovernan, et.al. mvised”Se:HbleStereotypicQuestiamaire"Usedin WofSex-‘IypeAttrihxteScalesfm-Prssentsufly 240 241 242 242 242 243 244 244 244 245 246 246 246 289 291 292 293 FIGURE 3.1: Luna-rm 'Jhe Oomrehtional Design. 97 CHAPTER I. INTRODUCTION TO THE STUDY The therapeutic helping relationship is, according to psychoanalytic theory, an interpersonal situation which reactivates a client's desire for an ideal parent-child relationship. This descriptive study was an initial effort to examine this psychoanalytic premise by testing the hypothesis that: The sex and sex-type attributes potential clients desired in their early parental help-giver(s) are related to their current preferences for sex and sex-type attributes in a helping professional. The aim of this chapter is to examine the psychoanalytic principles that were the impetus for this study and to introduce the reader to the intent of the investigation. Specifically, this chapter will include discussions of the following areas: [1] identification of the problem; [2] purpose of the study; [3] importance of the study; [4] definitions of terms used in the study; [5] research hypotheses; and [6] overview of the study. IDENTIFICATION 9E_THE PROBLEM: Client expectations and preferences for contact with a helping professional represent two variables believed to be significant for the client-helper relationship. 'Expectations', as defined by Ziemelis [1974], denote a client's anticipation of reasonable or probable 2 outcomes of contact with a helping professional. 'Preferences' refer to those outcomes for contact most desired or valued by a client. [Ziemelis, 1974] Numerous texts on counseling theory and the psychotherapeutic process have stressed the importance of client expectations and preferences for the initiation and maintenance of the therapeutic relationship. [e.g., Mueller, 1973; MacKinnon and Michels, 1971; Arbuckle, 1968; Cameron, 1963] Both variables have been periodically researched in an effort to empirically define their implications for the kind, the duration and the effectiveness of the therapeutic relationship established. [e.g., Tinsley and Harris, 1976; worby, 1970; Goldstein, 1962; Bordin, 1955] Few research attempts, however, have been made to examine the sources of client expectancies and preferences for helping professionals. Uncertainty about the determinants of client expectations and preferences has limited understanding of the client and of the client-helper relationship. The psychoanalytic school of thought provides a well respected theoretical explanation of the determinants of individual expectancies and preferences. Psychoanalytic theory asserts that early life experiences (particularly those involving parents) have a continuing significant impact on a person's life—long functioning. It is asserted that childhood needs, wishes and beliefs have a powerful and enduring effect that can, for example, determine choice of career, choice of one's sexual partner or can determine one's attitudes, mannerisms and peculiarities. [Brenner, 1974] Psychoanalytic theory also suggests that early familial influences are sources of client preferences for helping professionals. The influence of early parenting experiences on client preferences is implied in psychoanalytic literature which examines the treatment relationship. The nature of the psychoanalytic treatment relationship is, according to theory, a dependent one. The therapeutic relationship activates reactions to a helping professional that are emotionally similar to a client's reactions to significant persons in authority during developmental years. The elements of being dependent on another for help and of being unable to control the source of help are dynamically similar to those conditions which characterized the child's relationship to parental figures. [Mueller, 1973] It is believed that the client entering the therapeutic relationship will project feelings that derive from earlier problematic relationship experiences. The client is believed to approach the relationship with a desire to recreate certain emotional conditions "...in an effort to complete a fantasy, to achieve satisfaction for some need, to reduce anxiety, or to resolve some conflict”. [Mueller, 1973, p. 4] Lidz has stated that clients must place the helping professional in a position of authority in order to feel secure. Clients tend to make the helper as omniscient and omnipotent as possible. To this end, Lidz believes that clients seek to endow the helping professional with the qualities of an ideal parental figure who will care for them and protect them. [Lidz, 1976] The belief that it is the client's desire and need to create an idealized version of the parent-child relationship in the therapeutic relationship has been assigned considerable clinical importance by some psychoanalytically oriented practitioners. This belief is, for example, particularly relevant to the aim of Franz Alexander's psychoanalytic therapy. According to Alexander [1952], the desire of the client to rework emotional conditions of the past in the present 4 helping relationship can be used by the clinician to provide a needed therapeutic experience. The aim of therapy is to supply a new kind of experience which is suitable for undoing problematic effects of early parental responses. The helping professional's reSponse to the client should, in this theoretical view, be different from the parental response. The response should counteract and neutralize the disturbing influence of the parents. [Alexander, 1952] The cornerstone of the relationship is that the therapist has toward the patient the sort of attitude that is characteristic of a good father or mother...the therapist would like his attitude to include all the attitudes that can characterize the helpful parent. [Alexander, 1952, pp. 352-353] The therapeutic strategy of having the helping professional assume an ideal "good father or mother" attitude toward the client is believed to be necessary for the undoing of pathogenic influences of the parents. [Alexander, 1952] Alexander's concept of therapy represents a clinical application of the psychoanalytic premise that: it is not only the client's desire,but his/her need to rework the emotional conditions of the past in the present helping relationship. One further psychoanalytic premise had significance for the formulation of the present study. The corrective influence sought in the type of therapy just described can be achieved only if the helping professional is able to identify the problematic parental influences which need to be reworked. In the psychoanalytic tradition, this identification includes an understanding not only of actual parental forces, but also an understanding of the client's reactions to these forces: "...his impulse stirrings, his anxiety, his defenses and his fantasy distortions...'. [Alexander, 1952, p. 328] The client's interpretation of their parenting experience, including desires for it 5 to have been different, is believed as important to the identification of problematic parental influences as the actual history of the relationship. Psychoanalytic theory implies that a knowledge of the expectencies and preferences that a client holds for a helping professional as he/she enters therapy can assist the helping professional to understand the client's interpretation of their parenting experience. The client is believed to approach therapy and the helping professional with the desire and the need to rework past parental relationships. If the client endows the professional help-giver with parental qualities derived from early parent-child experiences, then the client's interpretation of their parenting experience, including desires for it to have been different, could be expected to find expression in the client's preferences for the professional help-giver. There has been very little research aimed at investigating these psychoanalytic formulations. The theoretical assertion that early life experience with parental figures is a determinant of client expectations and preferences for a professional help-giver is largely unsubstantiated. This lack of research has created potentially significant PROBLEMS which will be addressed in this study. Briefly, the absence of research in these areas: 1. HAS ALLOWED MAJOR.THEORETICAL PREMISES OR.ASSUMPTIOHS TO REMAIN UHTESTID. Are early experiences, in fact, related to current attitudes and behavior? Are the wishes, needs and desires which seem to guide behavior really derived from those early experiences? Although psychoanalytic theory would prompt an affirmative reply to these questions, there would seem to be no completely confident response. Without empirical evidence of the validity or invalidity of the relationships expressed in these questions, they can be arbitrarily accepted as truth or rejected as mistaken or irrelevant. 6 2. HAS ALLOWED UNSUBSTANTIATHD THEORETICAL PREMISES OR.ASSUMPTIONS TO BE USED AS GUIDES TO PRACTICE. Many helping professionals have, on the basis of unsubstantiated theory, conceptualized the therapeutic process as a form of 'reparenting' or 'corrective emotional experience'. They have, accordingly, directed their helping efforts toward providing these assumed therapeutic experiences. The psychoanalytic premises which direct their approach may or may not be well-founded. Without an adequate testing of the underlying assumptions of the psychoanalytic therapy approach, the appropriateness of the practices remains in question. 3. MA! HE LIMITING USE OP INFORMATION WHICH COULD BE HELPFUL IN UNDERSTANDING CLIENT DYNAMICS. Helping professionals are engaged in the enterprise of trying to understand and influence the varied forces Operating in a client's experience. Understanding may be impaired if early determinants of current client preferences remain unsubstantiated. Without research, familial influences cannot, with any certainty, be recognized and appreciated for their impact on current functioning. If a client's early needs, desires, beliefs are, in fact, expressed in the preferences held by the client, then lack of research which could confirm this relatationship has represented neglect of a meaningful source of understanding of client dynamics. 4. MA! HE LIMITING ABILITY TO MAINTAIN THE CLIENT-HELPER RELATIONSHIP. A potential client's early termination of therapy may be due, in part, to the inability of the professional help-giver to confidently address the issues of preference that a client brings to the helping relationship. A client's communication of preferences may not be viewed by a helper as an expression of wishes or desires. Instead, preferences may be interpreted as expressions of current discontent with the helper or as expressions of expectations. If research was to provide evidence that potential client preferences do, in fact, represent early established desires to experience 'ideal' parenting, the improved understanding of the meaning of client preferences might help to prevent the disruption of the client-helper relationship that can result from a helper's misinterpretation of client preferences. PURPOSE: The influence of early parent-child relationships are believed to be particularly relevant to interactions which characterize the helping relationship. [e.g., Hollis and WOods, 1981; Mueller, 1973; Cameron, 1963] Specifically, it is believed that the potential client will approach the helping relationship with a residue of earlier experiences 7 with other helpful or not so helpful adults.[Worby, 1970] This 'residue' is assumed to find expression in a variety of ways. One means of expression would be in the preferences for a helping professional that a potential client brings to the therapeutic relationship. Expression of preferences for a help-giver would reflect the potential client's early learned beliefs and values about what is helpful and what is not. They would express the client's representation of an 'ideal' helper. The purpose of this study was to contribute to an investigation of these theoretical premises. Addressing a need for more information about the nature of potential client preferences for helping professionals, data was gathered and analyzed that would provide information about the sources of client preferences. The belief that early life experiences exert a powerful effect on an individual's current attitudes and behavior was investigated through an examination of the relationship theorized to exist between desired parental help- giving and preferred professional help-giving: Client preferences for professional help-givers are an expression of established desires [derived from early parent-child experiences] for parental help-giver(s). The exploration of this relationship was made more managable by confining the investigation to a few, potentially significant variables: sex of desired parental help-giver; sex of preferred professional help-giver; sex-type attributes of desired parental help- giver; and sex-type attributes of preferred professional help-giver. The selection of these variables for study was based on prior research which suggested that clients used sex-role stereotyping in formulating their preferences for helping professionals.[e.g., Tinsley and Harris, ‘In on» n :7 1‘- I.. ‘2‘ be. . 8 1976; Boulware and Holmes, 1970; Fuller, 1964] With the specification of these variables, the relationship examined in this study became: The sex and sex-type attributes potential clients desired in their early parental help-giver(s) are related to their current preferences for sex and sex-type attributes in a helping professional. Variables such as respondent sex, age, ethnicity, residence, etc. were included in the study as potential predictor variables. These variables represented respondent characteristics or attitudes which might logically be expected to moderate relationships between desired parental helpers and preferred professional helpers. mom-mpg!“ STUDY: It was anticipated that data gathered and analyzed in the course of this investigation would contribute needed information about the nature and strength of theorized relationships between desires for parental help-givers and preferences for helping professionals. This initial descriptive study of potentially important relationships could serve to encourage further research in this area. Eventually, a series of related investigations might: 1. ENHANCE THE CONFIDENCE THAT CAN BE PLACED IN NIDELY ACCEPTED THEORETICAL PREMISES. It is asserted that early parenting experiences [1] exert a significant impact on a person's current functioning and [2] promote the establishment of enduring and powerful wishes for more satisfying interpersonal relationships. The credibility of this assertion would be enhanced as it moved from acceptance based on strong personal conviction to acceptance based on empirical evidence. 2. INCREASE THE CONFIDENCE THAT CAN BE PLACED IN SPECIFIC THERAPEUTIC PRACTICE. WOrking from the above theoretical premises, clinicians currently seek to enhance client functioning through the provision of 'reparenting' or 'corrective emotional experiences'. The credibility and acceptance of such practices would increase with empirical verification of its theoretical bases. m: :9. fine \ can ~\v .“ 9 -.‘: THE DEPTH AND CONFIDENCE OF UNDERSTANDING OF CLIENT DTNAMI . Understanding of the varied forces operating in a client's experience is a critical task for the helping professional. Advances in theoretical understanding of client dynamics would be reflected in the clinician's increased ability to assess and intervene with client difficulties. 4. INCREASE ABILITY TO MAINTAIN THE CLIENTbHELPER RELATIONSHIP. Maintenance of the client-helper relationship is an essential condition if therapy is to occur. Understanding of the meaning of preferences a client brings to the helping relationship may help the professional to prevent the disruption of the client-helper relationship that can result from a helper's misinterpretation of client preferences. Damn-Ion 31: TERMS ass!) g m STUDY: Terms are used in the report of this investigation which have assumed a very specific meaning. The following definitions are offered to assist the reader in understanding their particular usage in this study. Potential Client: refers to a respondent who has been asked to imagine that they: [1] are faced with an important personal problem they cannot solve alone and [2] have, therefore, decided that they will seek assistance from a competent helping professional. 'Potential' is deliberately used as a modifier to express the idea that a person does not become a client solely by the act of seeking assistance from a helping professional. A person is a client when s/he con-its to the therapeutic relationship. The term 'potential client' also refers to a characteristic of the sample used in this study, in that 70-75% of the undergraduate students at M.S.U. are estimated to use counseling center services sometime during their approximately four year attendance. Professional Help:§iver: or 'helping professional' refers to that general catagory of human service worker who, by training and experience, is deemed qualified to assist individuals toward the resolution of personal difficulties. This nonspecific term, chosen because research has indicated differential response to the various formal titles of such workers [Gelso, 1974], is intended to include such professionals as advisors, counselors, therapists, psychologists, social workers, etc. Parental Help:§iver: denotes the adult or adults in a respondent's family whose identified role or function involved the rendering of assistance with personal concerns. 10 Desired Parental Help-Giver: refers to the adult or adults in a respondent's family that the respondent longed for or wished, though not necessarily experienced, as their source of assistance with personal problems. Preferred Helping Professional: denotes that hypothetical person, assumed competent to assist in the resolution of an important personal problem, who evidences the valued attributes most attractive to the respondent. Egpggtgtiggg: refer to a respondent's anticipation of reasonable or probable outcomes for contact with a help-giver [parental or professional]. Although expectations and preferences are often used interchangably in the research literature, the issue of what a subject predicts [ie. expects] will characterize a helping person is not addressed in this study. Preferences: refer to those outcomes that a respondent desires or positively values in a help-giver [parental or professional]. Specifically, preferences denote the sex and the sex-type attributes that a potential client hopes will characterize a helping person. For. A_R§gpgndent: refers to a subject who completed Form A of the survey questionnaire. Form A asked for information which describing a respondent's preferred professional help-giver before requesting information describing their desired parental help-giver. Fern §_Respondent: refers to a subject who completed Form B of the survey questionnaire. Form B asked for information describing a respondent's desired parental help-giver before requesting information describing their preferred professional help-giver. Mail Respondent: refers to a respondent who was solicited for participation in the study soley by means of mail requests. Phone Respgndent: refers to a respondent who was solicited for participation in the study with a follow-up phone call after nonresponse to mail requests for participation. Six major research hypotheses formed the basis of this investigation. The six hypotheses were designed to express the theoretically based expectation that: The sex and sex-type attributes potential clients desired in their early parental help-giver(s) are related to their current preferences for sex and sex-type attributes in a helping professional. 11 These six major research hypotheses, HYPOTHESIS I through HYPOTHESIS VI, are listed below: HYPOTHESIS I: The sex of a potential client's desired parental help- giver discriminates the sex preferred of a professional help-giver. HIPOTHESIS II: The sex of a potential client's desired parental help— giver is related to the sex-type attributes preferred in a professional help-giver. HYPOTHESIS III: The sex-type attributes a potential client desired in a parental help-giver discriminate preference for sex of a professional help-giver. HYPOTHESIS IV: The sex-type attributes a potential client desired in a parental help-giver are related to the preference for sex-type attributes in a professional help-giver. HTPOTHESIS‘V: The sex and sex-type attributes a potential client desired in a parental help-giver jointly contribute to discrimination of the potential client's preference for sex of a helping professional. HIPOTHESIS VI: The sex and sex-type attributes a potential client desired in a parental help-giver, operating jointly, are related to the potential client's preference for sex-type attributes in a helping professional. ‘ It was also hypothesized that certain respondent characteristics and attitudes might effect the relationships being investigated. Nine respondent characteristics and attitudes were hypothesized to have a moderating effect on relationships: [1] respondent sex [2] respondent ethnicity [3] respondent class standing [4] respondent residence [5] respondent preferences for a professional based on real or imaginary persons [6] respondent history of use of helping professionals [7] respondent willingness to use a helping professional in the future [8] sex of parental adult(s) lived with while growing up [9] sex of parental adult(s) turned to for assistance while growing up - The hypothesis used to express the moderating effect of these nine respondent characteristics and attitudes is presented below as my. ‘_~¢ I. . Pa ‘1 '2 ) 1‘: 3. v , 12 HYPOTHESIS A. During the statistical analysis of data this hypothesis will be applied to each of the 6 major research hypotheses. HTPOTHESIS A: Respondent sex, ethnicity, class standing, current residence, professional preferences based on real or imagined persons, history of use of helping professionals, willingness to consider use of helping professionals in the future, sex of parental adult(s) lived with while growing up, sex of parental adult(s) turned to for assistance while growing up are variables which will moderate the relationships defined in HYPOTHESIS I through VI. Two additional hypotheses were formulated to increase confidence in the validity of the research findings. [1] There was a concern that the order in which a respondent's desires for a parental help-giver and preferences for a professional help-giver were solicited would effect the relationships being investigated. The research hypothesis designed to express this effect is HYPOTHESIS B. [2] Another concern was that respondents to the questionnaire would differ from those who did not respond. Significant findings on relationshps being investigated might be attributable to the "volunteer" characteristics of respondents instead of to the major variables of interest. The research hypothesis designed to express this effect is HYPOTHESIS C. HTPOTHESIS B: Relationships between the sex and sex-type attributes desired in a parental help-giver and the sex and sex-type attributes preferred in a professional help-giver will vary as a function of the form of the questionnaire used to record responses [ie. the order in which respondents answer items]. HYPOTHESIS C: Relationships between the sex and sex-type attributes desired in a parental help-giver and the sex and sex-type attributes preferred in a professional help-giver will vary as a function of the method used to solicit participation [ie. the 'volunteerism' of participants]. Hypotheses I through VI and subhypotheses A, B and C are restated in statistical terms in Chapter III: RESEARCH DESIGN AND METHODOLOGY. 13 mgmsmm: Little research has examined the theoretically based premise that early life experiences with parental figures are determinants of client preferences for a professional help-giver. Chapter I of this report introduced rationale for conducting a descriptive investigation of relationships between desired parental and preferred professional helper sex and sex-type attributes. The potential benefits of addressing a need for more information about the nature of potential client preferences for helping professionals were cited. The terminology to be used in the study was defined. Research hypotheses were presented in nonstatistical terms. In the remaining chapters, the investigation of the research problem will be described. Chapter II will present a review of the theoretical and research literature found to be relevant to the central issues of the study. Chapter III will describe: the selection of the population and sample; the procedures used in collecting data; the instrumentation used; the research design; the statistical hypotheses; and the statistical analysis procedure. In Chapter IV, results of the descriptive and statistical analyses will be presented. The results of hypotheses tests will be summarized. Chapter V will summarize conclusions, specify the limitations of the study and discuss the findings in terms of the benefits which were anticipated to derive from the study. CHAPTER II REVIEW OF THE LITERATURE In order to better understand the central issues of this study, a survey of the literature was made. The focus of literature review was on previous research which investigated some aspect of the relationship between desired parental helpers and preferred professional helpers. Limited attention was also given to theoretical writings which developed the concepts examined in the present investigation. This chapter summarizes information found to be most pertinent to an understanding of the following areas: [1] effect of early parenting on client preferences; [2] client preferences for sex of professional help-giver; [3] effect of client preferences on the helping relationship; [4] prevalence of sex-role stereotyping; [5] sex-role stereotyping applied to the helping relationship; and [6] selected sex- role measures. EFFECT g! EARLY PARENTING g! CLIENT PREFERENCES: Many personality theorists and helping professionals have adopted the premise that parenting experiences exert a powerful impact on a child's future interpersonal functioning. Although this belief is typically associated with the psychoanalytically oriented professional, it is a premise that enjoys support from theorists and practitioners of 'widely divergent schools of thought. 14 pp- veal .4. :0. (II II: ‘1 s: m 15 Dobson [1979], for example, is a developmental theorist who advocates concepts of social learning and modeling in the Judeo- Christian tradition. He strongly disavows any psychoanalytic basis to his theoretical formulations. Like psychoanalytic writers, however, he stresses the influence of parenting experiences on the child's future interpersonal functioning. Specifically, he asserts that the leadership of parents plays a significant role in the development of a child and, in particular, sets the tone for a child's eventual relationships with others. By learning to yield to the loving authority [leadership] of his parents, a child learns to submit to other forms of authority which will confront him later in life. [Dobson, 1979, p.171] The premise that parenting experiences exert a powerful impact on a child's future interpersonal functioning is given considerable weight even with this non-psychoanalytic writer. One further example of the widespread acceptance of this premise is provided by the work of Kell and Burow. In their book, Developmental Counseling and Therapy, these developmental theorists promote a theoretical and practical phenomenological approach to work with clients. It is a modified phenomenological approach in which past experiences as well as present feelings are stressed. Viewing therapy as "having to do with the repair of some failure in the develoPmental process", these authors look to "antecedent, interpersonal relationships - sometimes those in early childhood -" as the primary factor in developmental failure. [Kell and Burow, 1970, p.vi] PrOponents of psychoanalytic thought are most explicit in their belief that it is in the family that patterns of emotional reactivity 16 develop for the individual. It is in the family that interpersonal relationships are established which pattern and color all subsequent relationships. [Lidz, 1976] The subsequent relationship of obvious importance to this study is the client-helper relationship. Psychoanalytic theory addresses the determinants of this relationshop specifically. The influence of early parent-child relationships are asserted to be particularly relevant to interactions which characterize the helping relationship. [e.g., Hollis and Woods, 1981; Mueller, 1973; Cameron, 1963] It is believed that the helping relationship typically includes significant components of parent-child interactions from the past: ”...working out problems with therapists...is also working through unfinished business from long ago”. [Yalom, 1975, p.15] The client is believed to approach the helping relationship with remnants of earlier experiences with other helpful or not so helpful adults. ...the revivals of emotional residues from childhood are likely to be present in any therapeutic situation, simply because of the unique relationship between the patient and his therapist. [Cameron, 1963, p.754] It is assumed that the potential client (designated 'potential' because s/he does not really assume the client role until actually committed to the helping relationship) expresses preferences for a help-giver that reflect established beliefs and values about what is helpful and what is not. [W6rby, 1970] Established beliefs and values derived from early parent-child experiences are not, according to theory, based solely on actual relationship experiences. Psychoanalytic theory asserts that early life experiences also promote the establishment of enduring and 17 powerful wishes and desires. A large number of theorists and practitioners have adopted this premise as an organizing principle to assist in the understanding of client dynamics and in the practice of therapy. [e.g., Patterson, 1973; Ackerman, 1971; Snyder and Snyder, 1961] Clients, it is believed, carry with them, not only feelings and memories generated in past relationships, but fantasies, wishes and desires. Potential clients approaching the helping relationship may have a sense, conscious or unconscious, of recapitulating a relationship which they have already lived through or fantasized living through with the parental helpers of their past. Some client experiences with parental help-givers may have been so characterized by disappointment, frustration or dissatisfaction that they have prompted the emergence of powerful and enduring wishes for a very different experience (or even different parents). Professionals who subscribe to this theoretical view tend to conceptualize the client-therapist relationship as a situation which stimulates or reactivates the client's craving for a 'wished for', ideal parent-child relationship. [Ackerman, 1971] It is a view clearly evident in those psychoanalytic treatment approaches which emphasize the therapeutic function of 'reparenting' or of 'corrective emotional experiences'. Practitioners who adopt such treatment approaches stress the: ...primary importance of one aspect of the therapist's role - his assumption of the functions of auxillary parent in an improved version. [Ackerman, 1971] Although the therapist's conception of an 'improved version' of the parent may not have exact correspondence to the potential client's established conception of what is or is not helpful, both client and u. “S ub- a? I.- DA u a I! 18 therapist are viewed as entering a relationship with the aim of re- enacting some modified version of the parent-child relationship. A search of the research literature on client preferences for helping professionals revealed only one study in which the parent-child relationship of subjects was directly examined for possible influences on preferences. The parent-child relationship was used as one of several experimental variables in the Boulware and Holmes [1970] investigation. The aim of the study was to discern if there were any relationships between a subject's preferences for a therapist and the parent that a subject felt closest to during the subject's growing up years. No evidence of relationship was found. This finding, although it afforded no definitive results, was the prototype of a research that would consider early parenting a potentially important variable for understanding the interpersonal attraction between potential client and helping professional. Other researchers have implied the importance of early parenting influences by approaching their examination of the client-therapist relationship as a special case of relationships-in-general. They have sought to apply the laws (or folklore) of dyads to the client-therapist relationship. [Meltzoff and Kornreich, 1970] One 'law' that has received a fair amount of research attention is the maxim that "opposites attract". In research of this maxim, groups of subjects are directed to form dyads. Characteristics of the subjects who form the pairings are examined. Interactions between pairs of subjects judged to be dissimilar in their characteristics are then studied to determine if the hypothesized complimentarity of interaction is present. The findings of this type of research have suggested that subjects do Infi' ‘pit . . ‘5‘} u v a- . on- “.I ~pa I... b) so u. Ill. 19 approach a dyadic relationship seeking a partner with dissimilar and complementary needs. Mueller [1973] proposed a specific application of this model to the helping relationship by forwarding the belief that the client approaches the helping professional with the desire to achieve satisfaction, to complete himself, or to try (in various ways) to shape the helper to fit his unmet needs. [Mueller, 1973, pp.42-49] Argyle [1972], examining the components of interpersonal behavior suggested by Mueller, concluded that each person brings to the dyadic situation a set of motivations which will lead him to try to establish a complimentary relationship. Applied to the client-helper relationship, it is believed that the potential client seeks in a helper a reciprocity that would best satisfy unmet needs. Argyle also noted that the complimentary matching of the two participants in a dyad would have consequences for their ability or motivation to continue the relationship. The more a person can succeed in establishing the pattern of behavior which meets his needs, the more he will enjoy the situation; the more he has to move away from his preferred interaction pattern, the less he will like it. (Argyle, 1972, p.110] The implications seemed evident for the client-helper dyad: in the early stages of interaction between the two participants [ie. when the potential client, with his very individual and meaningful preferences, is first encountering the helper] the relationship is highly unstable. Not having reached a state of equilibrium, small disturbances [e.g., helper cues which suggest that some of the client's preferences will not be met] may become magnified in their effects. The dyadic relationship may become very tentative or may even terminate. Rychlak [1965], pursuing others' findings of complimentary need ill (I- ..t .05 s... . a h 20 selection [Newcomb, 1965; Izard, 1960], specifically examined the influence of needs on interpersonal selection. His research provided evidence that need compatibility does exert influence on a chooser's selection of another individual. Subjects asked to choose a most preferred partner to form a dyad, selected partners whose personality characteristics or needs complimented theirs. Interpersonal contact was presumed to be initially facilitated when, for example, highly nurturant subjects chose highly succorant individuals, and highly deferent or submissive subjects chose highly dominant subjects. Snyder, in his 1963 research, concurred with these findings: Our research led us to believe that there are personality characteristics which make it possible for some clients to establish a better relationship with some therapists than with others, e.g. a dependent client will respond well to a nurturant therapist and a sadistic client to a masochistic therapist. [Snyder, 1963, p.15] According to theory and limited research, the degree of complimentarity that is present between client and helper needs may be an important determinant of interpersonal selection and attraction in the helping relationship. The potential client who approaches the helping relationship may have unmet needs (perhaps residual from early parent-child relations). S/he may be identifying desires for a reciprocity of those needs in the helper preferences that are voiced. If this is true, attention to client preferences could prove helpful in establishing and maintaining client-helper pairings. With more knowledge, it should be possible to determine at the beginning of therapy which clients and therapists are best suited to each other and most likely to be able to establish a therapeutic relationship. [Snyder, 1963, pp.15-16] Snyder, as well as others, is calling for more explicit research into 21 such variables as client preference and the meanings involved in those preferences. CLIENT PREFERENCES FOR SEX 9E_PROFESSIONAL HELP-GIVER: A survey of literature revealed that studies aimed at examining the significance of sex of client and sex of helping professional for the helping relationship were notably lacking. As noted by Schwartz [1974], many research studies have only incidently [if at all] reported the sex composition of the client-helper pairings under investigation. Authors have reported with unisex labels or, when they did provide the sex of the subjects under study, they have failed to develop the significance of that information. There have been, however, a few research investigations directed toward a specific examination of client preferences for sex of professional help-givers. Client preferences for the professional helping person have been investigated to determine if preferences vary according to sex of the helper, sex of the client and/or nature of the presenting problem. In early research, Koile and Bird [1956] studied the sex preferences of freshmen for help-givers and found that: males preferred male counselors on far more problems than they preferred female counselors; females preferred female counselors on more problems than they preferred male counselors; and females were more willing to consult a male than males were willing to consult females. An investigation by Fuller [1964], which analyzed the pre- counseling preferences for counselor sex of both clients and nonclients, reported results similar to the Koile and Bird study. Fuller, although noting a slight tendency toward same-sex counselor 22 preference, concluded that male counselors were most preferred by both client and nonclient respondents of both sexes, for both personal and vocational problems. Chesler [arguing that clients of both sexes tend to view males as more powerful and, hence, more able to help] also documented that both male and female clients request male therapists when given a choice. [Chesler, 1971] Though not conclusively defined trends, these studies have seemed to indicate that "...although most patients seeking treatment are women, they seem to prefer men to women as their therapists." [Fabrikant, 1974, p. 86] Boulware and Holmes [1970] in their study of student preferences also noted a strong, definitive preference by males and females with personal and vocational problems for an older male therapist or counselor. However, one exception of note was that females with a personal problem preferred an older female therapist. Johnson's study of "Student's Sex Preferences and Sex-Role Expectations for Counselors" [1978] also did not support the early findings of Fuller [1964], Koile and Bird [1965]. The respondents of Johnson's investigation indicated a more frequent preference for a same-sex counselor. She noted, too, that the male subjects of her study showed a somewhat greater tendency to prefer female counselors than was evident in the earlier studies. Simona and Helms' [1976] finding that both college and noncollege women preferred female counselors was also contradictory to earlier results. However, they noted that these women did not evaluate the counselor on the basis of sex alone, but were influenced by the combination of counselor sex and age [ie. preference was for older female counselors]. ‘ A few additional studies have examined the impact of counselor sex 23 as it interacts with other variables [Boulware and Holmes, 1970; Carter, 1978]. These studies have indicated thatclient preference is founded on more than just sex of the helper. Carter, for example, found that sex of counselor and client seemed to play a more important role in influencing impressions and expectations when measured in conjunction with attractiveness than did attractiveness alone. Boulware and Holmes noted that pereption of 'understanding' by the therapist affected the degree to which the therapist, male or female, was preferred. These few studies which have been undertaken to investigate client preferences for sex of the help-giver have yielded contradictory and inconclusive findings. The sum of the research findings has not supported the premise that males and females have established and consistent preference patterns for sex of a professional help-giver. As will be seen in the review of literature for "Effects of Client Preference on the Helping Process", a majority of investigations have not attempted a confined focus on the sex variable in their examinations of the impact of sex preference on the therapy process. This approach seemed consistent with the positive results of studies noted above [ie. Simons and Helmes, 1976: Carter, 1978]. The sex variable may very well be most meaningfully understood in its interaction with other variables. This, obviously, was a premise accepted for the present study. EFFECT gE_CLIERT PREFERENCES 9! THE HELPING RELKTIONSHIP: It seemd most appropriate to open a review of research on the effects of client preferences on the helping relationship with a 24 delineation of the differences between the terms 'expectation' and 'preference'. Ziemelis [1974] noted that these two constructs have frequently been confused by writers and researchers. A review of the literature by this reader confirmed this experience of confusion. The terms 'client preference' and 'client expectation' often seemed to be used interchangably, with little attempt to define them differentially as independent effects. To attempt such differentiation: 'Expectation' may be defined as the anticipation of a reasonable or probable outcome. If, for example, I believe the likely, future outcome of my contact with a helping professional is that I will be listened to, then I may be said to expect this person to be a listener. 'Preference', in contrast, may be defined as the desirability or the positive valuing of an outcome. If [to carry the example further] I simply hope or wish the outcome will be that I am listened to, then I may be described as preferring this person to be a listener. The difference between the two concepts so defined, then, becomes a difference between probability and desirability, and they are two influences which can each have very independent effects on counseling process and outcome. Unfortunately, the independence of these effects is not easily maintained, either in theory or in actuality. A careful reading of the literature suggested that these concpts naturally tend to generate confusion because they can, in fact, be interdependent processes. Probability [expectation] and desirability [preference] often interact with each other and/or imply one another. That which is 'expected' may also be desired or 'preferred'; and that which is preferred or valued may, similarly, be probable. 25 Several studies on client expectancies which will be cited in the review of literature for the present study were included because they seemed to imply such interactions with client preferences. In the Tinsley and Harris [1976] study, for instance, it was implied that clients who 'expected' the counselor to be experienced, genuine, accepting and expert, also desired or 'preferred' them to behave this way. Client valuations of these counselor attributes, though not declared explicitly, seemed to accompany or influence the client's anticipation. Given this possible interaction effect of preference and expectation, it was fairly easy to understand how these constructs can (and have) become confused. Studies conducted to measure the independent effects of client preference on counseling process and outcome were not to be found. Although it was theorized that the preferences a person holds for a helping professional can be: ...important determinants of where the person turns for help, whether the person discontinues counseling after the initial interview, and the effectiveness of counseling... [Tinsley and Harris, 1976, p.174] no studies, according to Ziemelis [1974], had asked whether meeting client preferences for counselor characteristics had significant effects on therapy process and outcomes. This writer was also unable to find any studies which addressed this issue. Spurred by this paucity of experimental study on client preferences, Ziemelis conducted an experiment to examine the effects of: [1] client preference for a specific type of counselor; and [2] client expectation of whether or not his preference would be met. He found that matching clients with either more preferred or less 26 preferred counselors had only slight (though reliable, according to Ziemelis) effects on client and counselor evaluations of the process and outcome of therapy. Matching of clients to more preferred counselors yielded more positive effects on interaction during initial interviews and greater comfort levels than did matching of clients to less preferred counselors. Although these results were slight, such matching was reported to differentially effect the quality of in-vivo interview behavior. No specific description of this in-vivo behavior was provided, however. Given these findings, Ziemelis concluded that preference matching deserves further investigation. In particular, he suggested further study to assess whether preference effects obtained during initial interviews tend to dissipate or to become more potent as sessions progress. A final result of note in this study was the finding that most clients manifested increased liking [ie. preference] for their assigned counselors, even when these counselors disconfirmed the client's expectations. The author noted a possible implication of this finding: that competent helping professionals, given sufficient opportunity to interact with their clients, might be able to transcend the potentially disruptive effects of disconfirmed expectations and elicit the positive desirability associated with preference. The possibilities for impact on the client of the failure to comply with their preferences [ie. early termination] seemed an important issue to have received so little research consideration. If the preferences the client brings to counseling are in any way related to the helping process and its outcomes, research which could increase understanding of the nature and determinants of client preferences would seem a worthwhile effort. 27 mm 2 SEX-ROLE STEREOTYPING: The stereotyped mental construct is a construct which is essentially rigid and change resisting and tends to represent the fact with which it is concerned in an oversimplified form. [Gordon, 1962, p.18] According to theory [Gordon, 1962], an individual develops stereptypic thinking in order to facilitate his adaptation to his environment. He uses stereotypic conceptions which are learned early and learned, in large part, from his parents. Stereotypic conceptions are used to form relatively organized and managable ideas of the multiple, ever-changing and, otherwise, confusing events and experiences of his life. Stereotypic conceptions function in the individual to provide a sense of security, of stability and, hence, of confidence as he faces the 'unknown'. "In order to bridge the gap between the inability to make accurate predictions of the behavior of others and the necessity for doing so", an individual will commonly resort to stereotyping. [Gordon, 1962] This premise suggested that people will typically resort to stereotypic conceptions when faced with a scarcity of data and when confronted by the anxiety of new situations. This general rule seemed to apply quite readily to the specific circumstance of the person who, faced with an important personal problem they cannot solve alone, decides to seek professional assistance. Potential clients are confronted with the uncertain and anxious situation of declaring their desire to have help and often, on intake, declaring their felt-preference for assignment to a male or female helper. These conditions would certainly seem to encourage the individual's reliance on established stereotypic 28 conceptions [most notably, those early learned sex-role stereotypic ideas of male and female] to facilitate their decision-making for a particular sex helper. A review of the research literature on stereotyping indicated that sexrrole stereotyping "...is learned early, increases with age, and holds true for both sexes as well as across socioeconomic levels and religious affiliations". [Oliver, 1974] Spence and Helmreich [1978] examined the validity of the premise of early sex-role stereotypic learning with research aimed at testing for the sex-role identification process. Their findings of a correspondence between self-reports of sex-type attributes and parental reports of sex-type attributes gave substantive credence to the notion of early stereotypic learning. Numerous other studies aimed at substantiating the existance of sex-role stereotyping were reported throughout the literature. [Broverman, et.al., 1970; Rosencrantz, et.al., 1968; McKee and Sheriffs, 1957; Fernberger, 1948] The common findings of these studies provided strong evidence of the prevalence of highly consensual norms and beliefs regarding the differential character of males and females. In addition to the evidence of strong consensus about the differing characteristics of men and women, it was found that "...characteristics ascribed to men are positively valued more often than characteristics ascribed to women". [Broverman, 1972, p. 61] With earlier studies yielding similar findings [Rosencrantz, et.al., 1968; McKee and Sheriffs, 1959], there was every indication that these differential valuations of stereotypic behaviors and characteristics of males and females are well established. The Broverman, et.al. [1970] researchers, in the course of their investigation of differential sex 29 stereotypic valuations, developed a list of "Male-Valued and Female- Valued Stereotypic Items". These items and items develoPed in a similar fashion by Bem [1974] and Spence and Helmreich [1974, 1975] were used in creating the sex-type attributes scales of the questionnaire for this study. SEX-RULE STEREOTYPING APPLIED 29 THE HELPING RELATIONSHIP: As early as 1954, sex-role stereotypic conceptions were used for explication of the helping professional's role. Parson, in his article, "The Counselor Is A Woman", described the role of the helper as demanding behaviors very similar to the well-established social expectations for the feminine role: "tender, gentle, loving, dependent, receptive, passive, more concerned with family and inter- personal relations than things". (Parson, 1954, p.222] In 1961 Snyder and Snyder reiterated the importance assigned female sex-type attributes for the work of the helping professional. These authors noted that "...the therapeutic function is often considered by analysts to be a maternal one rather than paternal". [Snyder and Snyder, 1961, p.275] McClain, investigating the view that measured characteristics of the helping professonal represent both male Eng_female attributes, found evidence which suggested that: ...both the men and women [helping professionals]...possess in acceptable degrees the fundamental femininity and the requisite ego strength [measure of masculinity]...appropriate for the successful counselor. [McClain, 1968, p.448] Berzins, further investigating sex roles in therapists, found that more female helping professionals had a balance of masculine and feminine characteristics than did male counselors. [cited in Johnson, 30 1978, p.558] Carkhuff and Berenson [1969] made a summary note of the applicability of sex-type attributes to the therapy situation. They noted that, according to theory, masculinity implies acting upon the world and femininity implies the process of being acted upon. These patterns, they argued, correspond to generally held [ie. stereotypic] conceptions for helping professionals: that male counselors will be active and competent; and that female counselors will be passive and understanding. [Carkhuff and Berenson, 1969, p.27] These authors emphasized, however, that both stereotypic masculine and feminine response potentials needed to be recognized for an accurate conception of a fully functioning counselor. The findings of this body of literature indicated that consideration of the role or functions of a helping professional in terms of masculine and feminine stereotypic traits was a fairly well established practice among helping professionals. Numerous other studies addressed the issue of sex-role stereotyping as a factor in client expectations and preferences for a helping professional. Tinsley and Harris [1976], for example, in studying client expectations for counseling, found that males expected counselors to be more directive, critical and analytical [ie. masculine], while females expected more accepting and nonjudgemental [ie. feminine] counselors. Garfield and wolpin [1963], in their study of "Expectations Regarding Psychotherapy", indicated a contradictory finding. Although not a strong result, they pointed to a tendency for women to expect more advice and direction, attributes stereotypically regarded as masculine. Boulware and Holmes [1970] reported that university student 31 preferences for potential therapists also reflected sex-role stereotypic attributes when these preferences were analyzed by problem type [ie. educational-vocational, personal]. Males were the preferred therapists for authoritative advice with educational-vocational concerns and females were the preferred therapists for understanding with personal concerns. Fuller's [1964] study which forwarded the view that clients, in general, select male therapists more often, suggested that this selection might be a function of perceived authority and/or expertise. According to Fuller, while most clients seemed to prefer male therapists because of expectations of authority and prestige, some clients expressed a preference for female therapists when the presenting problem would involve the relating of personal concerns. The evidence of this combined research strongly indicated that clients were using sex-role stereotyping in the formation of their preferences for helpers. Another investigation of seeming import to the review of literature on sex-role stereotyping applied to the helping relationship was a study conducted by Broverman, et.al. [1970]. These researchers sought to demonstrate the implications of sex-stereotyping attitudes among helping professionals. They found that helping professionals held differential perceptions of mental health for males and females. Their findings indicated that the stereotypic attributes characteristic of males were most highly valued, being viewed as more generally healthy and mature. Logically, there was little reason to believe that this effect was operative only for the helping professional. According to findings of the research reviewed above, clients appeared to be using sex-role stereotypic thinking to guide their differential 32 preferences and expectations for different sex helpers. It seemed reasonable to hypothesize that clients, too, could be subscribing to the higher valuation of male sex-role attributes. Potential clients, in expecting a helping professional to be a healthy, mature individual, might be expecting a helper (male or female) to evidence those masculine attributes found to be more highly valued among professionals. Such an effect was partially suggested in a study by Johnson [1978]. Johnson's study was notable for its investigation of the way in which sex-role attitudes of the client effect preferences for a helping professional. Johnson directly investigated client preferences in terms of both sex and sex-type attributes. She examined sex-role expectancies for counselors as a function of sex of student, preference for counselor sex, and sex of counselor being rated. Johnson found that: ...male students expected counselors to be less masculine than did female students, that male counselors were expected to be masculine while female counselors were expected to be psychologically androgynous, and that students with sex preferences for counselors had more stereotyped expectancies for counselor characteristics than did students with no preferences. [Johnson, 1978, pp. 560-562] From the above review, it was apparent that the intention of this study to consider preferences for helpers in terms of stereotypically masculine and feminine attributes did not constitute a new or unfounded approach. According to prior investigations, the request that respondents indicate their preferences for professional helpers using sex-type attributes descriptors was an approach which took advantage of subjects' demonstrated tendency to rely on stereotypic thinking when 33 conceptualizing the 'unknown' helper. Prior research also suggested that it was reasonable to expect that the study's open-ended question asking respondents to describe preferred help-givers in their own words would elicit descriptors based on the subjects' early established sex- type learning. SELECTED SEX-ROLE MEASURES: Masculinity and femininity have traditionally been viewed as mutually exclusive categories of behavior. [Heilbrun, 1981, p.35] Called the unidimensional view of masculinity and femininity, individuals were labeled as masculine or feminine, but not both. Construed as bipolar concepts when studied empirically, masculinity and femininity represented Opposing principles. Test scales were designed to place an individual on the continuum between masculinity and femininity and it was assumed that a positive score on a masculine trait automatically earned a negative score on a feminine trait. This ipsative view of sex-role identity which dominated psychological studies for years has, however, encountered serious challenge. [Heilbrun, 1981; Spence, Helmreich & Stapp, 1975; Bem, 1974]. Since Constantinople's 1973 critique of sex-role measures, research has been conducted on the variety of characteristics or behaviors which can be labeled feminine or masculine without the assumption of bipolarity. [Bem, 1974; Spence, Helmreich & Stapp, 1975] A dualistic notion of masculinity and femininity was forwarded which asserts that masculinity and femininity are two completely different concepts and can thus co-exist independently within the same individual. [Lips & Colwill, 1978] Several instruments have been 34 developed that support this notion that masculinity-femininity is not a unitary trait. These instruments treat masculinity and femininity as independent domains "...as two separate and independent concepts, thereby tapping respondents' scores on both". [Lips & Colwill, 1978, p.133] The questionnaire of the present study was derived from three of these instruments: the Bem Sex-Role Inventory; the Personal Attributes Questionnaire; and the Sex-Role Stereotype Questionnaire. The three instruments will be reviewed briefly in the following paragraphs. More specific information on the relevance of these instruments for the sex-type attribute indices of the present study are presented in CHAPTER III: "Instrumentation". A complete listing of the scale items of these instruments and a specification of the items used in construction of the present questionnaire indices is contained in APPENDIX C. De. Sex-mle Inventory. The Bem Sex Role Inventory [BSRI] was the first instrument develOped in response to a dualistic approach to masculinity and femininity. Developed by Sandra L. Bem [1974], the measure treats femininity and masculinity as independent domains. In its current form the BSRI is a 60 item instrument consisting of three adjective rating scales: a 20 item positively valued masculine scale; a 20 item positively valued feminine scale; and a 20 item [nongender related] social desrability scale. Respondents are asked to indicate on a scale of 1 to 7 ['never or almost never true' to 'always or almost always true'] the degree to which each characteristic describes themselves. Scoring procedures, revised to duplicate the technique forwarded by Spence and Helmreich, result in classification of 35 respondents using the median-Split technique. Four categories result: [1] Masculine [high masculine, low feminine scores]; [2] Feminine [high feminine, low masculine scores]; [3] Androgynous [high masculine, high feminine scores]: [4] Undifferentiated [low masculine, low feminine scores]. Measurements of the internal consistency of the BSRI, using coefficient alpha, have shown all three scales to be highly reliable. For example, one reliability study for a group of college students, representative of measures on similar populations, yielded the following reliabilities: Masculinity, alpha =.86; Femininity, alpha =.80; Social Desirability, alpha =.70. As well as being logically independent, the Masculinity and Femininity scales were shown to be empirically independent: males: r =.11; females: r =-.14. Test-retest reliabilities computed using a four week interval demonstrated that scores on the three scales were highly reliable: Masculinity r=.90; Femininity r=.90; Social Desirability r=.89. [Beere, 1979, pp.105-107] Personal Attributes Questionnaire. The Personal Attributes Questionnaire [PAQ] develOped by Spence, Helmreich, and Stapp [1974, 1975] also measures masculinity and femininity independently. The full version of the PAQ contains two parts [the Self-Rating scale and the Stereotype scale] with 55 items repeating for each part. Both scales of the PAQ are comprised of three subscales: a Masculinity [M] scale; a Femininity [F] scale; and a Masculinity-Femininity [M—F] scale. The 23 item M scale contains items considered socially desirable for both sexes but more characteristic of males than females. The 18 item F scale contains items considered socially desirable for both sexes but 36 more characteristic of females than males. The M-F scale contains 14 items considered socially desirable for one sex but not for the other. Once called the gender-specific scale, it is now called M-F because the scale is bipolar in nature in contrast to the separate M and F scales. For each item on the scales respondents rate themselves on a continuum between two contradictory characteristics ['not at all aggressive' - 'very aggressive']. Five letters [A, B, C, D, E] form the scale between the two extremes and respondents are asked to choose the letter which describes where they fall on the scale. [Beere, 1979, pp.133-134] Spence, et.al. report test-retest reliabilities for the three subscales ranging from .65 to .91. Item-total correlations were also computed and were found to vary for men and women on the three subscales. Respectively, they were: M items for men .24-.70, M items for women .23-.64; F items for men .27-.55, F items for women .22-.56; and M-F items for men .19-.64, M-F items for women .23-.61. Correlations between the PAQ and the BSRI were found to be .75 for males and .73 for females on the Masculinity subscale and .57 for males and .59 for females on the Femininity subscale. It is hypothesized that the correlations between the scales of these two instruments are effected by a difference in the way the social desirability of items is defined. [Spence, et.al, 1978, p.34-35] Bem included some items in the BSRI that were socially desirable only for the sex of the scale in which they were included. Spence, et.al. only included items on the M and F scales of the PAQ that were socially desirable for both sexes. The items for the PAQ were chosen "more or less arbitrarily" [Spence, et.al., 1974, p.43] from the Sex Role Stereotype Questionnaire developed by Rosenkrantz, ngel, Bee, Broverman, and Broverman [1968]. 37 As will be seen in the review which follows, items chosen for the Sex Role Stereotype Questionnaire [1970 revision] also represented only socially desired attributes for both sexes. The implications of using items that reflect socially desirable attributes was an important consideration in the selection of items for the instrument of the present study and will be discussed in more detail in CHAPTER III: ”Instrumentation”. Sex Role Stereotype Questionnaire. The original Sex Role Stereotype Questionnaire developed by Rosenkrantz, Vogel, Bee, Broverman and Broverman [1968] is a semantic differential scale consisting of 122 bipolar pairs of adjectives or adjective phrases. One pole of each item is characterized as typically masculine, the other as typically feminine. On 41 items, 75% or better agreement among 154 respondents occurred as to which pole characterized men or women, respectively. These 41 items were classified as 'stereotypic'. [Broverman, et.al., 1970, p.2] In a later study, judgments were also obtained from samples of subjects as to which pole of each item represented the more socially desirable behavior or trait for an adult individual regardless of sex. On 29 of the 41 stereotypic items, the masculine pole was the most socially desirable. On 12 of the 41 stereotypic items, the feminine pole was the most socially desirable. These 29 and 12 items were designated 'male-valued' and 'female-valued', respectively.[Beere, 1979, p.197] Rosenkrantz, et.al. report a median reliability coefficient of .56 for a test and retest 3 month interval. They also performed factor analyses on four sets of responses: men rating the typical male, women 38 rating the typical male, men rating the typical female and women rating the typical female. The two factors in all four analyses, divided the stereotypic items into those on which the male pole is more socially desirable versus those on which the female pole is more socially desirable. This appears to confirm the distinction between male-valued and female-valued items. [Beere, 1979, p. 198] Based on an inspection of the items of each factor, the authors designated the male-valued items a competency cluster and the female- valued items a warmth and expressiveness cluster. Items for the construction of the questionnaire of the present study were drawn from a revised version of the original Sex Role Stereotype Questionnaire. The revised questionnaire replaced items that seemed to reflect only adolescent concerns with items relevant to a more general population. The revised list of valued stereotypic items discarded 3 items so only 38 items remained. This 38 item list [APPENDIX C] was used as a source of items in the present study and included 27 male-valued items and 11 female-valued items. [Broverman, et.al., 1970, p.3] CHAPTER III. RESEARCH DESIGN AND METHODOLOGY This descriptive study was designed to examine relationships expressed in the theoretically based premise that: The sex and sex-type attributes potential clients desired in their early parental help-giver(s) are related to their current preferences for sex and sex-type attributes in a helping professional. This theoretical premise included the four major experimental variables under investigation in this study: [1] sex of desired parental help- giver; [2] sex-type attributes of desired parental help-giver; [3] sex of preferred professional help-giver; and [4] sex-type attributes of preferred professional help-giver. Variables introduced for elaboration of the relationships between the four major variables included nine respondent characteristics and attitudes, the order of questions asked respondents and the method of soliciting respondents. The methodology of the research designed to investigate these multiple relationships is described in this chapter. This chapter includes descriptions of the following: [a] the selection of the population and sample; [b] the description of the sample; [c] the procedures used in collecting data; [d] the instrumentation; [e] the research design; If] the statistical hypotheses; and [g] the statistical analysis procedures. 39 40 SELECTION 9! THE POPULATION and SAMPLE: The subjects for this study were drawn as a systematic random sample from the population of Michigan State University students enrolled Fall 1983. The choice of students to comprise the survey population was a function of the accessibility of this pOpulation for study. The choice of students was also a result of the fact that a large proportion of Michigan State University students [70-75%] were estimated to use counseling center services sometime during their approximately four year attendance at the University.* This estimate of a high degree of counseling center usage suggested a readiness on the part of the Michigan State University student population to consider the use of professional help-givers. It suggested that Michigan State University students would be an optimal population to provide the data needed to investigate the hypotheses of this study. The actual list of students from which the sample was selected was the Michigan State University Student Directory published in November 1983. This listing was used because it was readily available and because it claimed to represent the survey population apprOpriate to the needs of this study. The following statement appeared on page 15 of the Directory: "This Directory lists students registered in Fall Term." Use of the Directory listing as the sampling frame for this study did result in at least one possible sampling error. The Directory provided the names, addresses and available phone numbers of approximately 41,200 students. According to data available from the * Informal estimate provided by Counseling Center personnel. 41 Michigan State University Registrar's Office, the Michigan State University Office of Evaluation and Research and the Michigan State University Office of Planning and Budgets, the total number of students enrolled at Michigan State University in Fall 1983 was 40,122. The Directory listed 1,078 individuals who, presumably, were not registered students in Fall 1983. It seemed reasonable to assume that the Directory listed individuals who registered at the start of Fall Term but subsequently withdrew. The sample drawn from the Directory listing may have included some of those 1,078 individuals listed but not actually enrolled for Fall Term 1983. Although this sampling error should not have greatly effected the generalizability of the findings of this study, it was important to note that the data analyzed was gathered from a sample that may have included a small proportion of subjects not enrolled as students. This inclusion of nonstudents in the sampling frame may also have resulted in a lowered return rate of questionnaires. The questionnaires distributed to the selected sample clearly indicated that a student response was being solicited. Non- student recipients of the questionnaire would probably not have completed and returned this student oriented survey. Consequently, the sampling error may also have confounded understanding of the nonrespondent group. In the strictest sense, findings of this study should be generalized only to that population defined as: those individuals who are listed as Fall Term registered students in the Michigan State University Student Directory published November 1983. However, since the 1,078 nonstudents who were erroneously included in the sampling frame represented a small [2.6%] proportion of the total population, it 42 still seemed reasonable to define the population of interest as: Michigan State University student population enrolled Fall 1983. A sampling method was needed which would assure that certain subgroups in the population were proportionately represented in the sample. A representative sample of population subgroups corresponding to subcategories of the variables of interest [e.g., sex, class standing, residence, ethnicity] was desired. This type of sampling was particularly important to the performance of the differential analysis planned. To achieve a representative sample it was necessary to predetermine the number of subjects in the population that would be available in each of the subgroups of interest. TABLE 3.1 on page 44 presents the demographic distribution of the Michigan State University student population enrolled in Fall 1983. Proportional numbers of subjects equivalent to population subgroups were then computed for each subgroup of the sample required for this study [N=1000]. The subgroup proportions computed for the required sample differed slightly from the proportions of the sample actually solicited. Differences in the required and solicited sampling distributions appeared in 5 of 14 subgroups, but differences in proportions did not exceed .2 %. The variance was due to sampling difficulties explained below. TABLE 3.2 on page 45 displays the sampling distribution required for a proportional representation of the population and the sampling distribution actually solicited. Use of the Michigan State Student Directory as a sampling frame precluded prior grouping of the population into discrete groups based on the stratification variables of sex, class standing, residence, 43 ethnicity. Ethnicity of individuals could not be determined from the listing. Although sex, class standing and residence were fairly identifiable for individuals listed in the Directory, the task of grouping of 41,220 students into their respective subgroups was unmanageable. The alternative to this accepted stratified sampling procedure was to use a systematic sampling method. Since the Directory contained 41,220 names and a sample of 1000 was desired, it was decided to randomly start at the 17th name and select every 41st name. It has been argued that the arrangement of a list can be such as to create an implicit stratification. "Systematic sampling of a list comprised of ordered elements can be useful in obtaining a stratified sample." [Babbie, 1973, p.94] The alphabetic arrangement of the Directory listing used in this study may have helped to stratify the sample by ethnic origins. Although no other implicit stratifications were apparent in the Directory listing, TABLE 3.3 on page 46 shows how closely the sample that was obtained reflected the demographic distribution solicited for proportional representation of the population. A complete description of the sample obtained is presented in the following section. 44 TABLE 3.1. DEMOGRAPHIC DISTRIBUTION OF MICHIGAN STATE UNIVERSITY STUDENT POPULATION ENROLLED FALL 1983. [N=40,122]. DEMOGRAPHIC RELATIVE STRATA CATEGORIES FREEUSNCY % FEMALE 48.3% SEX MALE 51.7% TOTAL: 100.0% FRESHMAN 21.4% SOPHOMORE 18.3% CLASS STANDING JUNIOR 20.1% SENIOR 19.8% GRADUATE 16.2% UNCLASSIFIED 4.2% TOTAL: 100.0% ON CAMPUS 38.3% RESIDENCE OFF CAMPUS 61.7% TOTAL: 100.0% CAUCASIAN 91.4% AFRO AMERICAN/BLACK 6.0% ETHNICITY HISPANIC 1.1% ASIAN PACIFIC/ORIENTAL 1.2% OTHER .3% TOTAL: 100.0% Sources: ”Annual Report on Affirmative Action Prepared for Michigan State Universit Board of rustees Dr. Ralgh N“ Bonner, DeBartment 9f Human Relations, Michigan tate Universit , FeBruary 19 4; UniverSIt . ata Book 0ff1ce of Planning and Bud ets, Ro ert M, Lockhart, Director,. 1ch1gan State Univer51ty, winter 984; Off ce of Evaluation and Research, Re91$trars Office, M1ch19an State University, Fal] 1983. 45 “83.2.WWWMWHDW WMAWWGWWWM mmmw. [FIND]. cm W DISI'RJBUrIa [N=1000] [N=1000] WC W FREIFJEI‘CY EREIFJENZY 9m %] %] FEVELE 48.3% 48.3% SEX MILE 51.7% 51.7% 'IUJIAL: 100.0% 100.0% FREQ-MN 22.5% 22.5% W 19.3% 19.1% CLASS SIANDDG * JINIGR 21.2% 21.3% SENIOR 20.8% 20.9% GRAwATE 16.2% 16.2% TOTAL: 100.0% 100.0% cm CEMHJS 38.3% 38.5% RESIIJENZE G‘F M18 61.7% 61.5% TOTAL: 100.0% 100.0% WAN 91.4% [NW * AFR) AMERIW 6.0% [mm * EDINICITY HISPANIC 1.1% UNKI‘UN * ASIAN PACIFIC/ORIENTAL 1.2% WOW * OII‘IER 0.3% mm * ‘IOIAL: 100.0% 100.0% CLASSSIANDIM;*= esforfreslrnan,jm1iorandsrmiorca es adjmted for eclusimfreg‘fflmmlclassified testmdencs from sanple. tegori [m * = racial identity of individuals solicited for participation in study not aual-l-abl-e. 46 m_3__.3. WGWM‘WMJW —mnammwmmmm mmmw. SAMPLES 3:11am) DISTRIHJ'I‘IQ‘J (BEADED m [N=1000] [N=584] WC CA‘IEEDRIES SIRATA 1%] 1%] FEMALE 48.3% 57.2% SEX EDIE 51.7% 42.8% TOTAL: 100.0% 100.0% mm 22.5% 19.2% muons 19.3% 18.2% CLASS SIANDDI; * JINIOR 21.2% 21.7% SENIOR 20.8% 23.8% W 16.2% 17.1% mm: 100.0% 100.0% (N CAMPUS 38.3% 46.4% RESIDENE CFF C’AMPIB 61.7% 53.6% 'IOI'AL: 100.0% 100.0% WAN LAND/N * 88.9% AFR) AMERICAN/HIM mom * 7.5% EHINICITY HISPANIC INKMLN * 1.4% ASIAN PACIFIC/m 1mm * 1.5% OTHER mm * 0.7% TOTAL: 100.0% 100.0% CLASS SIANDIPG es for freshmangra jumor and senior ca ies adjusted for mlmeclassifi edunder late shadents from sanple. tegor [MW * = racial ichrtity of individuals solicited for participation in study not 47 orscnrnrouggm sums: As noted in the preceding section, the subjects for this study were drawn as a sysematic random sample from the population of Michigan State University students enrolled Fall 1983. Efforts to assure that certain subgroups in the pOpulation were proportionately represented in the sample were fairly successful as can be seen in TABLE 3.4 on page 52. This table presents a summary comparison of three demographic distributions: [1] the distribution required for a proportional sample [N=1000]; [2] the distribution solicited for a proportional sample [N=1000]; and [3] the distribution of respondents obtained [N=584]. A table displaying the reordering of these three distributions into broad demographic categories is also presented: TABLE 3.4A on page 53. The broad categories of these respondent variables were used in the statistical analyses for the study. .Eggggggphic variables. A detailed description of the sample based on the demographic variables of sex, class standing, residence and ethnicity is presented below. Sex. The two categories of 'female' and 'male' were used to describe the population and sample. The respondent variable of sex was the most highly divergent from population parameters of all the demographic variables studied. The prOportion of females to males found in the population of M.S.U. students studied was inversely represented by the sample obtained. The almost 9% difference in the proportions which defined the population and the sample resulted in the over- representation of women and under-representation of men for the sample. This over-representation of women in the study seemed to correspond to sample distributions found in many other studies. WOmen would seem to be more responsive than men to requests to participate in research studies. Class Standing. Five categories were used to describe class standing of individuals in the population and sample: freshman; sophomore; 48 junior; senior; and graduate. The directory listing used as the sampling frame of the study included students with the designation of 'unclassified', but 'unclassified' was not used as a category in the study. Although only four students were selected who had this designation, no survey respondents identified themselves with this classification. Either the four 'unclassified' students did not respond to the survey or they reclassified themselves using the choices provided. Since 'unclassified' was not offered as a response choice in the questionnaire, frequencies for freshman, sophomore, junior and senior categories were adjusted for the exclusion of the 'unclassified' category in the computation of the distribution required for a proportional sample. The proportions of subjects represented in the sample's five subgroups of class standing differed by no more than 3% from proportions represented in the population. There was a slight systematic variation in the differences with sample to population proportions tending to increase as class standing increased: freshman and sophomores were slightly under-represented in the sample; juniors, seniors and graduate students were slightly over-represented. A reclassification of subjects into three broad categories of class standing [e.g. underclassman, upperclassman, graduate] was made to simplify later statistical analysis. Little information was lost with this reclassification since the new categories accurately reflected the initial trends in representation of the population. Freshmen and sophomores which comprised 'underclassman' shared the characteristic of under-representation of the p0pulation. Juniors and seniors which comprised the 'upperclassman' subgroup shared the characteristic of slight over-representation. - Residence. Four categories were used by survey respondents to describe their place of residence: on campus; off campus; off campus with parents; and other. Only 'on campus' and 'off campus' subgroups were designated for the population and only 'on campus' and 'off campus' groupings were included in later statistical analyses. It was decided that sample subgroupings should be reduced to these two categories for a descriptive comparison. Respondents who had indicated the 'other' category were reclassified as on campus or off campus according to their indicated living situation. As had been done at the population level, the small proportion [4.6%] of respondents in the 'off campus with parents' subgroup was absorbed into the 'off campus' category. The proportions of subjects represented by the residence subgroups for the sample and the population differed by about 8%. The 'on campus' proportion represented in the sample was about 8% larger than the 'on campus' proportion for the population; the 'off campus' proportion for the sample was about 8% less. Despite this difference, the sample accurately reflected the greater representation of off campus to on campus students found in the p0pulation. The higher response rate for on campus students was a finding that occurs in many studies involving university and college students. Ethnicity. Five racial or ethnic subgroupings were originally designated to describe the population and sample: Caucasian; Afro American/Black; Hispanic; Asian Pacific/Oriental; and Other. Although proportions differed up to 1.5% between the five sample and population 49 ethnic subgroups, the rank ordering of the subgroups according to size of membership remained the same for the population and sample. Due to the small minority representation in the sample and the added complexity of analysis using five variable categories, it was decided to reclassify the ethnic subgroupings into the broader categories of 'Caucasian' and 'Other'. Although detailed information was lost, the two subgroupings remained a fairly accurate reflection of the population; the ratio of 'Caucasian' to 'Other' found in the sample closely approached the almost 10 to 1 ratio found in p0pulation. Bom- and.Mbthod Variables. A complete description of the sample obtained for this study required a description of respondent subgroups defined by the form of questionnaire used and by the method used to solicit participation. It was important to determine if any systematic relationship existed between the questionnaire form or the method used to solicit participation and respondent characteristics. The two subgroups distinguished by the questionnaire form used to record responses and the two subgroups distinguished by the method used to solicit participation will be described below in terms of size of membership and in terms of respondent sex, class standing, residence and ethnicity. Size of Halbership. Three frequency distributions are presented in the tables on page 54. TABLE 3.5 presents the frequency distribution for the 'questionnaire form used to record responses'. Two forms of the questionnaire, Form A and Form B, were used in the study and were distinguished by a different ordering of items. The 584 respondents to the questionnaire were classified into two subgroups [Form A respondents and Form B respondents] according to the form of the questionnaire completed. Respondents returned a nearly equal percentage of the 500 Form A and 500 Form B questionnaires sent out. TABLE 3.6 indicates the frequency distribution of the 'method used to solicit participation'. Respondents were classified into two subgroups according to method used to gain their participation in the study. The subgroup that was solicited 'by mail only' represented almost 95% of the sample . The subgroup that was solicited 'by mail and a follow-up telephone call' represented only 5% of the sample. This latter subgroup was considered to represent the nonrespondents of the sample since participation was gained only by special appeal. TABLE 3.7 indicates the frequency distribution for four subgroups defined by a summary classification of 'survey response mode'. The 'survey response 50 mode' combined 'questionnaire form' with 'method of soliciting respondents'. As indicated in the separate distributions, Form A and B Mail respondents were almost equally represented in the sample and together represented almost 95% of the sample. Form A and B Telephone respondents were also equally represented and comprised the remaining 5% of the sample. Sex. As can be seen in TABLES 3.8 and 3.9 on pages 55 and 56, female and male respondents were represented in Form A & B and Mail and Telephone subgroups in proportions very similar to those found in the total sample. Although there was some variation in degree, females were consistently over-represented and males under-represented in all four subgroups. Class Standing. The class standing of respondents of the four form and method subgroups did not vary in any systematic way. No subgroup paralleled the proportions of respondents representing the five categories of class standing found in any other subgroup or in the total sample. The proportions of respondents representing different class standings differed by 3 to 4% across the Form A, Form B and Mail subgroups. As might be expected due to its small size, the Telephone subgroup showed the greatest differences in proportions per category [up to 8%] from the other subgroups and from the total sample. Residence. On campus and off campus respondents were represented in the Form A and the Form B subgroups and in the Mail subgroup in proportions extremely similar to those found in the total sample. Proportions of on and off campus students in these three subgroups differed by no more than .4% from the proportions found in the total sample. The Telephone subgroup again showed the greatest variation [up to 8%] from the total sample and from the other subgroups. This subgroup still reflected the greater representation of off campus to on campus respondents, but inflated this ratio over that seen in other subgroups. Ethnicity. The respondent distribution on the ethnicity variable assumed the same pattern demonstrated by the other demographic variables. Respondents of the various ethnic categories polled were represented in the Form A, Form B and Mail subgroups in proportions fairly similar to those found in the total sample. Although proportions in the various ethnic categories did not differ from their counterparts in the total sample by much more than 1%, the rankings of the subgroups' ethnic categories according to size of membership did vary slightly. An ordering of ethnic categories, from largest representation to smallest, for the total sample and for Mail respondents resulted in the following ranking: Caucasian, Afro American/Black, Asian Pacific/Oriental, Hispanic and Other. For Form A respondents 'Hispanic' membership was greater than 'Asian Pacific/Oriental' membership and for Form B respondents 'Other' membership exceeded 'Hispanic' membership. The Telephone subgroup showed the greatest differences in proportions from other subgroups and from the total sample and had no representation in the categories of 'Asian Pacific/Oriental' and 'Other'. 51 In sum, except for the sample subgroup of nonrespondents [ie. Telephone respondents], a highly representative sample of most pOpulation subgroups was obtained. The distributions of the respondent variables seemed usable for a later analysis of the effect of respondent characteristics on the relationships between desired parental help-givers and preferred professional help-givers. Finally, respondent characteristics did not seem to vary as a function of the form of questionnaire or the method of soliciting participation. Nonsignificant chi square values indicated the independence of the variables studied. 52 WWW: mm“ ———msafia m=1ooohmsmm1msncmmrmmm [N=1000]; mmm [N=584]. DISI'RIEJI'IQ‘I DISI'RIEJTIQI DISI‘R‘IETI‘ICN REgJIRED SCLICITED OBTAINED [N=1000] [N=1000] [N=584] C IELATIVE RELATIVE RELATIVE SIM 1%] 1%] 1%] FEMALE 48.3% 48.3% 57.2% SEX MALE 51.7% 51.7% 42.8% ‘IUIAL: 100.0% 100.0% 100.0% m 22.5% 22.5% 19.2% WEE 19.3% 19.1% 18.2% $11G * JINIOR 21.2% 21.3% 21.7% SENIOR 20.8% 20.9% 23.8% W 16.2% 16.2% 17.1% ‘IOIAL: 100.0% 100.0% 100.0% (N CAMPUS 38.3% 38.5% 46.5% W G'F MB 61.7% 61.5% 48.9% MB mm * [NOON * 4.6% W PARENIS 'IOI'AL: 100.0% 100.0% 100.0% mm 91.4% [mm * 88.9% AFR) AMERICAN/ 6.0% UNIQCMN * 7.5% BLACK EIHNICL‘IY HISPANIC 1.1% UNIW * 1.4% ASIAN PACJI‘IC/ 1.2% [mm * 1.5% m OTHER 0.3% um * 0.7% TOTAL: 100.0% M * 100.0% (IASSSINDDG*= frequencies forfresrman, mm , jimiorandseniorcategories adjusted for exclusion of unclassified undergra students from sarrple. worm * = racial identi of individuals solicited for Wigraduation in not available ectsinpcpa'atjmvtnwereinmdence parentsmtiden 'ied; includedin -catrpus ign‘e. 53 Mmemmmmmmsm [W3 arm; _m1 “WWW. DISTRIHJI‘ICN DISIRIIUI'ICN DISI'RIHJI'ICN SCIICITED OBTAINED [N=1000] [N=1000] [N=584] WC W FREEJENCY FREQJENCY Enigma! SIRACIA %] %] %] FEMALE 48.3% 48.3% 57.2% SEX MALE 51.7% 51.7% 42.8% 'IOIAL: 100.0% 100.0% 100.0% INDEKIASSVBXN 41.8% 41.6% 37.3% CLASS SIAI‘DDG * UH’EICLASSWSN 42.0% 42.2% 45.5% (mums 16.2% 16.2% 17.1% mm: 100.0% 100.0% 100.0% (11 WIS 38.3% 38.5% 46.4% RESIDENZE - QT CEMWS 61.7% 61.5% 53.6% TOTAL: 100.0% 100.0% 100.0% (WIZASIAN 91.4% (mm * 88.9% CHER 8.6% W * 11.1% ‘IOIAL: 100.0% UNKNWN * 100.0% CLASS SIABDDE * : frequen. cies for underclassman and categories adjusted for exclusmn of tmclassifi ed mdergraduate tsfran sampe mom *: racial identi of individuals solicited for ci tion in wt .1” . 1:3? Part-1 Pa study 54 malammz WWI—'10 mm. [N=584] RELATIVE gmsrrmms mm mum [is] m A 48.9% [mm and W] m B 51.1% [MAIL and mm] TOTAL: 100.0% REBELS. mm mun—10m _PAREIIIIPHEIIN.[N=5841 RELATIVE SIRVEY MED-ID PM [95] QIESI'ICI‘NAIRE BY MAIL 94.7% [me A and B] QIESI'ICI‘NAIRE WI'II-I 'IEEIEPIINE PKMPI‘ 5.3% [FORE A and B] 'IOIAL: 100.0% MELJ. Wm: mamas-Jun. [Carbines questiormaire form used to record raspmses andnetlndusedtosolicit response; N=584] W W MDE WY FOR! A / MAIL 46.2% m B / M111: 48.5% mm A / THEFT-DIE 2.7% m B / mm 2.6% 'IUIAL: 100.0% 55 ma.s.mmmmmmm mm—mmm. mm A FORM B ‘IOIAL RESPCNDENI'S man's mam; [N=286] [N=298] [N=584] WC mm 1 JCY 31mm E1%] 1%] 1%] men: 53.1% 61.1% 57.2% SEX WE 46.9% 38.9% 42.8% P=.0641 'IUIAL: 100.0% 100.0% 100.0% ‘Phi=.08 PM 16.1% 22.1% 19.2% m 18.5% 17.8% 18.2% CLASS 8111mm JLNIOR 23.8% 19.8% 21.7% SHIIOR 25.5% 22.1% 23.8% GRATIME 16.1% 18.1% 17.1% P=.2027 'IOI'AL: 100.0% 100.0% 100.0% Qatar's V=.07 CN CAMPUS 46.5% 46.3% 46.4% W (IF CNIEUS 53.5% 53.7% 53.6% P=1.0881 'IUIAL: 100.0% 100.0% 100.0% mm 88.1% 89.6% 88.9% AFR) AMERICAN/BULK 8.4% 6.7% 7.5% EIHNICITY HISPANIC 2.1% .7% 1.4% ASIAN PACIFIC/ORIENIAL 1.0% 2.0% 1.5% OIHER 0.3% 1.0% 0.7% P= 6607 TOTAL: 100.0% 100.0% 100.0% trainer's W.024 .: * = Statistical significance [25 .05] . 56 mimmmsmmmwmmmmn— -mmmmcmrmn. MAIL 'I'EIEPI-fl‘IE ‘IOI'AL REEPCNDENIS RESPCNDENI‘S RESPCNDENIS [N=553] [N=31] [N=584] WC W CY SMTA 1%] 1%] 1%] PM 57.5% 51.6% 57.2% SEX ME 42.5% 48.4% 42.8% P=.6465 : 100.0% 100.0% 100.0% ‘Phi=.03 FREEMAN 19.6% 12.9% 19.2% W 18.1% 19.4% 18.2% CLASS SIAMDDG * JINIOR 20.8% 38.7% 21.7% SENIOR 23.9% 22.6% 23.8% GRAlZIIA'lE 17.6% 6.5% 17.1% P=.1234 ‘IOIAL: 100.0% 100.0% 100.0% Crater's V=.08 (N was 46.8% 38.7% 46.4% mm (IF M18 53.2% 61.3% 53.6% #68831 ‘IOIAL: 100.0% 100.0% 100.0% (ALIASIAN 88.6% 93.5% 88.9% AFR) AMERICAN/BLACK 7.8% 3.2% 7.5% ETHNICITY HISPANIC 1.3% 3.2% 1.4% ASIAN PACIFIC/ 1.6% 0.0% 1.5% ORIENTAL CIHER 0.7% 0.0% 0.7% P=.5770 100.0% 100.0% 100.0% tramer's V=.04 m: * = Statistical significance [_P_ 5 .05] . 57 PROCEDURES USED I! DATA COLLECTION: Each subject, selected according to the procedures outlined earlier, was mailed a questionnaire designed to elicit the data required for this study. To more effectively recruit subject participation, questionnaires were accompanied by a letter of transmittal highlighting the importance of the study and the value of the respondent's contribution. A stamped, addressed return envelope was included to further encourage response. This mailing was sent to 1000 students on February 16, 1984. The first 500 subjects were sent Form A of the questionnaire. Form A asked subjects to indicate their preferences for professional help-givers before indicating their desires for parental help-givers. The second 500 subjects were sent Form B of the questionnaire. Form B reversed the order of questions asked in Form A. Ten days after this initial mailing, 352 completed questionnaires had been returned. As with all survey research, the reason for nonresponse was unknown. Because nonresponse might have been a function of forgetting or procrastination rather than a deliberate choice against participation in the study, a second mailing was sent to all nonrespondents on February 27, 1984. The second mailing included a follow-up letter, a second questionnaire and a stamped, return enveloPe. The second questionnaire sent was the same form [A or B] as the original. The letter accompanying the mailing urged response, but was not worded so strongly as to coerce response if a subject had decided against participation. Three weeks after the second mailing, 201 additional questionnaires had been returned. The third and final data collection 58 attempt was made during the next week. In order to gather information about the nonrespondent group, a telephone contact was made with a small randomly selected sample [N=36] of the nonrespondent group. This small sample of nonrespondents was informed of the reason for this third contact, assured that a desire for nonparticipation would be respected and asked if they were willing to complete the questionnaire. Thirty-five subjects of the 36 contacted expressed willingness to complete the questionnaire. Thirty-one phone contacted subjects returned completed questionnaires. Since this study used a survey method to collect data, the elements of consent were incorporated into the transmittal letter which accompanied each mailed questionnaire and the directions page of the questionnaire booklet. A brief review of these materials [APPENDICES A & B] reveal that the basic elements of consent were incorporated in the following manner: [1] A concise, understandable statement explaining the purpose of the study was included in both the letter of transmittal and the follow-up letter. [2] Subjects were requested to respond [ie. "Will you take these few minutes to help me out...?"]. Consent to participate was being sought, not assumed or demanded. [3] No recriminations for a decision against participation were implied. The request for participation indicated that non-response was a viable choice. [4] The first page of the questionnaire booklet outlined efforts made to insure confidentiality. Coding procedures were briefly explained and subjects were cautioned against including any identifying information. [5] Procedures for obtaining findings were outlined in the letter of transmittal and the follow-up letter. Subjects were reminded of their Option to receive a summary of the findings both at the start and the conclusion of the questionnaire. 59 Individuals who completed and returned the questionnaire were viewed as having chosen to participate after being informed [via letter and booklet] of facts that would be likely to influence their decisions. Confidentiality was assured to all subjects of this study since data requested in the questionnaire might be regarded as somewhat personal in nature. A cost and time effective alternative to providing anonymity, confidentiality allowed for needed follow-up while still respecting a subject's right and desire for privacy. A number of safeguards were employed to insure confidentiality. [1] Directions provided on the front page of the questionnaire booklet instructed respondents not to include their names, addresses or any other identifying information on the booklet. If any identifying information was included it was removed. [2] Each booklet was coded with an identification number. A master identification-file linking numbers to names was created and kept secure during the brief period it was needed. This master listing allowed for follow-up with nonrespondents. [3] Once a completed questionnaire was received, the respondent's name was deleted from the master list and the code number on the questionnaire booklet was removed. The master list was destroyed when the final follow-up was made. [4] Subjects were fully informed of these procedures in the transmittal letter and on the directions page of the questionnaire booklet. [5] A form at the bottom of the transmittal letter allowed a respondent to request a summary of the findings of the study. The form was designed so that it was not identified with a respondent's questionnaire. APPENDIX A [page 271 through 286] contains a copy of each form of the questionnaire. APPENDIX B on pages 287 and 288 contains a copy of 60 the original letter of transmittal and a copy of the follow-up letter. INSTRUMENTATION: The questionnaire for this study was designed to generate the data necessary for an examination of the research hypotheses. Items selected for measurement of the research variables were grouped to form three subsections of the questionnaire. A discussion of the instrumentation developed for this study will begin with a description of the measures selected for the three questionnaire subsections: [1] measures of demographic or background data; [2] measures of preferences for a professional help-giver; and [3] measures of desired parental help-givers. Descriptions of: [4] questionnaire directions and introductory comments; [5] the construction of the scales to measure sex-type attributes; [6] reliability and validity information; [7] the issue of question order; and [8] the pilot study conducted will also be presented. A summary of the research variables examined in the study and their basic measurement characteristics is presented in TABLE 3.10 on pages 61 and 62. APPENDIX A on page 271 through page 286 contains a copy of both forms of the questionnaire. APPENDIX C on pages 289 and 290 contains a listing of all non-scale research variables, their original categories and their recoded categories. 61 W ECRI'IERIOII] INDEPENDENT 1 PREDICIOB] ! PFEDICHGE] Sex of preferred professmhal help-giver Sex-type attributes of erred professional vers Sex of desired parental help-giver Sex-type attributes of desired parental help-g1vers Fbrm of 'cnnaire u... .0 mm. responses Metl'lod of soliciting respcndent Emt'] Ethnicity of respondent Class standing of W Onrent residence of respondent Preferencesbasedon realorimagmary PREFIX PKFEVI Pm PANTS-I PARF'EM PAH/TASS RIBIDE naninal level; 3 categories: female, male, no preference treated as interval; sun of_ ratln for preferred feminine attr' ; 4 items treatedas interval; sunof. ratin for preferredtrasculme attr ; 41ta1$ animal; 8 ori ' ca 1% [m m%.mm noose than father, ather alnost always, father nore than mother, nether & father equal]. , other game 37:36? aulEs wt e e a co to 3: anther or Y fanale, father or male, “other & father equally or no preference treated as interval level: .5111! of ratings for desrred femmne attributes; 24 items; likert- type scale treated as interval level; sun of ratmgs for desrred nasculine attr ; 24 1tens; 1.1kert- type scale naninal level; 2 categories: Form A [profess1cnal 1tars before parental 1tare], Form B [ tal 1tans before pro essicnal 1tare] naninal level; 2 ca 1 Nail [nail contact y],&1§15rne [nail & follow-up pin-1e contact] naninal level; 2 ca ies: female, male tegcr ncminallevel; 5 original categonce [caumsiam black, other] llapse as1an, hispanic, co to 3: caucasian, black, other rrminal level; 2categories: perscnun nund, imaginary 62 m 3.10. [(11115]: W 0:“ ’- WW MDERA'IW History of using helping profees10nal hel 1ng profesmonal 1n Euchre Sex of parental adult(s) lived w1th while growing UP Sex of Eirental adult(s) turned for asastance while grading up WIPI'IVE Ombination of form VARIABLES of questionnaire and method of solic1ting UseoftJHJOounseling Oerrtersermces sesame) Confidence inresponse selections PARLIVE nominal level; 2 categories: yesE have used; no, have not noninallevel; 4 ori ' ca‘ r105 [def1n1 y not, . .ly not, ly yes, definitely yes collapsed to 2: unlikely user, potential user naninal level; 6 original categories [mother & father, onl , father y, other ferele only other made only; 00% to 3: mother' 'enale, ather , female 8: Hale nominal , level; 8 original fitegories mother *1: ways, mother more than father, father alnost always, fatlger I rmfinal level; 4 categories: Form y, Fonn B/I‘hll (mly, follow-up, . 9 . or V00 . multiple servmes not inciuding 01‘ . 11012 Died any ces] co .to : conta , contact, no contact residence hall staff person, We helpers marked three hel Irar ed, four heIpers mark , havenot swght] co 3: Sin e contact, ml 'ple conta , no contact noninalolevel; 5.ori '_ categories. [omfiden in all“ cmfident 1n mast, confident in 50 %, notccmfidentinnost, not not ccmfident in an collgad to 3: confident, 50%]confi t, not confident ‘ *WI'IVEVARIABIES: . wereused hypotheses of their effects on relationships. onlytodeecribethesanple. 'lhereverem 63 [1] Eggggrgphic/Background Data. Section I of the questionnaire directed respondents to identify themselves by sex, ethnicity, class standing and residence. This information was requested to allow comparison of the demographic distributions of the sample and the population. Respondent demographic information also provided the data base for four moderator or control variables used in the study. Respondent sex, ethnicity, class standing and residence were studied for their effect on relationships between desired parental help-givers and preferred professional help-givers. [2] Preferences for Professional Help-Givers. The collection of items intended to measure preferences for sex and sex-type attributes of a professional help-giver formed Section II in Form A of the questionnaire and Section III in Form B of the questionnaire. The items comprising this subsection were prefaced with a paragraph which asked respondents to make two assumptions as they responded to the items: [1] that they were in need of help with an important personal problem; [2] that the person to whom they turned for this help was a competent professional, trained and experienced. In order to concentrate the respondent's attention on the variables of interest in this study [ie. sex and sex-type attributes], an effort was made to eliminate the competence of the professional as a variable. Research has indicated that therapist competence is an extremely important variable to a potential client. If the competence of a potential help-giver is left undefined, the respondent may be unable to attend fully to a consideration of preferences being 64 investigated. [Worby, 1970] Before eliciting a respondent's preferences for a professional helper with multiple choice items, an open-ended question requested that respondents describe their preferred professional help-giver in their own words. Placement of this question at the beginning of the questionnaire was an important consideration which is discussed under Question Order later in this section. The six non-scale items comprising the professional helper subsection of the questionnaire requested the following information: sex of preferred professional helper; real or imaginary person in mind as indicated preferences; history of having shared a problem with a helping professional; willingness to consider using a helping professional in the future; use of M.S.U. Counseling Center services; and use of paraprofessional helpers at M.S.U. The first four items listed provided data used in hypotheses testing. The last two provided supplementary descriptive information about respondents. The distributional characteristics of each of these items is presented in CHAPTER IV: "Results of Descriptive Analysis". Forty-eight items for rating sex-type attributes preferred in a professional help-giver completed this subsection of the questionnaire. Respondents were asked to indicate their degree of preference for 48 sex-type attribute items by marking one of four response categories for each item: not at all; slightly; fairly; or very. Separate summated ratings were computed for the 24 feminine sex-type attribute items and the 24 masculine sex-type attribute items which comprised the professional attribute scale. The division of items into two scales allowed for the computation of both a masculine and a feminine 65 composite measure of a respondent's preferences for a professional help-giver. More detailed information on the development of the masculinity and femininity scales is provided in the later discussion of Sex-Type Attribute Scales. [3] Desires for Parental Help-Givers. The collection of items intended to measure sex and sex-type attributes desired in a parental help-giver formed Section III in Form A of the questionnaire and Section II in Form B of the questionnaire. The items comprising this subsection were prefaced with a paragraph which asked respondents to try to recall early experiences with their parents as help-givers as they answered items. The first two items of this questionnaire subsection requested information on [1] the sex of the parental adult(s) lived with while growing up and [2] the sex of the parental adult(s) usually turned to for assistance. Responses to these items provided the data base for two of the moderator or control variables used in hypotheses testing. The sex of the parental adult(s) lived with while growing up and the sex of the parental adult(s) usually turned to for assistance were to be studied for their effect on the relationships between desired parental help-givers and preferred professional help-givers. The third item in the parental help-giver subsection asked respondents to indicate which parental adult(s) they WISHED they could have turned to for assistance with personal problems. This item was designed to direct respondents' thinking toward a consideration of their desired or ideal parental helper. Respondents were instructed to continue consideration of this 'wished for' parental helper as they provided ratings to describe their desired parental helper on the 48 66 sex-type attribute item scale. The sex-type attribute items used for the parental helper scale were a replication of the items used in the professional help-giver subsection. Respondent attention was explicitly directed toward desired parenting. Respondents were instructed to indicate actual parental helper attributes only when they had been completely satisfied with their parents' helping behaviors and did not wish for anything different. Desired parental helper attributes were requested in order to test the theoretically based premise that an individual's current preferences for a professional help-giver are related to desires or wishes derived from early experiences with parental help-giver(s). Recall and report of one's past invariably involves a great deal of subjectivity. In many studies, the absence of direct observations of behavior might be considered a limitation. [Given the nature of this research, however, the self-report of feelings and perceptions was desired. Respondents were encouraged to express this subjectivity freely in their responses to items in this subsection. Since a major premise being examined in this study was that subjectivity [ie. hopes, desires, wishes] may well guide much of current day-to-day living [Hollis and WOods, 1981], it seemed apprOpriate to use a subject's subjective expression of wishes, desires as an identified research variable. [4] Directions and Introductory Comments. The cover page to the questionnaire booklet was used to provide basic instruction for the completion of the questionnaire. Although the student sample receiving the booklet could be expected to be familiar with standard survey 67 procedures, directions were provided which emphasized: the need for response to all items; the method of indicating one's response; the importance of selecting only one answer from the choices provided unless space was designated for personal response; identification of the one item which allowed for response in a subject's own words; procedures to be followed to assure confidentiality. Examples of how items were to be marked were given throughout the questionnaire as well as on the directions page. Each content subsection of the questionnaire was briefly introduced to help the respondent mentally organize for the items to follow. Both Section II and III were prefaced with a brief statement of the purpose of the study to remind respondents of the value of their responses to the study. Periodic reminders of the object of their ratings were inserted in the lengthy 48 item sex-type attribute scales. The final item for each form of the questionnaire requested that a respondent indicate the degree of confidence they felt in their response choices. Regarded as a descriptive variable, data from this item was used to assess the clarity of questionnaire items and directions for respondents. [5] Seerype Attribute Scales. The professional and parental sex-type attribute scales of the questionnaire used in this study were derived from three item sources: the "Bem Sex-Role Inventory" [1974]; Spence, Helreich & Stapp's "Personal Attributes Questionnaire" [1974, 1975]; and Broverman, Broverman, Clarkson and Rosenkrantz and Vogel's "Male- valued and Female-Valued Sex Stereotypic Items" of the Sex-Role Stereotype Questionnaire [1970 revision]. Brief descriptions, 68 reliability and validity information, and a review of the development of these three instruments were provided in CHAPTER II: "Selected Sex- Role Measures". The information included in the present section addresses the particular contribution of these instruments to the construction of the scales used in the present study. Items of the BSRI, the PAQ and the Sex Role Stereotype Questionnaire were selected for development of the sex-type attribute scales because these three measures had been constructed on a dualistic vs. unidimensional view of masculinity and femininity. The measurement of femininity and masculinity as independent domains was judged to be the more appropriate methodological approach for this study based on the nature of the research questions being asked. A brief reference to a study cited earlier in the review of literature explains this position. In an early investigation of counselor attributes the question was asked: "Is the Counselor A Man or A Woman?". [McClain, 1968] The answer to this question was sought using an instrument ("The Sixteen Personality Questionnaire", Cattell & Eber, 1957, 1962) which adopted a unidimensional view of masculinity and femininity. Treating masculinity and femininity as bipolar concepts, the instrument limited possible responses to two choices: "The counselor is a man." or "The counselor is a woman." The question proposed by McClain would have demanded a very different measure if reworded to convey the research question of the present study: "Is the Counselor You Prefer A Man or A WOman or Some Combination of the Two?" This revised question obviously requires more than the two response choices that satisfied McClain's original question. Reliance on an instrument constructed on a unidimensional view of masculinity and femininity would have guaranteed 69 the forced choice response of: "The counselor I prefer is a man." or "The counselor I prefer is a woman." The decision to use an instrument constructed on a dualistic view of masculinity and femininity [ie. constructed as a derivative of the BSRI, the PAQ and the Sex-Role Stereotype Questionnaire] allowed for gradations of response between the two response choices of "man" and "woman". The sex-type attribute scales were constructed to provide for desired variations in response: ”The counselor I prefer is a combination of both a man and a woman.” The first step in the construction of the scales intended to measure respondent desires and preferences for sex-type attributes in help-givers required a survey of existing sex-type instruments to determine which measures could contribute the items needed for this study. A review of instruments built on a dualistic view of masculinity and femininity indicated that scale items of the BSRI, the PAQ and the Sex Role Stereotype Questionnaire [1970 revision] were characterized by three major qualities deemed important to this study. Items from these instruments were: [1] stereotypic; [2] socially valued; and [3] representative of accepted professional helping behaviors. A discussion of these qualities follows. First, the items selected from the BSRI, the PAQ and the Sex Role Stereoype Questionnaire were items that had been empirically identified as measures of stereotypic sex-type attributes. For example, in the first study [1968] which defined items for the Broverman et.al. instrument the following criteria were established to classify items as "stereotypic": [1] an item needed to be rated in a consistent direction by at least 75% of the 154 respondent sample; and [2] correlated t tests of the differences between ratings for 'average 70 male' and 'average female' for each of these items need to reach significance at the .001 level. Only 41 items of the original 122 item pool for the Sex Role Stereotype Questionnaire met the criteria established for a designation of "stereotypic". Only these 41 items and items similarly established as stereotypic by Bem, Spence et.al. were considered for inclusion in the sex-type attribute scales of the questionnaire for the present study. Stereotypic items were desired for the indices of this study since research had suggested that individuals typically resort to stereotypic conceptions when faced with a scarcity of data and when confronted by the unpredictability of a new situation. [Gordon, 1962] Limited information and uncertainty of outcome are conditions which would seem to confront the potential client who initiates contact with a helping professional for assistance with a personal concern. The questionnaire designed for this study directed respondents to place themselves in this position, to imagine themselves as potential clients seeking assistance with personal concerns. It then requested that respondents indicate their preferences for helping professionals. Having established a 'potential client' frame of reference for respondents, questionnaire items offering stereotypic attribute choices seemed an appropriate measure for expression of preferences for helping professionals. Second, the items selected from the BSRI, the PAQ and the Sex Role Stereotype Questionnaire [1970 revision] were items that reflected sex- type attributes regarded as socially desirable. Although the three instruments contained many similar items, at least one significant difference in the assignment of socially desirable items to scales was 71 noted. Items assigned to Bem's Masculine and Feminine scales represented attributes for which social desirability differed in the two sexes. MaSculine scale items were trait descriptions that had been judged to be more desirable for men than for women. Items assigned to the Feminine scale were traits judged to be more desirable for women than for men. In contrast, the items assigned to the Masculinity and Femininity scales of the PAQ and to the male-valued and female-valued items of the Sex Role Stereotype Questionnaire represented traits judged to be socially desirable for both sexes. The use of socially desirable items from these instruments did raise some concern for the validity of the sex-type attribute scales. As noted by deve10pers of the BSRI, the PAQ and the Sex-Role Stereotype Questionnaire, measures of sex stereotypes are generally very transparent and respondents have little doubt about what the instrument is trying to measure. Respondents can easily fake their responses in any way they choose. Beere has stated: "...the transparency of the items might lead respondents to give socially desirable answers rather than responding from their honestly felt stereotypes". [1979, p.166] Since the instrument designed for this study required the use of items that were of this transparent variety, 'faking' or giving socially desirable responses was a major concern. The issue of a social desirability response bias had been taken into account in the development of the BSRI, the PAQ and the Sex Role Stereotype Questionnaire. A brief review of the rationale adopted by the deve10pers of these instruments was helpful in addressing the validity concern with the sex-type attribute scales of this study. In particular, Bem and Spence, Helmreich and Stapp took the position that 72 measures of stereotyped sex roles should include only ideal or socially desirable behavors. They convincingly argued that many stereotyped roles have accumulated positive correlates in our culture and that respondents do not, as once believed, automatically place a negative value on all attributes that reflect stereotypes. In their view, instruments designed to measure the degree of endorsement of sex-type attributes would do well to use only those items that have been demostrated to be held in positive regard by individuals. It was argued that use of items representing negative stereotypic attributes might result in a measure that was more susceptible to defensive sets than the present measures were susceptible to social desirability sets. [Spence, et.al., 1979] The possible threat to validity caused by social desirability responding was empirically studied by Bem, Spence, Helmreich and Stapp. Research on their respective instruments generated data which suggested that the scales were fairly uncontaminated by a social desirability response set. [Heilbrun, 1981, p.50] For example, a study which correlated the Marlowe-Crowne Social Desirability (SD) scale with the three PAQ scales for male and female college students yielded correlations between .08 and .36. Statisically significant but low correlations of .15 to .42 were found for the relationship between social desirability and the BSRI Masculinity and Femininity scale scores. In general, the figures from correlational 'SD' studies did not support the idea that the scale scores of these instruments were seriously contaminated by a social desirability response set. These findings did not assure that the sex-type attribute scales of the present study would also be relatively free of the bias of a social 73 desirability response set, but the use of items drawn from these instruments may help to minimize the effect. Third, the items selected from the BSRI, the PAQ and the Sex-Role Stereotype Questionnaire were items that appeared, on face validity, to represent accepted professional helping behaviors. For example, "understanding", "empathy" and "positive regard" are behaviors or attitudes cited frequently in the professional literature as helpful therapist behaviors. These behaviors seemed to be adequately represented in the selected sex-type attribute items of: "kind", "aware of the feelings of others" and "warm in relations with others". Items that offered attribute choices relevent to the actual practice of professional help-giving were needed if research efforts to clarify the nature of client preferences for a helping professional were to have validity. APPENDIX D on pages 291 through 293 contains tables which list the items comprising the scales for the BSRI, the PAQ and the "Male-Valued and Female-Valued Items" of the Sex Role Stereotypic Questionnaire. These tables also note which items on each of the three measures were used to construct the sex-type attribute scales of the questionnaire for the present study. TABLE 3.11 on page 78 presents this information in summary form. Twenty-four sex-type attribute items were selected for inclusion in the questionnaire scales. Twelve feminine-valued items formed the Femininity Scale and 12 masculine-valued items formed the Masculinity Scale. The number of items comprising each of the scales was doubled [to increase reliability of the scales] by treating the polar attribute of each valued attribute as a separate item. Each polar attribute 74 item, weighted inversely during scoring, was considered a duplicate measure of the valued attribute. The resulting 24 item Femininity Scale and 24 item Masculinity Scale were used to compute composite measures for each respondent representing the level of 'femininity' and 'masculinity' characterizing their desired parental helper and their preferred professional helper. TABLE 3.12 on page 79 summarizes item composition and meaning of composite measures for the four resulting scales: Professional Masculinity Scale [PROMASC]; the Professional Femininity Scale [PROFEM]; the Parental Masculinity Scale [PARMASC]; and the Parental Femininity Scale [PARFEM] Respondents were asked to mark one of four fixed alternative expressions for each scale item to indicate the level of the attribute they desired or preferred in their help-giver. The four fixed response alternatives available to a respondent were: ~"not at all"; "slightly"; ”fairly”; and "very". The following is an example of the rating procedure which was provided in the questionnaire booklet: For example. I would prefer a professional help-giver who is: not at all slightly fairly very “med [a]00.0.0.0..[b]0.0.0.0...[C]0.00.00...- The person in this example has darkened box 'd', indicating a preference for a helper who is 3352 introverted. 75 The item form and method of scoring used on the sex-type attribute scales resembled the technique of summated rating or Likert scaling. [Nachmias & Nachmias, 1981, pp. 402-404] A Likert-type rating scale was chosen because it offered a degree of choice beyond the simple dichotomy of true-false, present-absent, like-dislike. As noted by Heilbrun: Some sex-role behaviors may be more salient than others for a given individual, though all of them might be considered 'characteristic'. Graduated rating scales allow such distinctions to be drawn. [Heilbrun, 1981, p.39] On the four point continuum which defined responses to scale items, weights of 0, 1, 2, and 3 were assigned. As is characteristic of Likert scaling, the direction of weighting was determined by the 'favorableness' of the item. A response of "very" to feminine-valued or masculine-valued attribute items was assigned a score of 3; a response of "not at all" was assigned a 0. A response of "very" to the items which were the polar traits to valued items was assigned a score of 0; a response of "not at all" to polar trait items was assigned a 3. TABLE 3.13 and TABLE 3.14 on pages 80 and 81 list the 48 items of the sex-type attribute scales and their weightings. Total scores were obtained for each questionnaire scale by adding a respondent's scores on the 24 items of the scale. The range of scores possible was 0 to 72, with high scores representing a desire or preference for help- givers heavily characterized by masculine or feminine attributes. Four total scores corresponding to the four questionnaire scales [PROMASC, PROFEM, PARMASC, PARFEM] were computed for each respondent. One technical question was of primary concern with the development of the sex-type attribute scales: what were the measurement properties 76 of the scales? It will be argued in the later explanation of Statistical Analysis Procedures, that it was both necessary and reasonably acceptable to treat scores from the scales as interval data. This decision was based on a desire to use the more powerful and precise statistical analysis procedures that required interval level data. It was evident that in order to interpret respondent scores on the sex-type attribute scales as summated ratings or composite measures, it was necessary to treat scores as interval rather than ordinal level data. The assumption of interval level measurement implied, for example, that the preference for a professional help-giver who was "very logical" was worth the same amount in the calculation of a respondent's total Professional Femininity score as was the preference for a professional help-giver who was "not at all home oriented". Justification for the assignment of equal weights to every item on the sex-type attribute scales was needed if the assumption of interval measurement was to be made. Unfortunately, to assert without qualification that "every interval or item in the scale was 'worth' the same as every other item" [Heilbrun, 1981, p.135] would have been to seriously misrepresent the actual ordinal level measurement prOperties of the sex-type attribute scales. As noted by Heilbrun, the interval problem is complex. Not only would it be presumptuous to assume that the attitudes or characteristics represented by the items of the scales carried equal weight, but item values very likely did not vary uniformly across respondents. Sounding a very discouraging note, he stated: "It is difficult to believe that our stereotypes and attributions of masculinity and femininity subscribe to the clean 77 interval pattern that M-F tests must assume." [Heilbrun, 1981, p.135- 137] Despite this discouraging appraisal, even Heilbrun conceded that the assumption of interval scaling was necessary in situations such as this. Without an assumption of interval scaling, calculation of meaningful test scores would not be possible. If the assumption of interval scaling was not made, if every item was not treated as if it was worth the same amount, item values could not be added to form a composite score and M-F tests would be virtually meaningless. [Heilbrun, 1981, p.137] It was decided that the scores of the sex-type attribute scales would be treated as interval level measures. However, it was recognized that this liberty would demand that caution be exercised in the interpretation of findings involving these scores. _HCOHWHEH 9.9 88> 8 5:69:88 .aomxfig gflfiw 99426 g glam Siawmm 999.39 1 a 88858 .8 99.26 mg 4968mm 99:: am :99 86m Sofie/E 98.85%...88 "58.5983 than 68.11 3.95m . 98% 8:998 5mg £850 59 838 and» 96338 .9 too? meoflflmn 5 En... 889m 468585 96358 @855 88% C30 898% :30 8 88.8985 :9 86.8.85 gamma 8985 some??? 09mg 882 5 88.5 ESE 5 88: 8% 8.628 mm 8.8 9889 ma 38 08mg mm . 8 amp magma sou coqw/Hwawwmafi to gwmnmmwfim goaisms 88896 9.8 33.83 $99 689 898 31mg 98885 94868 398% 889899 96898 comm 88.0 a fi 38888 6898 a fi .58 and? 8.938 8998.1. .8856 no 8895 .8996 no 896 Endeavor 86803.” 883 098% 953 568 Qumdagsm 658838 98830 099 8:8 @388 ommestm 388 89.68866 Enema «58895 48688.6 99 98.0.8 8.88 @98ch 999 mg .999 nag g .959 mica 999 8295 9958 "Enema—nag ”Swinging; .ggggggabg .24”: 79 umkwflwhamc. 135994,. 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[b] ...... [c] ...... [d] 0 1 2 3 gantle [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 tactful [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 talkative [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 aware of [a] ...... [b] ...... [c] ...... [d] feelings 0 1 2 3 of others religious [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 quiet [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 expressive [a] ...... [b] ...... [c] ...... [d] of tender 0 1 2 3 feelings neat in [a] ...... [b] ...... [c] ...... [d] habits 0 1 2 3 W [a] ...... [b] ...... [C] ...... [d] in own 0 1 2 3 appearance warm in [a] ...... [b] ...... [c] ...... [d] relations 0 1 2 3 with others kind [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 mm: I’Dt at all slightly fairly inpassive [a] ...... [b] ...... [c] . . . 3 2 1 rough [a] ...... [b] ...... [c] . . . 3 2 1 blunt [a] ...... [b] ...... [c] . . . 3 2 1 rmved [a] ...... [b] ...... [c] . . . 3 2 1 unaware of [a] ...... [b] ...... [c] . . . feelings 3 2 of were irreligious [a] ...... [b] ...... [c] . . . 3 2 1 loud [a] ...... [b] ...... [c] . . . 3 2 1 Wive [a] ...... [b] ...... [c] . . . of tender 3 2 1 feelings untidy in [a] ...... [b] ...... [c] . . . habits 3 2 1 indifferent [a] ...... [b] ...... [c] . . . to own 3 2 1 agearanoe aloof in [a] ...... [b] ...... [c] . . . relations 3 2 1 with others stem [a] ...... [b] ...... [c] . . . 3 2 1 very ...[d] 0 ...[d] o ...[d] 0 ...[d] 0 ...[d] 0 81 15:33.14. mmmmmm—mmm. active aggressive objective carpet-itive logical a @1313 decisive worldly a leader self. confidalt ambitious not at all slightly fairly very [a] ...... [b] ...... [C] ...... [d] 0 1 2 3 [a] ...... [b] ...... [C] ...... [d] O 1 2 3 [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 [a] ...... [b] ...... [C] ...... [d] 0 1 2 3 [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 [a] ...... [b] ...... [C] ...... [d] 0 1 2 3 [a] ...... [b] ...... [C] ...... [d] 0 1 2 3 [a] ...... [b] ...... [C] ...... [d] 0 1 2 3 [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 [a] ...... [b] ...... [c] ...... [d] 0 1 2 3 RIAR m: not at all slightly fairly very passive [a] ...... [b] ...... [C] ...... [d] ‘ 3 2 1 0 docile [a] ...... [b] ...... [C] ...... [d] 3 2 1 0 subjective [a] ...... [b] ...... [c] ...... [d] 3 2 1 0 cooperative [a] ...... [b] ...... [c] ...... [d] illogical [a] ...... [123] ...... [C] ...... [d] excitable [a] ...... [b] ...... [C] ...... [d] a crisis in 3 2 1 0 indecisive [3] ...... [g] ...... [C] ...... [d] hare [a] ...... [b] ...... [C] ...... [d] oriented 3 2 1 0 a follower [a] ...... [b] ...... [C] ...... [d] 3 2 1 0 unassured [31] ...... [12)] ...... [C] ...... [d] Imambitiojs [a] ...... [122)] ...... [C] ...... [d] submissive [a] ...... [12)] ...... [c1:] ...... [d] 82 [6] Reliability and validity. Reliability or "the level of consistency of a measuring device" [Borg and Gall, 1974, p.142] was an especially important issue in the evaluation of the instrumentation for this study. Since, as in measuring instruments generally used by social scientists, validity evidence was almost entirely lacking for the questionnaire used in this study, "one has to evaluate the measuring instrument with respect to other characteristics and assume its validity". [Nachmias and Nachmias, 1981, p.146] Reliability, the most frequently used method for evaluating an instrument, was examined in this study. The construction of sex-type attribute scales to measure the desires and preferences of respondents for help-givers was intended to increase the reliability and precision of measurement of the questionnaire. A score derived from a scale is considered to be a more reliable indicator of the prOperty being measured than is a measure based on a response to one question or one item alone. [Nachmias and Nachmias, 1981, p.391] The reliability of scale measures is increased if only items having a high item-total correlation comprise the scale and if all the items of the scale contribute to the alpha for the scale. "The advantage of a test with this property is that it is easily interpreted, since it usually measures a single...factor." [Borg and Gall, 1974, p.357] The sex-type attribute scales of the questionnaire for this study [PARMASC, PARFEM, PROMASC and PROFEM] were constructed so that a scale score could be interpreted as a measure of the degree that masculine or feminine attributes Characterize a respondent's desired and preferred help-givers. Two statistics were computed to evaluate the reliability of 83 questionnaire scales. Chronbach's alpha and standardized item alpha. Chronbach's alpha was regarded as "the maximum likelihood estimate of the reliability coefficient" [Hull and Nie, 1981, p.256] for each scale. The standardized item alpha statistic was computed to reflect reliability with the observations on each item standardized "by dividing them by the standard deviation of the item". [Hull and Nie, 1981, p.256] Two other statistics were computed to evaluate the degree of internal consistency or reliability of the items comprising the sex- type attribute scales of the questionnaire: the 'corrected item—total correlation' and the 'alpha if item deleted'. As defined in the "Reliability" program provided in the Statistical Package for the Social Sciences [Nie, et.al., 1970, p.261]: Corrected itenrtotal correlations. For each item, the correlation between that item's score and the scale scores computed from the other items in the set. Alpha if item deleted. For each item, the reliability coefficient, Cronbach's alpha, is computed from the other items in the scale. A corrected item-total correlation of .4 or higher and a decrease in alpha if the item was deleted were regarded as good indicators of the value of the item to scale reliability. In evaluating the contribution of items to the reliability of the questionnaire scales, more emphasis was placed on the "alpha if item deleted" statistic than on the "corrected item-total correlation". Since the reliability of a scale depends on its length as well as the strength of its individual items, an item with a low corrected item-total correlation [ie. lower than .4] would still be regarded as an important contributor to the scale if removing the item caused the alpha for the scale to decrease. 84 The scale items, the 'corrected item-total correlations' and the 'alpha if item deleted' statistics are presented for the PARMASC, the PARFEM, the PROMASC and the PROFEM scales in TABLES 3.15A - 3.150 on pages 88 to 91. As can be seen in these tables, the four sex-type attribute scales showed a fairly high degree of internal consistency. All four scales showed at least a .92 overall alpha. Very few items seemed to detract from scale reliabilities and the effect of these items was slight. A brief summary of the reliability evaluation for the four scales follows. All items [except 'C00perative'] comprising the two Masculine Scales had corrected item-total correlations greater than .4. Most correlations ranged from .5 to .7. Although reductions were small, all the items except 'competitive' and 'cooperative' lowered the alpha coefficients for the scales if the item was deleted. The corrected item-total correlations for 'competitive' were .47 and .49 for the PROMASC and PARMASC scales respectively, but alpha increased slightly when this item was deleted from the PROMASC scale. The role of 'cooperative' in lowering scale reliability was more clear cut. The corrected item-total correlations for 'cooperative' were .38 and .35 for the PROMASC and PARMASC scales and alpha increased slightly when this item was deleted from both scales. All items comprising the two Feminine Scales with the exception of 'quiet' had corrected item-total correlations greater than .4. Most correlations on the two Feminine Scales ranged from .6 to .7. All items except 'quiet' and 'religious' lowered the alpha coefficients for the scales if the item was deleted. The corrected item-total correlation for 'religious' was .47 on the PROFEM scale, but alpha 85 increased slightly when this item was deleted. The corrected item- total correlations for 'quiet' were .30 and .45 for the PROFEM and PARFEM scales respectively. Alpha was increased slightly on both scales when the item was deleted. Content validity is defined by Borg and Gall [1974] as the degree to which the sample of items comprising a measuring instrument represents the content that the instrument is designed to measure. Anastasi operationalizes this definition: Content validity involves the systematic examination of the test content to determine whether it covers a representative sample of the behavior domain to be measured... Content validity is built into a test from the outset through the Choice of appropriate items. [Anastasi, 1976, p.135] There are two commonly recognized varieties of content validity: face validity and sampling validity. [Nachmias and Nachmias, 1981, p.141] As noted in an earlier description of the Sex-Type Attribute Scales, an effort was made to establish face validity for the items comprising the scales. Attention was also given to the issue of sampling validity during the early process of item selection. To develoP a questionnaire with content or sampling validity required that the content domains of the research variables be specified at the outset. [Beere, 1979, p.14] The specification of the content domains of most variables in the study seemed fairly straightforward. Single items seemed to readily define the content areas of such variables as respondent Class standing, sex of desired and preferred helpers, willingness to use a professional helper in the future, etc. Specification of the content domain of sex-type attributes desired/preferred in parental and professional helpers required more attention. 86 Of the large population of sex-type attribute items available, it was decided to confine the content domain to stereotypic, female-valued and male-valued sex-type attribute items that, on face validity, appeared to represent accepted helping behaviors. The rationale for this specification was discussed in the preceding section on Sex-Type Attribute Scales. The items selected to sample this domain of stereotypic, female-valued and male-valued sex-type attributes were taken from instruments which seemed to use similarly defined measures. [Although beyond the scope of this study, the correlation between scores from the questionnaire scales of this study and the three instruments used to derive these scales would provide a empirical Check of this assumption of correspondence.] Specifying the content domains of the research variables provided information on the content domains to which results of the study could be generalized. For example, the results of this study generalize only to individuals [registered at M.S.U. in 1983-84] who can identify themselves according to the 5 response Choices provided for class standing and to these same individuals whose professional help-giver preferences can be described in terms of stereotypic, socially desirable, sex-type attributes. Other validity data was not gathered. Following the example of other researchers, the support or nonsupport of the hypotheses tested in the study might be used as validity data. However, use of this procedure implicitly acknowledged a lack of information about the validity of the instrument until after the research was complete. "Under these conditions, if the hypothesis was not supported, it was difficult to know whether the cause was a theoretical error or an invalid instrument." [Beere, 1979, p.13] The failure to Clearly 87 establish the validity of this instrument was recognized and this deficiency imposed limitations on the significance which could be attached to findings. 88 Sagan canon mg EBA Hobo. abounds." c0338 age 5d,» «and» CA. ”Huang H ... ..Uflflficflmu madam ga 68% pg guacamole“ 933$th canyon B Emmi 8H n + $.30. ...me. 96358. Rea. mammm. fig 930. F Son . 963365 33m. Same. 96338 was. mean. gamma 83m. mSE. ”SEEMS... 88m. Ems. H”ozone.“ mm 30... mesa. $.02. 822 mm Bo... :95. 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The order in which questions are asked can effect responses. The appearance of early questions can effect the answers given to subsequent ones. [Babbie, 1973, p.147] The effect of question order was a primary concern in the development of this questionnaire. It was believed that a respondent's early consideration of attributes preferred in a professional helper could effect the subsequent consideration of attributes desired in a parental helper, and vice versa. Randomization of the order of questions did not seem a reasonable solution to this concern. As Babbie states: ...a "randomized" set of questions will probably strike the respondent as chaotic and worthless. ...difficult for him to answer since he must continually switch his attention from one topic to another. And, finally, even a randomized ordering of questions will have the effect discussed above -except that the researcher will have no control over the effect. [Babbie, 1973, p.148] It was decided that the most reasonable approach was to treat "question order" as a variable and design the research to allow examination of its effect. Two versions of the questionnaire were constructed. Form A presented questions about a respondent's preferred professional helper first and desired parental helper second. Form B inverted this order. The relationships under investigation in the study were examined for the effect of the differing orders of questions represented by Form A and B. Concern with the effect of question order also prompted early placement of the Open-ended question: 5. using your own words, describe the person who would be your preferred.professional help-giver. Use any descriptors or terms you think are appropriate to express the qualities you would prefer in this person. I would prefer a professional help-giver who 93 It was felt that if respondents were first asked to describe their preferred help-givers using the attribute rating scales, their subsequent description of a preferred professional help-giver would tend to borrow specific attribute descriptors from the scales rather than be made in their own words. Both Form A and Form B of the questionnaire requested demographic information and a response to the open-ended question prior to responses to specific questions about preferred professional helpers. Although the effect of question order could not be avoided [response to the open-ended question may, similarly, have effected subsequent attribute scale responses], moving from the respondent's own words to a rating of supplied descriptors seemed to have the least potential for bias. [8] Pilot Study. Six months prior to the finalization of the research design for this study, a pilot study was conducted. Pre-testing of the proposed research instrument and analysis techniques was considered essential to the final development of a sound research plan. [Borg, et.al., 1971] The research methodology and design described in this chapter are the result of revisions suggested by this pre-testing. A brief description of the pilot study conducted and the resulting changes to [a] the questionnaire and to [b] the analysis procedures are presented below. [a] Questionnaire. The pilot study data collection effort secured completed questionnaires from 38 out of 60 respondents sought. Feedback was solicited from the respondents in order to evaluate the instrument being used. Respondents were asked to use a feedback sheet which was attached to each questionnaire to note any comments, 94 suggestions or criticisms of the instrument. APPENDIX E on pages 294 through 299 contains a cepy of the questionnaire and the feedback sheet used in this pilot study. Most respondents offered no comments. A few respondents indicated their desire for additional choices to some items. They wanted, for example, the option of indicating themselves as the help-giver they wished they could turn to when growing up. Only two respondents offered very lengthy observations. Both of these respondents expressed difficulty with questions because of reportedly unique family circumstances. The comments they provided seemed to represent attempts to clarify or provide rationale for the response choices marked on items. For example, one respondent had marked the response choice that indicated she had "always turned to her mother for assistance with peronal concerns". This response choice had accurately represented the respondent's parental help-giver situation and provided the needed research data. However, the why of this choice [ie. that her parents were divorced and that she had lived solely with her mother since the age of 2] was important to the respondent and was not solicited. The questionnaire format did not allow respondents to provide explainations for their response choices. Only three items requesting factual data provided a space for an "other” category. The desire to clarify responses indicated that although the directions for answering items had been clear, they were at times frustrating. Frustration with limiting responses to item choices could be appreciated, but it was decided that the limitation on Open-ended responses should be retained since: [1] only a small proportion of the respondents seemed to react to the limitation; [2] it did not appear to 95 interfere with accuracy of response; and [3] it helped to keep data in a manageable form for later analysis. Only two items on the trial questionnaire [parent occupation and parent educational level] were obviously confusing to respondents. These items consistently elicited no response or unusable multiple responses. Respondents seemed unsure of how to characterize their parents with the response choices provided and the responses they did record were very difficult to interpret. Parent occupation and eductional level proved to be very complex variables. It was decided that too many additional clarifying items would be needed in order to clearly and accurately define these parental variables. Since these variables did not represent a significant area of investigation in the study and since additional items would increase the time demand on respondents for little return, measures of these variables were eliminated from the questionnaire. An item which asked respondents to indicate their degree of confidence in their ratings on questionnaire items showed that 35 of 38 respondents were either confident in all choices or confident in lost choices. This seemed a positive index of the clarity of the instrument and the ease of using the semantic differential scale format. A decision was made, however, to change the form of the sex-type attribute rating scales. Single attribute items replaced the bipolar adjective rating scales. This change, detailed in the earlier Sex-Type Attribute Scales description, doubled the number of items comprising each scale and increased the reliability of these scales. Several other suggestions made by individuals who reviewed the pilot study questionnaire were adopted. Many adjectives describing the 96 polar, non-valued traits in the sex-type rating scales were revised to eliminate "not" and ”un" prefixes. For example, "Enaggressive" was changed to ”docile", and fingg excitable in a crisis" was changed to ”calm in a crisis”. Cues were inserted in the lengthy sex-type attributes scales to remind respondents of the object of their ratings: I'Please continue indicating the qualities you desired in a parental helper." Inserts using a cartoon figure to catch repondent attention were also added. These inserts emphasized important instructions and encouraged respondents to continue with the task. The addition of an open-ended question to elicit descriptions of respondents' preferred professional help-givers in their own words was also suggested. It was decided that this question would be the first non-demographic item of the questionnaire. These suggested modifications to the questionnaire design seemed to improve its organization and readability. Finally, respondents were also asked to indicate the length of time required to complete the questionnaire. This feedback was needed to determine if the questionnaire was too time consuming to assure a good rate of completion. The amount of time spent was reported to vary from 8 minutes to 40 minutes, with 27 of the 38 respondents indicating an average completion time of 10 to 15 minutes. This did not seem an unreasonable amount of time to ask of respondents. [b] Analysis Procedures. The proposed research design had called for a chi square analysis of data, with measures of association to test the magnitude of relationship between the variables. The contingency table produced with a chi square analysis would, given the multiple categories of variables involved, require an 81 cell configuration. Subject assignment to cells representing variable categories of sex- 97 type attribute preferences was to made using a median-split method. Data procurred in the trial study made it very apparent that cell assignment by this method would result in substantial loss of subjects. Even when the proposed interval around the median [intended to increase the discrimination of groups] was ignored, the elimination of subjects who had scored on the median was greater than 40%. This rate of loss of usable data was cause for concern. The attempt to analyze pilot study data using chi square analysis also emphasized the difficulties inherent in a design involving so many variables. The analysis attempted with these multiple variables did not appear adaquate to test the hypotheses which had been proposed. Finally, use of the chi square statistic is generally regarded to be less powerful than parametric techniques. Chi square analysis requires larger samples to yield a comparable level of significance. Given the difficulties encountered in using chi square analysis techniques, it was decided that more powerful statistical procedures suitable for analysis of a design involving multiple variables were needed. Bivariate correlation, multiple regression and discriminant analysis procedures seemed more appropriate to the needs of this study. These procedures also had the advantage of being able to use the 'quasi-interval' scale measures fully. The loss of data resulting from the categorization involved in chi square analysis could be significantly reduced with the ad0ption of correlation and regression analysis procedures. 98 RESEARCH DESIGN: This descriptive study examined hypothesized relationships between desired parental help-givers and preferred professional help-givers using a quasi-experimental correlational research design. The Correlational Design or the "cross sectional study" [Nachmias and Nachmias, 1981, p. 123] is regarded as an attempt to approximate the Posttest-Only Control Group Design by using various data analysis techniques. This design is diagrammed in Figure 3.1.: After Data Collection FIGURE 3.1. The Correlational Design. Source: Nachmias and Nachmias, 1981, p123. The dotted cell represents information obtained during the data- analysis stage of the study. The basic comparison between the 'experimental group' and the 'control group' is statistical and is based on various elaboration analyses: cross tabulations; partial correlations: partial regressions. [Nachmias and Nachmias, 1981, p.123] As is typical of correlational studies, the present investigation started with a sample of individuals who were questioned about their background characteristics, attitudes and opinions. In this study, data from a sample of M.S.U. students registered for Fall 1983 were collected on respondent variables such as sex, class standing, ethnicity as well as on the variables of sex and characteristics of 99 desired parental and preferred professional help—givers. As a means of measuring the moderating effect of respondent variables [e.g. the sex, class standing, ethnicity of respondents] on the relationship between desired parental help-givers and preferred professional help-givers, the sample was divided into 'experimental' and 'control' groups during the elaboration phase of analysis. The statistical creation of experimental and control groups using elaboration analyses allowed an examination of the original relationship while controlling for a variable hypothesized to have an effect. For example, when respondent sex was entered as a predictor variable into the analysis the respondents were treated as the 'experimental group' and when respondent sex was controlled for in the analysis the respondents were viewed as the 'control group'. Using partial correlation, the effect of respondent sex on the relationship between respondents' desires for parental help-givers and respondents' preferencess for professional help-givers was evaluated by noting differences in degree of relationship evidenced by the 'experimental' and 'control' groups. The value of data analyses of this experimental type for correlational studies was also endorsed by Campbell and Stanley. [1963, p.64] They noted that the quasi-experimental or data analysis design had the advantage of all the correlational approaches in that it permitted study of the relationship between several variables simultaneously. Yet, as the prefix 'quasi' implied, it was a design in which one or more of the sources of internal and external validity were at risk. One possible source of invalidity in the present study was related to the time dimension of the design. The questionnaire data or, as 100 designated in this design, the 'posttest' data not only provided information about present preferences for professional help-givers but also measured recall of past desires. Distortions that come with remembrance of the past are often considered a source of invalidity. It has been noted that the probable direction of memory bias is to distort the past attitudes into agreement with present ones. [Campbell and Stanley, 1963, p.66] This bias could, in many studies, act as an intervening variable to disguise a significant effect or relationship. In the present study, however, the respondent's remembrance of the desired parental help-giver was the major predictor variable of preference for a professional helper. Memory bias in this instance seemed more likely to heighten the relationship between variables rather than to disguise it. If this bias was operating as respondents completed the questionnaire [ie. if respondents tended to distort their representation of the ideal parental helper to correspond with their current preferences for a professional helper] correlations may have been inflated. Although this writer would argue that most respondents would not likely have moved toward this memory-based accomodation between parental and professional helpers, the actual impact of memory bias remained an unknown effect. It was necessary to qualify the confidence placed in findings with acknowledgement of the possibility of this effect. Concern with the possible effect of memory bias was inherent in a concern with the ordering of questions. As is typical of correlational studies, the research variables of this investigation did not need to be measured in any particular order. They were measured successively through the questionnaire developed for this purpose. This procedure 101 posed a significant threat to the internal validity of the study since the effects of taking one measure [e.g. the measure of the desired parental helper] may have confounded the ratings reported on the successive measure [e.g. the measure of the preferred professional helper]. The conditions of similarity of scales and the consequent increased awareness of relationships under study jeOpardized internal validity. As noted in the previous 9£§g£_g§_Questions section, an effort to check for this confounding effect of testing was made by distributing two forms of the questionnaire: Form A with items measuring preferences for professional helpers first and Form B with items measuring desired parental helpers first. An analysis of the the two respondent groups, Form A respondents and Form B respondents, was made to determine if there were differences in outcome due to differences in the ordering of questions. Again, the threat to validity, inherent in a research design which used a single questionnaire to gather data about past desires and current preferences, qualified the degree of confidence which could be placed in the findings of the study. In most correlational designs the limitations in the manipulation of the independent variable prevent a determination of the time sequence. In some studies, as in this one, this difficulty is resolved on the basis of theoretical and logical considerations. [Nachmias and Nachmias, 1981, p. 124] The theoretically based premise of this study expressed an explicit and logical time sequence: the parental help- giving desired while growing was the logical antecendent event to preferences currently held for professional help-givers. The expression of antecedent and consequent events inferred causality. 102 However, use of the phrases "are related to" and "are determinants of" in the hypotheses of this study was intended primarily to hypothesize association between research variables rather than to hypothesize causality. Findings of strong correlation might suggest causality as a possibility worthy of further study, but correlational evidence of causality could not be equated to the causal evidence provided by true experimental data. [Correlational data] are relevant to causal hypotheses inasmuch as they expose them to disconfirmation. If a zero correlation is obtained, the credibility of the hypothesis is lessened. If a high correlation occurs, the credibility of the hypothesis is strengthened in that it has survived a chance of disconfirmation. [Campbell and Stanley, 1963, p.64] Campbell and Stanley stress that the causal interpretation of a simple or a partial correlation depends upon both the presence of a compatible plausible causal hypothesis and the absence of plausible rival hypotheses to explain the correlation upon other grounds. The hypotheses of the present study may have been plausible causal hypotheses but certainly did not include all variables that would rule out plausible rival hypotheses. The finding of significant correlations in the present study, then, did not necessarily inidicate causation. Significant correlations, at best, only implied that causation remained a possibility. The use of the relatively inexpensive correlational approach was appropriate in the present circumstance, according to Campbell and Stanley, since this study represented only a preliminary, exploratory survey of hypotheses and those which survived might later be checked through the more expensive experimental manipulation. [1963, p.64] 103 SINTISTICBL HYPOTHESES: In order to empirically test the relationships defined in the research hypotheses presented in CHAPTER I, each hypothesis was translated into statistical terms. The statistical hypotheses deve10ped for each of the six major research hypotheses, designated HYPOTHESIS I through HYPOTHESIS VI, are listed below. HYPOTHESIS A, which was deve10ped to express the effect of respondent variables, and HYPOTHESES B and C, developed to address validity concerns, are also presented in statistical terms as they apply to each of the six major research hypotheses. All research hypotheses are restated. Statistical hypotheses are then presented in null form with alternative hypotheses reflecting theoretically predicted relationships. The list of abbreviations and symbols used in stating the statistical hypotheses are presented in TABLE 3.16 on the next page. The following examples demonstrate the use of the abbreviations and symbols: EIBIIES: Em: O .ENEEH / Fulfil: :fDELJIIIRKEIlVARDIIBS]==0 [anzehmfion fiamfle widn fiamue asai oanzol eqxfls () of auzihnes anxihnes fmxxhxl‘wuiflfles dauradin dearedfin of ;pmmnt1rflper pnfibssuxal Hm:Fflflilf #= Pflflflflh * IEKEEE;» innsuwmsn not not asaifunmfion enmng anal gmefiazing anal widuno cxfsexcf amfle to e Exeflaxmoe dauredlxuent pnflkssuxal eafibnal gmofifisflxal haunt 104 ”83.16. mama-mammals)“ sum. mum ms PAMSi Sex desired in a parental help-giver. PREFIX Sex preferred in a professional help-giver. PARFEM Measureof feralesex—“ypeattrihztes foradesired parental help-giver. PAMSC Phasure of male sex-type attributes for a desired parental help-giver. PRJFEM Measme of female sex-type attributes for a preferred professional help-giver. PHMAS: magnof nelesex—typeattributes forapreferred professicmal help-giver . AIL PHERA'IUR Ibsporflerrt variables of sex, race, class, residence, VARIABLES preferences for professional based on real or imaginary person, history of using helping professional, willing- ness to use helping professional in the future, sex of pare1t(s) lived with, sex of parent(s) turned to for assistance; used as oontrol variables. m annofquestionnaireusedtoreoordresponses;variable represents two different orderings of itezs. MEIHZD Metlnd of soliciting participation in study; variable represents voluntary respondelts and 'nmrespmdelts ' [ie. those requiring a follow-up phone call to original nail solicitation]. mun-ms f Feralecategoryofsecvariableforpareitand professional. Male category of sex variable for parext and professional. ,3 S No prefereioe categary of sex variable for parent and professional . As a function of / based on. With [divides variables tested for relationship] . Is equal to. \‘r'n ¢ Ismtequalto. 5 Islessthanorequalto. é Isgreaterthanorequalto. m p EnorthepoptflatimoorrelatimusedinI-btssting. E Pinknbjlityofcbtairfingateststatisticallnltoor meectrenethantheresultobserved—givelfloistnn. 105 HYPOTEESIS I: The sex of a potential client's desired parental help- giver discriminates the sex preferred of a professional help-giver. It): PRIEXf==PRIEXm==EFO§§mp dHFKHflEH] Ha: m*m*m:f[m] 35.05 HYPOTEESIS IA: Respondent sex, ethnicity, class standing, current residence, professional preferences based on real or imagined persons, history of use of helping professionals, willingness to consider use of helping professionals in the future, sex of parental adult(s) lived with while growing up, sex of parental adult(s) turned to for assistance while growing up are variables which will contribute to the discriminant relationship defined in HYPOTHESIS I. Ho: m=m=mmp :ftPAmISH,A1LREspqumTVARIABLEsl = W=Pmsmn=mxp:ftmmsm Ph.: PRIEij=PRIEfin#=ERIE&KJ:fEEHflSH,ALLIESPJEENT‘MRDELEH # PRIEXf4=EKEENn4=EHEE&$):fHERmEH] £5 .05 HYPOTHBSIS IB: The discriminant relationship defined in HYPOTHESIS I varies as a function of the form of questionnaire used to record responses [ie. the order in which respondents answered items]. Ho: m=m=mxp:ftm,ml =Pmsa:fETRflEC] IV 5.05 HYPOTEBSIS IIIA: Respondent sex, ethnicity, class standing, current residence, professional preferences based on real or imagined persons, history of use of helping professionals, willingness to consider use of helping professionals in the future, sex of parental adult(s) lived with while growing up, sex of parental adult(s) turned to for assistance while growing up are variables which will contribute to the discriminant relationship defined in HYPOTHESIS III. Ho: m=m=mmp:f[mm,mmrvm1masl= mm=m=maflml Ho: W=PKBED§n=PKBED§1p:f[PAMKZ,AILRESPCNINTVARIAELES]= m=m=m1p:f[ml : m=m=mpzf[m,mmmlt m=m=mmp:f[mm] . Ha: m¢m¢mzf[m,mmm]¢ m*m*m1p:flml 35.05 HYPOTEESIS 1113: The relationship defined in HYPOTHESIS III varies as a function of the form of questionnaire used to record responses [ie. the order in which respondents answered items]. Ho Ho 5'? In m PRXEXf==PRflEXh==PRIEKq>:fflmflflflh RJWH==PRHEXf==PRa§mm== ERIEfig>afEARfiMI ERIEXf==PRIEXM==IEDH§hp dflENRflEC,IKEM]==PRQ§X£==PRIE2m== map :f[PAMSC] m¢m*m:flmm,m1smrmt Mpfim] mem1=mxpfimnmsaml #Pmsmcftpmsmnt m:f[m] .05 108 HYPOTEESIS IIIC: The relationship defined in HYPOTHESIS III varies as a function of the method used to solicit participation [ie. the 'volunteerism' of respondents]. Ho Pmsmf=m=mo 35.05 HYPOTEESIS VIA: Respondent sex, ethnicity, class standing, current residence, professional preferences based on real or imagined persons, history of use of helping professionals, willingness to consider use of helping professionals in the future, sex of parental adult(s) lived with while growing up, sex of parental adult(s) turned to for assistance while growing up are variables which will mo‘erate the relationship defined in HYPOTHESIS VI. 111 Ho : pm, mama, mango/mm :f[AllRESPQlDEN1‘WRIABLES] = p PAMSH, mm, mamas/mm Ho : p www.mmmmmnscmnsc :f[All RESPCNDENI‘ VARIABLES] = p mm,mm,PAMSC/mmsc Ha: pPARWIsn, PARFEM, mamas/mm :f[AllRESK1\WI‘VARIAEL-E‘S] a: pm, PARE‘EM, PAW/mm Ha: pm,m,mm:f[mmm]* OPAMS‘I, mm, PAW/m £5.05 HYPOTHESIS'VIB: The relationship defined in HYPOTHESIS vI varies as a function of the form of questionnaire used to record responses [ie. the order in which respondents answered items]. Eb: OPAMS-I, PARFD‘I, PAM/mm:f[m] =pPAmIS‘I, PAIFEM, mamas/mm Ha: OW, PARFEM, PAW/mm:f[m] #QPAWIS'I, PAIFEM, mamas/mm £5.05 HYPOTHESIS VIC: The relationship defined in HYPOTHESIS VI varies as a function of the method used to solicit participation [ie. the 'volunteerism' of respondents]. H3: {)PflHflSE,PKRfiM,IERWECflfiCEflK:fflEHHHfl =QDENWHBH,I¥RHELIHHMNKVPRIEM fh.: ‘OIEHflEH,EKREM,EERQSCflmflflfllamefiiD]#=OI%RME$,I¥EEDL RMWESDTRJEM £5 .05 STATISTICAL ANALXSIS PROCEDURE: Following a descriptive analysis of all research variables, three different statistical procedures were used to test the hypotheses of the study: [1] bivariate correlation: [2] multiple regression: and [3] discriminant analysis. Statistical procedures were chosen on the basis of the question posed by a hypothesis and the type of variables under investigation. Each of the statistical procedures used is described in the following sections. A summary of each analysis procedure is presented in shorthand form following each descriptive section [Descriptive Analysis in TABLE 3.17, page 113: Bivariate Correlation 112 Analysis in TABLE 3.18, page 117; Multiple Regression Analysis in TABLE 3.19, page 127; and Discriminant Analysis in TABLE 3.20, page 134.] Research hypotheses are restated in their statistical terms to remind the reader of the content of each hypothesis. A full presentation of the hypotheses of the study was presented in the previous section. Descripgive Analysis. The first task of data analysis was to determine the basic distributional characteristics of each research variable. Before applying the statistical procedures for hypotheses testing, the pattern of response to each variable was examined to assure a usable distribtion. Absolute frequencies and relative frequencies [proportions] were computed for nominal level measures. Means and standard deviations were computed for interval level variables. Three descriptive variables, based on items designed solely to provide background information relevent to this study, were also analyzed. These descriptive variables were measures of: the use of M.S.U. Counseling Center services: the use of M.S.U. paraprofessional helpers: and confidence in response to item selections. Finally, a brief descriptive analysis of an open—ended question requesting respondents describe their preferred professional helpers in their own words was made. Results of the descriptive analyses are presented in Chapter IV. 113 m_mm;poaxg u o: =o_ue_>oe eteeemum u >08 eum ofinmwtm> pm>mp Fm>tmu:_ Hum emuemtu pmewetou u ~>pcw msampto> Pe=_so: u so: "new: meowpo_>mtna< upm:o_mmmeota emttmewta zomemmeo toe mtouawtumme omozu-zmao acmeeoammt m:_sexm o» meowuuopmm sou_ ea ezoupusm mucme_wcou uemecoamot a "momma chowmmmwota masxzmz -etea “momma mecmu m:_Pmm:=oe .=.m.z mo u>mmm3mz atammme e cemuno op Ap>u=F Lowe >me eumum AP>H:_ toes semanx mmpno_te> surname; nee: Loci mmmsuchLmaus mmsm meoEQ =o_s=nitum_e mam>nHeaHmumma owesooma "om>so>za o: mmoamaa Hmuuaemae mom awasaa< as4~hauuumua no >¢‘O ()EMWBSDGRQQEC > 0 OIEQEBWTRJGSC < 0 ()PAHWEflMHIFEM < 0 E3555" =5.05 I'd Pearson's coefficient of correlation [r] was computed to describe the degree and direction of linear association for the four variable pairings. The Pearson's r served as an index of the strength of relationship and as an indicator of the goodness of fit of the linear regression for each variable pairing. [Nie, et.al, 1975, p.277-279] The coefficient of determination [r2] was also computed for the four bivariate associations. The r2 statistic served as a more easily interpreted measure of strength of linear association and prediction accuracy. Squaring the Pearson's r provided a measure of the proportion of variance in each dependent variable which could be "explained by or predicted from" each independent variable. [Freeman, 1965, p.101] The four sex-type attribute variables of Hypothesis IV were treated as interval level measures, a requirement for computation of Pearson's r. It was recognized that these variables were based on data measured at an ordinal level. However, it was decided that strict adherence to the rules linking specific statistics to particular levels 115 of measurement might be relaxed for this study. Several methodologists have argued that "...statistics originally designed for interval level variables may be used even if the data satisfy only the assumptions of ordinal level measurement." [Nie, et.al., 1975, p.276] Labovitz, for example, contends: except for extreme situations, interval statistics can be applied to any_ordinal-level variable. ...Although some small error may accompany the treatment of ordinal variables as interval, this is offset by the use of mmore powerful, more sensitive, better developed, and more clearly interpretable statistics with known sampling error. [cited in Nie, et.al., 1975, p.61 Nie, et.al. also explain that flexible treatment of measurement requirements for analysis has been most commonly accepted when research is exploratory. In the present exploratory study, the treatment of the sex-type attribute variables as interval level measures was adopted. It was recognized that results of analyses involving these variables would need to be interpreted with some caution. Evaluation of the moderating effects of the nine respondent characteristics and attitudes on the bivariate relationships being studied was made using multiple regression analysis. The respondent variables to be studied were nominal level measures and the numbers assigned to categories could not be assumed to have the measurement characteristics necessary for computing meaningful product-moment correlations. Until modified, these categorical variables could not be treated as 'scores' and meaningful partial coefficients could not be computed. Performance of multliple regression analysis with dummy variables allowed the categories of these nominal level measures to be treated as separate dichotomous variables. The treatment of the respondent variables as dummy variables in multiple regression allowed 116 the computation of squared part and partial correlations. These statistics, explained more fully in the following section on Multiple Regression Analysis, provided the needed measure of the contributions of respondent variables to the bivariate relationships being studied. As stated in HYPOTHESIS IVA, it was anticipated that: Ha: omen :f[AILIESR1WI‘VARIAELES]4=OPAREm/PRI‘EM Ha: pW/mmat:f[AILRESPQDMVARIAEIES] *me/Pmmsc Ha: pPARE'éM/PKMASC :f[MLW\mRIABLFS] 4:0me H3: pPAMSC/Pm :f[MLWWJ 1:me £5.05 The squared part and partial correlation coefficients produced in multiple regression analyses were also used to examine the possible confounding or moderating effects of order of questions [HYPOTHESIS IVB] and method of soliciting respondents [HYPOTHESIS IVC]. It was hypothesized that these factors would have a moderating effect on the bivariate relationships of HYPOTHESIS IV. The research hypotheses stated in statistical terms were: Ha: 9mm:f[m1+ommuvmm Eh : pmsc/msc :f[FOR41 #pmmsc/Pmmsc I-h: meFm/Pmscmmmtpmm/msc Ha: 9mm:f[ml#OPAMSC/mm 35.05 Ha: pm:f[mmm]tommwmm Ha: omnnsc/Pmnsczfmsnm]*pmnmsc/mnsc Ha: pmmvpmscwmmwrpmm Ha: OW:f[ml*OPAMSC/mm Io IA '0 U1 117 memmgpoaxs u o: =o_um_>me etmecmum u >me sum mommguoa»: c_ mpnmpte> pcoecmamu u awe mummsaoax; cw mpnmwte> acmecoameew mpnm_tm> Fm>mp Pe>tmu=_ awe emummtp Pe:_etou u ame:_ u —>ucp mpam_tm> Fecpeoc u so: Meow: m:o_umm>otaa< pmmp ouceowewcm_muu opnmwte> acmecmame we» mousse; mpam_te> topowemta e cowutoaota u :oFumpmttoo Fe_utea uwtezcm mopaewte> topowemta tmsuo an ew:_mpaxm seemtpe coapewte> ow ween upse_te> acmecoammt e cowpe_te> mo coautoaota u eo_pmpottou urea emtmacm "mvmapmc< cowmmmtmom mpawupsz mo urea m< flames? an em:_epaxo opaewtm> new we mocewte> to co_pgoaota my“ "cumcmtpm to xmeca “co_uec_etmpme eo pemwuweemouumt oozemz zmom mmnm<~m<> Hzmozoammm 44< mtouoot m:_e:=oecou mpnwmmoa t_ mmmmmo ca 0 mmwmzhoa>z m mHmmzhoa>I ma_;m:owpcpot mumwtm>pn op mmpamwte> acmecoammt eo :owpsawtpcou < mammzeoa>x we» wpmapm>m op 2o" mocewtm> toe mpeaooum mpnm_te> gooey gu_;3 op pcmuxm mewstmumu op m~m>4u:_~ ap>pc_. mtwea «Famwte> comzumn to toueo_e=_ cc omPeH cowpe_oomme tuneup to omnpcwv ap>p:_. cowpuotve a zpmcwtpm zonhH mHmmzeoa>I mtmaeou\o=_eLmume op meam Hauou namozag Quezooma "am>no>za 6: . mmoamza mmuqumHe mom oanaa< Lnmscmm :f[m1 * p m,m.mnnsc/mm Ha : p m,m,mm/mesc :ftm] + QIERMEHJ%RHGLRNWBSDGFDWEC In IA 2: U" 120 23; Ha: C)BNWHSEJTRHELPARQECKHIFEM:fflflflflufl # p m,mmm,pm/Pm Ha : pIEEWEELPARHQLPARQECMERIEBC dHMEDIIfl * p W,m,mmsc/mnsc Pf5.05 The first task of this statistical procedure was to evaluate for multicollinearity or "..the situation in which some or all of the independent variables are very highly intercorrelated". [Nie, et.al., 1975, p.340] The Nie researchers noted that the presence of multicollinearity among independent variables has the potential to cause misinterpretation of the results produced by regression analyses. If independent variables are highly intercorrelated, coefficients may not be uniquely determined. Also, "...the greater the intercorrelation of the independent variables, the less the reliability of the relative importance indicated by the partial regression coefficients." [Nie, et.al., 1975, p.340] Although multicollinearity was seen as an important issue for this study, available statistical procedures did not allow for an evaluation of its presence among the independent variables used in the multiple regression analyses. Evaluation of multicollinearity requred computation of zero order correlations among all independent variables. The large majority of independent variables were nominal level measures. Meaningful Pearson product-moment correlations could not be computed for variables representing this level of measurement. It was recognized that results of the multiple regression analyses would need to be viewed with some caution given the inability to evaluate for the presence of multicollinearity. For HYPOTHESIS II, regression analysis was first performed to focus on the relationships between the independent variable of sex of 121 desired parental helper and the two attribute scale dependent variables. This procedure was followed by multiple regression analyses with stepwise inclusion of the predictor variables found in Hypotheses IIA, IIB and IIC. The stepwise method of analysis caused variables to be entered only if they met certain statsistical criteria [defined below]. The order of inclusion was determined by the respective contribution of each variable to explained variance. [Nie, et.al., 1975, p.345] For HYPOTHESIS VI, stepwise inclusion combined with hierarchical inclusion was performed. This method of analysis caused the three independent variables of HYPOTHESIS VI to be entered together on the first step of the regression analysis. The nine respondent variables, the order of question and the method of solicitation variables were then entered into the regression equation as additional predictor variables. These predictor variables were entered in stepwise fashion with the variable contributing the most significant explained variance entered first. Inclusion of variables was continued as long as variables met the statistical criteria established. Criteria for stepwise inclusion was n=15 [the maximum number of predictors allowed], F£.05 [test of signifcance for a regression coefficient] and T=.005 [minimum prOportion of variance of the variable not already explained by other variables in the equation]. The criteria for inclusion represented a compromise between the desire to reduce the regression equation to a subset of the best predictors and the desire to fully study all the research variables of interest. The first step of analysis for HYPOTHESIS II was to evaluate the strength of linear dependence of each dependent variable on the nominal 122 independent variable. Regression analysis with dummy variables representing the categories of the nominal independent variable was analogous to performing an analysis of variance using the original nominal variable. [Nie, et.al., 1975, p.375] Dummy regression was chosen in lieu of an analysis of variance procedure since the desire to later include respondent, order and method variables in the analysis would have required at least a twelve-way ANOVA. It was decided that analysis of variance procedures at this level would be extremely difficult to manage and interpret. It was also recognized that the analysis of variance summary portion of the output for the bivariate dummy regression analyses would yield the same results as would be obtained with conventional analysis of variance computations. [Nie, et.al., 1975, p.376] The first step of analysis for HYPOTHESIS VI was to evaluate the strength of linear dependence of each dependent variable on the three independent variables entered into the regression equation as a block. Multiple R provided this information. R2 values indicated the amount of variation in each dependent variable that was explained by the three independent variables operating jointly. As each additional predictor variable was entered into the regression equations of HYPOTHESES II and VI, a new R2 was computed which indicated the amount of variation of the dependent variable now accounted for with the addition of another predictor variable. The standard error of estimate was also computed. This SEE represented the 'average' error in predicting the dependent variable from the predictor variables operating in the regression equation. Each multiple regression analysis also provided unstandardized 123 regression coefficients [B], standard errors of B and standardized partial regression coefficients [Beta]. Beta values provided the most easily interpretable measures. They represented a measure of the relative influence of each variable on the dependent variable with all other variables controlled for. Two additional coefficients [1] the squared part correlation and [2] the squared partial correlation were computed "...to measure more directly the contribution of each independent and predictor variable to the variation of the dependent variable." [Nie, et.al., 1975, p.332] As each independent or predictor variable was entered into the 2 due to regression equation, a new R2 was computed. The increment in R the addition of a given variable represented the squared part correlation. This statistic was interpreted as the proportion of variation a predictor variable added to variation already explained by other independent or predictor variables. [Nie, et.al., 1975, p.334] Conversely, the squared partial correlation provided a measure of the degree to which a predictor variable reduced the variation of the dependent variable unexplained by other predictor variables. 124 ammo mocoowm_:m_muu opamwto> ooo eo ooeo_to> oocwopaxoco mtouooe we» mmosewr opas_to> tooocemta a nexus: o mamuxtoa>= ecco==Otcoo «_s_mmoa coeptoaotouco_oopottoo po_utoa notooom toe Fotucoo op smog m mammzeoa>z mopnowto> touo_oota ma_;mco_popot op Locuo so ooc_o_oxo scootpo :o_uewto> mopoopto> pcoocoomot o» moon opoe_te> topowooto o eo_uowto> mmnm mo cowo:o_tueoo m~m>n= oeo oomzps>o co zoat mewPQEem to >oo cum ouoewpmoum eom otameoe uoooeoaoo oouo_oota ecu Pooooo cw neo_uo:oo :o_mmotmot sore opom_to> oozegowewo o=_5oxo op aoo mcwpowooto totto .omoto>o.u mpooowmot mo_oo_to> aoocw to to >oo oom ”oposoomo eo Lotto otoocoumummm co_pepottootou=_ meogum on one mewoeooecoo Hopoowto> aoocw zoom eo muooeeo m>woopot on» to to sawtoo:_Ppoo_up:s comatoasoo mzoppou powwoveeooo cowmmotmot to» umanoo\xoogo o» Fo_otea ooNPotoocoom on» to m powptoaueoom o_o_mmoa we mate» :me we =u_3 toe oo—Potpcoo mopoo_to> aoo:_ tocpo A_>ocwv eowpoooo :o_powoogo ;o_z miso_to> ocmecmame «so :0 spacers) noes, omuc_. 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A255 2.65 2052992 mo-3555 mHm M1273. ceauogfi mo 3.23an ...a/USGHWOF A9535 on»? :mfifidm H 3%ng fleece we pass 8 has/BEE Ema ESE gm "9.51535 or. mmonfibm E cabs/ea has mam/mag 28 259.2 usage massage .gaaggag .ON.M§ CHAPTER IV. ANALYSIS OF RESULTS This descriptive study was aimed at investigating the theoretically based premise that: The sex and sex-type attributes potential clients desired in their early parental help-giver(s) are related to their current preferences for sex and sex-type attributes in a helping professional. Several statistical procedures were used to analyze data and test the six major hypotheses derived from this premise. The results of these statistical analyses are reported in this chapter. The chapter begins with a descriptive analysis of all research variables. The descriptive analysis is followed by results of statistical analyses according to the procedure used: bivariate correlation analysis; multiple regression analysis; discriminant analysis. The chapter concludes with a summary of the results of hypotheses tests. RESULTS 93: DBSCRIPTIVE ANALYSIS: As described in CHAPTER III: "Statistical Analysis Procedures", the first task of data analysis was to determine the basic distributional characteristics of each research variable. Before applying the statistical procedures for hypotheses testing, the pattern of response to each variable was examined to assure a usable distribution. Absolute frequencies and relative frequencies 131 132 [proportions] were computed for nominal level measures. Means and standard deviations were computed for the sex-type attribute variables treated as interval level measures. Three variables, based on items designed solely to provide descriptive information relevant to this study, were also analyzed. These descriptive variables were measures of: the use of M.S.U. Counseling Center services; the use of M.S.U. paraprofessional helpers; and confidence in response to item selections. Finally, a brief descriptive analysis was made of the only open-ended question included in the questionnaire. This open-ended question requested that respondents describe their preferred professional helpers in their own words. Ndninal Level Measures. Fourteen categorical variables were used in this study. The distributions of seven of these nominal variables were reported in CHAPTER III, ”Description of the Sample": response mode; booklet form [FORM]; method of soliciting respondents [METHOD]; respondent sex [SEX]; respondent ethnicity [RACE]; respondent class standing [CLASS]; and residence of respondent [RESIDE]. The patterns of response to the remaining seven nominal variables were also studied. The absolute and relative frequencies of these variables were computed. The results are presented in TABLES 4.1 - 4.7 on pages 135 through 139. An examination was made of the frequency tables for: preferred sex of professional help-giver [PROSEX]: real or imaginary person in mind as indicated preferences [REALIMAG]; history of having shared a personal problem with a helping professional [USEDPROF]; willingness to use a professional helper in the future [FUTURUSE]; adult(s) lived with while growing up [PARLIVE]; adult(s) turned to for assistance while 133 growing up [PARTURN]; and adult(s) wished to turn to for help while growing up [PARWISH]. Evaluation of the distributions of these variables indicated that each had sufficient variability to be used in subsequent relational analysis. Though respondent representation in variable categories was sufficient for the planned analyses, the distribution of respondents across categories was very uneven for all variables except PROSEX and PARWISH. This uneven representation was alleviated somewhat by collapsing categories and constructing broader classifications. It remained descriptive of the sample to say that the large majority of respondents: lived with both male and female parental adult(s) while growing up; usually turned to a female parental adult for assistance with personal probelems; had used a professional help-giver in the past: expressed willingness to use a professional help-giver in the future; and had an imaginary person in mind as they indicated their preferences. The distributions of these seven variables as a function of questionnaire form used to record responses [FORM] and method [METHOD] of soliciting participation were also evaluated. Results are presented in TABLES 4.8 and 4.9 on pages 140 through 143. Chi square values suggested very few systematic relationships among these variables. Only the chi square values for USEDPROF with FORM and with METHOD were statistically significant. These results suggested that the form of questionnaire a re3pondent used and the method used to solicit a respondent's participation in the study may have effected response to the item inquiring about past use of a helping professional. A measure of the strength of the relationships [Cramer's V =.136 for FORM and 134 USEDPROF and .174 for METHOD and USEDPROF], however, indicated that the associations were not strong. TABLE 4.1. FREQUENCY DISTRIBUTION: PREFERRED SEX OF PROFESSIONAL NELP-GIVER. Response to item: "Would you prefer that your professional helper be: female?; male?; no preference?" CATEGORIES OF: ABSOLUTE RELATIVE VARIABLE PREFERRED SEX OF FREQUENCY FREQUENCY LABEL PROFESSIONAL [f] [%] PROSEX FEMALE 222 38.0% MALE 135 23.1% N0 PREFERENCE 227 38.9% TOTAL: 584 100.0% TABLE 4.2. FREQUENCY DISTRIBUTION: REAL OR INABINARY PERSON IN NIND AS THOUGHT OF PREFERRED PROFESSIONAL QUALITIES. Response to item: "Did you have a real Kerson in mind as you indicated your preferences for qualities in a professional elp-giver?: yes; no. I was thinking of an imaginary person." CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE REAL 0R IMAGINARY FREEUENCY FREBUENCY LABEL PERSON IN MIND f] %I REALIMAG REAL PERSON IN MIND 152 ,- 26.0% IMAGINARY PERSON IN MIND 432 74.0% TOTAL: 584 100.0% TABLE 4.3. FREQUENCY DISTRIBUTION: HAVE SHARED PROBLEM WITH A PROFESSIONAL. Response to item: "Have you ever shared a personal problem with a helping professional?: yes; no.‘ CATEGORIES OF: ABSOLUTE RELATIVE VARIABLE HAVE SHARED PROBLEM FREEUENCY FREQUENCY LABEL WITH A PROFESSIONAL f] %] USEDPROF YES 445 76.2% NO 138 23.6% NO RESPONSE 1 .2% TOTAL: 584 100.0% 136 TABLE 4.4. FREQUENCY DISTRIBUTION: NILLINGNESS TO USE PROFESSIONAL HELPER IN THEWFUTURE. Response to item: "Would you consider sharing a personal problem with a helping professional in the future?: definitely not; probably not; probably yes; definitely yes." CATEGORIES 0F: ABSOLUTE RELATIVE EQEéCBLE HELPENGINOTNEEFUTURESSIONAL FREEUENCY FREgggNCY FUTURUSE DEFINITELY NOT 11 1.9% PROBABLY NOT 90 15.4% PROBABLY YES 282 48.3% DEFINITELY YES 199 34.1% NO RESPONSE 2 .3% TOTAL: 584 100.0% TABLE 4.4A. FREQUENCY DISTRIBUTION: NILLINGNESS TO USE PROFESSIONAL HELPER IN UTURE—RECLASSIFIED INTO THREE GROUPS. BROAD CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE WILLING TO USE PROFESSIONAL FREEUENCY FREBUENCY LABEL HELPER IN THE FUTURE f3 %] FUTURUSE UNLIKELY USER 101 17.3% POTENTIAL USER 481 82.4% NO RESPONSE 2 .3% TOTAL: 584 100.0% 137 TABLE 4.5. FREQUENCY DISTRIBUTION: ADULTIS) LIVED NITH NHILE GROHING UP. Res onse To item: “Which adult(SIdid you live with [all or most of the time] whi e you were growing up?: mother and father (natural, adoptive, step-parent); other couple; mother only; father only; other female only; other male only.” CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE AOULT(s) LIVED RITH FREQUENCY FREEUENCY LABEL VHILE GROVINO UP f] z] PARLIVE MOTHER AND FATHER 520 89.0% (e.g. natural, adoptive.) step-parent) OTHER COUPLE 2 .3% (e.g.grandparents, aunt & uncle) MOTHER ONLY 46 7.9% FATHER ONLY 16 2.7% OTHER FEMALE ONLY 0 0.0% (e.g. aunt, grandmother) OTHER MALE ONLY 0 0.0% (e.g. uncle, grandfather) TOTAL: 584 ‘ 100.0% TABLE 4.5A. FREQUENCY DISTRIBUTION: ADULTIS) LIVED HITH NHILE GROHING UP RECEASSIFIED INTO THREE GROUPS. BROAD CATEGORIES OF: ABSOLUTE RELATIVE ORR“ GBIEE‘EIOHIEDUEIT“ “ERIN" ”‘82?" PARLIVE FEMALE AND MALE 522 89.4% FEMALE ONLY 46 7.9% MALE ONLY 16 2.7% TOTAL: 584 100.0% 138 TABLE 4.6. FREQUENCY DISTRIBUTION: ADULTIS).DIQ TURN TO FOR HELP NHILE GRONING DP. Response to item: "When you had personal problems as you were growing u (ie.questions or situatiions which were difficult for you to deal with aloneI, which parent or adult did you usually turn to for assistance?: my mother almost always; my mother more often than my father; my father almost always; my father more often than my mother; my mother and father equally often; other female adult; other male adult; female and male adults equally Often." CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE ADULT(S) DID TURN TO FREQUENCY FREQUENCY LABEL FOR HELP WHILE GROWING UP [f] [%] PARTURN MOTHER ALMOST ALWAYS 162 27.7% MOTHER MORE OFTEN 196 33.6% THAN MY FATHER FATHER ALMOST ALWAYS 46 7.9% FATHER MORE OFTEN 68 11.6% THAN MY MOTHER MOTHER AND FATHER 71 12.2% EQUALLY OFTEN OTHER FEMALE ADULT 15 2.6% (e.g. aunt, grandmother) OTHER MALE ADULT 10 1.7% (6.9. uncle, grandfather) MALE AND FEMALE ADULTS 16 2.7% EQUALLY OFTEN TOTAL: 584 100.0% TABLE 4.6A. FRE NCY DISTRIBUTION: ADULTIS) DID TURN TO FOR HELP NHILE GRUHING—UPTRE IFIED INTO THREE GROUPS. BROAD CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE ADULT(S) DID TURN TO FREQUENCY FREQUENCY LABEL FOR HELP WHILE GROWING UP [f] [%I PARTURN MOTHER/FEMALE 373 63.9% FATHER/MALE 124 21.2% NO PREFERENCE [mother/female 87 14.9% and father/male equally] TOTAL: 584 100.0% 139 TABLE 4.7. FREQUENCY DISTRIBUTION: ADULTIS) NISH TURNED TO FOR HELP WHILE GROUT . Response to item: "When you had personal problems, which parent or adult did you WISH you could turn to for assistance? [This may or may not have been the same person you actually did turn to.]: my mother almost always; my mother more often than father; my father almost always; my father more often than mother' my mother and father equally often; other female adult; other male adult; femaIe and male adults equally often.“ CATEGORIES OF: ABSOLUTE RELATIVE VARIABLE ADULT(S) WISH TURNED TO FREQUENCY FREQUENCY LABEL FOR HELP WHILE GROWING UP [f] [%] PARWISH MOTHER ALMOST ALWAYS 124 21.2% MOTHER MORE OFTEN " 144 24.7% THAN MY FATHER FATHER ALMOST ALWAYS 60 10.3% FATHER MORE OFTEN 68 11.6% THAN MY MOTHER MOTHER AND FATHER 165 28.3% EQUALLY OFTEN OTHER FEMALE ADULT 7 1.2% (e.g. aunt, grandmother) OTHER MALE ADULT 3 .5% (e.g. uncle, grandfather) MALE AND FEMALE ADULTS 13 2.2% EQUALLY OFTEN TOTAL: 584 100.0% TABLE 4.7A. FREQUENCY DISTRIBUTION: ADULTIS) NISH TURNED TO FOR HELP NHILE GROWING—UP_RECLASSIFIED INTO THREE GROUPS. BROAO CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE ADULT(S) WISH TURNEO TO FREQUENCY FREQUENCY LABEL FOR HELP WRTEE BRONINO UP [f] [z] PARWISH MOTHER/FEMALE 275 47.1% FATHER/MALE 131 22.4% N0 PREFERENCE [mother/female 178 30.5% and father/male equally TOTAL: 584 100.0% 140 “84.8. mmmmmmmgmmm -mmmmnais. m A FUR“! B 'IUBXL RESPCI‘JDENI‘S RESHNDENI’S RESPCNDENIS [N=28‘5] [N=298] [N=564' ] REIATIVE RELATIVE RELATIVE IESE'AKH CATHDRDB F'REQJEI‘CY mm VARIABLE 1%] [is] 1%] W 39.2% 36.9% 38.0% PREFERRED SEX (F PFUFESSICNAL '"_ ‘ I-iElP—GIVER mm 24.1% 22.1% 23.1% I‘D PREFERENCE 36.7% 40.9% 38.9% P=.5736 'IUI'AL: 100.0% 100.0% 100.0% Carter's V=.044 REAL PEIECN 26.2% 25.8% 26.0% REAL OR 11mm mm 111 MIND IMAGINARY Pm 73.7% 74.2% 74.0% P=.5883 'IUI'AL: 100.0% 100.0% 100.0% Cranm's V=.043 YES 81.5% 71.4% 76.3% HAVE STARTED mum WI'IH WM ND 18.5% 28.6% 23.7% * P=.0127 m: 100.0% 100.0% 100.0% Eater's V‘-.13633 INLIKEIX [BER 16.1% 18.6% 17.4% WELDINESS '10 [BE PKFESSIQJAL IN 'IHE Hm POIENI'IAL USER 83.9% 81.4% 82.6% P=.4265 mm: 100.0% 100.0% 100.0% 1’ni=.033 m: Figm adjusted for ts. W * = Statistical significance [3 5 .05] . 141 M43. [mm] mum -.; run-10mm. m A m B 'IUI‘AL mm RESPQDENI‘S mm [N=286] [N=298] [N=584] RELATIVE REIATIVE W W W FREQJEACY VARIABLE 1%] [‘5] 1%] FEMME & MALE 90.2% 88.6% 89.4% AEIIUITS) LIVED WI'IH “HIE GKNII‘G UP FEMALE (NLY 7.0% 8.7% 7.9% MATE CNLY 2.8% 2.7% 2.7% P=.7389 ‘IUI'AL: 100.0% 100.0% 100.0% 'Craner's w.032 W 60.5% 67.1% 63.9% AEIJUI‘(S) DID 'IURN '10 FOR— HELP FATHER/ME 22.4% 20.1% 21.2% m PREFERENZE 17.1% 12.8% 14.9% P=. 1990 ‘IUHLL: 100.0% 100.0% 100.0% (Eater's V=.074 MIKE/FEMALE 44.4% 49.7% 47.1% ADZILT(S) WISH 'IUIN '10 FIR—'— HELP WE 23.1% 21.8% 22.4% m PREFEREIIE 32.5% 28.5% 30.5% P=.4221 'IUIAL: 100.0% 100.0% 100.0% 'Craner's V=.054 m: Figm adjusted for Wm. * = Statistical significance [P ‘ ..05] “84.9. ”(PM ' mm. 142 MIL 'IEIEPIiNE 'IUJIAL RESPONDENI‘S RESPCNDENTS W8 [N=286] [N=298] [N=584] RELATIVE RELATIVE RELATIVE RESFAKII (7W FREIJJDCY FREUJEICY W VARIABLE [%J [%l 1%] W 37.6% 45.2% 38.0% PREFERRED SEX G‘ WCNAL HELP-GIVER MAIE 23.2% 19.4% 23.1% m m 39.1% 35.5% 38.9% P=.6918 'IUIAL: 100.0% 100.0% 100.0% Eater's Vh.036 REAL m 26.0% 25.8% 26.0% TEAL 0R W FEM IN MIND W Pm 74.0% 74.2% 74.0% P=.9717 'IUI'AL: 100.0% 100.0% 100.0% (Eater's V=.009 YES 76.3% 77.4% 76.4% HAVE QERED PKBLEM WI'IH PRIESSIQIAL m 23.7% 22.6% 23.7% * P=.0004 'IUIAL: 100.0% 100.0% 100.0% "(Eater's V=.174 INLJKELY [BER 17.1% 22.6% 17.4% W '10 [BE WCNAL 1N 'II-IE FU'IURE PUIENI'IAL USER 82.9% 77.4% 82.6% P=.5850 'IUIIAL: 100.0% 100.0% 100.0% Bai=.033 1013: Figures adjusted for ts. mespcmlen * = Statistical sigu'ficance [35 .05] . 143 “34.9. [CHILI WWW-WWII) 511mm. MAIL TEIEPIINE 'IUIAL MEWS RESPCITDENIS RESRNDENIS [#286] [$298] [N=584] RELATIVE REIATIVE RELATIVE RESEAK}! W W mm mm VARIABLE [%] [95] 1%] FEMALE & MALE 89.3% 90.3% 89.4% AIIIL'NS) LIVED VIE'IH “HIE m UP FEMALE CNLY 8.0% 6.5% 7.9% WE (NLY 2.7% 3.2% 2.7% P=.9437 'IUI'AL: 100.0% 100.0% 100.0% (Eater's V=.014 WW 63.7% 67.7% 63.9% AIIIL'I'(S) DID 'IUR‘I '10 EUR— HELP FATHER/ME 21.3% 19.4% 21.2% M) PREF‘EREICE 15.0% 12.9% 14.9% P=.8965 'IUI‘AL: 100.0% 100.0% 100.0% 'Craner's V=.019 W 47.0% 48.4% 47.1% AIIILT(S) W131 TURN '10 m:— HELP PW 22.6% 19.4% 22.4% m PREFERENZE 30.4% 32.3% 30.5% P=.9122 'IUI'AL: 100.0% 100.0% 100.0% 'Cranm's V=.018 m: Fiqm adjusted for * = Statistical significance ts. [_gé .05]. 144 Interval Level Measures. Scores from the four sex-type attribute scales of the questionnaire [ie. PARFEM, PARMASC, PROFEM, PROMASC] were treated as interval level variables. Each attribute scale consisted of 24 items and each item had four response choices with assigned weights ranging from O to 3. The pattern of response to each item was examined to assure a usable distribution. Response choice frequencies for scale items are presented in TABLES 4.10 through 4.13 [pages 146 - 149]. A brief review of the response choice proportions presented in these tables indicated that the distributions for many items had a distinctive form. Though all item choices were used by respondents, the mode for many items was located toward the high weightings. Response frequencies tended to be largest for the two choices ['fairly' and 'very'] that endorsed the valued trait and smallest for the two choices that endorsed the polar trait. Some notable exceptions to this trend were evident. The response distributions for the attributes of 'emotional' and 'religious' [PARFEM and PROFEM Scales] and for 'aggressive', 'competitive' and 'dominant' [PARMASC and PROMASC Scales] were negatively skewed. Although these attributes represented traits believed to be generally valued [Broverman, et.al., 1972], this valuation did not seem to hold when they were used as descriptors for desired parental and preferred professional help-givers. The trend in response choice selection was reflected in the distribution of scale scores. Scores on the sex-type attribute scales formed positively skewed distributions with the following means and standard deviations: 49.35 Standard Deviation = 14.65 48.99 Standard Deviation 14.62 PARFEM Scale: Mean PROFEM Scale: Mean 145 PARMASC Scale: Mean 48.53 Standard Deviation 12.14 PROMASC Scale: Mean = 48.45 Standard Deviation = 13.91 The mean scores on the four scales were almost identical. This implied that the degree of male and female sex-type attributes respondents desired/preferred in parental and professional helpers was similar. However, since "the mean in a positively skewed distribution is pulled in the direction of the high scores, it loses its typicality." [Nachmias and Nachmias, 1981, p.317] Also, all four scales had moderately large standard deviations indicating that the level of desired or preferred attributes reflected by the mean was not highly representative of all respondents. Because the means were so similar, the standard deviations as measures of dispersion could be compared as reflecting relative variation. The standard deviations of scale scores indicated that the degree of variation of scores about the mean for all four scales was extremely similar. 398 F GE» 80: 83mm? Emma 075 .898 05mm? How ghee hog.“ gamma u a 146 8N NS m.mm mic 68H mK 3.: 9.8 m.mm page. mi mi 3m 93 88.48%." 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Three variables were based on items designed solely to provide descriptive information relevant to this study. These descriptive variables were measures of: the use of M.S.U. Counseling Center services [MSUSERVC]; the use of M.S.U. para-professional helpers [MSUHLPR]: and confidence in response to item selections [SLCTCONF]. The patterns of response to these items were studied and the results are presented in TABLES 4.14 - 4.16 on pages 156 through 161. Evaluation of the distribution of the MSUSRVC variable indicated that 66% of the student respondents to this study had used Michigan State University Counseling Center services. This figure was slightly lower than the earlier cited 70-75% estimate of students who use Counseling Center services sometime during their academic stay at the University. Though lower, the 66% representation of Counseling Center users lent credibility to the premise that the University student pOpulation was a population fairly familiar with the concept of the client-helper relationship. Familiarity with the concept of a client- helper relationship was also suggested by other statistics. It was implied in the large proportion [62.2%] of respondents whose Counseling Center contact had been characterized by personal contact with professional staff. It was emphasized when consideration was also given to the 10% of the sample who, in addition to self-reported Counseling Center users, indicated [on the USEDPROF item] that they had used a helping professional in the past. Finally, a familiarity with issues involved in a client-helper relationship seemed a probable outcome of contact with M.S.U. paraprofessional helpers [e.g., advisors, faculty, residence hall staff]. The patterns of response to the MSUHLPR variable indicated that 49% of the respondents had sought 155 assistance from at least one paraprofessional helper at the University. These descriptive findings served to more clearly define the population to which findings could be generalized: to individuals likely to have experienced or to be familiar with issues involved in the client-helper relationship. Examination of the pattern of response to the SLCTCONF variable indicated that the large majority of respondents [97.3%] were either confident in all or in most of their response choices to items. This large percentage was viewed as a positive respondent indicator of the instrument's ability to allow satisfactory representation of desires and preferences for help-givers. The distributions of these three descriptive variables as a function of questionnaire form used to record responses [FORM] and method of soliciting participation [METHOD] were also evaluated. Results are presented in TABLES 4.17 and 4.18 on pages 162 and 163. Chi square values suggested only two systematic relationships among these variables. The chi square values for MSUSERVC and SLCTCONF with FORM were statistically significant. The strength of these relationships, however, was fairly low [Cramer's V =.119 and .249, respectively] and suggested that the form of the questionnaire had little practical consequence in these two areas. 156 TABLE 4.14. FREQUENCY DISTRIBUTION: USE OF N.S.U. COUNSELING CENTER SERVICES. Response to item: “Have you ever used any M.S.U. Counseling Center services? (mark all that apply): persona] or social counseling; vocational or educational counseling; testing center services; self-management laboratory; other; I have not used any services.“ CATEGORIES OF: ABSOLUTE RELATIVE VARIABLE M.S.U. COUNSELING FRE9UENCY FRE9UENCY LABEL CENTER SERVICES USED f] %] MSUSERVC PERSONAL/SOCIAL COUNSELING 168 28.8% ONLY VOCATIONAL/EDUCATIONAL 94 16.1% COUNSELING ONLY TESTING CENTER ONLY 12 2.1% SELF-MANAGEMENT LABORATORY 2 .3% ONLY OTHER ONLY 6 1.0% MULTIPLE SERVICES HITH 101 17.3% P/S OR V/E COUNSELING MULTIPLE SERVICES HITHOUT 2 .3% P/S OR V/E COUNSELING NOT USED ANY SERVICES 86 14.7% NO RESPONSE [respondents 115 19.3% directed to skip this question if never had shared problem with professional] TOTAL: 584 100.0% 157 TABLE 4.14A. FREQUENCY DISTRIBUTION: USE OF M.S.U. COUNSELING CENTER SERVICES RECUSSIFIED INTO FOUR GROUPS. BROAD CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE M.S.U. COUNSELING FREgUENCY FREEUENCY LABEL CENTER SERVICES USED f] %] MSUSERVC SERVICES CHARACTERIZED BY 363 62.2% RECODE PERSONAL CONTACT NITH STAFF SERVICES CHARACTERIZED BY 22 3.8% IMPERSONAL CONTACT WITH STAFF N0 SERVICES USED 86 14.7% NO RESPONSE 113 19.3% TOTAL: 584 100.0% 158 TABLE 4.15. FREQUENCY DISTRIBUTION: M.S.U. PARA-PROFESSIONAL HELPERIS) SOUGHT. Res onse To item: “Durin your enrollment at M.S.U. have ou ever sought help wit a personal problem rom any of the following? (mark a 1 that apply): an academic advisor; a faculty member; a residence hall staff person; other; have not sought services from such helpers." CATEGORIES OF: ABSOLUTE RELATIVE 1135:?” 'fléféEMEiR’s‘afiéfiiEssmm" ”59‘5”" ”5923"" MSUHLPR AN ACADEMIC ADVISOR 49 8.4% A FACULTY MEMBER 40 6.8% A RESIDENCE HALL STAFF PERSON 60 10.3% OTHER 9 1.5% THO HELPERS MARKED 96 16.4% THREE HELPERS MARKED 35 6.0% FOUR HELPERS MARKED 3 .5% NOT SOUGHT ANY HELPERS 178 30.5% NO RESPONSE [respondents 114 19.5% directed to skip this question if never had shared problem with professional] TOTAL: 584 100.0% TABLE 4.15A. FREQUENCY DISTRIBUTION: RECEASSIFIED 159 INTO FOUR GROUPS. M.S.U. PARA-PROFESSIONAL HELPER(S) SOUGHT BROAD CATEGORIES 0F: ABSOLUTE RELATIVE VARIABLE M.S.U. PARA-PROFESSIONAL FREEUENCY FREEUENCY LABEL HELPER(S) SOUGHT f] %] MSUHLPR SINGLE CONTACT SOUGHT 158 27.1% MULTIPLE CONTACTS SOUGHT 134 22.9% N0 CONTACT SOUGHT 178 30.5% NO RESPONSE [respondents 114 19.5% directed to skip this question if never had shared problem with professional] TOTAL: 584 100.0% 160 TABLE 4.16. FREQUENCY DISTRIBUTION: RESPONDENT CONFIDENCE IN ITEN SELECTIONS. Response to item: ”In general, how confident did you feel as you marked your preferences on the items in this questionnaire?: confident in all selections; confident in lost selections; confident in about 50% of my selections; not confident in lost selections; not confident in any selections." CATEGORIES OF: ABSOLUTE RELATIVE VARIABLE RESPONDENT CONFIDENCE FREEUENCY FREEUENCY LABEL IN ITEM SELECTIONS f] z] SLCTCONF CONFIDENT IN ALL 248 42.5% SELECTIONS CONFIDENT IN MOST 320 54.8% SELECTIONS CONFIDENT IN ABOUT 16 2.7% 50% OF SELECTIONS NOT CONFIDENT IN 0 0.0% MOST SELECTIONS NOT CONFIDENT IN 0 0.0% ANY SELECTIONS TOTAL: 584 100.0% 161 TABLE 4.16A. FREQUENCY DISTRIBUTION: RESPONDENT CONFIDENCE IN ITEM SELECTIONS RECEASSIFIED INTO THREE GROUPS. BROAD CATEGORIES OF: ABSOLUTE RELATIVE VARIABLE RESPONDENT CONFIDENCE FREEUENCY FREEUENCY LABEL IN ITEM SELECTIONS f] %] SLCTCONF CONFIDENT IN 568 97.3% SELECTIONS 50% CONFIDENT 16 2.7% IN SELECTIONS NOT CONFIDENT O 0.0% IN SELECTIONS TOTAL: 584 100.0% 162 m4.17.mwmmmmmmmgmm m—mmmm. FORVI A m B 'IUM WIS [N=286] [N=298] [N=584] RELATIVE REIATDIE RELATIVE RESE'ARI-I WIRES WY WY mmmm m [H m SERVICES CHARACTERIZED 81.3% 72.7% 77.1% BY PEMTAL mm WITH SIN}? M.S U. CIINSELII‘G (INIER SERVICES _- IEED SERVICES GIARACIERIZED 5.0% 4.3% 4.7% BY DIPEPEINAL CII‘IIIACI' WI'IH SELFF M) SEFNICES USED 13.7% 22.9% 18.3% * P=.0356 'IUI‘AL: 100.0% 100.0% 100.0% Crarrer's V=.119 SME (INI‘ACI‘ swam 33.6% 33.6% 33.6% mm HELPER(S) MIII'IPLE CINTACI'S 29.0% 28.0% 28.5% scum mm M) (DIM mm 37.4% 38.4% 37.9% P=.9665 'IUIAL: 100.0% 100.0% 100.0% 'Craner's V=.012 (INFEDENI' IN 99.3% 95.3% 97.3% SEIEETICNS RESPCNDENI‘ CINFIDDCE IN 50% (INFIDFNI‘ IN .7% 4.7% 2.7% ITEM SELECTICNS SELELTICNS I‘UI‘ (INFIDENI' IN 0.0% 0.0% 0.0% SELECI‘ICNS * P=.OOOO IDEAL: 100.0% 100.0% 100.0% 'Crater's %.249 RIB: Figm adjusted for W115. *=&xmumlamfimmmtgéfifl- 163 m4.18. memmmmm 31mm. MAIL WINE 'IUI'AL W RESPQ‘IDENI‘S mm [N=286] [N=298] [N=584] RELATIVE RELATIVE RELATIVE RESE‘AICH MIKE‘S FREUJEBCY PW FREQLJIM VARIABLE [%1 [is] [is] SERVICES W 76.9% 80.0% 77.1% BY Pm CINECI‘ WI‘IH SIBFF M.S.U. (IIJDSELIMB CENTER SERVICES [BED SERVICES CHARACTERIZED 4.3% 12.0% 4.7% BY m WP WI'II-I STAFF bl) SERVICES LSED 18.8% 8.0% 18.3% P=.1009 'IUIIAL: 100.0% 100.0% 100.0% (Eater's W398 SME CINIACI' SIRE 33.3% 40.0% 33.6% PRIESSIO‘IAL HELPER(S) NULTIPLE (IIIIBCIS 29.2% 16.0% 28.8% SIRE 3113!? m CIZNI‘ACI' SIGHT 37.5% 44.0% 37.9% P=.3622 'IOI'AL: 100.0% 100.0% 100.0% Crater's V=. .07 CINE‘IDENI‘ IN 97.1% 100.0% 97.3% SELECI'IQ‘B m (INFIIE‘CE IN 50% CINFIDI'NI‘ IN 2.9% 0.0% 2.7% I'JEM SELEIII'ICNS SEIKZI'ICNS I‘UI‘ mm IN 0.0% 0.0% 0.0% SEIECI'ICNS P=.5413 m: 100.0% 100.0% 100.0% "(framer's V=.OS m: Figm adjusted for rmmspcnderrts. * = Statistical significance [P " ..05] 164 Qpen-Ended Question. Finally, a brief descriptive analysis was made of the one open-ended question included for study. The question, which preceded all parental and professional items in the questionnaire, requested that respondents describe their preferred professional helpers in their own words. Respondent descriptors for preferred professional help-givers were first classified into three broad categories: [1] descriptors judged as reflecting 'feminine' attributes: [2] descriptors judged as reflecting 'masculine' attributes; and [3] descriptors not typically included in either a 'femininity' or 'masculinity' classification. Assignment of a respondent descriptor to one of these three broad categories was based on a judgement of whether the descriptor seemed to refer to a 'communal-expressive' characteristic [feminine] or to an 'agentic-instrumental' characteristic [masculine]. The constructs of 'communal-expressive' and 'agentic-instrumental' were initially proposed by Parsons and Bales [1955] and have been adopted by several developers of masculinity-femininity instruments. [e.g., Bem, 1974, Spence, et.al., 1975] The theoretical premise that the basic core of masculinity resides in an instrumental orientation and the basic core of femininity lies in an expressive orientation seemed an appropriate organizing principle for the initial classification of respondent descriptors in this study. Respondent descriptors assigned to the three broad categories were further classified into more specific attribute groupings. Descriptor content was evaluated and descriptors judged to address similar content areas were grouped. A general attribute label was then assigned which seemed to best represent the content or factor defined by the common 165 descriptors. Not surprisingly, the majority of attribute labels corresponded to adjectives frequently found in masculinity-femininity measures. It was expected that the present classification attempt would yield similar, though much less precise, results since the present classification strategy represented a crude approximation of sophisticated factor analysis procedures used by scale developers. The results of the classification of respondent descriptors are presented in TABLES 4.19 - 4.21 on pages 168 through 175. Absolute frequency distributions were computed for the categories of the three broad attribute classifications. Relative frequencies were not computed since no meaningful percentage base could be established. No limitations had been placed on the number or type of descriptors a respondent could submit to describe a helper in personal terms. Consequently, the only meaningful measure was a 'count' of how often a term or descriptor was submitted by respondents. Separate frequency distributions were calculated for the two questionnaire forms used to record responses [FORM] to determine if descriptors varied as a function of the form of questionnaire used. An examination of the frequency distributions for feminine, masculine and atypical descriptors indicated that the high endorsement of valued trait items seen in the questionnaire's Femininity and Masculinity Scales was repeated when respondents used their own words. For example, the feminine descriptor categories of 'warmth in relationship' and 'empathy' had high response frequencies which corresponded to the high endorsement that 'warm in relations with others' and 'aware of others feelings' had on the questionnaire's Femininity Scale. A similar correspondence was evident between several 166 masculine respondent descriptors and Masculinity Scale questionnaire items [e.g., 'objective' and 'active']. Respondents also submitted significantly fewer descriptors which could be assigned to the questionnaire items of the Femininity and Masculinity Scale which yielded the lowest endorsement. For example, response choice frequencies for the scale items of 'quiet', 'emotional', 'competitive', 'aggressive' indicated that most respondents desired/preferred these qualities 'not at all' or only 'slightly' in a help-giver. The small number of descriptors submitted by respondents which could be assigned to these categories reinforced the conclusion that respondents regarded these attributes as relatively unimportant for help-givers. In general, respondent descriptors reflecting questionnaire scale polar traits [e.g., stern, reserved, subjective, passive] were either infrequently submitted or did not appear at all among the respondent descriptors. Overall, respondents submitted slightly more feminine descriptors than masculine descriptors to describe their help-givers. Atypical descriptors [ie. terms not typically included in either a 'femininity' or 'masculinity' classification] comprised the significantly smaller proportion of all descriptors submitted and at least half of the 'count' of the atypical descriptor classification represented respondents who left the Open-ended question blank. These findings suggested that respondents, without the prompting of sex-type attribute scale items, tended to conceptualize help-giving traits in feminine and masculine stereotypic terms. Very few respondents indicated that the sex of the help-giver was of importance to them. 167 There did seem to be some marked differences in the category frequencies of descriptors submitted for Form A respondents and Form B respondents. However, these differences in category frequencies did not appear to vary in any meaningful way. Form A respondents submitted descriptors which referred to the traits of 'active', 'confrontive', 'empathic', 'listener' more often than did Form B respondents. In contrast, Form B rather than Form A respondents submitted descriptors which referred to the traits of 'objective', 'worldly' and 'warmth in relationships'. Overall frequencies of descriptors according to their classification as feminine, masculine or atypical also showed variance for Form A and Form B respondents. Form A respondents provided more descriptors in all three classifications than did Form B respondents. 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Fwd a 176 masons _qg s'rn'rxsmu mamsns: As described in CHAPTER III: "Statistical Analysis Procedure", three different statistical procedures were used to analyze data and test the hypotheses of this study: [1] bivariate correlation; [2] multiple regression; and [3] discriminant analysis. Statistical procedures were chosen on the basis of the question posed by a hypothesis and the type of variables under investigation. The data relevant to a test of each hypothesis, organized according to the statistical analysis performed, are reported in this section. Bivariate Correlation Analysis. Bivariate correlation analysis was used to test for the relationships expressed in null HYPOBESIS IV: The sex-type attributes a potential client desired in a parental help-giver are not related to the preference for sex-type attributes in a professional help-giver. Relationships between four variable pairings were expressed in this hypothesis. The four pairings were the following combinations of the sex-type attribute measures: PARFEM with PROFEM; PARMASC with PROMASC; PARFEM with PROMASC; and PARMASC with PROFEM. Pearson's coefficient of correlation [r] was computed to examine the degree and direction of linear association for the four hypothesized relationships. As shown in TABLE 4.22 on page 177, correlations of .9301 for PARFEM with PROFEM, .8836 for PARMASC with PROMASC, -.6195 for PARFEM with PROMASC and -.6360 for PARMASC with PROFEM resulted. Each of these correlation coefficients was significant at the .001 level of confidence and indicated that the null for Hypothesis IV could be rejected. 177 TIBLE 4.22. CORRELATION COEFFICIENTS for SEX-TYPE ATTRIBUTE SCALES [PROHASC, PROPER, PARMASC, PARFEM]. VARIABLE PROMASC PROFEM PARMISC PARFEM PROMASC r2 = 1.0000 -.6825 .8836 -.6195 r = 1.0000 .4658 .7807 .3838 P = ---- * .001 * .001 * .001 PROFEM r = 1.0000 -.6360 .9301 r2 = 1.0000 .4045 .8651 g = —--- * .001 * .001 PARMASC r = 1.0000 -.6267 r2 = 1.0000 .3928 E = -—‘- * .001 PARFEM r = 1.0000 r2 = 1.0000 E = ---- KEY: r2 = Pearson Product Moment Correlation Coefficient. r = Coefficient of Determination. fl = Probability of obtaining test statistic equal or greater than result observed. * = Probability value indicates significance Lg =.05]. PROMASC: Masculinity Scale for preferred Professional help-giver. PROFEM: Femininity Scale for preferred Professional help-giver. PARMASC: Masculinity Scale for desired Parental help-giver. PARFEM: Femininity Scale for desired Parental help-giver. 178 The correlations also indicated strong to moderately strong relationships between scores on each of the parental sex-type attribute scales with scores on each of the professional sex-type attribute scales. Scores between the two femininity scales [PARFEM & PROFEM] were positively associated, as were scores between the two masculinity scales [PARMASC & PROMASC]. Scores between the parental femininity scale and the professional masculinity scale [PARFEM & PROMASC] and scores between the parental masculinity scale and the professional femininity scale [PARMASC & PROFEM] were negatively associated. The coefficient of determination [r2] was also computed for the four bivariate associations. The prOportion of variance in the measure of feminine attributes preferred in a professional help-giver [PROFEM] which could be explained by the measure of feminine attributes desired in a parental help-giver [PARFEM] was about 87%. The measure of masculine attributes desired in a parental help-giver [PARMASC] explained about 40% of PROFEM. The proportion of variance in the measure of masculine attributes preferred in a professional help-giver [PROMASC] which could be explained by the measure of masculine attributes desired in a parental help-giver [PARMASC] was about 78%. The measure of feminine sex-type attributes desired in a parental help- giver [PARFEM] explained about 38% of PROMASC. Evaluation of the effects of the nine respondent variables. the questionnaire form used to record responses and the method of soliciting participation on the four attribute scale associations was made using multiple regression analysis. The results of this analysis will be reported next. 179 Multiple Regression Analysis. Multiple regression analysis was used to test for the relationships expressed in the following subhypotheses of null Hypothesis IV. HYPOTHESIS IVA: Respondent sex, ethnicity, class standing, residence, professional preferences based on real or imagined persons, history of use of helping professionals, willingness to consider use of helping professionals in the future, sex of parental adult(s) lived with while growing up, and sex of parental adult(s) turned to for assistance while growing up are variables which do not moderate the relationship defined in Hypothesis IV. HYPOTHESIS IVB: The relationship defined in Hypothesis IV does not vary as a function of the form of questionnaire used to record responses [ie. the order in which respondents answered items]. HYPOTHESIS IVC: The relationship defined in Hypothesis IV does not vary as a function of the method used to solicit participation [ie. the 'volunteerism' of respondents]. Summaries of the bivariate regressions for the four variable pairings of Hypothesis IV are presented in TABLE 4.25 through TABLE 4.28 on pages 200 to 203. As expected, the Multiple R and R2 values corresponded to the Pearson's r and the r2 which were computed in the previous correlational analysis. Using stepwise multiple regression, the nine respondent variables of Hypothesis IVA, the Form variable of Hypothesis IVB and the Method variable of Hypothesis IVC were submitted for inclusion in the regression equations for PROFEM on PARFEM, PROFEM on PARMASC, PROMASC on PARFEM and PROMASC on PARMASC. The summary tables for these regression analyses are TABLE 4.29 on page 204, TABLE 4.32 on page 206, TABLE 4.35 on page 208 and TABLE 4.38 on page 210. 180 All variables met the criteria for entry into the equations. A variable's inclusion in the equations indicated that at least .005% of the variance of the variable was not already explained by other variables in the equation. This tolerance level for inclusion in equations was very liberal, providing an opportunity to study all predictor variables of interest. Despite inclusion in the equations, further analysis was needed to determine if a variable made a significant contribution to explanation of the variance of the dependent variables. The method of stepwise inclusion of variables permitted an evaluation of the relative importance of the variables entering the equation to the explained variation of the dependent variable. The variable making the most significant contribution to explained variance entered first. Inclusion of subsequent variables continued in the order of the significance of the variable's contribution to variance unexplained by variables already in the equation. The summary tables for the four regression analyses performed indicate the Beta values that variables merited as they entered the equation. As a measure of the total influence of each variable on the dependent variable [with all other variables currently in the equation controlled for], the Beta values suggested that very few of the variables were exerting much influence on the variation of the dependent variables for the four attribute scale regressions: *0heimsd30ftnatuniafl.shyfifflzmaafurtmelamaiwfluaaofimrflfiflesenhaing theIHUEBIGnImRflEIenathihmfisaUXItmn:naraoftheimrhfifleswhflilemuned waxesngfifiamnzatthe:5.OSIkNelcfi’azfiidame. ‘*Oftme\mmflfiwasenhaingthePR3§M<11EMWWSZeq2¢flxbtxflytmelhtavah£s<flf thetmnsmaisofthe(inmysmrhflfleszepnxsnthmgthe'femfle'theaddflflnn offlepmdictmvafiaflesofflypoflmesm,IVBmfiMamreportedeE4.31 mpageZOS. Asseeninthistable,trmevasaslightincreaseinthemmtof vankniancn?PRIEMcaqflafixilbyImRnalaslflflflfl)andIKEMimmhflfle81mne(Intnflled for. Tmasufll<3ang§3inzsgnxshxicafifflfienUBdninotsmggxmidatImRHBIani 'fliseimrnflfleSVEme(nufimmdaitoamy:flgnflfichLdemme. *1hesqxpstthatit wascaemthmganysugmUicmn:infihmnce<11theiwuianaaofIHCFEM. *(XEtheimmflflfles(mmenhxytheIflmwnaiwiuiPRQflsctxyathzn theifirstikum immflflflestnuamerladlxxainduaswhnfilwam:argufflxmtznza=5.051ewfl.of amuidare.Cr”umseiburiarflflfles,twoxmmiflflesIadlkmaimduaswhniisuggxted 'UEywmnecamrthmysme:hfifluaxe«withevanumaeoftheckparhntimrhflfleci PRJMSC: theciumyimrhflueprnarnthxgthe'faflmmfimfle'cabsxmycfiffimflnnfland the(immy”wndahharegnanthmythe'TUnnIV an2QUQ{of1IEM. The statistically significant influence of the sex of the parent turned to for assistance while growing up [PARTURN] on preference for sex-type attributes in a professional help-giver [PROFEM and PROMASC] indicated that null Hypothesis IIA should be rejected. The statistically significant influence of the questionnaire Form on the dependent 188 measure of masculine sex-type attributes preferred in a professional help-giver [PROMASC] indicated that Hypothesis IIB should be rejected. Further analyses were required to clarify the effect of these variables on the primary relationships of Hypothesis IV. Computation of squared part and partial correlations was made to assess the contributions of the Form, Method and nine respondent variables to explanation of the variance of PROFEM and PROMASC not already explained by PARWISH. F tests of the contributions of these variables were also made. Results are reported in TABLE 4.44 [page 215] for the PARWISH with PROFEM association and in TABLE 4.47 [page 217] for the PARWISH with PROMASC association. The F tests of contributions made by these variables indicated that: *FortheIAHflSHvdflnPRJEMamsafiatknwzflyiieanemphnstflxnoftheimuiatkrlhn PREEMIItiflrarywapkfinaibyImHflEH. *’EurthelmmwnilwiuiPRDWEr:asaxfiathxn'flmacamzjbuthxiof‘uxaioflnlivartflfle andthecxmbhrflwxmmnflxmflxloftheIESPQIENTimrtflflaswen:sigfifflzmtanza 5 4n Lanflcnfcafifldare. Thelxmtamtlpmddalcnmnflatnxmscfthelxmnlkmeaane indicated imartal ardprcpcrtimal mntrihxtiais of .0126 and 1.6%, respectively, 'uaanenphnatRILGfthexmmflmjnn:kxPRIESCrntiflxemfirenflaiuXibylmnfimh She cadfinaimanuneoftmexfineIESHJIENTimrflfiflesnadaanincnmenufl.axmrflxmflzi (n?.Oéfiiandatpnquthmsfl.camzjbutnxnofEL8%. The lack of a statistically significant contribution of the Method variable to the PARWISH with PROFEM association and the failure of the Method variable to meet the criteria for entry into the PARWISH with PROMASC equation indicated that the null for Hypothesis IIC should not be rejected. The statistical significance of the incremental and proportional contributions of the Respondent variables treated collectively reinforced the decision that null Hypothesis IIA be rejected. The relative degree of contribution of these combined 189 variables, however, did not suggest that their contribution to explanation of the variance of the dependent measures was of great consequence. The Form A category of the Form variable made a statistically significant contribution to explanation of the variance of the PROMASC dependent measure, indicating that the null of Hypothesis IIB should be rejected. The degree of this contribution, however, did not appear to be substantial. A comparison of the 'B' and Beta coefficients of the dummy variables for PARWISH before and after the inclusion of the additional predictor variables into the regression equation was also made. As variables entered the regression equations, changes in the regression coefficients for the two PARWISH categories entered as dummy variables [PARWISH X1 ='mother/female' parental adult desired and PARWISH X2 ='father/male' parental adult desired] reflected changes in the relationship of these predictor variables to the dependent variable due to control for the effects of the added predictor variable(s). Changes in regression coefficients for PARWISH X1 and PARWISH X2 as additional variables entered the equation were viewed as indicators of the confounding effect of the additional predictor variables. A brief description of the changes in the regression coefficients and the implications of these changes follows: ‘*1heciang§1inunaynsskxlcaaiichans:fimrPARmmHJK1andlEEWfliiXZvdthlfitFEM dm:towureaddudcncn?thegnednnnr1wnuahh§1cflypoflrsesinn» IWBamd1DK:ame reportedin'IAEIE4ASonpage21S. Sligitiinreasesinflieregressimcoeffidarts fbrlflWWHilelie.the«ixdreix>hawerad1mthmrora:feufleamtfltlxmenufl.hauxml asrmmeiwuidmmsiwmecxntnflleiforindhxtedttatthenawase:slnjmzcxfibmxfing cfthelflWWflileidthiflsseimrhflfles. Oufibuufingimmsahx>swapsuxlbytmesmall «immauxs:hithehawehadii¢harcmaa mahaadflufihflpefilasakifltflxallnedkxnrimmflflfleswere(xntmflledfcr. 190 *flhechmmesin1mgn§sflxnoxfi£kfiemmifimrEmWHSHJU.mMIENmESHX2vdflnPRQnBC d1:totheafldfiianofthegxedkxoriarfiflflesoflypdussasIVA,IVBadeNCaue reportedin'mELE4ABmpage217. levienofthistahlesuggastedacmfamdingof thelflmwnaivanhfiflesvdthiisfifinmultxhaiandIhspaxbntiartflfles‘wny'shfilar tothatsmen:b1thel¥flflfldeqmfldcn. Slnfimhhrmemxs.fiithezegnmshxicaaiflcflams forlmmwniix1indnsmedthatthenawasa:slnjmuflxxemazintheamcmuzofimrnnjcn (n?PRJmSCemphfinedky“UEadafizeiu>hawehaduodrmwmrfamfleygnmnufl.mint Islparasrmueimmflflfleswmmecxntnflledibm. Thenawmsa‘wnysfliQHLdaxemxain thaamanmchiarhmjcncfifPRJMSC¢aqflahxx1bythecksinatolswelmmlfimiercn'a mflwygnsnufl.heusr Hmmwn§IXZIasImmelnsdflxDrimrhflfle81fimecxntnflledikr. The minimal changes in regression coefficients for PARWISH X1 and PARWISH X2 as additional variables entered the PROFEM and PROMASC equations indicated that the confounding effects of the additional predictor variables on the relationships defined in Hypothesis II were very slight. These findings lent further support to the position that, though null Hypotheses IIA and IIB should be rejected, the degree of influence of Form variable and the nine respondent variables on the relationships of PARWISH with PROFEM and PARWISH with PROMASC was not very substantial. A final application of multiple regression analysis was to test for the relationships expressed in null HYPOTHESIS VI: The sex and sex-type attributes a potential client desired in a parental help-giver, Operating jointly, are not related to the potential client's preference for sex-type attributes in a helping professional. The relationships of the three jointly operating major predictor variables to the dependent measures of PROFEM and PROMASC were expressed in this hypothesis. Regression analyses were performed to determine the degree of linear dependence of PROFEM and PROMASC on the variable combination of sex of desired parental helper [PARWISH], of feminine sex-type attributes desired in a parental helper [PARFEM], of masculine sex-type attributes desired in a parental helper [PARMASC]. 191 Summaries of the two multiple regressions used to test for the relationships expressed in Hypothesis VI are presented in TABLE 4.49 on page 218 and TABLE 4.50 on page 219. Multiple correlation coefficients were computed to provide indices of the degree of linear dependence of each professional attribute scale variable on the PARWISH, PARFEM and PARMASC variables. The Multiple R for the regression of PROFEM on PARWISH, PARFEM and PARMASC was .9331 and the Multiple R for the regression of PROMASC on PARWISH, PARFEM and PARMASC was .8881. The Multiple Rs for the two variable pairings of Hypothesis VI were significant at a .000 level of confidence and indicated that the null for Hypothesis VI could be rejected. The correlation coefficients indicated strong relationships for PARWISH, PARFEM and PARMASC with both PROFEM and PROMASC. The measure of the amount of variation in the two professional attribute scale variables explained by the three jointly operating predictor variables [ie. R2] was about 87% for PROFEM and about 79% for PROMASC. A comparison of the 'B' and Beta values for the predictor variables in the PROFEM equation was made. The 'B' coefficients for the two dummy variables representing categories of PARWISH did not reach significance at a 5 .05 level of confidence. Only the 'B' coefficients for the two parental sex-type attribute scales achieved significance. Comparison of the coefficients for the two parental attribute scales indicated that the measure of feminine sex-type attributes desired in a parental helper [PARFEM] had a signifcantly stronger influence on the dependent variable of PROFEM [with all other variables controlled for] than did PARMASC. The 'B' coefficients of the parental attributes scales also indicated that the measure of 192 masculine sex-type attributes desired in a parental help-giver [PARMASC] had a negative association with scores on the PROFEM measure, while the measure of feminine sex-type attributes desired in a parental help-giver [PARFEM] had a postive association with PROFEM. F tests for the significance of the 'B' coefficients for the predictor variables in the PROMASC equation indicated that the two dummy variables representing categories of PARWISH did not reach significance at a 5 .05 level of confidence. Again, only the 'B' coefficients for the two parental sex-type attribute scales achieved significance. Comparison of the coefficients for the two parental attribute scales indicated that the measure of masculine sex-type attributes desired in a parental helper [PARMASC] exerted a much stronger influence on the variation of PROMASC than did PARFEM. 'B' and Beta values for the PARMASC predictor indicated that it had a postive association with PROMASC, while coefficients for the PARFEM predictor indicated that its association with PROMASC was negative. Multiple regression analysis was used to test for the relationships expressed in the following subhypotheses of null Hypothesis VI. HYPOTHESIS VIA: Respondent sex, ethnicity, class standing, residence, professional preferences based on real or imagined persons, history of use of helping professionals, willingness to consider use of helping professionals in the future, sex of parental adult(s) lived with while growing up, and sex of parental adult(s) turned to for assistance while growing up are variables which do not moderate the relationship defined in Hypothesis VI. 193 HYPOIHBSIS‘VIB: The relationship defined in Hypothesis VI does not vary as a function of the form of questionnaire used to record responses [ie. the order in which respondents answered items]. HYPOTHESIS VIC: The relationship defined in Hypothesis VI does not vary as a function of the method used to solicit participation [ie. the 'volunteerism' of respondents]. Using stepwise multiple regression, the Respondent variables of Hypothesis VIA, the Form variable of Hypothesis VIB and the Method variable of Hypothesis VIC were submitted for inclusion in the regression equations for PARWISH, PARFEM, PARMASC with PROFEM and PARWISH, PARFEM, PARMASC with PROMASC. The summary tables for these regression analyses are TABLE 4.51 on page 220 and TABLE 4.54 on page 222. Three variables did not meet the criteria for entry into the PARWISH, PARFEM, PARMASC with PROFEM equation: the dummy variable representing the 'yes, have used' category of USEDPROF variable; the dummy variable representing the 'female only' category of PARLIVE variable; and the dummy variable representing the 'father/male' category of the PARTURN variable. Only one variable did not meet the criteria to enter the equation for the regression of PROMASC on PARWISH, PARFEM, PARMASC. This was the dummy variable representing 'on campus' category of the RESIDE variable. The exclusion of these measures indicated that they were unable to make significant contributions to an explaination of the variance of the dependent measure. The summary tables for the two regression analyses performed [TABLE 4.51 and TABLE 4.54] indicate the Beta values that variables 194 merited as they entered the equations. The following is a brief description of what the Beta values of the PROFEM and PROMASC equations indicated: *EB£VUx¢stheamfifltfl11 f Uxapmahkmcrverhflflescfi?anthEs:DWL IWB aHSJNCame1xpcn28¢h1TMIE4L56mmiaasnflatbmiy sunfifnrmtmmrtflmi1. Nbst naqrndanrwnjabhx:dninotcrutcnxmeaqxnectflfly. *(xftheJess;xnerfifl.meiioniZ, ENTESCnadetheImstsubsonnialcnntnflxmuzito dnxzmmuatnri. IHHTEM, thaxtlcanzibnfingikss, aflsonadeaireEEENEMTSMyufnzmt amnribnfion. Oamzibnfingixflatbnfly'Lnile, IARHHTL hnnrmycnfushxgpnmkssnxad heurgbmm'HIEUHIF]amdvdlthmnem;OOIrewapmofixsnxallrmpa:hathefEUne EUEEUSE]wenethermmtrmst:atstmfiialcrnbdbuhns. Given the dominant characteristic each function measured, it seemed reasonable to 'name' Function 1 the PARFEM function and Function 2 the PARMASC-PARFEM function. The predominance of these variables in combination with the relatively strong position Of PARWISH on both functions reinforced the position that Hypothesis V should be rejected. The fairly substantial contributions of a few of the respondent variables and of the METHOD variable to discriminant functions further indicated that Hypothesis VA and VC should be rejected. Information about category differences of the PROSEX variable was Obtained from an inspection Of the group centroids reported in TABLE 4.60B on page 246. Evaluation Of the mean discriminant scores for each category of the dependent variable on the respective functions showed that Funtion 1 held significantly more discriminating information than did Function 2. The relative distances between the three categories of PROSEX were much larger for the PARFEM function of this analysis than the PARMASC-PARFEM function. The PARFEM function seemed most able to distinguish the category of 'male' preferred professional and the 'no preference' category. Categories distinguished by the discriminant variables of Hypotheses V, VA and VB were extremely similar to the categories distinguished the two functions derived from the variables 239 of the Hypothesis III subset. The final step of this discriminant analysis was to test the power of the derived functions to accurately classify category membership for respondents Of this study. As indicated by the results found in TABLE 4.60C [page 246], the prOportion Of correct classifications using the derived discriminant functions was 61.10%. Respondents indicating 'no preference' for a professional helper had the highest degree of accurate classification. In sum, the variables of the Hypothesis V subset had considerable original discriminating power. This discriminant power was seemingly due to the contributions of the PARFEM and, to a lesser extent, the PARWISH and PARMASC variables. Results of discriminant analysis using all three major research predictors were extremely similar to results produced using only the sex-type attribute scale variables. Although discrimination using the variables of Hypotheses VA and VB were statistically significant, the measures they represented did not seem to add substantially to discrimination of categories of PROSEX. The classification, as a measure of the adequacy Of the derived discriminant functions indicated that the combined Operation of the PARFEM, PARMASC and PARWISH variables was not much better at discriminating a potential client's preference for sex of preferred professional helper than the variables of PARFEM and PARMASC alone. 240 TABLE 4.57. VARIABLES 8 ABBREVIATIONS USED IN DISCRIMINANT ANALYSIS TABLES. VARIABLE: PROSEX PARNISH PARLIVE PARTURN SEX RACE CLASS RESIDE REALIMAG USEDPROF FUTURUSE FORM METHOD DEFINITION: sex preferred for professional help-giver. sex of parental adult(s) wished to turn to for assistance. sex of parental adult(s) lived with while growing up. sex of parental adult(s) usually turned to for assistance. sex of respondent. ethnicity of respondent. class standing of respondent. residence of respondent. real or imaginary person in mind as indicated preferences. history of having shared problem with professional in the past. willingness to use professional helper in the future. form of questionnaire used to record responses. method used to solicit respondents. ABBREVIATION: DEFINITION: EIGENVALUE 1 OF VARIANCE CANONICAL R CAIoIIcu R2 NILKS LANBDA VARIABLES ELIGIBLE CHI SQUARE SIGNIFICANCE GROUP CENTROID measure of relative ability of function to separate groups; sum of eigenvalues is the total variance existing in discriminating variab es. the percentage of the total sum of eigenvalues associated with a function; indicates relative importance of the function. measure of the association between a single function and the 'group' variable; measure of ability of function to discriminate among set of groupings defined by the dependent variable. prOportion of variance in a function explained by 'groups' of dependent variable; equivalent to eta in ANOVA. an inverse measure indicating amount of discriminating power in set of variables being tested; the larger lambda, the less information remaining. variables which met selection criteria for stepwise inclusion in derivation of functions; had an overall multivariate F of at least 1 and a tolerance of at least .001 [ie. contributed to decrease in Nilks]. statistic produced in a chi square test of significance for a function. probability of obtaining test statistic equal or greater than result observed. probability value indicates significance [3 5.05]. standardized discriminant function coefficient; indicates relative contribution of each discriminating variable to its respective function. mean of discriminant scores for each 'group' on respective functions; is measure of distance between groups on a given dimension. 241 uszddfiwm mDEHHmHH ZEDUBSH mmmau mmmo. ommw. Fm.mw mnmo. N xmm mwoo. r mo.PN room. P ommw. mmhm. mw.wm moor. F mezmgm oooo. c Ow.®ow vomw. o mmazm.mu MDZEHHHDHBmw MZHDQm Anmusnn znfinuflfln amninwgnu Mn MDZEHKSP MHHBESHMHE— ,HHHUZDW mmnmonfluflnmafi HID mnflua mflflmfl .HHHHUZRU h0_a .ggqflagfligbg "a is: ....2: BS 6de 242 ”magmaums.mxammna_uan momma mi mason.u.nmumumm¢aolaanuwanuomumunoaaanunmu mo.mm wm.m~ wF.mm mam m mp..m ma.mo m~.m mm, m w>.F~ wm.mF mm.mm me F m N p _ua magmas saunas mSVN. meo.l E Qaflm mgr... 350. NE mmww.l oomm.l MJEZEMRP ompm. vwvm.l mwhm. hmvo.l moon. mmow.l Nb®N.I mmhp. Fmom. mMNN.I mev.i mmmc. warm. ommm. N ZDEHUZDH w zuaauznm 8mm: Em gammy mmdfiu Kmm 300. mm 58 g ooooo 0.9V momv. moo mm Em ooooo m...®m E8 8% a g E m g g E EE 8 g E g B .Eggwggfigég gigs; flaw 244 @3595 65mm? 62 $8 : m98fl§§§§ mmz. mmNF. E 2.2. and is: ONN m 3.8 $4.... .8.: m? N $18 .8.... £64 NNN F m N F 2.. mg as :8: $5. 5588 38.- 8:. BE: 32... 88. BEE 88.. 32. 848 Ron. $2. . BE Sum 98.- mmmpf Em 83... 39.7 E m5... SN... g 8%.: 8.2.. gm". RE. 88. 585 N GENE . EEO-E g N ENE . BEE g 3553 mg a .5 .2596.— Qu. NE E ENHANCE RENAME. .. ., . $.43 mam—m Em onmm 8% gm g @950 gm mo 80 824mm ooooo 8.3 3. mm E ooooo mm. mm moon E 8 g a g Em m g BEN E E g H6 g E g a .... 246 ma... ammo. g mmmo. Nvop. é Nam. 85. BEBE 8mm. :8. g R:.: 98.. Osmium 88... 8:. BE: 89.- 88. HOME EASE, 9.83.... c2 «$8 2 ass. $2. 846 9.8 u EU E HBO 5g 88.- 2.8... Cam {.8 Na: ....mN Nu. n Nam. 85. Ema oznm :8. 89.- 8.35 .8.; 8.8 ...: m: N 8:... 53.7. E 8.3. 88. E 228 .8.... sum... :NN : Nam... 08:. SEE": 5N. moan... E m N p 2 AND N E p E g N Em : ENE mg 9.29. E AND S RODEO g .9952 533888 .0355.” .E 9:. Nu. Hg QED—EOE GREEN—NOE ENN§E NEEDS .8635 ESE .8635 ... T... 283% 247 SUMMARY 9:.HYPOTHESBS TESTS: Six major hypotheses were proposed for an examination of relationships between the sex and sex-type attributes desired in parental help-givers and the sex and sex-type attributes preferred in professional help-givers. Subhypotheses of the effects of Form, Method and nine respondent variables on the six relationships defined by the major hypotheses were also proposed. The data relevant to a test of each hypothesis was reported in the previous section. The results of the hypothesis testing, grouped according to the six major null hypotheses, are summarized below: Ian..- 1mm Hal} int:sacofa:pdmntfifl.dfientksdafiradpanamal reyxxed heurngITIESIxm:duxxflmmaUethesexpmeflazed ofalpnfihsskrallrflp1fixer. Boll: Raqrndam sag eflmfikdty,ciaa:sbmtfing,resflknoe, reigned pnflksskxallnrfenareslrsedc:1nafl.orimagb£d pamnns,Ifishnyroftme«mfhehmnglnnfiamfiamfls, 'wflUingmafistocxnsflkn'uaaOflrflphmgpmdfixmdamfls iniiezfimime,E£xanevarnflflesvtfidh doxrm;ounxihn£ru>the(fiscnmdnmn:rehniamflfip dflfinaiinIflpodmsflaI. HOIB: {Bradflxzimbrmmunflatflxshupdethed:h1memhafis notzejaxed lidaasnotimmyensazfinrxflaacf‘UI:fOnmcnfthe «nestknmfiretsaitozeomrtnxpamesIie.theonkm inidfichzrsgrfibnu;anamzedixanfl. Holt: Theéusnfimhantzeknfiommfip I am writing this letter to ask for your participation in a survey and am struggling to find just those ‘right words’ to let you know how important your response will be. As one of the few students selected randomly to represent the total student group on campus, your Ideas and opinions are very much needed. I recognize that you have a great many demands on your time as a student. The enclosed questionnaire should require a minimum of that time. Others who have completed it report that it took them only about 15 minutes to finish. It is important for persons who counsel, advise and help others with personal problems to better understand the qual- ities a person desires in a helping professional. 15 minutes of your time will help to increase this understanding. Will you take these few minutes to help me out with this important project? My aim is to complete the collection of surveys by February 27th. The data gathered will then be incorporated into a dissertation. If you would like to receive a summary of the findings, please return the request form below with your questionnaire. Please turn now to the questionnaire booklet. Read the instructions on the booklet cover, answer all the questions completely and return it in the enclosed envelope by Febmary 27th. Thank you for your assistance with this project. Sincerely, Iliad Meow“ Laurel McCluskie PhD. Candidate Counseling Psychology College of Education [RETURN THIS FORM - WITH YOUR BOOKLET - IF YOU WISH TO RECEIVE A SUMMARY OF THE FINDINGS OF THIS STUDY] NAME: ADDRESS: APPENDIX B. (CONT.) 288 FOLLOW-UP LETTER gflEflEfl KFD February 27, 1984 E?‘\__?a‘ Dear Fellow Student: Recently you received a questionnaire surveying student preferences for helping professionals. if you have already returned your questionnaire booklet, thank you very much. If you have been unable to complete it yet, won’t you please do it now? 15 minutes of your time will insure that your ideas and Opinions are represented in the findings of this project. Your responses are Important and should be included In this study. I have enclosed another questionnaire in case the original one has been misplaced. Thank you for your assistance with this project. Sincerely, IMU MLCIIMYII Laurel McCluskie PhD. Candidate Counseling Psychology College of Education ............ [RETURN THIS FORM - WITH YOUR BOOKLET - IF YOU WISH TO RECEIVE A SUMMARY OF THE FINDINGS OF THIS STUDY] NAM E: ADDRESS: APPENDIX C 289 men. WEI-131'. RESPQISE mm 1=EUR4AMIL 1,3=1 1=EUR4ARESPQDENIS m & MEI!!!) CF 2=EDR4 B MAIL 2,?2 2=FUR4 B RESPCNJENI‘S SLICITDG 3=Em4 A W 4=EUM B m 1,2=1 1=MAIL WIS 3,4=2 2=PI-INE RESPCNDENIS SEX SEX CF 1=FEMME W 2=MALE 9=I~D RESPCNSE OW NICE EIHNICITY (F 1=CALUISIAN 1= 1m RESPCNDENI‘ 2=AFm WICEN/EIACX 2,3,4,5==2 2=OIHER 3=HISPANIC 9=9 W RESPQEE 4=ASIAN PPCIE'IC/ORIENIAL 5=OH-IER 9=l\D RESPCNSE m CLASS CLASS SI'ANDDG 1mm 1,2=1 1W CF RESPCNDENI' W 3.4-=2 2=UPPEKIASSVIEN 3=0LNIOR 5=3 mums 4=SENIOR 9=9 9:11") RESPCNSE 5=GRAI11A'IE 9:11) RESPQISE RESIDE CIJRRENI‘ RESIDDEE 1=CN OIMPUS 1= 1=(N GAMES (F HSPCNDENI‘ 2=(FF GIMPUS 2,3,4=2 2=CEF CAMPUS MP W/ PARENTS 9=9 9=ND RENEE 4=OIHER 9=l~D W PREFIX PREFERED SEX w 1% PRIESSIQIAL 2m 3=bD W 9=tD RESPQEE W DSJSERVC USED IVSU CENTER 1=P-S (HNSELIIG CNLY 1,2,6=1 1% WP SERVICES 2=V-E (11mm (NLY 3,4,5,7=2 km CDJTACT 3=IIESTIDG CENTER CNLY 0=O 0:10 CINI'ACI' 4=SEIF-M?1‘ LAB (NLY 9% 9:10 RESPQBE 5=OD£ER (NLY 6=MJLT.SERV DCLJ a? 2 7=MILT.SERV W/O 1 (R 2 0=mr USED ANY SERVICES 9=NJ MSPCNSE mm REAL m m 1%. TEAL Pm. MINDASAM 240.11mmm. 940W mum [W]. 290 mm W W IEEDPKF STAREDPKELEM 1=YES WPKJFEBSICI‘RL 24*!) 9=DDRESPQEE IEJHLPR WMPARA/ 1=ANAQIDEMICADVI$R 1,2,3,4=1 1%IM1ILARCINIYICI‘ mm HWW 5,6,7=2 WW 4=OIHER 9:9 9=1~DRESPQBE mrmmmmmv maimm 7=EI1JRHEIPEIEWQKED 0=HAVEBUPSIHE 9=DDRESPCNSE W10: W FUIUIUSE MILDUSEPRI‘ 1=DEFINTIELY§UP 1,2=1 1=UNLIKELYIEER IMPERINEUIURE 2=PKIBAELYNJP 3,4=2 2=HJIENTIALIEER 3=PKBAEUIYES 9=9 94DRESPCNSE WINTI‘ELYYES 9=bDRESPQISE CHAMSED'IU: mm PARLIVE AEIILEL‘[S]LIVEDW/ IWSIFIEHER 1,2=1 1W81MAIE WWW 2=OIHPRCIIJP1E 3,5=2 mm 3=MJIHERCNIX 4,6=3 Wm 4=EMBERCNLY 9% 9=NORESPCNSE 5=OHIERFMIECNU¥ 6=ODIERMAIEQILY 9=bDRESPQISE PARIURN AIIILT[S] DID 1=MJIHER AIIJIBT AIMS 1,2,6=1 1W ‘IUR‘I'IDECRHEIP mmmm 3,4,7=2 W WWW 5,8=3 3=bDPREFERENZE Wmmm 9:9 WW Wsrmmm WWW 7=OIHERMAIEAIIJL£P kEmE/NMEAHIESEQMLY 9=I®RESPQISE PAMSH AEIILT[S] WIS'I 1=DDIHER AIMBI' ALWAYS 1,2,6=1 1W 'IIJRI'IOFIRHEEP mmmm 3,4,7=2 W WWW 5,8=3 34mm Wmmmwe 9=IDPESPQEE Wemammm WWW 7=OIHERWXIEAIIILT WWAIIL'I‘SEQIAILY 940W CHAMEJ'IO (Elm SLCICII‘IF (INFIDEMIE 1N 1W INAIL 1,2=1 1=GNFIDENT ITEMSEII'IZTICNS WWW 3:2 2—=50%WIDEWP 3=CINFIDPNPIN50% 4,5=3 mm WWW”? 9% 5=1‘UI‘CINFIDENI‘INANY 9mm WW APPENDIX D 291 mu. mmmmmmmmW—m mmmmmmmm. WWW WWW *ACI‘SASIM Affirmative *MERESSIVE 01831501 *AMBITst Childiike *Analytical *Oarpassionate =[ILEICJIL] =[KIND] Assertive *Doesmtusehardlangmw Athltlc =[TACIFLL] *CINPEH‘ITIVE E'agertosootheimrtfeelings Deferxisambehefs ' *IIMINANI‘ *Flatterable Fbrceful =[mmammm] *Has ' abilities *(IN'IIE =[AC1'SASIFAIER] Qflbble Imdnildren Indlvidxalistic loyal *mkesdesisjmiseasfly *Sensitivetotheneedsofothers =[DEIIISIVE] =[mG‘FEELDIECFOHiElB] Self-reliant *fi-siadm Self-affiderrt =[QIIEI' Stung ' Swpathelnc totakeastarxl *‘Iierxhr fillingtotakerisks =[mwmmm] (hastening *m = [WAR‘IDIIEATIQQSWI'IHUHIEIS] Yielding m: [1] *ADJI'IZI'IVE: saneorequivalent adjectivesasusedinwtype attrihxte scales. [2] =[ADJEI1'I‘IVE]: equivalent fonnof adjectiveused in sex-type attrihxte scales. 5 m: Heilmm, Jr., AlfredB., Hutan Sex-Role Behavior, Parganm Press, Inc., NewYark, 1981, p. or. 292 m D [(11112]. WEWMWMWW mmmmmmmmm Emma-mun. ENE-WWW mmmm Independent *EMII'IQIAL Noteasilyinfluenced Doem'thideamtions Goodat Oonsidexate *DUI'HCTI‘ABLEINACRISIS Grateful *ACI‘IVE Devoteeselftoothexs *CIIMPEI'ITIVE *DCIFUL Skilledinbusnms Stxmgooncience *Knowswa oftheworld *ME =[mmm Helpfultoothers Adverrtmcus *ICIND Outspoken * Aware of other's feeling Interestedinsex =[AMREOFFEELDCSCFOIHERS] *mkefidecisionseasily *NEAT =[DECISIVE] Creative Doesn'tgiveupeasfly Understanding tagDing *Wanntoothers *ACISASIEADER =[WINRELM'ICNSWI'IHOIHEIE] Intellectual Idkmdiildren *W Ehjoysartandnusic *Feelssxperior * tenderfeelings = [IIMINANI‘] = [WRESSIVEOF'IENDERFEELJICS] Takesastand *AMBITICIJS Standswmmderpressure *Ncrttjmid =[PIL’RESSIVE] m: [1] *ADJEIII'IVE: saneorequivalent adjectivewasusedinsenrtype attribute scales. [2] = [ADJ'ECI'IVE]: equivalent font of adjective used in sex-type attrihrte scales. m: Heilbrun, Jr., Alfred B., Hanan Sex-Ible Behavior, Parganon Press, Inc” New York, 1981, p. 55. m D [CHER] mmmmwmm, Er.m.mvmm mmmmmmmmmm mm. W—VAIUED ITEPS [Warmth-Massive Cluster] *I‘UI‘EDCI‘EBIEINACRISIS *Very'IAIKATIVE :Verym VeryGENIIE *VeryWCFFEIUNBCFOHIEFB *VeryRELIGIQJS *VeryIM‘ERESIEDmGNAPPE'ARAbEE *VeryNE‘ATmI-IABI'I'S *VeryQJIEI‘ Verystrmgneedforsecan'ity mmmummmmm *Notatallmmufortableaboutbeingaggressive = [AGREESIVE] Easily able to separate feelings from ideas * Very AMBITICIIS KEY: [1] * W: same or equivalent adjective was used in sex-type attribute scales . [2] = [AIDECI‘IVE]: equivalent form of adjective used in sex—type attribute scales . m: [3] Broveman, et.al. adjectives represented extreme pole of bipolar itarsandwereusedinsczlessofprment qualifiers of 'Very', 'Alnost always', etc. suidywitlmtthe anus: Broveman, Inge K., Donald M. Bruremen, Frank E. Clarksm, Paul S. ibsaikrantz and Susan R. Vogel, "Sex-Ible Stereotypes and Clinical thigterrtsofMtalI-Ieal ", Journal ofOounsultingandClinical Psychology, Volute 34, No. 1, 1970, p. 3. _— APPENDIX E APPENDIX E. 294 In order to improve the quality of a questionnaire for a future study, I am asking for your feedback. Please complete the attached questionnaire. After you have completed the questionnaire, please use this ”Feedback Sheet” to note any comments or criticisms (general or item-specific) which you feel would be helpful in revising the questionnaire. Your candid feedback will assist me in preparing an improved final questionnaire. To assure that your responses to the questionnaire and any comments or feed- back you include will be anonymous, please do ggt_identify yourself on any of the materials to be returned. Please return to: Laurel McCluskie 701 E. Holden Hall My thanks for your time and effort in this project. It is sincerely appreciated. Illa/Mi Ma Chum Laurel McCluskie FEEDBACK SHEET Time it took you to complete the questionnaire: Comments (general or item-specific): (over) (Comments continued...) 295 Again, my thanks. 296 I. BACKGROUND DATA: * 1. Age: (please check) 2. Sex: (please check) 3. Ethnicity/Race: (please check) a. 18 or younger ___ a. female ___ a. Caucasion ___ b. 19 or 20 __fl_ b. male b. Black ____ c. 21 or 22 ‘___ c. Hispanic ____ d. 23 or 24 ____ d. Oriental ____ e. 25 or 26 ____ e. Other f. 27 or 28 ____ (specify)fi g. 29 or older ____ 4. Class standing: (please check) 5. Current residence: (please check) a. freshman ____ a. on-campus housing ____ b. sophomore ____ b. off-campus housing ____ c. junior ____ c. other ___ d. senior ____ (specify) e. graduate ____ . f. other ____ 6. Your parents'/guardians/ employment: (please check all that apply) Mother Father a. No paid employment b. Part-time employment ' c. Full-time employment 7. Nature of employment: (please check all that apply) Mother a. Professional b. Managerial c. Skilled d. Semi-skilled e. Unskilled -n 9) fl 3' (D 1 HI! 8. Highest level of education completed by your parents/guardians: (please check) Mother Father Grade school Some high school High school graduate Training beyond high school Some college College graduate Post graduate work LQ—thQOCTQJ eOeOOOO HHHI HHH) f i i f i f i i ‘This investigation is conceahed with the paegeaehces that pcopie have 60a peasons whose paofiessiOH it is to advise, counsei and heip otheas with reasonai phobiems. ‘To bettea undeastand the paefieaences you hoid 50a heiping paoficssionais, it might 6inst tie vaiuabie to undeastand youa eahiy expeaiences 06 'heip-giuehs' within youa fiamiiy. In.aespondihg to the goiiowing questions, piease thy to aecaii situations as you weae Ejaowing up when you weae 6aced with impoatant peasonai phobiems which weae diéfiicuit 60a tea to deai with atone. Piease tay, in panticuiaa, to aecaii those instances in Lohici you tanned to youa paaentis), guaadian on some othea aduit 60a assistance with .those conceans. 297 10. When you had personal problems as you were growing up (ie. questions or situations which were difficult for you to deal with alone), who did you usually turn to for assistance: (please check one) a.___my mother almost always b._"_my mother more often than my father c.___my father almost always d.___my father more often than my mother e.___my mother and father equally often f.___neither my mother rir my father. I turned to ll. When you had personal problems, who did you HISH you could turn to for assistance? this may or may not have been the same person(s) you actually did turn to) . my mother almost always . my mother more often than my father . my father almost always I my father more often than my mother ___nw mother and father equally ___neither my mother nor my father. I wished I could turn to ( a b c d e f On the following items, please circle the letter on the scale which most clearly describes the strength of your preference for a particular quality in your WISHED— FOR parental helper. Foa exampie. wouid you have paeéeaaed that youa paaehtai heipet: staOhgiy siightiy neithea siightiy staoagiy paefietted paejetaed pacfieaaed paefieaaed b e iht‘zovc‘zted A .......... B .......... C ....... ......... E ext/touex‘tteti The acspohdeht in this cxampic has ciacicd '0', indicating a sticht_pteéeaence 601 a patcntai heipea who woutd be ettaoueated as opposed to intaovetted. (Note: IF you beiieve youa paaehtai 'heip~giuea' was as hcipfiui as possibie, piease hate theta attaibutes on the goiiowing scaics.) The parent(s) or help-giver(s) that you WISHED you could turn to for assistance with problems (or DID turn to, ij_the same) would have been more helpful to you if they had: strongly slightly neither slightly strongly preferred preferred preferred preferred 12. been passive A..........B..........C ........ D .......... E active 13. been objective A .......... B ..... .....C........D ......... .E subjective 14. been rough A .......... B... ..... ..C ..... ...D .......... E gentle 15. been emotional A..... ..... B .......... C ........ D ....... ...E unemotional 16. been unaggressive A .......... B .......... C ........ D .......... E aggressive 17. been tactful A.. ........ B .......... C... ..... D.... ...... E blunt 18. been illogical A .......... B .......... C ........ D .......... E logical 19. been competitive A .......... B .......... C..... ..D .......... E not competitive 7n hoon ovr‘ifahlo A n P D L" nn+ nvn4+qk1n 298 strongly slightly neither slightly strongly preferred preferred preferred preferred 28. expressed tender A.... ...... B.. . ..... C ........ D .......... E not expressed feelings tender feelings 29. been neat in A ...... . ..8.. ........ C ........ D .......... E sloppy in habits habits 30. not been ambitious A.... ...... B .......... C ........ D .......... E ambitious 31. been kind A .......... B... ....... C ........ D .......... E not kind 32. been submissive A .......... B .......... C ........ D .......... E dominant 33. been cold in rela- A .......... B .......... C ........ D .......... E warm in relations tions with others with others 34. been interested A .......... B .......... C ........ D .......... E uninterested in in own appearance own appearance 35. been able to sepa- A .......... B.. ........ C ........ D .......... E unable to separ- arate feelings from ate feelings from ideas ideas 36. feelings not A .......... B .......... C ........ D .......... E feelings easily easily hurt hurt 37. been aware of A..... ..... B ..... . C. ....... D . ...... E unaware of feel- feelings of others ings of others i f i f f i i i i 'To 4uathea unde«tstahd the pae4eaences you hoid 40a heip—giuehs, picasc imagine youasei4 /in the situation 04 having an impottant peasonaE phobiem 04 some natuae. Imagine that you (despitez youh best e44oats) have been unabic to soiue this ptobicm youasei4. Con- sequentiy, you decide that you want to have heijo with it. Pieasc assume that whateuea jictson you uEtimateEy choose to discuss youa piobiem with wiEi be a thained and exactienced pmo4essionai, (uaii4itd to heEp you TesoEue yiut di4 4icuity. you choose wiii be competent, the many psychoiogists) you might choose 4aom This study is 4oa in a heipet as a /\Ethough you ate asked to assume that the heipeh lzeipiiaj)aao4essiknutis (e.g. chivisOhs, (unyiscioas, Luiii uaay wideiy in theih indiuiduai chaaactctistics and behavioa. inteaested in detetmining just which charactCiistics you wouid ioo h (Uhat pctsonai attaibutes in a h eEjoing ptc4essionaE ate most impottaht to you, jiotentiai ciient authentiy scehing assistance? + + f + f i f + + III. PROFESSIONAL HELP-GIVER: Imagine that you are faced with an important personal problem. As you anticipate ivorking through your problem with a helping professional: 38. Would you prefer that this helper be (please check just one) a.*__male b.___female c.___no preference at all. I would be equally satisfied with a male or female helper. On the following items, please circle the letter on the scale which most clearly describes the strength of your preference for a particular quality in a helper. +kqn mad-4mm nmnnnrln ”(in See f‘--J.-'-_ 71' A: LL44. “..anL-Ennnq:mn can an A‘s-\mn1n A: nnnnnn 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 299 strongly slightly neither slightly strongly preferred preferred preferred preferred be tactful A ..... .....B..... ..... C.. ...... D. ......... E blunt be illogical A .......... B .......... C ........ D .......... E logical be competitive A .......... B ......... C .................. E not competitive be excitable in A ......... B .......... C ........ D .......... E not excitable in a crisis a crisis be talkative A .......... B ............................ E not talkative make decisions A .......... B ................. D .......... E nat make deci- easily sions easily be quiet . A .......... B .......... C ................. E loud be home oriented A .......... B .......... C ........ D .......... E worldly not act as a A .......... B .......... C .................. E act as a leader leader be religious A ......... B .......... C ........ D .......... E not religious be not self- A ......... B .......... C .................. E self-confident confident express tender A.. ........ B .......... C ........ D .......... E not express ten- feelings der feelings be neat in habits A ...... . ..8.. ........ C .................. E sloppy in habits not be ambitious A .......... B .......... C .................. E ambitious be kind A.. . ..... 8.. ........ C ......... . ........ E not kind be submissive A .......... B .......... C ........ D .......... E dominant be cold in rela- A .......... B ....... ...C ........ D .......... E warm in relations tions with others with others be interested in A .......... B .......... C ....... D .......... E uninterested in own appearance own appearance be able to separ- A .......... B .......... C ........ D .......... E unable to separ- ate feelings from ate feelings ideas from ideas has feelings not A .......... B .......... C ........ D .......... E feelings easily not easily hurt hurt be aware of feel- A .......... B .......... C ....... D .......... E unaware of feel— ings of others ings of others In general, how confident did you feel in selecting your preferences on the above items: (please check one) a.___confident in all selections b.___confident in most selections c.___confident in about 50% of my selections d.___not very confident in most selections e.___not confident in any of my selections Did you have a real person in mind as you indicated your preferences: (please ched one) a. yes. b. no. If yes, who? (ie. parent, friend, minister, counselor...) I was thinking of an imaginary person. APPENDIX P 300 APPENDIX F. OUTLINE OE ORAL PRESENTATION: Seven charts were used as visual aids during an oral presentation of this study. These charts summarize the major points of the study. CHART I. ORAL PRESENTATION ARE THEY RELATED? SEX and SEX-TYPE ATTRIBUTES of PREFERRED DESIRED ['ideal'] ['ideal'] PROFESSIONAL PARENTAL HELPER