COUNSELOR RESPONSE TO DAVERCENT’VCCARCNAL
GOALS OF A FEMALE CLIENT IN TERMS OF
ACCEPTANCE APPROPRDATENESS AND NEED FOR
A FURTHER COUNSELING

Thesis fer the Degree of Ph. D.
MiCHIGAN STATE UNWERSITY
ARTHUR H. THOMAS
1967

   

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This is to certify that the

thesis entitled

Counselor ReSponse to Divergent Vocational Goals of a
Female Client in Terms of Acceptance Appropriateness
and Need for Further Counseling.

presented by

Arthur H. Thomas

has been accepted towards fulfillment
of the requirements for

Ph.D

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ABSTRACT

COUNSELOR RESPONSE TO DIVERGENT VOCATIONAL
GOALS OF A FEMALE CLIENT IN TERMS OF
ACCEPTANCE APPROPRIATENESS AND
NEED FOR FURTHER COUNSELING

by Arthur H. Thomas

Counselor perceptions of acceptance, appropriateness
of vocational goal, and need for further counseling for a
female client who was purported to hold a traditionally
masculine and traditionally feminine vocational goal were
investigated in this research. A total of 62 counselors,
18 females and AA males, who were employed by school systems
in suburban St. Paul, Minnesota, served as subjects. On one
tape the client was purported to hold a traditionally
feminine vocational goal (home economist) and on the other
a traditionally masculine vocational goal (engineer). Each
client was heard by one treatment group as being purported
to hold the traditionally feminine vocational goal and by
another treatment group as being purported to hold the

traditionally masculine vocational goal. In this manner

each treatment group heard one feminine goal and one mascu- «»'

line goal, and each client was heard by different treatment
groups with each of the purported goals. After hearing each
client the counselors performed four descriptive and eval-
uative tasks. (a) Each of 42 descriptive adjectives was

rated on a 6-point scale ranging from "much unlike the

 

Arthur H. Thomas

client (1)" to "much like the client (6)." From these
ratings a score was obtained and interpreted as the degree
of acceptance which the counselor preceived for the client.
(b) The appropriateness of the purported vocational goal
for the client was rated on a 6-point scale ranging from
"highly appropriate (1)" to "highly inappropriate (6)." As
a second phase of this task ten statements describing the
counselor's feelings about the vocational goal were com-
pleted by choosing one of two alternative descriptive words
or phrases. (c) The need for further counseling was rated
on a 6-point scale ranging from "no need (1)" to "great
need (6)." Following this rating was a list of 13 areas of
concern around which further counseling might center. The
pertinence which each area held for further counseling was
rated on a 3-point scale ranging from "no pertinence" to
"great pertinence." (d) Each counselor selected from a
prepared list two additional vocational goals which he might
suggest to the client for consideration.

The major conclusions reached in this research are
as follows:

1. Female counselors gave greater acceptance to all
clientS-than did male counselors regardless of the purported
vocational goal.

2. No significant difference in the degree of accep—

tance appeared for either vocational goal for either male or

female counselors.

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Arthur H. Thomas

3. Traditionally feminine vocational goals were per-
ceived as more appropriate than were traditionally masculine
vocational goals.

A. A trend appeared in which clients purported to
hold traditionally masculine vocational goals were perceived
to be in greater need of further counseling than clients
purported to hold traditionally feminine vocational goals.
The results obtained were in the predicted direction for all
counselors but were statistically significant only for
inexperienced counselors.

5. Significantly more masculine vocational goals were
suggested for clients originally purported to hold masculine
goals than for clients originally purported to hold feminine
goals.

6. Need for further counseling was predicted by two
factors, acceptance scores and appropriateness of vocational
goal.

7. The counselors were most concerned with "realism,"
"interest," and "chances for personal satisfaction" when
evaluating the vocational choices.

8. The clients were perceived as having "the ability
to do the work" and "good employment potential" regardless

of the purported goal.

9. It was concluded that the counselors were influenced

by the cultural tradition when appraising vocational goals for

female clients.

COUNSELOR RESPONSE TO DIVERGENT VOCATIONAL
GOALS OF A FEMALE CLIENT IN TERMS OF
ACCEPTANCE APPROPRIATENESS AND

NEED FOR FURTHER COUNSELING

By
AN"! ‘3

,- <
Arthur H? Thomas

A THESIS

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

DOCTOR OF PHILOSOPHY

Department of Counseling, Personnel Services,
and Educational Psychology

1967

ACKNOWLEDGMENTS

Without the help and cooperation of many people the
research for and writing of this dissertation could never have
been completed. Sincere appreciation is expressed to the
following persons and groups for their invaluable help in this
project:

The members of the guidance committee, Dr. Norman
Stewart, Chairman, Dr. Buford Stefflre, Dr. James Costar,

Dr. Robert Ebel and Dr. Arthur Vener who gave their time
and valuable assistance in formulating and carrying out the
entirefiproject.

The 62 members of the St. Paul Suburban Counselors
Association who served as subjects in the experimental phase of
the project.

Claire Warweg, Sally Pritchard, Margaret Johnson and
Susan Ferguson who acted as assistants in carrying out the
experimental procedures with the four treatment groups.

Marilyn Meyer and Betty Giuliani who evaluated and

criticized the taped interviews during the construction of

these instruments.

ii

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . ii
LIST OF TABLES I O O O O O O O O O 0 O O 0 O O O O O O 0 v1
LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . x
Chapter
I. STATEMENT OF THE PROBLEM . . . . . . . . . . . . 1
Plan for the Dissertation . . . . . . . . . . 2
Definition of Terms . . . . . . . . . . . . . 3
Women and Work Roles . . . . . . . . . . . . . 5
Historical Perspective . . . . . . 5
Recent Changes Affecting Working Women . . . 7
Additional Problems . . . . . . 8
Summary Statement . . . . . . . 11
The Counselor and His Work Setting . . . . . . 12
Summary Statement . . . . . . . . . . 16
Theoretical Assumptions and Argument . . . . . 16
Male and Female Work Roles . . . . . . . . . 1?
Differences in Male and Female Orientations
Toward Work . . . . . . . 17
Deviation of Women Entering Male Vocations . l9
Hypotheses . . . . . . . . . . . . . . . . . . 20
II. REVIEW OF LITERATURE . . . . . . . . . . . . . . 24
Cultural Definition of Male and Female Work
Roles . . . . . . . . . . . . . . 2H
Male-Female Work Values . . . . . . . . . . . 29
Deviation and Conformity . . . . . . . . . . . 32
Riordan's Study . . . . . . . . . . . . . . . 39
Chapter Summary . . . . . . . . . . . . . . . 42

iii

Chapter Page
III. EXPERIMENTAL PROCEDURES AND RATIONALE . . . . . A3

Experimental Design . . . . . . . . . . . A3
Construction of Stimulus Tapes . . . . . . . . A6
Construction of Descriptive and
Evaluative Tasks . . . . . . . . . . . . . A9
Adjective Check List . . . . . . . . A9
Appropriateness of Vocational .Goal . . . . . 51
Need for Further Counseling . . . . . . . . 53
Additional Vocational Choices . . . . . . . 5A
Subject Selection and Grouping . . . . . . . . 56
EXperimental Procedures . . . . . . . . . . . 58
Statistical Design . . . . . . . . . . . . . . 61
Adjective Check List . . . . . . . . . 61

Appropriateness of Vocational .Goal . . . . . 63
Need for Further Counseling . . . . . . . . 6A

Correlational Study . . . . . . . . . 65
Additional Vocational Choices . . . . . . . 65
Limitations of Study . . . . . . . . . . . . . 66
Chapter Summary . . . . . . . . . . . . . . . 68

IV. FINDINGS, DISCUSSION, AND CONCLUSIONS . . . . . 69

Research Hypothesis 1 . . . . . . . . . . 70
Research Hypothesis 1 . . . . . . . 70
Operational Hypothesis la . . . . . . . . 71
Findings . . . . . . . . . . .R. . . . . . . 71
Discussion . . . . . . . . . . . . . . 71
Operational Hypothesis lb . . . . . . . . . 72
Findings . . . . . . . . . . . . . . . 72
Discussion . . . . . . . . . . . . . 73
Operational Hypothesis lc . . . . . . . . . 7A
Findings . . . . . . . . . . . . . . . 7A
Discussion . . . . . . . . . . . . . . 75
Operational Hypothesis 1d . . . . . . . . . 75
Findings . . . . . . . . . . . . . . . 76
Discussion . . . . . . . . . . 76

Summary of Research Hypothesis 1 . . . . . . . 77

Research Hypothesis 2 . . . . . . . . . . . . 79
Research Hypothesis 2 . . . . . . . . . . . 79
Operational Hypothesis 2a . . . . . . . . . 79
Findings . . . . . . . . . . . . . . 79
Discussion . . . . . . . . . . . . 81
Operational Hypothesis 2b . . . . . . . . . 82
Findings . . . . . . . . . . . . . . 82
Discussion . . . . . . . . . . . . 8A
Operational Hypothesis 2c . . . . . . . . . 8A
Findings . . . . . . . . . . . . . . . 8A
Discussion . . . . . . . . . . . . . . . . . 86

iv

Chapter

Summary of Research Hypothesis 2

Research Hypothesis 3 . .
Research Hypothesis 3 . . . . . .
Operational Hypothesis 3a . . . .
Findings . . . . . .
Discussion

.Operational Hypothesis 3b.
Findings . . . . . . . .

Discussion
Operational Hypothesis 3c
Findings . . . . . . . . .

Discussion . . . .
Summary of Research Hypothesis 3 .

Correlational Study . . . .
Discussion .

Summary of Correlational Study .

Further Analysis . . . . . . . . . .
Acceptance Scores . . . . . . . .
Adjective Check List . . . . . . .
Discussion . . . . . .

Appropriateness of Vocational Goal
Need for Further Counseling . .
Summary of Further Analysis . . . .
Chapter Summary . . . . . . . . . .

and

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

FOR FURTHER STUDY . . . . . . . . .

Summary .
The Problem
Design and Methodology
Results
Acceptance Scores
Appropriateness of Vocational Goal
Need for Further Counseling
Additional Vocational Choice
Correlational Study
Discussion and Implications
Suggestions for Further Research
Concluding Statement

BIBLIOGRAPHY

APPENDICES

Page

87
88
88
88
88
89
92
92
93
9A
9A
95
96
97
98
105
106
107
108
110

111
11A
115

116

116
116
117
119
119
120
122
12A
125
127
130
132

133
138

Table

10.

LIST OF TABLES

Demographic data describing counselors
in subject group . . . . . . . . . . . . . .

Mean differences between acceptance scores for
clients purported to hold deviate or con-
forming vocational goals . . . . . . . . .

Comparison of mean ratings on the Appropriate-
ness of Vocational Choice Scale for female
clients purported to hold deviate and
conforming vocational goals . . . . . . . .

Comparison of mean ratings on the Need for
Further Counseling Scale for female clients
holding deviate and conforming vocational
goals . . . . . . . . . . . . . . . . . .

Comparison of mean numerical values of addi-
tional vocational choices suggested for
female clients purported to hold deviate
and conforming vocational goals . . . . . .

Comparison of mean acceptance scores by male
and female counselors for female clients
purported to hold deviate vocational goals .

Comparison of mean acceptance scores by male
and female counselors for female clients
purported to hold conforming vocational
goals . . . . . . . . . . . . . . . . .

Comparison of mean acceptance scores by male
and female counselors for female clients
purported to hold deviate and conforming
vocational goals . . . . . . . . . . .

Comparison of mean ratings on the Appropriate-
ness of Vocational Choice Scale by male and
female counselors for female clients pur—
ported to hold deviate vocational goals

Comparison of mean ratings on the Appropriate—
ness of Vocational Choice Scale by male and
female counselors for female clients pur-
ported to hold conforming vocational goals

vi

Page

57

71

73

7A

76

8O

80

81

82

83

Table Page

11. Comparison of mean ratings on the Appropriate-
ness of Vocational Choice Scale by male and
female counselors for female clients pur-
ported to hold deviate and conforming
vocational goals . . . . . . . . . . . . . . . 83

12. Comparison of mean ratings on the Need for
Further Counseling Scale by male and female
counselors for female clients purported to
hold deviate vocational goals . . . . . . . . 85

13. Comparison of mean ratings on the Need for
Further Counseling Scale by male and female
counselors for female clients purported to
hold conforming vocational goals . . . . . . . 85

1A. Comparison of mean ratings on the Need for
Further Counseling Scale by male and female
counselors for female clients purported to
hold deviate and conforming vocational goals . 86

15. Comparison of mean acceptance scores for
female clients purported to hold deviate
vocational goals with counselors divided by
sex and experience . . . . . . . . . . . . . . 89

16. Comparison of mean acceptance scores for
female clients purported to hold conforming
vocational goals with counselors divided
by sex and experience . . . . . . . . . . . . 9O

17. Comparison of mean acceptance scores for
inexperienced male and female counselors
rating deviate and conforming vocational
goals . . . . . . . . . . . . . . . . . . . . 91

18. Comparison of mean ratings of appropriateness
of vocational goals for female clients
purported to hold deviate vocational goals
with counselors divided by sex and
experience . . . . . . . . . . . . . . . . . . 92

19. Comparison of mean ratings on Appropriateness
of Vocational Choice Scale between deviate
and conforming vocational goals with
counselors divided by sex and experience . . . 93

vii

 

Table

20.

21.

22.

23.

2A.

25.

26.

 

Comparison of mean ratings on Need for
Further Counseling Scale for female clients
purported to hold deviate vocational goals
with counselors divided by sex and
experience . .

Comparison of mean ratings on the Need for
Further Counseling Scale between female
clients purported to hold deviate and
conforming vocational goals with
counselors divided by sex and experience . .

Coefficients of correlation between accep—
tance score, ratings of apprOpriateness
of vocational goal, and ratings of need
for further counseling for female clients
purported to hold deviate and conforming
vocational goals by all counselors

Multiple correlation coefficients between
acceptance scores, appropriateness of
vocational goal, and need for further
counseling for female clients purported
to hold deviate and conforming vocational
goals by all counselors . . . . . . . . . .

Coefficients of partial correlation between
acceptance scores, need for further
counseling scale, and appropriateness of
vocational choice scale for female clients
purported to hold deviate and conforming
vocational goals by all counselors

Comparison of correlation coefficients
between acceptance scores, appropriateness
of vocational goal, and need for further
counseling for female clients purported to
hold deviate and conforming vocational goals
by male and female counselors . . . .

Coefficients of multiple correlation between
acceptance scores, appropriateness of voca-
tional goal, and need for further counseling
for female clients purported to hold deviate
and conforming vocational goals by male and
female counselors . . . . . .

viii

Page

9A

95

98

99

100

101

102

Table

27.

28.

29.

30.

31.

Coefficients of partial correlation between
acceptance scores, apprOpriateness of
vocational goal, and need for further
counseling for female clients purported
to hold deviate and conforming vocational
goals by male and female counselors . .

Mean acceptance scores of deviate and con-
forming vocational goals for each client

Adjectives which correlate .70 or higher
with total acceptance scores . . . . .

Coefficients of correlation between choice
of descriptive alternatives and overall
rating of apprOpriateness of vocational
goal 0 O O O I 0 O O

Coefficients of correlation between total
score for 13 areas for further counseling
and overall rating of need for further
counseling . . . . . . . . . . . . . .

ix

Page

103

107

109

113

11A

 

 

LIST OF APPENDICES

Appendix Page
A. Interview Schedule . . . . . . . . . . . . . . 139
B. Rater Personal Data Sheet . . . . . . . . . . . 1A1
C. Adjective Rating List . . . . . . . . . . . . . 1A3
D. Counselor Descriptive and Evaluative Scales . 1A5
E. Job Rating List . . . . . . . . . . . . . . . . 155
F. Average of Original Ratings and Numerical

Values Assigned to Jobs in the Vocational

Choice Stimulus List . . . . . . . . . . . . 157
G. Letter of Invitation . . . . . . . . . . . . . 160
H. Personal Data Information . . . . . . . . . . . 162

I. Percentage of Subjects Selecting Each
Alternative in Task 2, Part II . . . . . . . 16A

J. Percent of Subjects Designating Each Alter-
native as Positive or Negative in Task 2,
Part II 0 O I I O O O O 0 O O O O O O O O O O 166

K. Percent of Subjects Reporting Having
Considered Each Alternative in Making Their
Overall Evaluation of Appropriateness of
Vocational Goal . . . . . . . . . . . . . . 168

L. Percent of Total Possible Pertinence Indicated
by Subjects for Possible Areas Around
Which to Center Further Counseling . . . . . 170

 

CHAPTER I
STATEMENT OF THE PROBLEM

Women who work outside of the home are no longer a
rarity in today's society. Today's typical employed woman
is the working mother. While the husband is still viewed
as the principal wage earner, the wife's salary is viewed
as a means of supplementing the family income in order to
afford such items as added luxuries for the family or
college tuition. The working woman is usually employed in
one of the jobs which has been defined by the culture as
being appropriate for women workers. It is when she moves
beyond this comparatively limited range of jobs that the
woman encounters strong resistance as she is then considered
to be entering a work role which is not meant for her. It
is the purpose of this research to investigate whether school
counselors hold differential perceptions of female clients
who are designated as planning to enter either traditionally
masculine or traditionally feminine work roles.

Much has been written arguing that women should or
should not work, that the family will or will not suffer if
the mother is employed outside of the home, or that women
are or are not suited for various kinds of jobs. Such

QUestions are not the province of this research. This does

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not diminish the need for inquiry. Regardless of the
answers, however, the fact remains that some women wish to
enter work roles which are traditionally reserved by the
culture for men. School counselors, as a professional
group, are potentially in a position to influence vocational
choice. For this reason it is important to understand the
perceptions which they hold regarding the suitability of
various work roles for their clients.

From this discussion it is apparent that this research
will not attempt to determine work roles that are apprOpriate
for women. Rather, it will focus on how the vocational goal
reported by a female client to her counselor affects the
perceptions which he holds of her as an individual and of the

vocational goal she has chosen.

Plan for the Dissertation

Five chapters are included in this dissertation. This
chapter will define the problem, establish its importance
through a review of some of the ideas surrounding women and
work, view the school counselor and the context in which he
works, and conclude with a statement of theoretical position
and hypotheses to be tested. Chapter II will review per-
tinent literature which relates to the question and supports
the theoretical position. The design and methodology fol-
lowed in the study will be described in Chapter III. In

Chapter IV the results obtained will be presented and

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discussed. Chapter V will summarize the study, discuss its

implications, and suggest areas for further research.

Definition of Terms

 

Throughout this study certain words or phrases will
be used which have specialized or limited meanings. In order
to facilitate communication these terms are defined here.

Clients.—-Clients in this study are four girls who
have completed the junior year in high school. Interviews
with them were taped and used as stimulus materials in the
experimental phase of the research. As used in this study
any response to or perception of clients will refer
specifically to these reactions as applied to this group of
four high school girls.

Counselors.—-Male and female counselors who were
certified and practicing in secondary schools served as the
subjects who reported their perceptions of the clients and
their vocational goals. Any reference to counselors refers
to this group of secondary school practitioners. The word
"counselor" will be used instead of "subject" to avoid the
possibility of subjects and clients being confused.

Conforming vocational goals.--Conforming vocational
goals in this study refer to vocational goals which are
defined by the culture as being traditionally feminine or to
areas of work in which it is usually considered permissible

for a woman to be employed.

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Deviate vocational goals.—-Deviate vocational goals

 

in this study refer to vocational goals which are defined
by this culture as traditionally masculine or to areas of
work usually reserved largely for men.

In defining conforming and deviate goals it is
acknowledged that there are few jobs in which both sexes
are not employed. Many jobs such as teaching are regarded
as highly apprOpriate for either sex. Other jobs such as
the particular goals used in this study, engineer and home
economist, depart to a greater or lesser degree from a
central position on the deviate-conforming continuum. As
vocational goals cannot usually be defined as the exclusive
province of male or female workers, the terms deviate and‘
conforming are relative and are used to specify the end of
the continuum with which a vocational goal or group of goals
tends to be identified.

Results.—-The results were based on the responses
given by the counselors to the various tasks presented to
them. It is hOped that the results may be generalized to
other counselor groups. Before such generalization would
be justified, it would have to be shown through replication
that similar results could be obtained from other counselor
groups. It is specified that for the present all conclu—
sions which are drawn are applicable only to the population

utilized in this study.

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Acceptance.--Acceptaru:e is also a relative term
denoting the degree to whicdi the counselors find positive
descriptive adjectives to be like a client and negative
descriptive adjectives to be unlike a client. A high total
score derived from the adjective checklist is interpreted
as indicating a high degree of perceived acceptance. The
term is not used as one extreme of an acceptance—rejection
continuum. For this reason lower scores are to be inter-
preted as indicating a-lesser degree of acceptance rather

than denoting rejection.

Women and Work Roles

Historical Perspective

 

The cultural tradition which defines suitable work
roles for women appears to stem from several sources in the
past. First, in the middle class the man has been perceived
as the family breadwinner. His ability to adequately
support his wife and children has been a mark of his success.
If the wife worked, regardless of her reason, it was con—
sidered that the husband was less successful. As women have
entered the working world in greater numbers, this concept
has changed somewhat, but the earlier perceptions still
remain.

Women have always worked, but until recently the place
of work for the married woman has been in the home. Support

for the belief that women should stay in the home is often

based on findings such as tflaose noted by Rosenberg (1965)
who reported research whictl indicated that women wanted to
remain in the home as homemakers. Havighurst (1962) in his
"River City" study pointed out that girls validated them-
selves through marriage and motherhood. Crawford (1962)
found that 90% of all women indicated a preference for
employment in traditionally feminine jobs rather than in
the higher salaried, more traditionally masculine positions.
These representative findings indicate that strong cultural
pressures exist which encourage the woman to remain in the
home and which further encourage her to remain in tradi-
tionally feminine work roles if she does work outside the
home.

Women's work has been characterized as being easier
and less dangerous than that of men. In the simpler agri-
cultural society men plowed the fields, hunted, built homes
and protected the family. Women cooked, tended the "kitchen
garden,"amu1bore children. That such tasks were easier or
safer is open to question. Regardless, this sex-linked
division of jobs has remained as a part of the cultural
definition of appropriate work roles for men and women.

Inherent in the conflict faced by present day working
women and mothers is the connotation which has grown out of
the past that the "good" mother is a good homemaker and that
She loves her family more if she remains in the home to care

for them. For this reason, the woman who works faces not

only the direct criticism.cxf others but also internal

conflicts which make hertyiestion the wisdom of what she
is doing. Festinger (1957) explained this bind well when
he said, "This is the day of inner estrangement and outer

conformity (p. 9A)."

Recent Changes Affectinngorking Women

 

Recent changes in our society have also affected the
availability of women, especially women of 35 and beyond,
for employment. Blood (1965), Degler (196A), and Peterson
(196A) suggested several important changes. They suggested
increased life span, earlier marriage, earlier age at which
the last child is born, the shorter work week, and the
industrial revolution as reasons for the increased numbers
of women seeking part or full-time employment.

As these changes have come about the conflict between
what might be termed the "cherished stereotypes" of appro-
priate women's roles and the reality of today's way of life
has been increased. Increasingly women are pushed from
both sides and often find the resolution of the resulting
conflict to be difficult if not impossible. The popularized
writings of authors such as Friedan (1963), de Beauvoir
(19A9) and McGinley (1960), while stirring up much contro-
versy and bringing the problem out more openly, have done
little to help the individual woman resolve her conflict.

From this discussion it is apparent that societal

ChanEes are taking place which are increasing the numbers

of women who consider working or who actually go to work.

At the same time these changes contribute to increasing

the conflicts both within the woman herself and between the
woman and the working world, with the result that success-
fully playing the role of womanhood is becoming increasingly

difficult.

Additional Problems

The literature relating to women and work roles
points to several additional problems faced by women who
wish to work. Several of the most common problems will be
presented briefly in order to elaborate further the
importance of this topic.

Men who are successful in their work have been found
to have a primary commitment to it. Shibutani (1961) sug-
gested that there is a general temporal quality to life
in which man places himself in a "career line." Most
vocational theorists have hypothesized a "working period"
which stretches over a lengthy portion of man's life. For
men this "working period" is preceded by developmental
stages leading up to the time of full-time employment. In
essence, men are understood to have a relatively continuous
life-work pattern. Women have not been treated by studies
of their career patterns as adequately as have men. Work
which has been done has characterized women's life-work
patterns as discontinuous. Early development points them

toward the marriage—homemaker role. Marriage and homemaking

 

may be preceded by a period of short-term employment which
takes place either before marriage or during the early years
of marriage before the responsibilities of motherhood are
required. It is generally only after the children are all
in school that the woman begins to consider seriously a
permanent career for herself. When this occurs it is often
difficult for the woman to perceive the same commitment to
work that is perceived by men. First, she has not been
raised with the idea that work will be a central part of
her adult life. Second, even though she works, the woman
must still divide her loyalties between work and continuing
family responsibility in a way which is not eXpected of a
man. As a result women generally do not or are not able
to commit themselves to careers as a central aspect of their
lives. This rationale cannot be attributed to a specific
source or sources. Authors such as Bettleheim (1962),
Norton (1953), Erickson (1962), Rossi (196A) and Gurin and
Nachmann (1963) have expressed ideas which are typical of
the ones from which this rationale was drawn.

Another problem confronting working women is that in
the working world they possess several characteristics of
a minority and are often treated as such. In terms of
numbers women comprise about one-half of the population. At
any given time they account for 32% of the labor force. At
any given moment approximately 52% of all women are in the

labor force. Nine out of ten women work at some time in

10

their lives. (Horton and Hunt, 196A) Thus it would seem
that in terms of numbers alone there exists the potential
for action toward a more equal basis in the working world.
Simpson and Yinger (1965) referred to the concept of power
wielded as an index of minority Status. Keyserling (1965)

pointed out that of the A79 individually listed occupations

I

in the 1960 census women were employed in all but tended to

cluster in a few. These tended to be the lower level jobs

”‘9'

which required less skill. Since 19A? the percentage of
women employed in relatively less skilled occupations has
increased while the percentage in the professional and
technical jobs has decreased. It can be seen that women
are not typically employed in positions from which they can
exert much power and that their potential influence in this
regard would seem to be declining. For these reasons
working women appear to hold the status of a minority. It
will be shown in the review of literature that discrimination
is directed toward them in much the same way that it is
directed toward other minority pOpulations.

Self—validation is another crucial issue in the devel-
opment of both men and women. Shibutani (1961), Mavis (1955),
Festinger (1957), and Strauss (1959) all referred in one way
or another to the process of continually checking with
important others in one's life to legitimize or validate
feelings. If others consistently agree, one is confirmed;

if they consistently disagree, adjustments can be made to

 

11

draw beliefs into line or to change the reference persons.
In one way or another congruence will usually be obtained
if the issue is one about which the individual holds strong
feelings.

In terms of vocational role it is virtually impossible
for many women to validate themselves satisfactorily if
they choose career—oriented vocations. This is true for

several reasons. First, the previously-discussed discrep-

ancies between cherished stereotypes and reality are often
very great. Second, the traditional career woman may be

as unsatisfactory a role model for the high school girl as
is her more "feminine" stay-at—home mother. At least until
recently it has been difficult to find a model who will
satisfactorily combine both roles. Third, there will be
great disagreement between opinions expressed by significant
others regarding what her role ought to be. From this line
of reasoning it is apparent that it may be difficult for the
working woman to ask the important question, "Who am I?" and

not receive as an answer anxiety-producing inconsistencies.

Summary Statement

Because of the general nature of the literature
related to women and work and because little empirical data
are available, it is difficult to provide a theoretical
foundation for this study. This section has reported some

of the problems facing the working woman as a rationale to

12

support the contention that much more needs to be known
about this tOpic. The goal of this study is to provide a

part of this needed knowledge.

The Counselor and His Work Setting

As this study will examine the school counselor and
his perceptions of women's work roles, it is important to
view the counselor and his role within the context of the F“
school in which he works. Individual schools and school L1
systems vary in practice and basic philosophy. As a
societal institution the public school appears to have some
inherent characteristics which may tend to limit the actions
of counselors as well as other professional personnel.

The modern public school, especially the high school,
is essentially a middle class social institution in origin
and operation. Dropout figures confirm that many from the
lower class have left school before entering high school.

In many cases the upper classes have elected to send their
children to private schools which are more oriented to
college preparation than the traditional public high school
has been. Recently this pattern has been changing as the
schools have made specific efforts to retain lower class
students. More upper class students have begun attending
public schools as greater emphasis has been placed on college
.preparation and other specialized opportunities for the

higher ability student. Both of these developments are too

13

recent to have a significant impact on the basic contention
that the public school has been a middle class oriented
institution.

One of the main accomplishments of American public
education has been the creation of commonalities among the
highly diverse ethnic groups which entered this country
during the era of mass immigration. In essence the public
schools have done much to create today's middle class.

In so doing schools have traditionally been committed to
the creation of sameness rather than individuality.

Society, as a totality, resists change. Gardner (1965)
phrased it well when he stated that, "Nothing is more
familiar than the nostalgia which asserts that things were
better in some past time (p. 50)." Individuals and groups
cling to accustomed modes of behavior. As an institution
the local school is one of those most closely and directly
controlled by individuals and groups within the society.
Technically, control of the school rests with each of the
fifty states. In actuality the image of the locally con-
trolled little red schoolhouse remains very strong. As the
Single room school has been replaced by the larger consoli-
dated school district, the perception of local control has
been retained by the typical resident of the school district.

Part of the concept of local control may be the result
of the methods used to finance education. Historically a
major percentage of money for the support of education has

been provided locally through bond issue elections and

 

 

1A

taxation. A primary source of revenue has been the local
property tax, which has gone largely for the support of
education. As taxes have risen, the individual citizen has
become more and more acutely aware of the operation of the
school and increasingly concerned with getting his "money's
worth." Recently new sources of support have become available
from the federal government and private foundations. Gen-
erally these funds have been provided to support special or
experimental programs rather than providing funds for the
support of the basic educational programs. Regardless of
changes which have or will take place the local taxpayer has
a concept of public education as an institution which is
close in; him and for which he pays. As such, he expects to
have a direct voice in its operation.

Further, few other public institutions are viewed as
directly by the members of society as are the schools. What
happens in school during the day is discussed at dinner that
evening throughout the school district. Board members and
school administrators are readily available to any person
wishing to discuss school policy.

Change may take place in such a context. However, the
process by which it comes about is often long and laborious.
This tends to encourage doing things as they have been done

rather than exerting the energy necessary to implement

change.

 

15

The counselor holds a unique position within the
school as his efforts are directed primarily toward indi-
viduals. He does not have a body of subject matter to be
taught to all clients. Many clients who come to him ask for
assistance in dealing with conflicts with parents who are
the previously-discussed taxpayers who support the school.
For this reason his position may be a difficult one. If
his perception of meeting the client's need includes
counseling for deviation (such as the deviate vocational
choice), he may receive pressure, either directly from
parents or indirectly from parents through administrators,
which may limit his actions or effectiveness as a change
agent.

It is therefore asserted that the counselor may be
"caught" between two traditions. First, he is employed and
feels obliged to follow the tradition of the public school
which has commitments to nurture conformity. Second, he
cannot ignore the pronouncements of his professioal organi-
zations (ASCA, 1963) and such authorities as Wrenn (1962) to
individualize instruction, prepare the child for a flexible
vocational future, or work to accomplish creativity. Shoben
(1952) stated this philosophy of counseling succinctly when
he said that guidance is intended " . . . to move particular
children in distinctive directions on the basis of their
special characteristics and potentialities (p. A32)." As

can be seen the high school counselor is in an inherently

 

r—j

16

conflictual position when attempting to follow such a
philosophy in working with female clients who make deviate
vocational choices. He cannot retain the commonly-held
concepts of the status quo regarding women's work roles and
their place in the home as viewed by a large segment of
society in dealing realistically with today's working
world and the place of the wonmn.in it. The tendency of
society to be resistant to accepting the reality of change

may seriously limit the counselor's effectiveness.

Summary Statement

This section has presented the school counselor and
some of the problems and limiting factors which he may face
in working effectively with female clients. The discussions
relating to women and work and to the school counselor have
been combined to provide the foundation upon which this

research has been based.

Theoretical Assumptions and Argument

The literature has revealed no evidence relating
directly to counselor perceptions of female clients who
choose traditionally masculine or feminine vocational goals.
Thus, the hypotheses for this study have been derived
indirectly from research dealing with (a) culturally-
defined work roles for males and females, (b) differences
which exist in the orientation held by men and women toward
work, and (c) conforming and deviate behavior. Lacking

direct evidence the hypotheses are more tentative than if

17

such evidence had been available. This section will
organize ideas from these areas into a theoretical formu-
lation which will serve as the foundations for the hypoth-
eses which follow. Support from the literature for this

argument will be supplied in Chapter II.

Male and Female Work Roles

Within our culture many jobs have come to be defined
as "women's work" and "men's work." This situation is in
part a historical carry—over from the time when men and
women worked together in the production of the necessities
of life with each having assigned tasks. The statistics
relating to the percentages of men and women actually
employed in such areas document that such categorical
definitions of jobs do exist. Further evidence is provided
by research findings relating to discrimination toward the
. women who attempt to enter so-called male jobs. Thus, it
may be suggested that the woman who attempts to enter a job
traditionally assigned to men will meet strong resistance
if not outright rejection.
Differences in Male and Female
Orientations Toward Work

Men and women attempt to satisfy different personal
needs through work. This investigator feels that these
differences are produced largely by the culture. While such
differences may have a general validity, they may not be

equally Valid for all individuals. However, they are present

 

-. M

18

to a degree significant enough to lead some members of
society to believe that women are temperamentally unsuited
for certain jobs traditionally held by men.

Men are characterized as being more self-oriented,
more power conscious, and more competitive than women.
Women are characterized as being more other-oriented, as
having fewer power needs, and as being more conciliatory
than men. Men have been found.to fulfill more extrinsic
needs such as professional prestige, wealth, and social
position through their work than have women whose needs have
been found to be more intrinsic and aimed at such goals as
personal satisfaction and self-fulfillment. Women have
been found to fulfill their extrinsic needs vicariously
through their husband's work rather than directly through
their own work. Thus, typical men and women seem to be
oriented toward work for very different reasons.

It is further believed by many that success in many
traditionally male jobs requires a commitment to the job.
It is argued that, because women are different in their
orientation to work and in the needs which it meets and
because they often have split loyalties to work and home
which men do not share, their commitment will be lower. This
leads to the perception that they are less well suited or

will be less successful in jobs requiring this attribute.

f": 33:1

19
Deviation of Women Entering
Male Vocations

The woman who enters a traditionally male occupation
is defined within our culture as being a deviate person
because she is entering a role which is different than the
one to which she is traditionally assigned. As such she
may encounter obstacles erected by persons who may be
termed as being cultural conformists.

First, as a deviate she will be viewed as being a
"different" kind of person which often carries with it a
negative connotation. In our culture she would often be
described as a man in woman's clothing. Those character-
istics of masculinity which are applied favorably to men
are generally viewed unfavorably when applied to women.
Such a role reversal is not generally considered acceptable
in this culture.

Second, many will view her as being in need of help.
To persons who prize conformity such an individual's devia-
tion will be interpreted as evidence of poor adjustment.
With the best intentions these persons will try to assist
her to regain a more conventional life orientation. One
need only look around himself to find many evidences of
our culture's attempts to help.deviates conform more satis-
factorily. A typical example of this behavior is the
teacher who brings to the counselor's attention a student

who, while achieving well, does not seem to get along well

 

20

with his peers. The typical suggestion is that "some-
thing ought to be done about it."

For purposes of this study when female clients have
a traditionally masculine vocational goal imputed to them,
they will be viewed as being deviate. When the female

clients have a traditionally feminine vocational goal imputed

 

to them, they will be viewed as being conforming. The

counselor, for reasons discussed earlier, will be considered

F

to be an agent of society as he reveals his perceptions of
both conforming and deviate behavior. It is anticipated
that despite his training he will continue to evidence per-
ceptions which resemble to some degree the traditionally
defined cultural values.

It is on this theoretical position and construct of
role assignments that this study is based and from which the

following hypotheses to be tested have been constructed.

Hypotheses
The basic contention upon which this research rests
is that the culture assigns differential work roles to men
and women. Specific personal characteristics are often
attributed to an individual as a result of the stereotypes
attached to the work role he performs. Asia person who
interacts intimately with others the counselor needs to
understand how cultural stereotypes, such as those sur-

rounding feminine work roles, affect his perceptions of

21

others. Therefore, this research will investigate counselors'
differential perceptions of the suitability of vocational
choices for girls.

To investigate this question three research hypotheses
have been formulated upon which the Operational hypotheses
are based. The research hypotheses will be stated followed
by the operational hypotheses which are related to them.

The first research hypothesis was formulated from the
cultural definition of approved work roles for women and
the research findings related to conformity and deviation.
It states that:

Vocational goals for women which conform to the
cultural tradition will be perceived more posi-
tively than will vocational goals for women
which deviate from the cultural tradition.

Operational hypotheses related to this assertion are:

1a. Female clients who are purported to hold voca-
tional goals which conform to the cultural
tradition will be described more positively
than will female clients who are purported to
hold vocational goals which deviate from the
cultural tradition.

lb. vocational goals which conform to the cultural
tradition will be perceived as more appropriate
for female clients than will vocational goals
which deviate from the cultural tradition.

1c. Female clients who are purported to hold voca-
tional goals which conform to the cultural
tradition will be perceived to have less need
for further counseling than will female clients
who are purported to hold vocational goals which
deviate from the cultural tradition.

 

 

 

a flu. t s 913113;...

F! I!!! ..

.h.
FLA

 

22

1d. Additional vocational goals suggested by coun-
selors will tend to conform to the cultural
tradition irrespective of whether the purported
vocational goal conformed to or deviated from
tradition.

Female counselors have chosen for themselves a some-
what deviate vocation as the graduate education required
and the greater career orientation which this often implies
may be viewed as setting them apart from many of their
peers. This suggests the possibility that they will
perceive these goals more positively than will male coun-
selors. The second research hypothesis is based on this
rationale. It states that:

Female counselors will perceive deviate voca-
tional goals for women more positively than
will male counselors.
Operational hypotheses related to this assertion are:
2a. Female clients who are purported to hold voca-
tional goals which deviate from the cultural
tradition will be described more positively by
female counselors than by male counselors.

2b. Female counselors will perceive vocational
goals which deviate from the cultural tradition
as being more appropriate for female clients
than will male counselors.

2c. ZFemale counselors will perceive less need for
further counseling for female clients who hold
'Vocational goals which deviate from the
cultural tradition than will male counselors.

An ixidividual's age and experience have often been
found to rwalate to his beliefs. Older, more experienced

persons arms generally found to be more traditional in their

beliefs. 'Therefore, the third research hypothesis states
that:

 

23

Inexperienced counselors will perceive deviate
vocational goals for women more positively

than will experienced counselors of the same
sex.

Hypotheses based on this assertion are:

3a.

3b.

30.

Female clients who are purported to hold vocational
goals which deviate from the cultural tradition
will be described more positively by inexper-
ienced counselors than by experienced counselors

of the same sex.

IneXperienced counselors will perceive vocational
goals which deviate from the cultural tradition
to be more appropriate for female clients than
will experienced counselors of the same sex.

Inexperienced counselors will perceive less need
for further counseling for female clients who
hold vocational goals which deviate from the
cultural tradition than will experienced coun-
selors of the same sex.

 

 

any
W.

 

-

sun.

‘5‘

 

 

CHAPTER II
REVIEW OF LITERATURE

In this chapter literature substantiating the theo-
retical position set forth in Chapter I will be reviewed.
It is again emphasized that little empirical data bearing
directly on this study was found. The literature contains
many reports relating to women and work based on opinion.
Such reports have been utilized in formulating the design
and hwpotheses for the study but do not provide empirical
evixience upon which to base research.

Literature in three areas will be reviewed: (a) the
cnnltural definition of male and female work roles, (b) sex
ciLfferences related to differences in male and female
orientation to work, and (0) studies concerned with con-
fornuty and deviation.

Cultural Definition of Male and
Female Work Roles

 

A basic contention in this study is that cultural
definitions exist which determine apprOpriate work roles
for men and women. These definitions have grown up over a
long period of time and do not change as rapidly as does the
reality of present-day situations. In this section liter-

ature relating to the separation of work roles will be

reViewed.

2A

 

— . j

m

 

‘11."

25

Blood and Wolfe (1960) referred to the traditional
pattern of work in which men performed "men's work" and
women performed "women's work." They pointed out that at
one time "men's work" was strenuous and dangerous, usually
out of doors, and removed from the home. "Women's work"
centered in the home, was generally less strenuous, and
focused on household tasks and child-rearing. Such his-

torical perspective identifies the context out of which

 

today's cultural definition of sex—linked work roles has
grown. Alpenfels and Peterson both referred to the same
categorization. Alpenfels (1963) stated that women were
discouraged from entering "men's work" areas. Peterson
(196A) drew attention to classified advertising's practice
of designating "men wanted" and "women wanted" and to the
obvious differences in employment offerings in the two
sections.

Conditions of life today have changed but many of the
cultural traditions remain basically unchanged. Actual
changes in the labor market picture relative to women workers
show that some changes have occurred. Early in the century
it was the single girl who worked (Smuts, 1959). Today the
tYpical working woman is married with only two working
*women in five being single. In 1920 the typical woman worker
'was Single and 28 years old, but by 1966 the typical woman
‘worker was Al and married (Women's Bureau, 1966). Rollins

(1963) pointed out that in 1923 only 7.5% of married women

26

worked outside the home. By 1960 36.7% were so employed.
Horton and Hunt (196A) noted that today married women provide
32% of the total labor force and that at any given time 5A%
of all women are in the labor force. At some time in their
lives nine out of ten women work outside of the home. It
seems apparent that women working away from the home is

a clearly-established pattern.

Keyserling (1965) pointed to three factors which have
contributed to this change. (a) Women stay in school longer
so they are not in the labor market at a younger age.

(b) One-half of all women marry by age 20 and many have
families early. (0) One-half of all women have their last
child by age 30 with the result that this child may be in
school by the time the mother is 35. In addition, the life
expectancy of women has risen from A8 years in 1900 to 7A
years in 1960 (Women's Bureau, 1966). As a result the
wonmn.of 35 looks forward to far more years of idleness now
than she did in the very recent past.

When an analysis of the jobs which are open to women
is ”Ede, change is not so apparent. Smuts (1959) suggested
that it is not so much the kind of work as the person who
xworks that is changing. More and older women are working,
‘but there is little change in the specific jobs in which they
are employed. Degler (196A) stated that the 1920's were
:important in the emancipation of women but that few changes

‘have occurred in women's roles since that time. Women are

27

still largely preparing for and employed in "women's work"
even though it is outside the home. Rossi (196A) reported
that in 1961 women college graduates had better academic
averages than men. She also found that women's plans for
advanced professional training were different than men's.
Women constituted a small percentage of all persons entering
training for medicine (6%), physics (7%), pharmacology
(7%), business (10%), and social science (28%). Contrasted
to this was the percentage of total admissions which women
represented in humanities (51%), elementary and secondary
education (59%), social work (68%), and health related
fields, other than physician, (78%). Statistics from the
Occupational Outlook Handbook (1966) further substantiated
that women were employed in greater proportions in some
fields than in others. As examples, low percentages of the
total labor force in the following areas were women:
accounting (10%), C. P. A. (2%), engineering (1%), den-
tiSth (2%), veterinary medicine (5%), mathematics (10%),
chemistry (5%), anthropology (20%), law (3%), and 0011989
‘teaching (20%). High percentages of the total labor force
in the following areas were women: clerical (90%), library
twork (80%), dietetics (90%), nursing (99%), medical 3
technology (90%), and physical therapy (80%).

The sex-linked division of employment was well sum-
Inarized in the 1960 census findings. At this time, although

vwomen were employed in all of the A79 individually-listed

28

 

occupations, they tended to cluster in a few. Those occu-
pations in which they tended to cluster were the lower
level occupations which required less skill. Since 19A?
the percentage of women employed in the relatively less
skilled occupations has increased and the percentage of
those in the professional and technical jobs has steadily
decreased (Keyserling, 1965). r

On the basis of their research Mathews and Tiedeman
(196A) pointed out that:

It appears that many girls and women structure
their lives on the premise that males view the
female's use of her intellect with distaste
and that it is therefore wise to accept this
situation if one wishes to marry. Women
accepting this premise probably believe that

a career (particularly one in competition with
men) is very unwise. This attitude would be
an important deterrent to the realization of
self through employment. It is worthy of
further consideration and study (p. 382).

Bailyn (196A) also pointed to a differentiation in
sex-linked vocational opportunities.

A woman's goal, like that of men, is to develop
a life style that uses her energies and capa-
bilities in such a way that she functions in
her various roles efficiently and productively,
with sufficient integration among these roles
to give her at least some personal satisfac-
tion in each. The probability that a man with
a professional career will reach such a goal

is laigh in our society. But for a professional
woman it is not since work has a different
meaning and plays a different role in her life
than it does in a man's (pp. 701-702).

Erikson (196A) in commenting on women's work roles

suSgested that even success in academic competition with men

 

29

did not encourage a woman to continue such competition in
the working world. Most, he stated were tempted to "go

back to their place." He was suggesting that vocationally
women have "a place." On the basis of his research

Freedman (1963) suggested that most women were reluctant

to assume leadership in male fields which may be interpreted
as meaning that women know "their place."

In summary, it has been argued that men and women have
culturally-defined work roles to which they are assigned.
While the cultural definition has changed to allow women to
work in non-home-based jobs, the jobs in which it is wholly
or partially acceptable for them to work are still quite
clearly defined and are more limited than jobs for men.

Such definition of work roles seems to influence many women
to avoid "men's work" and to stay in the jobs defined as

"women's work."

Male-Female Work Values

It is commonly reported in the literature that men and
women hold differing work values. Work has been found to be
a more central factor in the total life-span of men than of
women. Men.grow up expecting to work while women grow up
expecting to raise families and maintain a home. As a
result of such differences in orientation to work men and
women fill different needs through their employment. Several

studies which reported these differences are reviewed here.

 

rug.» .mm‘?’

..P..
h x

a:

b

 

 

 

n -F\

‘-

4,“

30

Turner (196A) reported meaningful empirical data
relating to women and their work value identification. In
a carefully done research study he reported the following
findings which give some insight into the place work plays
for the woman. He found that for men material goals,
occupational level, and educational level were related to
ultimate extrinsic reward. In the married woman these same
rewards were accomplished through the husband's work, not
through her own. As Hayden (1965) pointed out women are
brought up to value the things money can buy, not money
itself. A woman does not have to make money; she can
marry it. Thus, while women and men both have extrinsic
goals and rewards, the route to them may be different.

Turner (196A) further pointed out that the man ob-
tained, through his job, many intrinsic rewards which were
not as readily available to his wife as were the extrinsic
rewards of his job. Turner further identified eminence in
their fields as a way in which men sought intrinsic rewards.
Women sought the same intrinsic rewards through their own
education and career. He posited that education and careers
were pursued for self-fulfillment reasons rather than mone—
tary or social status reasons. For this reason education
and Careers served different purposes in the lives of men
and woment Smuts (1959) supported Turner's findings when he
suggested that women's need for work was more psychological

than material.

31

Astin and Nichols (196A), Riesman (1965), Steinmann
(1963), and Chayes (1965) all reported findings which
supported Turner. All reported some aspect or aSpects
of male work goals as being extrinsic, self-oriented, and
prestige or power oriented. Women were found to be oriented

more toward intrinsic satisfaction, self-fulfillment, or

personal effort.

..KL'E "

Both Roe and Riesman suggested male reactions to
women as workers. Roe (1966) reported that some men felt
that women did not have as much initiative as men. Riesman
(1965) reported that men felt that women "don't like to
play the game" which suggests a perceived lack of initiative
or competitiveness.

Astin and Nichols (196A), Roe (1966), and Tukey (196A)
found evidence which suggested that the differences in
vocational orientation may be culturally defined. Astin
and Nichols (196A) and Roe (1966) reported evidence of role
reversal in career-oriented women. Roe (1966) referred
to role reversal in career-oriented women and the problems
caused by it. She suggested that when women became aggres-
sive (a role reversal), they became more like men. This
raised the problem of retaining their feminine orientation;
it is difficult to be both male and female at one time.
Tukey (196A) reported that career-oriented women evidenced
greater need for autonomy, exhibition, and achievement while
SOCially-oriented women favored the more usual female need

of deference.

32

While using a variety of descriptive adjectives these
authors seem to be reporting uniform findings. Typical men
and women do seem to differ in their orientation toward
work due, at least in part, to the differing needs which
are met through it. That such differences are probably
culturally transmitted and not necessarily inherent sex
differences is suggested by the findings on role reversal.
Simpson and Simpson (1961) summarized well when they sug-
gested that cultural forces toward adoption of traditional
roles were strong. For this reason women seemed unlikely
to develop strong career orientations unless influenced
by a potent role model embodying specific occupational

values which were contrary to traditional female values.

Deviation and Conformity

In the previous section the literature cited bearing
on role reversal suggested that when considering women in
male and female work roles the related topic of conforming
and deviate behavior is also pertinent. Several authors have
described women who enter male work roles as being deviate
and have further suggested some of the problems which result
from such deviation.

Roe (1966) reported that women who go into science are
different. Zytowski (1965) expanded this by saying, " . .'-
women are rmfi:expected to have career motives at the head of

their motivational hierarchy. Those who do are thought to

33

be unusual persons . . . (p. 750)." Another way of stating
this is that they are deviates. When one deviates in incon-
spicuous ways it often is tunnoticed or overlooked by others.
However, Gabinsky and Fast (1966) stated a widely accepted
belief when they suggested that one's vocation is a kind of
public identity. One's vocation says to others, "This is
what I am." This places one who deviates in this area in
the uncomfortable position of saying, "See, I'm different"
in a very public way. Simpson and Simpson (1961) reported
another widely-accepted belief. They stated that a woman
could win more approval and have less role conflict through
selecting full-time marriage and motherhood. The choice
between conformity and deviation vocationally for a woman
may be the choice between a greater or lesser degree of
comfort for herself at least in terms of society's response
to her.

The commonly held belief that individuals' judgments
will change as a result of group pressure even in the some-
what depersonalized atmosphere of the laboratory is illus-
trated by two classic studies in social psychology. Sherif
(1936) conducted an often—cited experiment which demon-
strated the "autokinetic effect." A small spot of light
was shown to subjects in a darkened room. Subjects were
asked to indicate the distance and direction in which the
light moved. Actually the light was stationary. Subjects

were first asked to judge independently and then were

3A

exposed to the judgments of others. Subjects were found to
change their judgments to agree with the majority Opinion
even though their judgment may have been correct and those
of the majority incorrect. Asch (1956) had subjects match
a single line with one of three comparison lines. He found
that subjects' judgments varied with the amount of pressure
from confederates. Greater or lesser pressure was con-
trolled through the number of confederates utilized.

The conclusions drawn from these two laboratory-
oriented experiments have been supported by research in
which more life-like situations have been utilized. Moehr,
Mensing and Nafder (1962) in a study of body concept first
administered a pretest relating to the subject's feelings
toward his physical build. He then met a physical "expert"
for whom a physical demonstration was performed. The
"expert" either approved or disapproved the performance. In
a posttest those whose performances were approved showed
an increased acceptance of their builds. Bachman, Second
and Pierce (1963) gave subjects two self-ascribed personal
traits, one which they believed to be approved by others
and one which was believed to be disapproved by others.

When subjects were pressured to change, it was found that
greater change took place in the trait perceived as not
approved. Both of these findings pointed to the importance
0f personal perception of approval and disapproval in the

process of personal change-

 

35

Jones, Gergen and Davis (1962) conducted a study in
which girls were interviewed in groups of ten. Following
the interview each girl was given either a positive or a
negative evaluation of herself by the group leader. Half
of the subjects received positive evaluations and half
negative evaluations. Those who received a positive
reaction considered the evaluation to be more accurate than
did those receiving a negative evaluation. Subjects who
received a negative evaluation became self-deprecatory.
Further, their reactions to the information were much
stronger than were the reactions of those receiving positive
evaluation.

Heilburn (196A) reported a study based on Erikson's
theory of ego identity and sex role. He found that males
whose behavior tended to conform to cultural stereotypes of
masculine behavior showed greater role conformity than did
males whose behavior was less masculine. He interpreted
his findings as supporting the hypothesis that conformity
strengthened interpersonal habits whereas social punish-
ment for non-conformity had a weakening effect. He found
in females that combining elements of femininity and mascu-
linity tended to lower role consistency. Women at either
extreme (masculine or feminine) tended to show the greatest
role consistency.

Horton and Hunt (196A), Berkowitz and Howard (1959),

and Schachter (1951) all reported findings which indicated

36

that the deviate must either change and become conforming
or face punishment, usually in the form of rejection or
social exclusion. The pressure to conform was greater if
the punishment came from within a highly interdependent
group, a relevant group, or from individuals who were
significant in the deviate's life.

All of these findings emphasize that deviation is not
generally accepted. Individuals feel pressure to turn from
behavior perceived as being deviate to behavior perceived
as being conforming. Groups and individuals bring pressure
on the deviate to conform. Gardner (1965) pointed out

that:

people who break the iron frame of
custom are necessarily people of ardor and
aggressiveness. They are capable of pur—
suing their goals with fervor and singleness
of purpose. If they were not they would not

succeed (p. A1).

As societal pressures to conform are strong, the deviate
position is a difficult one to assume and retain for any
period of time. Further, it is suggested that the conforming
person may have difficulty understanding the position of a
person such as the one Gardner describes as the orientation
Of the two people will be so grossly different. If the
school counselor is a conforming person, this character-
istic may significantly influence his perception of a client
with deviate vocational goals.

Several studies have pointed to the punishment for non-

COnt‘ormity directed at working women. Some literature has

37

already been discussed in the section dealing with biases
surrounding "men's work" and "women's work" which bears
on this topic.

Simpson and Yinger (1965) reported that minority
status may be based on the power wielded. Working women
could be viewed as a minority in this context. Numer-
ically working women are a minority. As has been pre-
viously pointed out they comprise approximately one-third
of the labor force (Horton and Hunt, 196A). More impor-
tant perhaps is the power they wield. As has been shown
(Keyserling, 1965) (U. S. Department of Labor, 1966) the
jobs which women held were generally lower level and
required less skill. As such the opportunity which they
provide for wielding power in the working world will be
limited. Riesman (1965) also referred to women as a
minority. Davis and Olesen's (1963) study of student
nurses showed that early in their training they found work
roles to be categorized. This conflicted with their expec-
tation of free interchange between medical groups; i.e.,
doctors and nurses. Klein (1961) stated that many employers
‘will not hire married women nor train them for skilled
occupations if other labor is available. She found that
Iwomen were hired when special conditions such as labor
shortages existed. When cuts were made in the labor force,
women were often the first to be fired. Roe (1966) in a

study of women in science also found them to be disadvantaged.

38

Her study is Of interest as she included lengthy quotations
from her interviews. Two quotations were of special
interest. The first pointed to the disadvantaged position
of women in science. The second showed the somewhat
irrational basis on which women's disadvantaged position

may be based.

I think we waste an awful lot of time on women.
I have right along. I've had about 50 percent
women graduate students, and I do now. Cer-
tainly, while it's true that some of my men
graduate students didn't pan.out and there was
a waste of time on them, I think the waste is
just much higher with respect to the women.
Sometimes they do come back but they usually
don't stay. It is a serious problem, and I
have fought like mad every time I had an
Opportunity to do so for more opportunities

for women in science, and I think there are
wonderful places for them. But I don't believe
our society has resolved this problem I think
it's the rare, exceptional woman who gets any—
thing like a satisfactory deal out of modern
life (p. 785).

I have as few women students as possible. I
don't want them, and I won't Offer research
assistantships to a female. I've had some of
the best before I adopted this narrow-minded
attitude for females, but they've all gone

bad on me . . . They've gotten married or
dropped out of the field in one way or another.
I just don't have the time. I think it's very
undemocratic of me and so on, but the very best
female student I ever had is a tremendous gal.
She did an excellent thesis in physiological
psychology, and upon my urging, she took a job
here, and now she's back east working in
clinical. I don't consider her lost, but the
time and energy that I put into her training,

I wish I'd put into a boy's training instead
because it's just a better gamble, that's

all (p. 785).

39

Rossi (196A) provided an example of a more subtle
form of punishment applied to women. She stated that in
the many studies of working women the separation of the
mother and child was referred to in terms of "maternal
deprivation." However, separation from the father was
usually described in a more neutral way such as father
absence, not as paternal deprivation. In this way the
mother was punished by being made to feel that she was
actually depriving the child of something and this would

probably have a negative effect on his development.

Riordan's Study

The research conducted by Riordan (1965) pertains
more directly to this study than any others which were
found. Riordan's concern with counselor perceptions of the
feminine role and specifically his conclusion that counselors
perceived the feminine role as more career-directed than did
students provided a stimulus for this research project. The
findings from his research will be reviewed in this section.

Riordan studied the attitudes of counselors and
students toward the feminine role in our culture as one
which is marriage-directed and other-directed. He admin-
istered four instruments to his subjects: (a) a personal
data form, (b) the Matthews' Marriage-Career Scale, (c) three
case studies written especially for the research, and (d)
Fand's Inventory of Feminine Values. The Fand inventory

was used in two ways. First, subjects were to respond as

 

A0

they thought an Ideal Woman would respond. Second, male
subjects were to respond as they though a Woman's Ideal
Woman would reSpond, and females were to respond as they
thought a Male's Ideal Woman would respond.

From his findings Riordan concluded that counselors
perceived the feminine role to be more career-directed
than did students. No significant differences were found
to exist between male and female counselors' views. As
an explanation of this finding he suggested that counselors
have a better understanding of activities other than marriage
which may enrich a woman's life. It was further suggested
that in their particular developmental stage adolescents
are so preoccupied by preparation for marriage that other
aspects of the feminine role are not considered. He cited
studies conducted by Lewis (1965) and Hewer and Neubeck
(196A) as support for these suggestions.

He also found that counselors and students perceived
the active-passive elements of the feminine role differ-
ently. Counselors perceived about equal amounts of active
and passive orientation. Students perceived the feminine
role as containing more passive than active elements. Several
conclusions were based on this finding. (a) Girls felt a
need to suppress their more active needs. (b) Girls will
restrict career choices to those which they feel are com-
patible with ideal femininity. For this reason girls may

make premature career decisions based on currently-felt

 

A1

needs and the dictates of society. In so doing they may
curtail their chances of fulfilling achievement needs through
a career at a later time. (0) Girls may receive different
messages from their peers than from their counselors
regarding appropriate feminine roles.

A third significant finding was that both female
groups wrongly ascribed extreme passivity when answering
the Fand inventory as they felt Man's Ideal Woman would
answer. This finding was interpreted as indicating the
culture's impact on traditional expectations of women.

Such a perception could severely restrict a girl's planning
if, in order to achieve feminine identity, she deferred to
her perception of male expectations.

Several of Riordan's findings bear directly on the
theoretical foundation for this study. As counselors were
found to be more career-oriented than were students, it is
suggested that they will be positively oriented toward the
career-oriented vocational goals attributed to the clients.
Second, his conclusions regarding the impact of society on
the female struggle for feminine identity lend support to
the importance of cultural definition which serves as part
of the theoretical foundation for this research. Further,
the same conclusions support the definition used in this
StUdy of the woman who chooses a traditionally masculine
vocational goal as being a cultural deviate. Third, the

contention that women selecting deviate vocational goals

 

A2

have severe role identity problems is supported. Finally,
the suggestion that counselors may provide female clients
with role perceptions that differ from those of other sig-
nificant persons or groups supports the suggestion in this
study that counseling under certain conditions may serve

to further increase anxiety rather than reduce it.

Chapter Summary

This chapter has reviewed literature and research
findings which are pertinent to this study. It has
supported the contentions that the culture is a significant
determing factor in role definition, that differential per-
ceptions of "men's work" and "women's work" exist, and
that women who select deviate rather than conforming voca-
tional goals do so at the risk Of increased rejection by
the culture and increased dissonance within themselves.

Chapter III will present the design by which the

hypotheses for this study will be tested.

CHAPTER III
EXPERIMENTAL PROCEDURES AND RATIONALE

In Chapters I and II the rationale for the study
has been presented and the pertinent literature reviewed.
In this chapter the experimental design and methodology

will be discussed.

Experimental Design

The experimental design was based on the major hypoth-
esis that high school counselors will perceive female clients
having traditionally feminine vocational goals (conforming
goals) differently than they will perceive female clients
having traditionally masculine vocational goals (deviate
goals). To test this hypothesis the following design was
constructed. The basic outline of the design will be
presented first followed by a more detailed discussion
of each part.

1. Five stimulus tapes were developed by using high
school girls as clients. A standardized interview schedule
was used with each client. It was designed to elicit infor-
mation relating to home, school, self-description, and
personal values. In the experimental phase one tape was

selected and played for all listening groups as a sensitizing

A3

 

AA

device. The remaining four tapes were used as the stimulus
materials for the actual study.

2. Practicing counselors in the suburban area of
St. Paul, Minnesota, were used as subjects. The total
group of 6A volunteer subjects were divided into four
smaller treatment groups on the basis of experience and
sex.

3. Each treatment group heard three tapes: the
sensitization tape and two experimental tapes. Each exper-
imental tape was preceded by a taped introduction which
indicated that the client had selected either a deviate
or a conforming vocational goal. For example: "The next
client whom you will hear is Jane. Jane isga high ability
high school girl who lives in Seattle, Washington, where
her father is Assistant Superintendent of Schools. She is
taking a college preparatory course. When she enters
college, she plans to study to be a home economist." The

tapes were assigned to treatment groups using the following

 

 

plan:
Vocational Designation of Client

Deviate Conforming

Vocational Goal Vocational Goal
Group 1 Client A Client B
Group 2 Client B Client A
Group 3 Client C Client D
Group A Client D Client 0

 

 

A5

Each counselor heard two clients, one who was purported

to have selected a deviate vocation and one who was purported
to have selected a conforming vocation. Also, each client
was heard by two groups, one in which her purported
vocational choice was deviate and one in which her purported
choice was conforming.

A. Following each taped interview the counselor
performed four descriptive and evaluative tasks. (a) Util-
izing a 6-point scale ranging from "much unlike" to "much
like" the counselor assessed the degree to which he felt
that each of A2 adjectives resembled the client. (b) Util-
izing a 6-point scale ranging from "highly inappropriate"
to "highly apprOpriate" the counselor assessed the degree
to which he felt that the vocational goal was appropriate
for the client. The scale was followed by ten statements
through which the counselor was asked to indicate addi-
‘tional dimensions of his feelings about the choice.

(0) Utilizing a 6—point scale ranging from "no need" to
"great need" each counselor assessed the degree to which he
felt that the client was in need of additional counseling.
This scale was followed by a listing of 13 concerns around
which further counseling might profitably center. Utilizing
a 3-point scale ranging from "no pertinence" to "great per-
tinence" the counselor assessed the degree to which he felt

that each concern would be pertinent for further counseling

A6

with his client. (d) Each counselor suggested two addi-
tional vocational choices which he felt might be appropriate

for the client's further consideration.

Construction of Stimulus Tapes

In order to standardize the areas of information dis-
cussed in the interviews a standardized interview schedule
was developed and used with each client. (Appendix A)

The questions asked were selected as being typical of
information which a counselor might Obtain from personal
data forms provided by a client or through questioning of

a client in an initial interview. Areas selected were
family background, school background, self-description, and
personal values. No attempt was made to counsel the
students during the interviews. The only deviations from
the scheduled questions were inquiries designed to elicit
more complete information from the client.

Next, clients were obtained and interviews with them
recorded. It was decided to use female high school students
as clients in order to make the situation more realistic
for the high school counselors who would serve as subjects.
The students used were volunteers from a group of high
ability high school students who were on the Michigan State
University campus for a six-week science and mathematics
institute during the summer of 1966. The nature of the
project was explained to them and their permission was

obtained prior to recording-

 

A7

Six tapes were made. One proved to be unsuitable for
use due to the large number of personal problems elicited
by the questions. The original 30-A0 minute tapes were
edited to a playing time of 10-12 minutes each. This was
necessary as it was felt that it would be difficult to
obtain counselors who would agree to participate if the
total time involved for their part in the project exceeded
60-90 minutes. It was further felt that 10-12 minute tapes
would be short enough to hold counselor interest while still
providing adequate stimulus material upon which to base the
evaluative and descriptive tasks. In editing the tapes
emphasis was placed on presenting a part of the client's
answer to each question and on logical continuity of the
edited tape. An effort was made to delete any statements
in which the client projected strong need for counseling or
made Specific reference to vocational goals inconsistent
with the vocational goals which would be attributed to her.
Further, effort was made to delete any statements through
which the client would project a strongly masculine or
feminine image.

After being edited the tapes were played for two
doctoral candidates in counseling who had also had broad
high school counseling eXperience. Each tape was discussed
With Specific emphasis being placed on the considerations
noted above. It was further ascertained that the voca-

tional goals of engineer and home economist could be

A8

considered as possible vocational goals for each client.
It was agreed that the stimulus material available in
each tape offered broad Opportunities for personal inter-
pretation on the part of the listener. Through this
procedure it was determined that one tape seemed less
suitable than the others. This tape was used as the sen-
sitizing tape played for all groups. The remaining four
were paired randomly for presentation during the experi-
mental sessions.

The evaluators noted several sections which were
felt to be inconsistent with the goals specified in
editing. These sections were removed prior to use.

It is acknowledged that it would be impossible to
construct four "equal" clients. Through the use of these
procedures the variables among clients were controlled as
far as possible while using four separate individuals. The
attempt was made to screen out any factors which would
grossly loias reaction to the specific descriptive and
evaluative tasks employed.

'The final step in constructing the tapes was to
record an.introduction for each client in which the pur-
ported vocational choice was included. The introductions
were identical except for the designation of the deviate
0P conforming vocational goal. No alteration was made in
the recorded interview itself. The two occupations chosen

as being traditionally masculine and feminine were

 

A9

engineer and home economist respectively. These were
selected because they represented distinctly masculine and
feminine choices (Appendix F). Further, as they both
required considerable college training in science and
mathematics, they could both be perceived as possible
vocational choices for the girls utilized as clients.

Construction Of Descriptive and
Evaluative Tasks

Adjective Check List
For this task it was necessary to establish a list

of adjectives with known positive and negative tones. 123
adjectives were selected from the Gough Adjective Check
List. Kremer (1965) utilized Gough's list in his research
and his results were reviewed to insure the inclusion of
adjectives which he had found to be both positive and
negative in orientation. This list was presented to all

Of the students enrolled in the group counseling classes

at Michigan State University during the first half summer
term in 1966. These classes were selected as they contained
a satisfactory number of students to evaluate the tone of
the adjectives and because students in these classes are
generally advanced students in counseling. A personal data
sheet was utilized (Appendix B), and responses from any
Student who had not had at least three counseling courses
were excluded. Two identical lists were given to each

Student, one for the indication Of positive adjectives and

50

the second for the indication of negative adjectives.
(Appendix C) In selecting qualified words two criteria
were used. First, each adjective selected had to have
received the appropriate designation by at least 60% of
the total group doing the rating. Second, no adjective
selected could have received a rating in the Opposite
direction by more than 5% of the total group rating. These
limits were established to insure that the adjectives
selected were consistently perceived as being either posi-
tive or negative by the rating group. Words not meeting
these criteria were discarded. 0f the 123 original adjec-
tives 55 positive and 33 negative adjectives were identi-
fied as meeting these criteria. From these 21 positive and
21 negative adjectives were selected. (Appendix D, p. 3)
In selecting the A2 adjectives actually used two
further criteria were employed. First, the total strength
of the rating was ascertained considering both number of
people making the apprOpriate rating and the total points
assigned when a + was counted as 1 and ++ as 2. Second, a
subjective evaluation was made of the suitability of the
individual adjective based on whether the counselor could
logically evaluate this characteristic on the basis of the
stimulus tape; 1. e., "pretty" could not be evaluated while
"warm" might be. The final list was presented to the

counselors in alphabetical order.

 

51

A 6-point rating was used because research has
established that many raters avoid extreme ratings. By
using a 6-point scale even if the rater chose not to select
an extreme place (one or six), a broad variation of ratings
would still be available to him. The even number of alter-
natives was utilized in order to force the counselor to

take other than a neutral position when rating.

Appropriateness of Vocational Goal

The second task required the counselor to rate the
appropriateness Of the vocational goal attributed to the
client. Here the use Of an even number of alternatives
was considered crucial. It seemed desirable to force the
counselor to indicate not only the degree of appropriateness
or inapprOpriateness but also to commit himself to one
position or the other; thus no neutral alternative was
offered. (Appendix D, p. 5)

It was further recognized that individuals might make
similar or identical ratings for different reasons. Part
II of this task was constructed to allow the counselor to
clarify his reasons flmrthe rating given. It was designed
in three stages to obtain information about three phases
Of his feelings. First, the selection of one or two alter-
natives allowed the counselor to make descriptive statements
regarding the vocational choice. Next, positive or negative

designation.allowed the counselor to express his feelings

 

52

about the statement as completed. This was important as it
was not predetermined that one word in each pair of alter-
natives was a positive attribute and the other a negative
attribute. The nature of the alternatives presented was

such that the first alternative might be considered to be
more positive than the second by most counselors. However,
considerable latitude for personal opinion was present.

The only exception was the masculine-feminine Option in
which the expected designation would change as the purported
vocational goal changed. While many undoubtedly consider
that a conventional vocational choice for a woman is a
positive attribute, some may consider it to be a negative
attribute especially when applied to a specific client.
Further, the choice of an unconventional vocational goal

for a woman may be considered a negative attribute by

many counselors but also may be considered a positive
attribute by some. For these reasons no preconceived

value judgment regarding the positive or negative character
of the alternatives presented could be established. Finally,
the counselor was asked to designate those statements which
were actually considered in his rating. This step was
deemed useful in establishing whether some kinds of consid-
erations were commonly reflected in the evaluation of appro-
priateness of choice by school counselors. The actual items
used in Part II were selected by using subjective judgment,

baSEd on eXperience, concerning factors which might be

Fm ‘

53

considered by a school counselor. The items were discussed
with several counselors and committee members and revised
on the basis of their suggestions.

The evaluation of positive or negative feelings
regarding the alternatives was the most difficult task to
communicate to counselors. The directions and tasks were
tested and revised, but in the final form they were still

not completely satisfactory.

Need for Further Counseling

Female clients choosing deviate goals may be per-
ceived to be in greater need of further counseling than
female clients choosing conforming vocational goals. If
deviate vocational goals are disapproved, the main channel
through which the counselor may influence the choice is
the counseling interview. The Need for Further Counseling
Scale was designed to assess the difference in perceived
need for clients holding the two vocational goals.
(Appendix D, p. 7) In this scale provision was made for
a "no need" response. Numerical values from 1 through 6
were assigned to responses with numerical values
increasing as perceived need increased.

It was deemed desirable to ascertain areas in which
further counseling was perceived as being needed. Part II
of this task was designed for this purpose. The areas were
selected on the basis of experience gained in counseling with

high school students. These were presented under the two

 

5A

broad headings of educational-vocational and personal-
social concerns. The counselor was asked to evaluate each
concern and indicate by using a 3-point scale whether it
held "no pertinence," "some pertinence," or "great per-

tinence" for further counseling with this client.

Additional Vocational Choices

A further indication of a counselor's perception of
female clients may be reflected in his designation of
vocational goals he considers to be suitable for a female
client. In this task the counselor was asked to designate
two additional goals which he might suggest to the client
for consideration. These choices were to be selected from
the Vocational Choice Stimulus List. (Appendix D, p. 8)

The job stimulus list was established in two phases.
First, the initial list of jobs was established utilizing
statistical information from the Occupational Outlook
Handbook. This source provided information regarding the
actual percentages of males and females employed in a given
Job making it possible to select areas which were in actual
fact masculine and feminine occupations. The list was
further expanded on the basis of eXperience to include jobs
often specified by high school students as vocational
Choices. Further consideration was given to the inclusion
or JObS traditionally considered to be masculine and
feminine, to the inclusion of jobs at various levels within

an occupational grouping, and to the inclusion of a broad

 

55

variety of jobs which subjectively might fit the mathematics-
science interests of the clients. A problem was encountered
in finding a suitable number of jobs which would be con-
sidered feminine as many jobs in these areas are tradi-
tionally filled largely by men. The final choices indicate
that there were an adequate number of feminine jobs available
to the counselor who wished to assign strongly feminine
alternatives.

Second, in order to establish whether the jobs actually
tended to be perceived as masculine or feminine, the list
was submitted to the same group who had rated the adjectives.
(Appendix E) The rating code was quantified by assigning a
numerical equivalent to each response according to the
following plan: M+ = 5, M = A, 0 = 3, F = 2, and F+ = l.
A numerical average for each occupation was obtained. The
averages ranged from A.16 to 1.58 or 2.58 points. To Obtain
whole number numerical values for each occupation, in order
to facilitate the quantifying of counselor responses, the
range was divided into ten equal units. Each occupation was
aSSiEned a numerical value based on the unit into which its
oriEinal average rating fell in the divided range.
(Appendix F) For example, nursing with an average score of

1.85 was assigned a value of 2.

 

56

Supject Selection and Groupigg

Counselors from the St. Paul Suburban Counselors
Association were used as subjects. All members of the
association were contacted. Each was asked to remain for
one hour following a regular meeting of the association
to participate in a research project. The invitation
(Appendix G) emphasized the utilization of their exper-
ience and professional skills.

This group was selected for several reasons. First,
most would meet certification requirements for the state of
Minnesota. This assured a minimum level of training and
excluded persons who hold the title "counselor" without
training. This level of education was further ascertained
through the item in the personal data information asking if
they were eligible for Minnesota certification. All met
this standard. Second, a broad spread of experience was
represented in the group making it possible to compare
experienced and inexperienced counselors. Third, the
schools represented in the group were varied. Several were
typical of suburban areas while several serve more tradi-
tionally organized "small town" communities. All were
close enough to St. Paul, Minnesota, to reflect an urban
influence which excluded the contamination which might be
introduced by the inclusion of counselors from a more rural
area, Table 1 provides demographic information which

describes the participants.

 

57

TABLE l.--Demographic data describing counselors in subject

 

 

Group.
Female Counselors Male Counselors

Married A A0
Single 1A A
Mean-Age A1.7 3A.8

Range-Age 26—60 2A-65
Mean-Years Experience 5.8 5.8

Range—Experience 1-15 l-lA
Degrees

Bachelors* 3 3
Mean Quarter Credits 61.3 74-3
Beyond Degree

Masters (No Credit 6 8

Beyond)

Masters 8 31
Mean Quarter Credits 19.2 27.6
Beyond Degree

Specialist 1 2

*Graduate work in guidance and counseling beyond the
B. A. qualified all six of these subjects for certification
as school counselors in Minnesota.

 

lfi' ‘ - -71-1

58

A total of 62 counselors volunteered and participated
as subjects. With five years experience as the division
point the 18 women and AA men were separated into two groups,
experienced and inexperienced. The number Of counselors in
each group was as follows: experienced males, 23; inexper-
ienced males, 21; experienced females, 8; and inexperienced A

females, 10. Counseling experience and not total years in

teaching was used as the criteria. With few exceptions

 

this also divided the group on the basis of age. Infor-
mation for this division was based on counselor self-state-
ment on the personal data sheet. (Appendix H)

The counselors were divided into four treatment
groups. The names of the volunteers were first separated
on the basis of sex and then by experience. Equal numbers
from each of these groups were then randomly selected and
placed in one of the four treatment groups. Each treatment
group initially consisted of approximately even numbers of

experienced and inexperienced male and female counselors.

Egperimental Procedures
Four eXperienced counselors agreed to assist in the
collection of data and each was assigned to one group. A
training session was held in which they were instructed in
handling the stimulus taped materials and the descriptive
and evaluative materials. Each had an opportunity to
review carefully each of the four tasks and understand com-

pletely how responses were to be made. At no time was the

59

purpose of the research or the research design explained to

them. All necessary instructions were contained on the

tapes so their main responsibility was to hand out materials

and to Operate the tape recorders. The experimenter was

not involved directly with any group and the assistants were

instructed to bring any unusual questions to him. '
A separate booklet containing written instructions f“

and the four tasks was prepared for each client. (Appendix

 

D) Each counselor received a manila folder containing four
of these booklets, each marked for a specific client and
arrange<i in the order in which the clients would be heard.
The four booklets were as follows: one for the common
client heard by all counselors in the sensitizing phase,

two for the clients unique to that group, and one marked for
a client who was never heard. It was decided to include the
fourth booklet marked for a fictitious client as it was felt
that if the counselors knew they were coming to the end of
the session they might "let down" or try to rush through the
final evaluative tasks. To avoid this possibility the
fourth booklet was included in order to make it appear that
an additional client would be heard and evaluated.

During the actual session a brief introduction to the
prOJect and a description of each task was first played.
Following this the counselors were given time in which to
look over the materials and to ask questions. Next, the

common sensitizing tape was played, the recorder was stOpped,

60

and the counselors were instructed to perform the four
tasks. It was decided to include this phase as a means of
helping the counselors become accustomed to listening to
taped interviews and to be certain that they understood

how the tasks were to be performed. The tape and tasks

were identical in every way to the actual eXperimental

tapes and tasks. Following the completion of this phase

the two experimental tapes were played with the recorder
being stopped after each tape while the four tasks were
completed. Recorded instructions at the end of each inter-
view drew attention to the specific booklet to be used in
order to avoid marking the information in the wrong booklet.
After the third client had been rated, the personal data
sheets were distributed by the assistants. This was done
following the taped interviews in order to avoid any possible
prejudice which the requested information might stimulate.
At the end of the session all materials were replaced in the
manila folder and returned to the assistant.

No major problems were encountered during the experi-
mental session. It was found that the allotted time was
minimal frm'the number of tasks required of the counselors.
Severmfil reported that they would have liked more time to
"thiffli about their answers." This pressure was anticipated
and TN”: considered detrimental to the study as first reac-

tions were the responses being sought.

61

Statistical Design
For all data analysis responses to the two vocational
goals were separated. These two groupings were then sub-
divided three ways for various phases of the analysis:
(a) a grouping of all counselors which required no further
subdivision, (b) a grouping by sex of the counselor, and
(c) a grouping by sex and experience of the counselor.

Four statistical procedures were applied to the

 

I“ ._ _.

data: (a) t tests of differences between means, (b)
Pearson Product Moment correlations, (0) multiple corre-
lations, and (d) partial correlations. All 3 tests were
one-tailed with the exception of the test for operational
hypothesis ld in which no direction of difference was pre-
dicted. A 5% confidence level was established as the
minimum requirement for accepting mean differences as being
significant. Throughout the study higher confidence levels
are reported where apprOpriate.

Before the results were treated statistically, the
data for each task were quantified. -A description of the
securing;procedures used and the statistical treatments

applirxi to each of the four tasks follows.

Adjective Check List
In this task the counselors rated on a 6-point scale
tflus degree to which they felt each of the A2 adjectives

resembled the client. The ratings ranged from "much unlike

62

the client (1)" to "much like the client (6)." The responses
were quantified by computing the total number of points for
all of the adjectives which each counselor assigned to each
client. In computing this total the following system was
used.

Positive adjectives were scored in the direction
rated so that the higher the number checked the more the
word was considered descriptive of the client. Negative
adjectives were scored in a reverse direction so that the
lower the number checked the higher the score assigned.

This procedure was based on the rationale that the less
descriptive of a client a negative adjective was felt to be
the more positively the rater felt about the client. Through
this procedure a total score which was called an acceptance
score was established. Mean acceptance scores were then
computed. The means for the three counselor groupings were
compared by using 2 tests of mean differences.

The raw data were also treated in a second way. The
scores assigned by each counselor to each adjective were
summed for each of the counselor groupings. Using this
Jprocedure a.mean for each of the A2 adjectives was Obtained.
The relationship of each adjective to the total acceptance

score was assessed by computing coefficients of correlation.

63

ggpropriateness of Vocational Goal

In Part I means for the various counselor groupings
were established directly from the raw data. The scale
ranged from "highly apprOpriate (1)" to highly inappro-
priate (6)," and mean results were interpreted accordingly.
The means obtained were compared for the three counselor
groupings using 3 tests of mean differences.

The data collected from Part II of this task were
treated in two ways. First, subdividing by sex of the
counselor, the following percentages were computed:

(a) per cent of counselors 'who selected each alternative,
(b) per cent of counselors who selected each alternative and
considered it to be positive or negative, and (c) per cent
of counselors who indicated that they had actually con—
sidered the alternative when making the overall rating.

Second, in order to ascertain the relationship of the
alternatives selected and the overall rating correlations
between these two factors were computed. To do this
numerical values were assigned to each response according
to the following plan: l--if tuna first word in each pair
‘was selected and considered to be positive, 2--if the first
word icheach pair was selected and considered to be negative,
3-if the second word in each pair was selected and con-
Siderrxi to be positive, and A--if the second word in each
pair was selected and considered to be negative. Next, the

sum of‘tflue values assigned to each of the ten alternatives

t-F —‘-'-’

 

6A

by each counselor was Obtained and correlated with the

overall rating of appropriateness of vocational goal which

the counselor had made.

Need for Further Counseling

In Part I means for the three counselor groupings
were established directly from the raw data. The scale
ranged from "no need for counseling (1)" to "great need
for counseling (6)," and mean results were interpreted
accordingly. The means obtained were compared for the
three counselor groupings using 3 tests of mean differences.

The data collected from Part II of this task were
treated in two ways. First, in order to determine which
concerns were considered to be of greatest importance by
the counselors the following procedure was used. As each
counselor rated each concern on a 3-point scale from "no
pertinence (1)" to "great pertinence (3)," the ratings
had to be converted to indicate the perceived degree of
pertinence. It was decided to express the importance Of
each concern in terms of the percentage of the total
possible pertinence which had been assigned to each of the
concerns. Tb accomplish this the ratings were converted
from the original rating to the following scoring system:
nopertinence (0), some pertinence (l), and great perti-
hence (2K). Total scores were then computed for male and
female cxnnnselors. These totals were then divided by 2N as

this ruanar represented the greatest possible score which

65

the group could have assigned to the concern had each
counselor rated the concern to be of "great pertinence."
For example, if male counselors (N = AA) assigned a total
of AA points to "choosing a vocation," the per cent of
total concern would have been AA e 88 or 50%.

Second, total scores for all concerns were corre-

lated with overall ratings of need for further counseling.

Correlational Study

In order to determine the relationships which
existed between the various scales it was decided to compute
coefficients of correlation between acceptance scores,
ratings of appropriateness of vocational goal, and ratings
of need for further counseling. In order to clarify the
results obtained from the simple correlations both multiple
and partial correlatitnns were computed. These three
computations were caruried out dividing the counselors

as (a) all counselors sand (b) males and females.

Additional Vocational Choices

In the earlier section describing this scale (See
p- 5A) the process of determining the relative masculine or
feminine character of each job was explained. In order to
quantify the results of this task the numerical value
assigned to each job was substituted for the job selected
by the counselors as a potential vocational goal. These

values were then summed and mean values computed for clients

 

66

purported to hold both conforming and deviate vocational

goals. These means were then subjected to a t test of

mean differences.

Limitations of Study

Inherent in any study are certain limitations imposed
by the design or the conditions under which the study must
be carried out. The limitations of this study which were
perceived by the investigator will be discussed in this
section.

Because of the limited size of the sample, especially
the small number of female counselors, and because Of the
lack of standardized instrumentation the conclusions pre-
sented must be viewed as tentative. The findings relate
to the sample used. Any generalization beyond this group
of counselors is questionable especially as no replication
has been attempted.

It is further acknowledged that the procedure employed
emphasized a "paper and pencil" reaction format. General-
izations from these responses to actual interview behavior
are not intended. The findings in this research may provide
a basis for hypotheses to be tested in a project involving
face-to-face contact between counselor and client.

Description of a client from taped stimulus materials
such as those used in this project removes many Of the
physical and non-verbal cues to which the counselor

typically responds in time normal interview situation. In

 

 

67

designing the research this factor was felt to be advan-
tangeous as it removed variables such as physical appearance
and personal mannerisms which might bias results. The
impact of such biases could not be adequately assessed.
It is acknowledged, however, that the technique placed
the counselors in a somewhat unfamiliar situation.

The counselors were further disadvantaged as it was

necessary to utilize only the information supplied by the

i

stimulus material. The counselors were not free to probe
or to elicit additional information from the client. For
this reason it was necessary for them to rely more on
suspicions and "hunches" than might have been the case had
they actually conducted the interviews.

A final limitation centers in the investigator's
relationship to public education. It is acknowledged that
it is impossible to have worked for twelve years in public
education and not have personal biases relating to it.
Systematic attempts were made throughout the study to prevent
these biases from influencing the outcomes. As has been
pointed out the stimulus tapes were reviewed by persons not
connected with the study, the advice of others was sought in
constructing the various scales, the investigator divorced
himself from contact with any treatment group, and the
results were treated with legitimate statistical procedures.
GOHGIUSiOhs of necessity reflect the bias of the person who

makes them. The attempt has been made throughout the study

68

to present the rationale behind each conclusion as well as

tflue conclusion itself. The reader is, therefore, able to

follxnw the thinking of the writer and to draw his own

conclusions as well.

Chapter Summary

In this chapter the research design developed to test

the hypotheses of the study has been presented. The

process of developing the stimulus materials and the tasks
required of the counselors have been discussed in detail.

The method used in the selection Of the subject group has

been presented. A detailed presentation of the scoring

procedures and statistical treatment of the data has been

made. Finally, the limitations of the study have been

acknowledged. In Chapter IV the results will be presented

and analyzed.

 

CHAPTER IV
FINDINGS, DISCUSSION, AND CONCLUSIONS

During the experimental phase each counselor heard

taped interviews with three clients. The first tape and

the four tasks relating to it were used to sensitize the

counselors to the experimental procedure. The results

were not analyzed. In the introduction to each tape it

was stated that the client had chosen either a deviate or

conforming vocational goal. Each counselor heard one tape

in which a deviate vocational goal was attributed to the

client and one tape in which a conforming vocational goal

was attributed to the client. Each client was heard with

a purported deviate goal by one treatment group and with

a purported conforming goal by another treatment group.
After hearing each client the counselors performed the

four descriptive and evaluative tasks. The results were

scored and treated statistically as reported in Chapter III.
Three research hypotheses have been formulated.
Because of the subjective elements in and the breadth of

hmflication of each, they were not directly submitted to

statistical testing. Rather, each has been restated as a

smrieschOperational hypotheses which were tested. The

findings and discussion follow the statement of each oper-
ational hypothesis.

69

 

 

 

70

Each research hypothesis will be restated. Each Opera-
tional hypothesis will be restated in its null form if no
direction is expected or in its alternate form if a direc-
tion is expected. Each Operational hypothesis will be
followed by a statement of acceptance or rejection, data
relative to it will be presented, and the results will be
discussed. Following each group of operational hypotheses
the results will be summarized and discussed in more
detail.

In order to provide additional data which inter-
relate findings from the specific hypotheses two additional
sections will be included. First, a report and discussion
of coefficients of correlation which exist among the various
scales will be presented. Second, an analysis and dis-
cussion of results from Part II of Tasks 2 and 3 will be
given. These sections will be treated separately as their

relevance for the total study can be more clearly presented

in this manner.

Research Hypothesis 1

Research Hypothesis 1

Vocational goals for women which conform to the
cultural tradition will be perceived more positively than

will vocational goals for women which deviate from the

cultural tradition.

 

71

Qperational Hypothesis la

Female clients who are purported to hold
vocational goals which conform to the cultural

tradition will receive higher acceptance scores
than will female clients who are purported to

tuihi'vocational goals which deviate from the
cultural tradition.

Findingp

HYpothesis 1a is rejected. The mean acceptance
scores for deviate goals are higher than the mean accep-
tance scores for conforming goals. Table 2 contains the

means, standard deviations, and 3 value for the sample.

Discussion

It was concluded that the counselors in this sample
did not perceive significantly different degrees of.
acceptance through their use of descriptive adjectives for

female clients purported to hold deviate or conforming

vocational goals. The direction of the mean differences

was unexpected.

TABLE 2.--Mean differences between acceptance scores for
clients purported to hold deviate or conforming vocational

 

 

 

goals.
Deviate Conforming
S Vocational Goals VOcational Goals 3
ample l e
Mean Sd Mean ' Sd V3 u
A
liNcquS‘ilors 188.61 29.1: 186.A0 28.8 .1122

¥

 

For 61 d_f, p < .05 when E = 1.67

72

It is suggested that the client was accepted as a
total person and that the hypothesized effect of the voca-

tional goal was not great enough to significantly affect

the total descudption. As the adjectives in this study

were dichotomdzed and scored on the basis of positive

and negative connotation, it was on this basis that the
finding Cd‘rnb significant difference was based. Had the
adjectives been dichotomized and scored on another basis

such as male and female connotation, it is possible that

another result might have appeared.

Operational Hypothesis lb

Vocational goals which conform to the cul—
tural tradition will receive lower mean ratings
on the Appropriateness of Vocational Choice

Scale than will vocational goals which deviate
from the cultural tradition.

Findings

As the means differ at the 1% confidence level, there
is no reason to reject the hypothesis. Table 3 reports

the means, standard deviations, and the 3 value for the
sample.

 

73

TABLE 3.—-Comparison of mean ratings on the Appropriateness
of Vocational Choice Scale for female clients purported to

knold deviate and conforming vocational goals.

 

 

 

 

 

Deviate Conforming
Vocational Goals Vocational Goals 2
Sample
Mean Sd Mean Sd Value
All Counselors 3.58 1.25A 2.81 1.08A 3.67H
(N == 62)
*EFor 61 d3, p < .01 when E = 2.39.

 

Discussion

It will be recalled that lower ratings on the

Appropriateness of Vocational Choice Scale indicated higher

apprOpriateness of choice. It was concluded from the results

that the counselors in this sample conformed to the cultural
tradition in their evaluation of the apprOpriateness of

deviate or conforming vocations for women. Conforming goals

were considered to be significantly more appropriate than
deviate goals.

In interpreting the results Obtained from this task
an important issue revolves around whether the counselors
expressed their own feelings about the two work roles or

Anather they interpreted their understanding of the cultural

tnedition and indicated this in making the rating. This

research does not provide an answer for this question. To

mmaextent that behavior is emotionally rather than

7A

rationally motivated, the ratings may have reflected
the individual counselor's internalized feeling rather

than his more rational interpretation of the cultural
tradition.

Operational Hypothesis 10

Female clients who are purported to hold.
‘Jocational goals which conform to the cultural
‘tradition will receive lower scores on the
ZNeed for Counseling Scale than will female

clients who are purported to hold vocational-

goals which deviate from the cultural
tradition.

Findings

As the means differ at the 5% confidence level, there

is no reason to reject the hypothesis. Table A reports the

means, standard deviations, and p value for the sample.

TABLE A.—-Comparison of mean ratings on the Need for Further
Counseling Scale for female clients holding deviate and
conforming vocational goals.

 

 

 

 

Deviate Conforming
Vocational Goals Vocational Goals 3
Sample Value
Mean Sd Mean Sd
AlluCIounzelors 3.82 .950 3.51 1.008 1.77*
= 2)

 

*For 61 9:: p < .05 when E = 1.67.

F‘s '

75

Discussion

It will be recalled that lower ratings on the Need
for Fuunther Counseling Scale indicated lower perceived need
for ccnnnseling. Therefore, on the basis of their ratings
it was; concluded that the counselors in this sample per—
ceivedi a statistically significant difference in need for
counsefiling between female clients purported to hold
deviate or conforming vocational goals.

As clients with both vocational goals were perceived
to have some need for further counseling, it may be
suggested that the counselors in this sample perceived
a general need for counseling existing among their clients.
It was apparent that factors other than the vocational goal
contributed to the perception of need for counseling.
Whatever the basis was for the general need for counseling,
the addition of the deviate vocational goal was a factor

which significantly increased the perceived need for

counseling.

Operational Hypothesis ld

Additional vocational goals suggested by
counselors will have mean numerical values
which do not differ irrespective of whether

the purported vocational goal conformed to or
deviated from tradition. '

76

Findingp
Hypothesis 1d is rejected as the mean numerical
values for deviate and conforming vocational goals differed

at a.lxrvel of significance beyond the 5% confidence level.

Table 55 reports the means, standard deviations, and 3

value for the sample.

TABLE 5.--Comparison of mean numerical values of additional
vocational choices suggested for female clients purported
to hold deviate and conforming vocational goals.

 

 

 

 

Deviate Conforming
Vocational Goals Vocational Goals t
Sample VaIue
Mean Sd Mean Sd
A11(§°gng§§°rs 6.5Al 1.930 5.250 2.A61 10.25**

 

**For 61 g:, p < .01 when E = 2.39.

Discussion

Comparison of the mean numerical values of the
additional vocational goals suggested for the clients indi-
cated that the counselors suggested significantly more
deviate goals for clients who were originally purported to
hold deviate vocational goals than for clients originally
purported to hold conforming vocational goals.

It is concluded that the counselors may have con-
sidered the original goal when making additional sugges-

tions despite their apparent greater approval of the

 

77

conforming goals. One interpretation of this finding is.
that counselors appeared to respect the client's right for
self-direction and were willing to deal with the individual

in terms Of the context of the vocational goals presented

by the client.

Summary of Research Hypothesis 1

The findings related to Research Hypothesis 1 support
the following conclusions.

1. Purported vocational goal and acceptance were not
related. Clients received similar acceptance scores
regardless of whether they were purported to hold conforming
or deviate vocational goals.

2. Counselors, as a group, perceived deviate voca-
tional goals as being less appropriate for female clients
than conforming vocational goals. If in further analysis
the suggestion of no relationship between acceptance Of the
individual and the appropriateness of vocational goal is
supported, it will suggest that the appropriateness ratings
were based more on the cultural definition of suitable
feminine vocational goals than upon an evaluation of the
specific goal's appropriateness for the specific client.

3. Ratings of the need fOr further counseling were
Significantly increased when 81 deviate vocational goal was
attributed to the female cliernz. Clients with both voca-
tional goals were perceived tc> have a need for counseling.

It may be suggested that a germsralized need for counseling,

 

 

 

 

78

based on multiple factors, was perceived by counselors for
most clients. A deviate vocational goal appeared to be a
factor which was important enough to significantly raise
the perceived need for counseling.

u. Counselors suggested additional vocational goals
which were significantly more deviate for clients origi-
nally purported to hold deviate vocational goals than they

did for clients originally purported to hold conforming

 

vocational goals.

It was concluded that the sample of counselors in
this study were willing to consider more deviate vocational
goals with the female client who expressed an interest in
this direction. This willingness was exhibited despite the
relatively lesser degree of appropriateness expressed for
the deviate vocational goal and the suggested relation
between appropriateness and need for further counseling
discussed previously.

This finding also tended to support the suggestion
made in the discussion relating to acceptance scores that
counselors viewed the client as an individual and attempted
to work with her within a personalized context.

As an overall conclusion it appeared that vocational
goals which deviate from the cultural tradition were per-
ceived less positively than vocational goals which con-
formed to this tradition. It was further concluded that

the less positive perception was not reflected in the

 

 

 

79

acceptance of the individual client regardless of the
vocatixnuil goal she was purported to hold. Clients appeared
to be assessed as individuals. Further, a willingness to

‘work “mini the client within the context of vocational goals

which she presented was suggested.

Research Hypothesis 2

 

Research Hypothesis 2

 

Female counselors will perceive deviate vocational

goals for women more positively than will male counselors.

Qperational Hypothesis 2a

Female clients who are purported to hold
vocational goals which deviate from the cultural

tradition will receive hi her acceptance scores
from female counselors than from male counselors.

Findings

As the means differ at the 5% confidence level, there

is no reason to reject the hypothesis. Table 6 reports the

means, standard deviations, and £_value for the samples.

Tables 7 and 8 report additional information pertinent to

the comparisons of acceptance scores assigned by male and

female counselors.

 

80

TABLE 6.--Comparison of mean acceptance scores by male and
female counselors for female clients purported to hold
deviate vocational goals.

 

 

 

Deviate
Sample Vocational Goals 3
Mean Sd Value
Male Counselors I
(E = nu) 18H.36 29.60
l.7fl*
Female Counselors
(E = 18) 198.94 29.22

 

*For 60 d:, p < .05 when E = 1.67-

TABLE 7.--Comparison of mean acceptance scores by male and
female counselors for female clients purported to hold
conforming vocational goals.

 

 

 

Conforming
S Vocational Goals t
ample -
Mean Sd Value
Male Counselors
1.81*
Female Counselors
(3 = 18) 196.77 25.06

 

*For 60 df, p < .05 when E.= 1.67.

 

 

 

81

TABLE 8.--Comparison of mean acceptance scores by male and
female counselors for female clients purported to hold
deviate and conforming vocational goals.

 

 

Deviate Conforming t
Vocational Goals Vocational Goals —
Sample Value
Mean Sd Mean Sd
a
Male Cfunselors 184.36 29.60 182.15 29.74 .35
(g - 44)
b
Fem7§e=ciggsel°rs 198.94 29.22 196.77 25.06 .23

 

aFor 43 2;, p < .05 when E = 1.68.
b

For 17 d:, p < .05 when t = 1.74.

Discussign_

The female counselors in this sample described female
clients holding deviate vocational goals more positively
than did the male counselors in the sample. Additional
data have been reported showing that female counselors also
described female clients holding conforming vocational
goals more Imositively than did male counselors. It is
further suggested that female counselors perceived female
clients nmnne positively than did male counselors describing
the same client.

then the counselors were divided by sex and the
acceptaruxe scores for deviate and conforming goals compared,
again ilzxmas found that there was no statistically significant

difference between the scores. It was again suggested that

 

 

82

the description of the client was not affected by the

vocational goal purportedly held by the client.

Operational Hypothesis 2b

Female counselors will give lower ratings on
true Appropriateness of Vocational Choice Scale
to :female clients purported to hold vocational

go:als which deviate from the cultural tradition
tflian will male counselors.

Findings

Hypothesis 2b is rejected as the mean ratings by male
and female counselors are not significantly different.
Table 9 reports mean, standard deviations, and 2 value for

the samples. Tables 10 and 11 report additional findings
related to this question.

TABLE 9.--Comparison of mean ratings on the Appropriateness
of Vocational Choice Scale by male and female counselors
for female clients purported to hold deviate vocational

 

 

 

goals.
Deviate
Sample Vocational Goals 3
Mean Sd Value
Male Counselors
(3‘: 44) 3,455 1.209
1.22
Female Counselors
(N = 18) 3.889 1.367

 

For 60 9:, p < .05 when t = 1.67.

 

83

lMBMElOuufomparison of mean ratings on the Appropriate-
rmsscM‘Vocational Choice Scale by male and female counselors
forfemahaclients purported to hold conforming vocational

 

 

 

goals.
Conforming
Vocational Goals t
Sample _.
Mean Sd Value
Male Counselors
. . 04
(N = 44) 2 887 1 l
— .89
Female Counselors
(3.: 18) 2.612 1.036

 

For 60 d:, p < .05 when t = 1.67.

TABLE ll.--Comparison of mean rathugson the Appropriate-

ness of Vocational Choice Scale by male and female counselors

for female clients purported to hold deviate and conforming
vocational goals.

 

 

 

 

Deviate Conforming
Vocational Goals Vocational Goals 2
Sample Value
Mean Sd Mean Sd
Male Cou 1 a
(1!: 273,33 ors 3.455 1.209 2.887 1.104 2.29*
b
Fe l
m? e=C°unsel°rs 3.889 1.367 2.612 1.036 3.07**
Al 18)
*
Fcu~ 43 £3, p < .05 when E = 1.68.
13**
IFor‘ 17 g:, p < .01 when t = 2.57.

 

 

84

[iscussion

The data supported the conclusion that no significant
difference existed in the mean ratings of appropriateness

of the deviate vocational goal as perceived by male and

female counselors. The direction of the results was

reversed from the predicted direction as male counselors

gave lower ratings of appropriateness than did female

counselors. The additional data supported the conclusion

that male and female counselors also perceived no sig-

nificant difference in the appropriateness of the conforming

vocational goal. When male and female ratings of the

appropriateness of deviate and conforming vocational goals

were compared, it was found that both groups rated the

conforming goals as more appropriate than the deviate goal.
These results were significant at the 5% confidence level

for male counselors and at the 1% confidence level for

female counselors

Qperational Hypothesis 2c

Female counselors will give lower ratings

on the Need for Further Counseling Scale to
female clients purported to hold vocational

goals which deviate from the cultural tradition‘
than will male counselors.

Findings

Hypothesis 2c is rejected as there is no significant
difference between the mean ratings of need for further

counseling by male and female counselors. Table 12 reports

 

85

the means, standard deviations and 3 value for the

samples. 'Tables 13 and 14 provide additional relevant

information.

TABLE litu--Comparison of mean ratings on the Need for
Further'Chaunseling Scale by male and female counselors for
female cliemms purported to hold deviate vocational goals.

 

 

 

Deviate
Sample Vocational Goals 3
Mean Sd Value

Male Counselors

(3 = 44) 3.750 .9431

.29

Female Counselors

(5 = 18) 4.000 .9701

 

For 60 df, p < .05 when t = 1.67.

TABLE 13.--Comparison of
Further Counseling Scale
female clients purported

mean ratings on the Need for
by male and female counselors for
to hold conforming vocational

 

 

 

goals.
Conforming
Sample Vocational Goals 2
Mean Sd Value
Male Counselors
(E = 44) 3.666 1.077
1.15
Female Counselors 0 84
(y_= 18) 3'33 O O

 

For 60 gf, p < .05 when t = .167.

 

 

86

TABLE 14.--Comparison of mean ratings on the Need for

Further Counseling Scale by male and female counselors for

female citients purported to hold deviate and conforming
vocational goals.

 

 

 

 

Deviate Conforming
Vocational Goals Vocational Goals 3
Sample
Mean Sd Mean Sd Value
3.
male counselor's 3.750 .9431 3.660 1.077 .41
(.13 = 44)
b
Female counselor's 4.000 .9701 3.334 .840 2.14*
(N = 18)
a For 43 93, p < .05 when 3 = 1.68.
b*For 17 d_r;, p < .05 when t = 1.74.

Discussion

The ratings of need for further counseling by male
and female counselors were not significantly different for
either the deviate or the conforming vocational goal.

When ratings for the deviate and conforming vocational
goals given by male and female counselors were compared, it
was found that female counselors perceived significantly
greater need for further counseling for clients purported

to hold deviate goals than they did for clients purported

to hold conforming vocational goals. No significant dif-

ference appeared in the ratings by male counselors.

 

 

87

Summary of Research Hypothesis 2

13m following conclusions are supported by the data

 

presented.

1. Female counselors assigned higher acceptance

mXHeS‘mafemale clients regardless of the purported voca-

tional goal than did male counselors.

2. No significant difference in the appropriateness

cfl‘vocational goal was perceived by male or female counselors
The same finding applied to

 

when rating the deviate goal.

the conforming vocational goal.

3. Clients purported to hold conforming goals were

perceived to have made more appropriate choices by both

male and female counselors than were clients purported to

hold deviate vocational goals.

4. Male and female counselors perceived equal need

for further counseling for clients purported to hold the

deviate vocational goal. This finding also applied to the
conforming vocational goal.

55. IFemale counselors perceived clients purported to

.hold deviaIKE'vocational goals to be in significantly greater

.need of-flurther counseling than they did clients purported

to hold conforming vocational goals. Male counselors per-

ceived no significant difference in means for either voca-

tional goal.
6. fhatings of appropriateness of vocational choice

again appeared to be made independently from the acceptance

88

mmmes. This suggested that the ratings of appropriateness

nereaafunction of the cultural definition of appropriate
waflcrples for women rather than being an evaluation of the

appropriateness of the choice for the specific client.

7. When directional results were noted, it appeared

that male counselors were more approving of deviate voca—

tional goals than were female counselors. Female counselors

appeared to be more approving of conforming goals than were

male counselors. Neither of these results was statisically

significant.

Research Hypothesis 3

Research Hypothesis 3

Inexperienced counselors will perceive deviate voca—

tional goals for women more positively than will experienced

counselors of the same sex.

Qperational Hypothesis 3a

Female clients who are purported to hold
vocational goals which deviate from the cultural

tradition will receive higher acceptance scores
fdmnn inexperienced than from eXperienced coun-

selors of the same sex.

Findings
Hyrxithesis 3a is rejected for both male and female

counselors. Table 15 reports the means, standard devia-

tions, and 3 value for the sample.

 

89

Discussion

 

The difference between means was not statistically

significant but was in the direction predicted for female

counselors. For male counselors the predicted direction

was reversed and if the opposite direction had been pre-
dicted, the results would have been statistically sig-
nificant. Experienced male counselors in this sample

described clients purported to hold deviate vocational

 

goals more positively than did inexperienced male counselors.

TABLE 15.--Comparison of mean acceptance scores for female
clients purported to hold deviate vocational goals with
counselors divided by sex and eXperience.

 

 

 

 

Experienced Inexperienced 3

Sex of Counselors V l
_N_ Mean Sd 3 Mean Sd 3‘ ”8
Malea 23 191.87 26.8 21 176.05 29.6 1.82*
Femaleb 8 193.75 29.5 10 203.30 26.5 .68

 

*
a For 42 df, p < .05 when t = 1.68.
1.75.

b
For 16 d3) p < .05 when t

Similaz'findings for the conforming vocational goal

are reported in Table 16-

9O

TABUE]6.--Comparison of mean acceptance scores for female
(flientsgnuported to hold conforming vocational goals with
counselors divided by sex and experience.

Experienced Inexperienced 2
Value

 

 

Sex of Counselor 81 Mean Sd N Mean Sd

Malea 23 186.22 29.1 21 177.19 29.3 1.00
Femaleb 8 189.50 22.2 10 203.80 28.3 1.10

aFor 42 d:, p < .05 when E = 1.68.

bFor 16 pp, p < .05 when t = 1.75.

Discussion

Inspection of Tables 15 and 16 revealed similar results

for both vocational goals. It was noted that when the means

for each counselor group were compared, inexperienced female
counselors gave the highest scores followed by experienced
female counselors, experienced male counselors, and inex-
perienced male counselors in that order.

Further, inspection of corresponding cells of Tables
15 and 16 revealed that no significant difference in accep-
tance scores was perceived by any counselor group for clients
purported to hold either deviate or conforming vocational
goals; idea., female inexperienced counselor mean acceptance
scores fruc‘the deviate and conforming vocational goals are

303-30 EHKi 303.80 respectively. The difference in means is

not significant.

 

 

91

Significant differences appeared between the mean
ratings of inexperienced male and inexperienced female
Table 17 makes this comparison.

counselors.

TABLE l7.--Comparison of mean acceptance Scores for inexper-

ienced male and female counselors rating deviate and
conforming vocational goals

 

Inexperienced Male Inexperienced Female
Counselors Counselors t
Value

 

 

Vocational Goals
N Mean Sd N Mean Sd

 

Deviate 21 176.05 29.6 10 203.30 26.5 2.39*
Conforming 21 177.19 29.3 10 203.80 28.3 2.31*
= 1.70.

 

*For 29 gig, p < .05 when 3

Discussion
It was concluded that inexperienced male and female

counselors expressed significantly different degrees of accep-
tance fkn? female clients purported to hold both deviate and
conforming vocational goals.

1TH; directional nature of the findings related to
differeruues in acceptance scores perceived by experienced
and inexperienced counselors combined with the significantly

different scores for the two ineXperienced groups suggested
One might

that, with experience, counselors may change.

further speculate that male and female counselors may alter

the direction of their acceptance divergently over time.

 

 

92

Hide is a very tentative suggestion and is presented only
as a topic worthy of further investigation.

In comparing acceptance scores for the two vocational
goals again it was found that none of the four counselor

groups produced acceptance scores which differed signif-

icantly.

Operational Hypothesis 3b

Inexperienced counselors will give lower
ratings on the Appropriateness of Vocational
Choice Scale to female clients purported to
hold vocational goals which deviate from-the
cultural tradition than will experienced
counselors of the same sex.

Findings
Hypothesis 3b is rejected for both male and female

counselors. Table 18 reports the means, standard devia-

tions, and 3 value for the sample.

TABLE l8.—-Comparison of mean ratings of Appropriateness of
Vocational Goals for female clients purported to hold
deviate vocational goals with counselors divided by sex and

 

 

 

 

 

eXperience.
Experienced Inexperienced 2

Sex of Cou “”’
- “381°” 3 Mean so 11 Mean so value
Malea 23 3.35 1.13 21 3.57 1.25 .60
Femaleb 8 3.62 1.66 10 4.10 .94 .73

a
bFor 42 d3) p < .05 when E = 1.68.
jFor 16 9i» p < .05 when E = 1.75.

 

 

 

1.35:.{5 . .. lh‘vrlljij. IL L

 

93

Discussion

 

Ekith experienced male and female counselors perceived
greater apprOpriateness of deviate vocational goals than did
inexperienced counselors of the same sex. The difference
between the means was not statistically significant for
either male or female counselors.

'The findings supported the conclusion that there was

!
significantly greater perceived appropriateness for con- i

 

forndxug vocational goals than for deviate vocational goals 3
for bonni inexperienced counselor groups but not for the
eXperienced.counse1or groups. Table 19 reports the means,

standard deviations, and 3 value for the sample.

TABLE l9.--Comparison of mean ratings on Appropriateness of

Vocational Choice Scale between deviate and conforming
vocational goals with counselors divided by sex and experience.

 

 

 

 

 

Deviate Conforming
Vocational Goals Vocational Goals 3
Sample Value
Mean Sd Mean Sd

Female Experienceda 62 l 66 2 63 1 ll 1 31

(E: 8) 3o 0 o 0 '
Female Inexperienced.b

(H: 10) “.10 .914 2.60 .92 3.u2**
Male Experiencedc 2 1 1 06 l 34

(E: 23) 3035 1.13 09 ' '
Male Inex e d

(11 = glgienced 3.57 1.25 2.86 1.13 1.89*

a i_

t) For 7 9:; p <.05 when E = 1.90.

**For 9 £3) p <.01 when t = 2.82.

c _

d For 22 gig p < .05 when = 1.72.

“Tl“

* For 20 9E» p < .05 when 1.72.

 

 

94

Discussion

Directionally, the deviate vocational goal was per-
ceived as being less appropriate by all subject groups than
was the conforming vocational goal, but the difference was

statistically significant only for the inexperienced

groups.

Operational Hypothesis 3c

Inexperienced counselors will give lower
ratings on the Need for Further Counsel ng
Scale for female clients who hold vocational
goals which deviate from the cultural tradi-
tion than will eXperienced counselors of the

same sex .

Findings
Hypothesis 3c is rejected for both male and female

counselors. Table 20 reports the means, standard deviations,

and 2 value for the sample.

TABLE 20.--Comparison of mean ratings on Need for Further

Counseling Scale for female clients purported to hold

deviate vocational goals with counselors divided by sex and
eXperience.

Experienced Inexperienced 3

Sex of Counselors
N Mean Sd N Mean Sd Value

 

 

 

Malea 23 3.57 .82 21 3.95 1.00 1.35

Femaleb 8 4.25 1.09 10 3.80 .75 .98

aFor 42 31;, p < .05 when E = 1.68.

b
For 16 3:) p < .05 when t = 1.75.

 

 

 

 

95

Discussion

Fetings by female counselors were in the predicted
directuxn but the mean differences were not statistically
significant. Ratings by male counselors were in the

Opposite direction from that predicted.

IneXperienced female counselors were the only group
cfi'counselors who perceived a statistically significant

greater need for counseling for the deviate than for the

 

conforming vocational goal. These results are reported 1

in Table 21.

TABLE 21.--Comparison of mean ratings on the Need for Further

Counseling Scale between female clients purported to hold

deviate and conforming vocational goals with counselors
divided by sex and experience.

 

 

 

Deviate Conforming
Vocational Goals Vocational Goals 2
Sample Value
Mean Sd Mean Sd
Male Experienceda
(11 = 23) 3-57 .82 3.78 .97 .78
Male Inex eriencedb
(N = 27) 3-95 1.00 3.52 1.14 1.27
Female Ex eri dc
(fl..- 8‘; ence 4.25 1.09 3.50 .71 1.53
Female Inex d
(H ... imperienced 3.80 .75 3.10 .87 1.84*

 

aFor 22 g, p < .05 when p
bFor 20 93:, p < .05 when p = 1.72.
CFor"? g2, p < .05 when E = 1.90.
d*For 9 gg, p < .05 when t = 1.83.

96

Summarygof Research Hypothesis 3

The following conclusions are supported by the data

presented.

1. The findings supported the general conclusion that

differences in the various ratings were not significantly

affected by the eXperience of the counselors. The inexper-

ienced male counselors appeared to be the only group which

differed from other counselors in the sample. The mean

acceptance scores for inexperienced male counselors differed

significantly from those of inexperienced female counselors

for both vocational goals. Their mean acceptance scores

also differed significantly from those of experienced
counselors for the clients purported to hold deviate

vocational goals.
2. The mean acceptance scores for all four counselor

groups showed no difference for the deviate and conforming

vocational goals. This finding was consistent with those

reported in previous sections.

3. .Directionally, both experienced and inexperienced
female ccuuiselors perceived deviate vocational goals as being
less apprmuxriate than did eXperienced and ineXperienced male

counselorws. Conversely, the female counselors perceived

the conitunning vocational goals to be more appropriate than

did the male counselors.

4. IFor all groups except experienced male counselors,

the need for further counseling was perceived as being

 

 

 

97

greater for clients purported to hold deviate vocational
goals than for clients purported to hold conforming voca-
tional goals. These findings were directional and were
not statistically significant findings for all groups

except the inexperienced female counselors.

 

The relatively insignificant nature of the findings
in this section may be partially explained by three

statistical factors. First, the total sample was divided

 

into four sub-samples. The resulting N's were relatively
small for:ma1e counselors and extremely small for female
counselors. Second, as a result statistical significance
could only be attained if larger mean differences were

produced. Third, variance was relatively large throughout,

 

also as a result of the small N's.

Correlational Study
A correlational study was conducted in order to
further assess the nature of the relationships which
existed between the ratings of the several tasks and to
further support some of the conclusions stated in earlier

sections. The results are reported in Table 22.

 

 

98

TABLE 22 .—-Coefficients of correlation between acceptance

score, ratings of appropriateness of vocational goal, and

ratings of need for further counseling for female clients

purported to hold deviate and conforming vocational goals
by all counselors.

 

 

 

 

Deviate Conforming
Scales Vocational Goals Vocational Goals
Correlated*
confidence confidence

3} QE. level 3 d: level

312 —.27 60 .05 -.38 60 .01
313 -.48 60 .001 —.57 60 .001
£23 .56 60 .001 .64 60 .001

 

*1-—Acceptance Scores.

2--Appropriateness of Vocational Goal.
3--Need for Further Counseling.

Discussion

 

These results suggested a tendency for the three
variables to be related. Need for further counseling seemed
to be most strongly related to both total acceptance scores
and to the evaluation of the appropriateness of vocational
goal. Acceptance scores and appropriateness of vocational
goal showed a weaker relationship.

Multiple correlation was used to further assess

these relationships. These results are reported in Table 23.

 

 

 

99

TABLE 23.--Multiple correlation coefficients between
acceptance scores, appropriateness of vocational goal, and
need for further counseling for female clients purported
to hold deviate and conforming vocational goals by all

 

 

 

 

counselors.
Deviate Conforming
Smfles Vocational Goals 'Vocational Goals
Correlated*
confidence confidence
r df level 3 df level
.... _. — 111‘)
£1.23 .48 59 .01 .57 59 .01
52.13 .56 59 .01 .64 59 .01
5
3.12 .65 59 .01 .73 59 .01

 

*1--Acceptance Scores.
2--Appr0priateness of Vocational Goal.
3-—Need for Further Counseling.

Discussion
Comparison of Tables 22 and 23 showed that the
coefficient of correlation related to need for counseling
increased when both acceptance scores and apprOpriateness
of vocational choice were used. It was further observed
that both acceptance score and appropriateness of vocational
choice were predicted entirely from the need for counseling
scale. Multiple correlation did not increase either value.
AS this indicated that the relationship between acceptance
scores and appropriateness of vocational choice might be
PJlf1_'>.7..ez.ine(:1 by their relationship to a third factor--need for

ounselinég-—partialing was employed. The results are

Pported in Table 24.

100

TABLE 24.--Coefficients of partial correlation between
acceptance scores, need for further counseling scale, and

appropriateness of vocational goal scale for female clients
purported to hold deviate and conforming vocational goals

by all counselors.

 

 

 

 

 

Deviate Conforming
Scales Vocational Goals Vocational Goals
Correlated*
confidence confidence
‘ p _d_f_ level 3 93 level
312.3 .001 60 not .03 60 not
significant significant
i213.2 .41 60 .001 .46 60 .001
’E23.1 .51 60 .001 .56 60 .001

 

*1—-Acceptance Scores.
2—-Appr0priateness of Vocational Goal.

3--Need for Further Counseling.

Discussion
These data supported the conclusion that the relation-

ship suggested by the multiple correlations was correct.
Need for counseling was a factor which helped to explain

the relationship between acceptance scores and appropriate-

ness of vocational goal.
To determine if sex of the counselor made a difference

in the relationships, the same three procedures were

followed separating the subjects into male and female

counselor groups. The results are reported in Tables 25,

26, and 27.

 

 

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. pom mafiaomcsoo nonuhsm now come cam .

wmnoom moGduQmoom cmmzpmn mace

 

102

 

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.mohoom mocwpdmooellax

 

 

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103

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.mmaoom ooempcmoom awesome coapmHmmmoo Hmwpmmd mo mucofiofimmmoonn.sm mamas

 

104

Discussion

The relationship between acceptance scores and appro-
priateness of vocational goal which had been observed
previously was confirmed for both male and female counselor
groups. Both acceptance scores and appropriateness of voca-
tional goal contributed to the multiple correlation value E
of need for counseling. Acceptance scores and appropriate-
ness of vocational goal were predicted as well by need for

counseling alone as by a multiple correlation.

 

Separating counselors by sex produced one new finding.
In Table 24 both acceptance scores and appropriateness of
vocational goal appeared to contribute about equally to need
for counseling. However, inspection of Table 27 suggested
that for female counselors appropriateness of vocational
goal contributed more than acceptance scores to the rating
Of need for counseling. The difference between 313.2 = .27
and p23 1 = .79 for deviate vocational goals was significant

at the 5% confidence level. The same difference for con-

formingiinacational goals was strongly directional bUt “Qt
Signifj\.cant.

JF‘rom these data it appeared that female counselors
may haves been more concerned about appropriateness of voca-
tional gwoals and less about general description than were
male Courmselors when evaluating need for counseling. The

findings .supported the suggestion made earlier in the chapter

t -
hat male counselors perceived a higher general “69d for

105

counseling for all clients which was less affected by the
addition of a specific factor such as vocational choice than
did female counselors. Female counselors may have perceived
a lower general need for counseling which was more affected
by specific factors.

A slightly different interpretation suggests that the
deviate vocational goal held a different stimulus value for
male and female counselors. For male counselors it was
weaker than for female counselors. This interpretation led
to the conclusion that female counselors felt more strongly
about women in deviate vocational roles than did men.

These suggestions are supported by data presented
earlier which showed that female counselors perceived lower
appropriateness of vocational goal for female clients pur-
ported to hold deviate vocational goals than did male
counselors. The findings were directional and not statis—

tically significant, and they must be viewed accordingly.

Summary of Correlatipnal Study
Two main conclusions are supported by the correla-

tional findings.

1. Need for counseling was related to both the accep-

tance score and the rating of appropriateness of vocational

goal. However, acceptance scores and ratings of apprOpriate-

ness of vocational goal were related as a result of their

relationship to need for counseling. This finding lends

 

106

support to the earlier suggestion that clients were accepted

on the basis of an overall evaluation. Vocational goal was

not a factor which significantly influenced this impression.

It is further suggested that the rating of appropriateness

was based primarily on the cultural definition of appro-

priate work roles for women. Counselors appeared to have a I

stereotyped view that deviate vocational goals are inappro- 1‘

priate for women.

 

2. Male and female counselors arrived at ratings of
need for further counseling differently. Acceptance scores
and appropriateness of vocational goal appeared to contribute
equally for male counselors. For female counselors the
rating of appropriateness of vocational goal was the primary
factor in determining the rating of need for further coun-
seling. Possible implications of and reasons for this

finding were discussed earlier.

Further Analysis
Up to this point the analysis of the data has been
concerned with total acceptance scores and the two main
rating scales. This section will focus on each task
separately and will discuss the descriptive adjectives

chosen and the results obtained in Part II of Tasks 2 and 3.

107

Acceptance Scores

As taped interviews with four separate high school
girls were used, it might be assumed that each girl would
be perceived differently by the counselors. To ascertain
if this was true mean acceptance scores for each girl for
both.conforming and deviate vocational goals were calcu—

lated. These means are reported in Table 28.

TABLE 28.--Mean acceptance scores of deviate and conforming
vocational goals for each client

 

 

Conforming Deviate
Client Vocational Goal Vocational Goal
Judy 189.9 195.5
Lynn 182.8 181.6
Sue 186.4 177.3
Mary 188.0 194.9

 

Inspection of Table 28 shows that some variation in mean
acceptance scores for the four clients exists. Interpre-
tation of these means must also take into consideration
the fact that the lowest possible mean acceptance score
would have been 252. Inspection of the data revealed that
the range of acceptance scores utilized was from 112 to
237- It therefore appeared that while considerable varia-
tion existed in the perceptions of the clients by indi-

vidual counselors, there was little variation in the mean

 

108

acceptance scores for each.client. It was also concluded
that the mean perceptions were more positively than nega-
tively oriented.

In order to further analyze the mean acceptance scores
an analysis of variance between the eight means was computed.
No significant differences were found to exist.

No further analysis of responses to the individual
was carried out as it was felt that such analysis was

9“.

outside of the purvue of this dissertation.

"tram!-

Adjective Check List

As a means of determining which adjectives contributed
to the total acceptance scores, a coefficient of correlation
was computed between individual words and total acceptance
scores. A correlation of .70 with total score was arbi-
trarily selected as a cut-off point. All adjectives which
correlated at or above this point are reported in Table 29.
The pre-judged positive or negative character of the word
has also been noted. All correlations were positive. It
must be remembered that rating was done on a scale from 1
to 6 ("much unlike" to "much like" the client). Positive
adJectives were scored in the direction marked; scores for

negative adjectives were reversed.

109

 

 

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+ manmcommmm I mfinmpcmdoocb + HmOHwoq I QmHHoom

+ oapmfiamom I mfiofimcocmmsLH I manfimcocmmpmH I m>Hmm>m

+ Hwoflpommm I mafipmom + zaocoflsm I Hoofipmfipomm

+ comfiom + maomococoo + ompewwmosom + oocasmopmo

+ mason: I m>Hmcoeoo I HmOHpmeowm I Hooacmo

I m>Hmm>m + wcfixcfinplhmoHo I m>Hmcmon I omufloocoo

I Hooacso + msoaoaoea I Hmoacso + wcaxoano cacao

Hmoo Hmcoapmoo> Hmoo HmcoapMOO> Hmoo HmQOHpMoo> Hmoo HwQOHpmoo>
wcfissomcoo mpma>oo wcfissomcoo mpmfi>mo

whoammcsoo mHmEmm mponmcsoo mam:
mosoom I. II

conceaoooa Haney flwwg nonmae to ON. opofioasoo eoaez mo>apoofie<II.mm mgmae

110

Discussion
No firm conclusions could be drawn but pertinent obser-

vations may be made about the adjectives selected. The most

apparent difference in the lists was the larger number of
adjectives which had a high correlation with total acceptance

score for the male counselors than for the female counselors.

'This may have been due in part to the larger sample size of

‘the male counselor group. A further eXplanation may be that

(hale counselors made more gross judgments than did female

counselors. If this were so, a client who was perceived

positively would tend to have adjectives which the counselor
perceives positively marked as being "much like the client."
Following the same rationale female counselors would have
Inade a greater attempt to select those adjectives which they
frelt were most descriptive of the client and in this way
puresented a more individualized description of the client

rather than the more gross impression presented by the male

counselors. If such an explanation is sound, the differing

individual impressions would account for the lack of consis-

tency in the adjectives selected.

A second observation was that female counselors had

rm: adjectives which appeared on the lists for both deviate

and conforming vocational goals. Several adjectives appeared

on both lists for male counselors.

The adjectives "sensible," "practical," and "realistic"

appEHaFEd on lists for both male and female counselors. It

 

111

will be seen in the next section that these same adjec-
tives were related to ratings of appropriateness of voca-

tional choice.

Finally, only one adjective correlated negatively
with total acceptance scores. The adjective "individual-
istic" correlated negatively with overall rating of appro-

priateness for female counselors describing clients pur-

 

ported to hold conforming vocational goals. The magni-
tude of the correlation (£_= -.32) was not large enough
to be statistically significant. While not significant
this finding was of interest in relation to the cultural
definition of appropriate feminine roles. Women are not
expected to be individualistic in their work roles.

Appropriateness of Vocational Goal
and Need for Further Counseling

Part II of each of these sections was included in an
effort to ascertain whether or not any consistent rationale
for the overall ratings existed. A large volume of data
was collected. Only simple statistical treatments were
utilized in looking for apparent trends. No tests of sig-
nificance were carried out. In this section tentative
conclusions based on the findings are presented. Complete
tables presenting the data upon which these conclusions were
based are found in Appendices I through L.

Counselors consistently eXpressed concern about the

H .
realism." "interests," and "satisfaction" aspects of the

112

purported vocational goals. When pertinent concerns around
which to center further counseling were evaluated, "interests"
again appeared together with "re-evaluation of present voca-
tional goal," "choosing El vocation," and "understanding of
self."

The nature of the concern tended to vary with the E
purported vocational goal. For example, conforming goals
were perceived as being more "realistic" than deviate goals.

Further, it seems plausible to suggest that the specific

 

interpretation of any of these concerns for an individual
case must have been based either on an analysis of its
applicability to the individual or on a culturally defined
preconception. The nature of the relationship which was
shown between apprOpriateness of vocational goal and accep-
tance scores seemed to support the conclusion that the
cultural definition was the significant factor upon which
these judgments were based.

Further support for this conclusion was obtained when
it was noted that both vocational goals were perceived as
having "good employment potential" and as being "congruent
with abilities." The clients were perceived as being able
tO do and to be employed in "men's work" even though the
goals were perceived as less apprOpriate for them.

Examination of the data revealed that the counselors
were more consistent in their perceptions of conforming

goals than in their perceptions of deviate goals. Female

113

counselors perceived less "realism," "interest," and
"chance of success" for deviate goals than did male coun-
selors. This finding was interpreted as supporting the
earlier conclusion that female counselors perceived deviate
goals as being less appropriate than did male counselors.

Correlations between alternatives selected and the
overall ratings of apprOpriateness supported the conclu-
sion that the first adjective in each pair tended to be
related to ratings of appropriateness and the second
adjective to ratings of inapprOpriateness. Table 30
reports these results.

Correlations between the total score on all 13
potential concerns around which further counseling might
be centered and the overall ratings of need for further
counseling were also computed. These correlations revealed
that greater pertinence and/or more problem areas were
perceived to be positively related to greater need for
counseling. Table 31 reports these results.

TABLE 30.-—Coefficients of correlation between choice of

descriptive alternatives and overall rating of appropriate-
ness of vocational goal.

 

 

 

Deviate Vocational Goal Conforming Vocational Goal
Male Female Male Female
_NCounselors Counselors Counselors Counselors
conf. conf. conf. conf.

‘2: level r d: level 3 df’ level 5 .93 level

g

l"
76 42 .001 .82 16 .001 .73 42 .001 .86 16 .001

O
—__

 

114

TABLE 31.-—Coefficients of correlation between total score
for 13 areas for further counseling and overall rating of
need for further counseling.

 

 

 

 

 

 

Deviate Vocational Goal Conforming Vocational Goal
Male Female Male Female
Counselors Counselors Counselors Counselors
conf. conf. conf. conf.
g d: level 3 d3. level 3 d; level 3 9: level
11

 

.65 42 .001 .69 16 .01 .63 42 .001 .60 16 .02

 

 

Summary of Further Analysis

The data presented in this section support the following
conclusions.

1. Male counselors were more consistent in their selec-
tion of adjectives used to describe female clients than were
female counselors.

2. The counselors were most consistent in their concern
over realism, interests, and personal satisfaction when eval-
uating appropriateness of vocational choice and need for
further counseling.

3. When considering the evidence presented in this
section in conjunction with previously reported results, it
was concluded that the counselors were responding more to the
cultural definitions than they were to the individual client

and the suitability of the specific vocation for her.

115

It must be stated clearly that while these counselors
appeared to have pre-judged perceptions of the suitability
of deviate vocational goals for women, nothing is known of
how they would respond in actual counseling interviews.
This point will be discussed more completely in Chapter V
when the implications for educational practice are dis-
cussed.

4. A positive correlation existed between the choice
of the first alternative in each pair and greater perceived
appropriateness of vocational goal.

5. A positive correlation existed between the per-
ceived degree of pertinence and/or the total number of
problem areas around which further counseling might center

and the overall rating of need for further counseling.

Chapper Summapy
In this chapter the results of the investigation have
been presented and briefly discussed. The attempt has been
made to identify trends which seem to exist and to suggest
explanations for unexpected findings. In the next chapter
the results will be discussed and conclusions for the study

drawn from them.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

FOR FURTHER RESEARCH

The first four chapters presented the rationale,
related literature, experimental design, and results of
the study. In this chapter the study will be summarized,
results and implications discussed, and recommendations

for further research suggested.

Summary

The Problem

Traditional work roles for men and women have been
defined by the culture. Men and women are viewed as having
differing orientations to life in general, to the ways in
which they approach work, and to the needs which work
fulfills for them. Cultural biases against women entering
traditionally masculine areas are perceived to exist. As
a professional group counselors are exhorted to maximize the
potential of the individual. In working with the female
client who has vocational goals which deviate from those
defined by the culture the counselor faces two binds. First,
as an employee of a social institution (the school) which

may be oriented toward conformity, he may receive pressure

116

 

117

to counsel for conformity. Second, as he is typically a
member of middle class society himself, he may hold personal
biases regarding appropriate feminine work roles which will
influence his relationship with female clients who present
deviate vocational goals. The purpose of this research was
to explore the differential perceptions expressed by school
counselors of female clients who presented traditionally
masculine (deviate) and feminine (conforming) goals as their
vocational choices. In so doing, counselors' perceptions

of the suitability of varying work roles was also assessed.

Design and Methodology

The sample consisted of 62 counselors, 44 males and
18 females, who were employed during the 1966-1967 academic
year by school systems in suburban St. Paul, Minnesota.
Each counselor was exposed to three prepared taped inter-
views with high school girls. The first tape was used to
sensitize the counselors to the experimental procedures,
and the remaining two were used as the experimental stim-
ulus devices. Each counselor heard one tape in which the
client was purported to hold a deviate vocational goal and
one tape in which the client was purported to hold a con—
forming vocational goal. Each client was heard by one
treatment group as purportedly holding a deviate vocational
goal and by a second treatment group as purportedly holding

a conforming vocational goal. The vocational goal was

 

118

specified in an introduction to the interview. Identical
copies of the interview itself then followed so that
identical interview material was presented regardless of
the purported vocational goal.

Following each interview the counselors performed
four descriptive and evaluative tasks. (a) On a 6-point
scale each of 42 adjectives were rated as being "much
unlike" to "much like" the client. One-half of the

adjectives had been pre-judged to be positive and one-half

 

had been pre-judged to be negative characteristics. (b) On
a 6-point scale the apprOpriateness of the vocational goal
was rated. Following this rating the counselors completed
ten statements describing their perceptions of the goal for
the client. (0) On a 6-point scale the perceived need for
further counseling for the client was rated. Following
this rating the counselors evaluated the perceived perti-
nence which each of 13 areas had as areas around which
further counseling with the client might be centered.
(d) Two additional vocational choices which might be con-
sidered by the client as alternate vocational goals were
suggested. The alternates were selected from a prepared
list which contained jobs ranging from highly masculine to
highly feminine.

The results were scored and treated statistically
using 3 tests for mean differences, Pearson product moment

correlations, multiple correlations, and partial correlations.

119

Results

Acceptance Scores

 

Acceptance of the client was based on the score
derived from the ratings of the 42 adjectives. Utilizing
the scoring rationale described in Chapter III higher
scores indicated more positive descriptions and lower
scores more negative descriptions of the clients. The
scores were considered to represent the degree of accep-
tance perceived by the counselor for the client. Findings
related to acceptance scores are summarized below.

1. Female counselors gave higher acceptance to
female clients regardless of the purported vocational
goal than did male counselors.

2. No significant differences appeared between mean
acceptance scores for female clients purported to hold
either deviate or conforming vocational goals. This
finding was consistent whether the counselors were con-
sidered as a total group, were divided by sex, or by sex
and experience.

3. When divided by sex and experience no significant
mean differences were obtained between experienced female,
ineXperienced female, or experienced male counselors.
Inexperienced male counselors, however, gave significantly
lower acceptance to all female clients than did inexperienced

female counselors. Inexperienced male counselors' acceptance

 

120

scores for female clients.purported to hold deviate goals
were significantly lower'than the same scores for exper-
ienced male counselors. It was concluded that inexperienced
male counselors may differ from other counselor groups in
the degree of acceptance perceived.

Viewing the results directionally, mean acceptance
scores for inexperienced female counselors were highest.
EXperienced female anni experienced male counselors' mean
acceptance scores vvere approximately equal. Inexperienced
male counselors' nmean acceptance scores were the lowest.
These relationships were consistent for both vocational
goals. This finding was cautiously interpreted to suggest
that counselors may change with experience. Specifically,
male counselors may show increased and female counselors

decreased acceptance as they become more experienced.

Appropriateness of Vocational Goal

Each counselor was asked to rate the apprOpriateness
of the vocational goal purportedly held by the client. This
rating was made on a 6-point scale with alternatives ranging
from "highly appropriate" to "highly inappropriate-"
Following the rating the counselor completed each of ten
statements which described his reasons for making the
rating. Findings related to these ratings are reported

below.

121

1. Conforming vocational goals were perceived as
more appropriate for female clients than were deviate
vocational goals by all counselors.‘

2. Male counselors perceived greater appropriateness
for deviate vocational choices for female clients than did
female counselors. FL

3. Female counselors perceived greater appropriate- '
ness for conforming vocational goals for female clients

than did male counselors. r.

 

4. When divided by experience the experienced
counselors perceived no statistically significant differ-
ence in the appropriateness of the two vocational goals.
Directionally, the conforming goals were perceived as being
more appropriate than the deviate goals. Inexperienced
counselors perceived the conforming goals to be signifi—
cantly more appropriate than the deviate goals.

5. Analysis of the descriptive statements which were
used to describe the rating of appropriateness of vocational
choice revealed that counselors were most concerned about
realism, practicality, interests, and chances for personal
satisfaction in making this rating. From this finding it
was concluded that as the definition of these character-
istics has been largely determined by cultural stereotypes,
counselors were significantly influenced by the cultural
definition of appropriate work roles for women when deter-

mining appropriateness of vocational goal.

122

Nged for Further Counseling

The third task performed by each counselor was a
rating of need for further counseling. This rating was
made on a 6-point scale with alternatives ranging from
"no need" to "great need." Following this rating was a
list of 13 areas of concern around which further counseling
might center. The pertinence which each area held for
further counseling was rated on a 3—point scale ranging
from "no pertinence" to "great pertinence." The findings
related to these ratings are reported below.
1. Female clients purported to hold deviate voca-
tional goals were perceived to have greater need for
counseling than were female clients purported to hold con-
forming vocational goals. However, when the various sub-
groups were analyzed, the following results appeared.

a. When counselors were divided by sex, a
significant difference between means appeared for
the female but not for the male counselor.

b. When counselors were divided by sex and
experience, a significant difference appeared for
ineXperienced female counselors only. Differences
for experienced and inexperienced male counselors

and experienced female counselors were directional

but not statistically significant.

 

123

It was concluded that for most counselor groups the
vocational goal did not significantly raise the need for
further counseling. However, by cautiously interpreting
the directional nature of these results, combined with the
significant difference which appeared for the total group,
and the results of the correlational study reported in
item 2 below, it was suggested that deviate vocational
goals may have increased the perceived need for further
counseling. It was further concluded that female coun-
selors may have perceived the increased need more
strongly than male counselors.

2. An analysis of correlational data produced the
following conclusions about the relationship of problems
to the perceived need for further counseling. As the per-
ceived need for counseling increased, (a) the number of
perceived problems increased, or (b) the problems perceived
were felt to have an increased pertinence for further
counseling, or (c) both the number of problems and the
degree of pertinence increased. It was concluded that the
need for counseling is positively related to the number
and/or seriousness of the perceived problems.

3. Clients holding deviate vocational goals were
perceived as needing to consider "choice of vocation,"
"re-evaluation of present vocational goal," "interests,"
and "understanding of self" as primary concerns around

which further counseling might center. This finding was

124

felt to support the similar findings obtained from the
analysis of the descriptive statements relating to appro-
priateness of vocational goal. These items seemed to
further confirm the conclusion that the cultural defi-
nitions of appropriate work roles for women signifi-
cantly influenced the counselors' perceptions regarding F
the suitability of the two vocational goals for female

clients.

H.—

 

Additional Vocational Choice

 

The data related to this task indicated that coun-
selors suggested additional vocational goals for consider-
ation which were related to the goal which the client was
originally purported to hold. Female clients originally
purported to hold deviate vocational goals had additional
vocational goals suggested which were significantly more
deviate than did female clients who were originally pur-
ported to hold conforming vocational goals. From these
results it was concluded that, despite the expressed
feelings that conforming goals were more appropriate than
deviate goals and that female clients holding deviate goals
were in greater need of further counseling, the counselors
acknowledged the validity of the client's choice and were
willing to work within this context in suggesting further

goals.

125

This finding seemed to be related to the finding that
acceptance was perceived as being independent of the voca-
tional goal. The two findings were considered to support
each other when it was contended that, despite their per-
sonal perceptions of appropriate work roles for women,

counselors did perceive the clients and their needs in a

flflfl'

differentiated way on the basis of the vocational goals

which they were purported to hold.

TIL‘MZ'J-

 

Correlational Study

 

In order to further assess the existing relation-
ships between acceptance scores, appropriateness of voca-
tional goal, and need for further counseling a correlational
study was conducted” This study revealed the following
findings.

1. Acceptance scores and ratings of appropriateness
of vocational goal are negatively related as indicated by
the simple correlation coefficient. Further analysis
employing partialing indicates that they are both related
to need for further counseling which helps to explain their
relationship to each other.

2. Both acceptance scores and ratings of appro-
priateness of vocational goal were related to ratings of
need for further counseling.

3. For male counselors acceptance scores and ratings
of apprOpriateness of vocational goal contributed equally

to ratings of need for further counseling.

126

4. For female counselors need for further counseling
was influenced more by ratings of apprOpriateness of voca-
tional goal than by acceptance scores.

Three major conclusions were based on these findings:

1. Because of the nature of the relationship between

acceptance scores and ratings of appropriateness, the rating

 

of appropriateness of vocational goal appeared to be based
more on cultural definitions of appropriate vocational goals

for women than on an assessment of the appropriateness of Le

 

the goal for a specific client.

2. Male and female counselors based ratings of need
for further counseling on different factors. Male coun-
selors appeared to perceive a greater general need for
counseling than did female counselors. Female counselors
appeared to be more concerned with appropriateness of the
vocational goal as a factor influencing need for further
counseling than did male counselors.

3. When counselors perceived either a personal
weakness within the client or an inappropriate vocational
goal, they also perceived a heightened need for further
counseling. This assumption led to the conclusion that
counselors perceived as a part of their function the
responsiblity to "do something" to help the client when a

perceived need was present.

127

Discussion and Implications

Results obtained indicated that counselors' per-
ceptions of their clients were based on a broad spectrum of
impressions. One factor such as an appropriate or inappro—
priate vocational goal did not significantly affect this
perception.

It further appeared that counselors were willing to
work with a client within the context of the client's
stated interests even though they may have felt that these
interests were inapprOpriate. Support for this contention
was based on the significantly more deviate orientation of
the additional vocational choices suggested for the clients
originally purported to hold deviate vocational goals. It
was apparent that the counselors perceived these goals as
less appropriate for clients than they did the more con-
forming goals. It was noted that the mean goal suggested
was considerably more conforming than the original goal
of engineering and as such may have represented a compro-
mise between deviation and conformity. Regardless, these
goals were significantly more deviate than were the
additional goals suggested for clients originally purported
to hold conforming goals.

Results based on division of the counselor group by
sex or eXperience were much less clear than results based
on the total counselor group. It appeared that the major

variable which produced differential perceptions may have

 

128

been the individual counselor rather than sex, experience,

or some other variable. If this is true, it appears impor-
tant to learn as much as possible about the personal qual-

ities which are present in effective counselors.

As the results indicated that female counselors may
have perceived less apprOpriateness for deviate vocational
goals and more need for further counseling for clients
having these goals, the question of whether males or
females will be more effective counselors for such clients
is raised. If the goal of the female counselor in further
counseling is to "talk the client out of" a goal which is
perceived as inapprOpriate by the counselor, she may be a
less appropriate person to deal with such a client. If,
on the other hand, the goal is to deal openly with the
total process of choice and the problems faced by women
in making a choice, the female counselor may be highly
effective with such a client. It is also not apparent
what the male counselor's perception means for effective
counseling. He may perceive deviate goals as more
apprOpriate because he considers vocational choice of less
importance for a female client and for this reason con-
siders further counseling centered around this problem to
be relatively unimportant. If he actually perceives the
goal as more appropriate, he may provide the more effective
relationship through which to deal with the choice process.

This research project did not provide the information

129

necessary to answer these questions. The data suggested
that male and female counselors perceived deviate voca-
tional roles differently which in turn implied the need to
understand better the ways in which such perceptions would
be implemented in the actual counseling situation.

The literature whichsuggested that self-validation I
is achieved through conformity seemed to be supported. -
While the counselors appeared to accept equally clients I

with deviate and conforming vocational goals, it was also i:

 

 

apparent that they did not approve of the deviate goal

as highly'as they approved of the conforming goal.

Further, when they perceived a client less positively or
felt that the vocational goal was more inappropriate, they
also perceived a need to counsel with the client about

this perception. It appears probable that their personal
biases would be communicated either Openly or covertly to
the client in the course of their counseling. If this is
true, the female client who holds a deviate vocational goal
over which she may already have ambivalent feelings may
find herself in a less secure position as a result of
counseling rather than in a position of having obtained
actual help in working through the problem which is of
basic concern for her. The suggestion becomes apparent
that the route to greater approval would be through greater
conformity. This assumption places the counselor in the

role of urging conformity to the culturally defined norms

 

130

rather than aiding her to identify her uniqueness and
nurture growth and self-development through independent

decision making.

Suggestions for Further Research

The original purpose of this research was to inves-
tigate counselor perceptions of the suitability of voca-
tional goals for girls. It was acknowledged that the
paucity of related research literature made the hypotheses
highly tentative. Despite this difficulty, it is hoped
that the present effort will motivate others to conduct
investigation in this general area. The following sug-
gestions for further research are presented to provide
useful suggestions for obtaining additional empirical data
regarding women and work.

1. An acknowledged limitation of this research was
the paper-and—pencil approach which was utilized. Projects
designed to evaluate the differences in the interaction
between counselors and female clients presenting varied
vocational goals are needed. It would seem important to
understand what actually happens in such relationships. As
has been pointed out, this project has evaluated only the
counselors' reported perceptions not their actual coun-
seling behavior.

2. Further investigation of the relationship existing
between acceptance or description of the client and the

vocational goal presented should be carried out.

 

131

Because it is acknowledged that the sample selected
was a group of well trained, experienced counselors who
were willing to participate voluntarily, the findings
warrant validation by a wider range of counselors before
they should be applied to counselors as a total group. It
is the investigator's belief that the sample selected may E
possess less bias concerning cultural stereotypes of new
career-oriented women than would counselors with less

experience and training. ex.

 

3. This study has not included groups other than
counselors as subjects.. For this reason no intergroup
comparisons have been possible. The attitudes of other
groups which have a potential for significantly influencing
females regarding vocational goals should be evaluated. It
is only through such research that conclusions relating to
the degree of cultural bias expressed by counselors can be
adequately evaluated.

Further evaluation of female attitudes toward mascu-
line work roles for women should be conducted. It appears
that most women who write on the topic eXpress the attitude
that women should have greater freedom in the selection of
work roles. There is need for further studies which are
designed to investigate in depth not only the attitudes of

various groups but also the reasons for which the attitudes

are held.

132

Concluding78tatement
This study was originally conceived because the area
under consideration was one about which much was written
but little actually known. Riordan (1965) showed that
counselors were more positively oriented to the idea of
women having careers, rather than temporary jobs, than were

high school students. Others such as Roe (1966) suggested

 

that women in masculine work roles were the subjects of

discrimination. Much of the literature was highly general as-

 

and often conflicting. It was, therefore, decided to

study how a specific group, school counselors, would per-
ceive female clients who were purported to hold aspirations
to traditionally masculine and feminine work roles.

Forming hypotheses to be tested was difficult because
of the general and conflicting nature of the literature.

For part of the rationale it was necessary to go beyond the
field of counseling into the literature relating to con-
formity and deviation.

The final conclusions are acknowledged as being tenta-
tive and suggestive of relationships and perceptions which
exist. The necessity of further confirmation is readily
acknowledged. The goal of the research appears to have been
achieved as the perceptions of one group which works with
and potentially influences women in their vocational choice
process have been obtained and analyzed. Additional research
will either confirm these findings and build on them or dis—

prove them and replace them with more valid results.

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Freedman, M. B. The role of the educated woman: An
empirical study of the attitudes of a group of
college women. Journal Of College Student Personnel,
1963, 5 (2), 93-96.

 

Friedan, B. The feminine mystique. New York: Norton,
1963.

Galinsky, M. D. & Fast, 1. Vocational choice as the focus
Of the identity search. Journal of Counseling
Psychology, 1966, 13, 89-92.

 

 

Gardner, J. W. Self Renewal. New York: Harper Colophon
Books, 1965.

Gough, H. G. The adjective checklist as a personality
assessment research technique. Psychological
Reports, 1960, 6, 107-122.

 

Gurin, M. G., Nachmann, B., & Segal, S. L. The effect
of the social context in the vocational counseling

of college women. Journal of Counseling Psyphology,
1963, 10, 28-33.

 

Havighurst, R. J. et a1. Growing up in River Ciyy.
New York: Wiley, 1962.

 

Hayden, J. A woman's View. Atlantic Monthly, 1965,
216 (5), 154-156.

 

135

Hayes, W. L. Statistics for psychologists. New York:
Holt, Rinehart & Winston, 1963.

 

Heilburn, A. G., Jr. Conformity to masculininty-
femininity stereotypes and ego identity in ado-
lescents. Psychological Reports, 1964, 14,

No. 2, 351-357.

Hewer, V. & Newbeck, G. Attitudes Of college students
toward employment among married women. Personnel
and Guidance Journal, 1964, 42, 587-592.

 

 

 

Horton, P. B. & Hunt, C. L. Sociology. New York:
McGraw Hill, 1964.

 

Jones, E. E., Gorgen, K. J. & Davis, K. E. Some deter-
minants Of reactions to being approved or disapproved
as a person. Psychological Monogpaphs, 1962, 76,
NO. 2 (Whole No. 521).

 

Keyserling, M. D. Facing facts about women's lives today.
In Women's Bureau. New apppoaches to counselipg
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Printing Office,I965.

 

 

Klein, V. Employing married women. Institute Of Per-
sonnel Management Occasional ngers, 1961, NO. 17.

 

Kremer, B. J. The adjective checklist as an indicator
of teachers' stereotypes Of students. Unpublished
dogtoral dissertation, Michigan State University,
19 5.

Lewis, E. C. Counselors and girls. Journal Of Counseling
Psychology, 1965, 12, 159-166.

 

 

McGinley, P. Sixpence in her shoe. New York:
Macmillan, 1964.

 

Maehr, M. L., Mensing, J. & Nafzger, S. Concept of self
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Mathews, E. & Tiedeman, D. V. Attitudes toward career
choice and marriage and the development of life
style in young women. Journal of Counseling
Psychology, 1964, 11, 375-384.

 

 

 

Norton, J. L. General motives and influences in vocational
development. Journal Of Genetic Psychology, 1953,
82, 263-278.

 

 

136

Peterson, E. Working women. Daedelus, 1964, 93, 671-699.

 

Riesman, D. Some dilemmas of women's education. Educational
Record, 1965, 46, 424-434.

 

Riordan, R. J. Feminine sex role concepts among high
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Roe, A. Women in science. Personnel and Guidance Journal,
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Rollins, M. A. Monetary contributions of wives to family
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Rosenberg, M. Society and the adolescent self-image.
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‘31:;mm

Rossi, A. S. Equality between the sexes: An immodest
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Schachter, S. Deviation, rejection, and communication.
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137

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746-750. 1_

 

APPENDICES

138

 

 

APPENDIX A

Interview Schedule

139

140

A. First I would like some information about your family.

 

1. Who makes up the family?
2. What is your position among the children?
3. How is your father employed?
4. What is his educational level?
5. How is your mother employed?
6. What is her educational level?
7. Do you feel that there is anything unique about your
family or their way of life?
8. What kinds of responsibilities have you had to take
for your family? _
9. What kinds of things does your family do together? I?
B. Next I would like to know something about your school. ”:1
1. Describe the high school you attend. How large is it?
Where is it located? What kind Of sociO-economic
group attends? etc." ti
2. What courses have you found most interesting? Why? '
3. What courses have you found least interesting? Why?
4. What honors or special recognition have you received?
What honors or special recognition do you hope for
or think you may receive in the future?
5. What activities have you participated in? Which have
you enjoyed the most?
6. Can you describe a teacher you remember especially well

from elementary school or junior high school and tell
why he stands out in your memory? If you were going
to teach how would you do it and how would you want
to be viewed by your student?

SO far the questions have been quite specific. Now I'd like you
to let yourself go in answering the next questions. Really DUP
yourself into them.

C. How would you describe yourself; for example you might start
with your appearance, some intellectual qualities or maybe
how others see you.

D- What are some goals you have in life? Let's take what you
want to have accomplished by a couple of different ages,
say 25 and then 45.

If you were going to become-a crusader either for or against

some cause, what would you choose and why?

Before coming here what is something which has happened to

yrnz‘that has special meaning or importance for you?

APPENDIX B

Rater Personal Data Sheet

141

 

142

Place an X in the appropriate blanks.

1. Male
Female

 

 

2. Courses completed or in progress

 

 

 

 

 

 

 

 

815 B 853 C

816 A 465

816 B 865

816 C 882 (Practicum)
816 D

 

3. Major field
High School Counseling
Elementary School Counseling

 

 

.Counseling Psychology
School Social WOrk
School Diagnostician
Other (Please Specify)

 

 

 

 

4. Degree currently being pursued
Masters Degree
Educational Specialist
Doctoral

Other (Please Specify)

 

 

 

 

 

 

 

APPENDIX C

Adjective Rating List

143

 

144

Instructions: (for rating positive words)

Below is a list Of adjectives.
tive qualities to you. Suppose that you are to describe a high
school girl in a positive way. Indicate which adjectives you might
use. If you feel that the adjective is positive, put + before it.

If you feel that it is a highly positive adjective put ++ before it.

Please work rapidly using first impressions.

Instructions: (for rating negative words)

Below is a list Of adjectives. Some of them may suggest neg-
ative qualities to you. Suppose that you are to describe a high
school girl in a negative way. Indicate which adjectives you might
use. If you feel that the adjective is negative put - before it.
If you feel that it is a highly negative adjective put a -- before
it. Please work rapidly using first impressions. DO not be con-
cerned that you might use some adjective which you have previously
rated as positive.

 

Some of them may suggest posi-

absent-minded curious idealistic reliable
active cynical imaginative resourceful
adaptable daring immature rigid
adventurous deceitful impatient self-confident
affected defensive impulsive self-controlled
aggressive deliberate independent selfish
alert dependable indifferent sensible
aloof determined individualistic sensitive
ambitious disorderly industrious serious
anxious dissatisfied insightful sincere
apathetic dominant irresponsible sociable
argumentative efficient logical spontaneous
arrogant egotistical loud stable
assertive emotional mature steady
boastful energetic methodical strong
bossy enterprising nervous submissive
calm enthusiastic Opinionated suggestible
capable evasive organized talkative
careless excitable outgoing tense
cautious fair-minded persistent unambitious
Shingeable flirtatious pleasant unassuming
clezrfgl foolish poised unconventional
clevg- hirucing foresighted practical undependable
cold r formal precise unfriendly
conceit frank rational unrealistic
confideeg friendly realistic unstable
Confuseg frivolous reasonable versatile
Conservati hasty rebellious warm
conve ti. ‘Ve headstrong reckless wholesome
co n Onal honest relaxed withdrawn
Operative hostile

.7.

W1

“‘3 --

 

 

APPENDIX D

Counselor Descriptive and Evaluative Scales

145

146

The case of Room

 

On the following pages are four evaluative and
descriptive tasks which you are asked to complete regarding
the client you just heard. As you open the booklet you
will note that instructions for completing each task are
on the left hand page and the tasks themselves are on the
right hand page. In some cases a task will have more than
one part. In these cases please read the instructions for
Part I and then do Part I before moving on to the instruc-
tions for Part II. The tasks have been laid out in this
manner so as to avoid possible confusion and error. Please

follow the directions exactly. If you have any questions,

please ask them of the person operating the tape recorder.

 

147

Task l-—Adjectiye Check List

Opposite is a list of adjectives to be used in describing
the client you have just heard. After each word are the
numbers l,2,3,4,5, and 6 which represent the degree to
which the word is like or unlike the client. For each
word place an X on the number from 1 to 6 which best
describes how much you feel that the word is like or
unlike the client. The numbers may be interpreted to
mean as follows:

1. VERY MUCH UNLIKE THE CLIENT.--Would not be used to
accurately descriEe this person.

-2. MUCH UNLIKE THE CLIENT.-—Wou1d seldom be used to
accurately describe this person.

 

3. UNLIKE THE CLIENT.-—Would be used only in some situ-
ations to describe the client. You may feel that the
client possesses this characteristic to a small
degree, but it would be more unlike than like him.

 

4. LIKE THE CLIENT.--Wou1d be used only in some circum-
stances to describe the client. While possessing
only a small amount Of this characteristic it is
more like than unlike him.

5. MUCH LIKE THE CLIENT.--Wou1d often be used in giving
an accurate description of the client.

6. VERY MUCH LIKE THE CLIENT.--Would regularly be used
in accurately describing the client. One of the
client's nmet apparent characteristics.

Elpase mark each.word. Move quickly through the list
reactirng to your first impressions for each word.

 

Sample:
Absent-mindedx 2 3 Li 5 6

Clever 1 2 3 4 5X

‘

 

 

 

    

   

3"

2‘ 'I_.. '7‘ m5 é‘fl'. '.'
l . |

'.
f
1.4!

 

Task l--Adjective List

 

AlOOf
Ambitious
Apathetic

Boastful

Clear-thinking

Cold
Conceited
Cynical
Defensive
Dependable
Determined
Egotistical
Evasive
Foolish
Foresighted
Friendly
Headstrong
Hostile
Imaginative
Immature

Impulsive

wwwwwwwwwwwwwwwwwwwww

rttttbttttttttttttttb

UTUTUTUTUTU'IUTU'IUTUTUTUTUTU'IUTWUTUTU'IUTUT

O\O\O\O\O\O\O\O\O\O\O\O\O\O\O\O\O\O\O\O\O\

148

Independent
Individualistic
Irresponsible
Logical

Mature
Outgoing
Poised
Practical
Realistic
Reasonable
Rebellious
Rigid
Self-confident
Sensible
Spontaneous
Stable
Undependable
Unfriendly
Unrealistic
Unstable

Warm

wwwwwwwwwwwwwwwwwwwww

:ztczzttzzzttttttcrtz

WUTUTUTU'IUTKHUTU'IUTUTU’TUWU‘IUTUTUTU’IWUWU’T

O\O\O\O\O\O\O\O\O\O\O\C\O\O\O\O\C\O\O\O\O\

 

149

Task 2--Appropriateness/Inappropriatenpss of Vocational Choice

Part I

Utilizing the knowledge and feelings which you have about this
client evaluate the appropriateness Of her vocational choice<n1the
scale on the following page. Mark in the spaces not on the lines.

Part II

A number of factors undoubtedly contributed to your rating. Listed
on the opposite page are several statements which may help to
explain your feelings. You will be asked to do four things to these
statements, but please do them one at a time so as not to become

confused.

1. GO through the list and complete each sentence by underlining
the word or phrase which best describes your feeling about this

vocational choice.

 

Sample:
The choice is (secure) (insecure).

 

 

 

2. Had you actually considered each Of the ten factors while deter—
mining your rating Of appropriateness or inapprOpriateness, you
would have considered each to be either desirable or undesirable.
Those factors considered desirable would have influenced you
toward a more appropriate rating; those considered undesirable
would have influenced you toward a more inappropriate rating.
Circle the + in front Of each statement which you would consider
to be desirable and the - in front of each statement you con-
sider to be undesirable. Please mark all statements. This task
does not presume that you actually considered’eachfactor; it
asks only how you would have felt about each factor had you con-
sidered it. ———

 

Sample:
+(:)The choice is (secure) (insecure).

 

 

 

3. Indicate 'those statements which actually had a bearing on your
rating in Part I by placing an X in the blank before the item.
Mark only those statements which had a bearing on your above
rating; leave the rest unmarked.

 

Sample:
+63 The choice is (secure) (insecure).

__J§___4-()'Phe choice is (a glamour occupation) (a dull
occupation).

 

 

 

4. In addition. to the statements listed you may have had addi-
tional reasons for your rating. If so, please list those in
the spaces provided at the bottom of the page.

_, :«i'

 

150
Task 2--Appropriateness/InapprOpriateness of Vocational Choice

Part I

Appropriate Inappropriate

Highly Generally Somewhat Somewhat Generally Highly
Appropriate Appropriate Appropriate Inappropriate , Inappropriate Inappropriate

.1 I 1 i_l_ l l l I

Part II

- The choice is (conventional (unconventional).
— The choice is (realistic) unrealistic).

The choice is (sensible) (reckless).

- The choice is (practical) (impractical).

- The choice is (masculine) (feminine).

+ -+ + -+ + -+
I

- The choice holds (good employment potential)

. (poor employment potential).

+ - The choice is (congruent with the client's
interests) (incongruent with
the client's interests).

+ — The choice is (congruent with the client's
abilities) (incongruent with
the client's abilities).

+ - The chances of job success for this client in

this career are (high) (low).

II I HHH

+ — The probability Of long-range personal satis—
faction for the client in this
occupation is (high) (low).

 

I'll: II. I

 

151
Task 3-—Need for Counseling

Part I

From the limited factual knowledge and impressions you have
formed about the client rate the need for counseling which

you feel that this client exhibits on the following scale.

(Mark in the spaces, not on the lines.)

Part II

If you have suggested some degree Of need for further
counseling, you will have identified some area(s) which

you feel need further consideration with the client. Listed
opposite are several concerns which high school students
often discuss with counselors. Indicate for each one,

using the following scale, the pertinence which you feel

it had for this client and your potential further rela-
tionship.

1--NO pertinence for this client.
2--Some pertinence for this client.
3--Great pertinence for this client.

Space has been left for you to add additional areas
which you have identified which have not been listed.

 

152

'Task 3--Need for Counseling

 

)

 

Part I
Above
No Little Some Average Much Great
Need Need Need Need Need Need
I I I l I J I
Ff l T I l T 1
Part 11

Hill!!!

Ill/III!!!

Educational-Vocational Concerns

 

Choosing a specific vocation
Choosing more appropriate school subjects

Choosing a college

Assistance with identification Of interests
Assistance with understanding abilities
Further evaluation Of present vocational choice

Other (Specify)

Personal-Social Concerns

Relationship with
Relationship with
Relationship with
Relationship with
Relationship with
Relationship with

mother
father
siblings
teachers
peers
Opposite sex

Better understanding Of self

Other (Specify)

 

10;"

153

Epslc 4--Additional Vocational Choices

Suppxase that you are working with this client in vocational
planrring and you are asked to suggest additional suitable

Jobs.. From the list below select the two which you would
consider to befimost suitable and which you would most
likealjr suggest. Write your choices (designating them
exactly as they appear below) in the spaces provided on
the opposite page. (For the moment, please put aside any
feelings which you might have about making such a direct
suggestion tO a client. It is acknowledged that the infor-
mation you have on which to base a decision is limited,
but please do as well as you can.)

Accountant
Anthropologist
Architect

Artist

Author

Biologist

Bookkeeper
Buyer——Women's Fashions
Chemist

College Professor
Dental Assistant

Dental. Hygienist

Dentist

Dietitian

Elementary School Teacher
Engineer

High School English Teacher
High School Math Teacher
High School Science Teacher
High School Teacher

Home Economist

Hospital AdmiIUstrator
Lawyer

Librarian

Manufacturer's Representative
Mathematician

Medical Records Librarian
Medical Researcher
Medical Secretary

Medical Technologist
Musician

Newspaper Reporter

Nurse

Occupational Therapy
Office Manager

Personnel Interviewer
Personnel Manager
Pharmacist

Physical Therapist
Physician

Physicist

Psychologist

Public Relations Director
Purchasing Agent

Retail Sales Clerk

Social Worker

Sociologist

 

15H

Task U-—Additional Vocational Choice

 

Write Your_Choices Here

 

 

 

 

 

APPENDIX E

Job Rating List

155

‘ "'1

r“&

 

156

Instructions

You are asked to consider each of the Job titles and
decide if you think it is a Job which would be more
suitable for men or for women. If it is a man's Job,
place an M before it; if a woman's Job an F. If there
are some jobs which you think are suitable almost
exclusively for men or women, place a + after the M or
F to indicate this feeling. If you feel that a given
Job is equally suitable, place a O in front of it.

Please mark as you actually feel about each Job. Move
rapidly, responding to your first impressions.

Accountant Librarian

Anthropologist Manufacturer's Representative
Architect Mathematician

Artist Medical Records Librarian
Author Medical Researcher
Biologist Medical Secretary
Bookkeeper Medical Technologist
Buyer--Women's Fashions Musician

Chemist Newspaper Reporter
College Professor Nursing

Dental Assistant Occupational Therapy
Dental Hygienist Office Manager

Dentist Personnel Interviewer
Dietitian Personnel Manager
Elementary School Teacher Pharmacist

Engineer Physical Therapist

High School English Teacher Physician
High School Math Teacher Physicist
High School Science Teacher Psychologist

High School Teacher Public Relations Director
Home Economist Purchasing Agent

Hospital Administrator Retail Sales Clerk
Lawyer Social Worker

Sociologist

 

2.3!

”‘1

r‘..‘%
I

 

 

APPENDIX F

Average of Original Ratings and Numerical
Values Assigned to Jobs in the Vocational
Choice Stimulus List

157

 

I‘ll ‘Illi l‘.l

158

 

 

Job Average Rating Numerical Value
Accountant 3.63 8
Anthropologist 3.68 9
Architect 4.03 10
Artist 3.02 6
Author 3.02 6
Biologist 3.U8 8
Bookkeeper 2.92 6
Buyer--Women's Fashions 2.08 2
Chemist 3.68 9
College Professor 3.A8 8
Dental Assistant 1.76 1
Dental Hygienist 2.03 2
Dentist “.03 10
Dietitian 2.05 2
Elementary School Teacher 2.50 U
Engineer “.16 10
High School English Teacher 2.92 6
High School Math Teacher 3.16 7
High School Science Teacher 3.31 7
High School Teacher 3.05 6
Home Economist 1.58 1
Hospital Administrator 3.92 10
Lawyer 3.9M 10

‘ P . '
'w.

4L.“ n.

 

 

159

 

 

Job Average Rating Numerical Value
Librarian 2.06 2
Manufacturer's Representative 3.94 10
Mathematician 3.56 8
Medical Records Librarian 2.3“ 3
Medical Researcher 3.23 7
Medical Secretary 2.03 2
Medical Technologist 2.82 5
Musician 3.02 6
Newspaper Reporter 3.35 7
Nursing 1.85 2
Occupational Therapy 2.77 5
Office Manager 3.77 9
Personnel Interviewer 3.31 7
Personnel Manager 3.67 9
Pharmacist 3-65 8
Physical Therapist 3.00 6
Physician 3.63 8
Physicist 3.79 9
Psychologist 3.39 7
Public Relations Director 3.71 9
Purchasing Agent 3.55 8
Retail Sales Clerk 2.85 5
Social Worker 2.73 5
Sociologist 3.21 7

 

 

 

APPENDIX G

Letter of Invitation

160

161

1935 North Asbury Ave.
St. Paul, Minnesota 55113
November 3, 1966

Dear Fellow St. Paul Suburban Counselor:

As many of you know, I am working for my PhD at Michigan State
University and am currently at the dissertation stage. For my
research, I have selected a project requiring as subjects a group
of trained junior and senior high school counselors. I have been
able to plan my project only because I felt that counselors in
the Twin City suburban area could provide a subject group pos-
sessing more than minimal training and experience qualifications.
In addition, I felt that you would be a group who would cooperate
in a research project which called on your professional qualifi-
cations in a very real way.

With this in mind, I have talked with John Ramaley and Leo Amund-
son regarding the cooperation of the St. Paul Suburban group. As
participation should be voluntary and the project should not con-
flict with the regularly planned program of the group, we have
arrived at the following plan. At our November 17th meeting, the
business meeting will begin promptly at 2:30 and will be followed
by the planned discussion groups. These will be terminatedsxathat
work on my project could begin between 3:45 and “:00. As the pro-
ject has been timed to take no more than one hour, we would anti-
cipate finishing by 5:00 at the latest. I am therefore hoping
that as many of you as possible will make plans to stay and
participate.

Now, a brief word about the project. I have taped several short
interviews with high school students. You will be asked to listen
to these and then react descriptively regarding your perceptions
of the students. It is this aspect of my work which I consider to
be unique and important. Much research being carried out which re-
quires the physical presence of a subject group utilizes subjects
who are in training and thus easy to obtain. However, these reac-
tions may not be representative of the on-the-job, practicing pro-
fessionals such as yourself. If we are to know more about our-
selves as professionals, practicing counselors must be involved
research projects which utilize their professional skills, not
just their ability to fill in questionnaires.

As a further consideration, I can promise you that your participa—
tion will be completely anonymous. You will not be asked to iden-
tify your responses by name at any time.

With this information at hand, I hope that as many as possible will
plan to stay and to participate. I sincerely feel that you will
find the project interesting and that through your participation
you will be contributing to our professional knowledge. I am en—
closing a post card which I would appreciate your completing and
returning to me so that I can make plans accordingly.

If You have any questions, please call me at Kellogg High School,
“84-7201, days or at home, 6A6—1146, evenings.

Sincerely,

 

APPENDIX H

Personal Data Information

162

 

163

M F (Circle one)

Single Married (Circle one)

Age

Educational experience:

Total years experience in education
Number of years in classroom teaching _____ F>
Number of years in counseling ______ E

Are you certified as a school counselor in the State of
Minnesota?

Yes No (Circle one)

 

If not, are you eligible? Yes No (Circle one)
Please indicate degrees held and year granted.

Degree Year granted

Have you earned credits beyond your highest degree?
Yes No (Circle one)

If so, approximately how many? (Quarter hours)
Parents' education--List highest grade or degree
completed by:

Father

Mother

Father's occupation

 

Is or was your mother employed outside of the home?
Yes No (Circle one)

If so, what is/was her occupation?

 

APPENDIX I

Percentage of Subjects Selecting Each
Alternative in Task 2, Part II

164

 

 

165

 

 

 

Deviate Conforming
‘Vocational Goal Vocational Goal
Male Female Male Female

Counselor Counselor Counselor Counselor

 

Conventional 30% 18% 91% 100%
Unconventional 70 82 9 O
Realistic 66 35 87 88
Unrealistic 34 65 ll 12
Sensible 57 59 93 100
Reckless 43 41 7 0
Practical 66 53 93 100
Impractical 34 47 7 0
Masculine 86 94 0 6
Feminine 14 6 100 94
Good Employment

Potential 96 88 95 100
Poor Employment

Potential 5 l2 5 0
Congruent with

Interests 2 29 61 71
Incongruent with

Interests 48 71 39 29
Congruent with

Abilities 86 88 91 88
Incongruent with

Abilities 14 12 9 12
High Chance of

Success 68 53 86 82
Low Chance of

Success 32 47 14 18

High Chance of

Satisfaction 32 24 61 76
Low Chance of

Satisfaction 68 76 39 24

 

 

 

APPENDIX J

Percent of Subjects Designating Each
Alternative as Positive or Negative
in Task 2, Part II

166

167

 

 

 

 

 

Deviate Conforming
Vocational Goal Vocational Goal
Male Female Male Female
Counselors Counselors Counselors Counselors
+ — + — + — + -
Conventional 20 9 17 O 55 36 76 24
Unconventional 36 34 35 47 7 2 0 0
Realistic 55 11 35 O 80 9 76 12
Unrealistic 2 31 12 53 o 11 6 6
Sensible 45 7 59 0 82 11 88 12
Reckless 5 27 12 29 2 5 0 0
Practical 61 5 47 6 84 9 82 18
Impractical 0 34 18 29 0 7 0 0
Masculine 18 68 35 59 0 0 6 0
Feminine 9 5 6 0 91 9 88 6
Good Employment
Potential 86 9 76 12 86 9 88 12
Poor Employment
Potential 0 5 0 12 O 5 0 0
Congruent with
Interests 41 11 29 0 55 7 71 0
Incongruent with
Interests 5 43 6 65 11 27 0 29
Congruent with
Abilities 77 9 76 12 87 2 88 0
Incongruent with
Abilities O 14 O 12 2 7 0 12
High Chance of
Success 64 5 41 12 80 7 82 0
Low Chance of
Success 0 31 12 35 2 ll 0 18

High. Chance of

EkLtisfaction 23 9 24 0 57 5 71 6
Low Chance of

Satisfaction 11 56 12 65 7 32 0 23

 

APPENDIX K

Percent of Subjects Reporting Having Considered
Each Alternative in Making Their Overall
Evaluation of Appropriateness
of Vocational Goal

168

 

169

 

Voca

Deviate
tional Goal

Conforming
Vocational Goal

 

Male

Female

Counselors Counselors

 

Male Female
Counselors Counselors

 

Conventional
Unconventional

Realistic
Unrealistic

Sensible
Reckless

Practical
Impractical

Masculine
Feminine

Good Employment
Potential

Poor Employment
Potential

Congruent with
Interests

Incongruent with
Interests

Congruent with
Abilities

Incongruent with
Abilities

High Chance of
Success

Low Chance of
Success

High Chance of
Satisfaction

Low Chance of
Satisfaction

 

5%
34

2o
43

30

18

3O

0%
41

6
29

6
12

6
12

29
O

12
53

18

20% 18%
5 0
36 35
5 6
23 24
2 o
32 18
o o
o o
25 24
41 12
o o
39 24
25 3o
52 47
5 12
25 29
7 12
23 29
20 18

 

 

 

APPENDIX L

Percent of Total Possible Pertinence Indicated
by Subjects for Possible Areas Around Which
to Center Further Counseling

170

 

171

 

Male Counselors

 

Female Counselors

 

 

 

Concern D.V.G. C.V.G. D.V.G. C.V.G.

Choosing Vocation 71% 46% 58% 46%
Choosing School

Subjects 26 18 24 12
Choosing College 47 44 32 47 5?
Identification of ' ‘

Interests 80 75 7“ 56 L
Understanding

Abilities 40 39 24 26 I“
Further Evaluation

of Present Voc.

Choice 84 71 79 59
Relations with

Mother 28 30 26 32
Relations with

Father 31 26 24 24
Relations with

Siblings 21 23 15 26
Relations with

Teachers 44 37 38 32
Relations with

Peers 44 56 32 38
Relations with

Opposite Sex 34 37 32 24
Understanding

Self 75 69 65 53