RELATED TO NON-CQNFORMETY SOC!“- FACTORS G UNIVERS‘TY STUDENTS AMON Degree o§ M. A. Thesis for thc VERSITY MlCH!GAN STATE UN‘ Donald Lewis Conrad 1957 \ i!- I“ n a tail] .- J'- I SOCIAL FACTCRS RELATED TO NON-CONFCRHITY AMONG UNIVERSITY STUDENTS By Down was com AN ABSTRACT Submitted to tho 00110;. of 30131100 and Arts liohigm sat. University (1' Lgrioulturo and Applied Bounce in partial fulfill-om; of tho "quiz-cunts for up demo of MASTER OF ARTS Depart-ant of Sociology and Anfixropolog 1967 mm m flaw ABSTRACT 'rho control purpooo of this otua no to invootigoto poni- b1o corrohtiono botwoon oociol foctcro and non-conformity hon; o. group of univoroity otudonto. Tho study atoms from roooorch conduc- tod by tho author for tb Sccul Roooorch Buroom of Michigan Stoto Uninroity to dotornino why otudont nttondonco at tootboll gun“ at t1- univoroiw m proportionotoly much highor than ct othor oporto "onto. Tho noJor conclusion of tho crigiml roooorch no thot foot- boll ottondonoo is u pm of tin «um campus sultan; m otu- donto oro apoctod to conform to thio nor. to unboro of tho otudont body. Our mighty-fin porcont of them do ottond htlt or noro of tlo gonna. If loom bohuvior io to ho oxploinod by sronp norm. thon o valid oxphnoticn mt oloo bo ortorod for than not conforming to thooo nor-o. loot oociol roooarch oxtondo only no for u tho origi- n]. hypothoooo. but thin that oooko to utond tho origin]. ro- ooorch to only” tho dovionto in on oftort to oXploin thoir non-con- formity to tb hypothoooo. Rotoronco group thcry to ototod by Shorif, Norton. Footin- gor, ot o1, providod tho ccncoptuol frommrk of tho otudy. Tho booic “caption m thot non-conformity to tho norm of tho ionizint con- puo groups in corrolotod with idontiricoticn with group- hovin; cthor nor-o thon tho dominant com groups. Stotioticd mlysis woo usod on tho dots gothorod in porsonsl intorv'iows with o. melon suplo of 243 Michigan State Unirorsity un- dorgrodusto studonto tokon in tho fall of 1954. This was. supplomntod with obout 100 tolophcns intorwiows snd s nmnber of coco studioo. Thirty-com studonts woro cllssifiod into throo groups of non-conformists, snd tho balanco woro uood as o. control group forcon- trout. Tb basic promiso thst non-conformity to in-group norm is corrolstod with out-group idontificotion was tomtivoly confirm“, but tho data. woo inadequoto to iooloto all tho significant roforonoo groupo for ouch individuol. Otlwr conclm iono roochod woro: (1) Studonts s.ro mo of tho norm of football ottondomo. (2) Thoso in loodorohip pooitiono on campus conform to tb norm (3) low studsnts quickly horn tho cupuo norm, uni in coso of conflict with proviouo norms, conpus norm tolos t}: priority for lost of tho studonts. (4) Conpotition for loisuro tin nkoo mro cruciol tho choice hotwoon competing roforonco groups. (5) Individuals with ccnpotizg nforonoo groups will dovolopo o hoirnrohy of loyaltios, with prioriw givon to tin group thst mkos group unborship lost dosirohlo, and uinhins s. lino of oomnicstion through which to roinforco its nluss uni mm. Furthor rososrch is noodod to otrongthon thoso findings, sud should mm. woyl of mum-1n; tho cutout of oomunicotion hotwoon non-confornioto tnd prootigo figures within thoir nonhorship ma rofor- onoo groups ovor s psriod of tino to show tb dymnics of tho situotim. SOCIAL FACTORS RELATED TO NON-CONFGMITY ARON} UNIVERSEY STUDENTS 3! . comm mus comm: A THESIS Suhnittod to thy Gollogo of Boionco an Arts Michigsn Stats Univorsity of Agriculturo tad Applisd Soionco in portal fulfill-out of tin roquironsnto for tho bgroo of MASTER OF ARTS Doportnont of Sociology ofl Anthropology 1957 ACKNOWLEDGE NT S Tho writor aoknowlodgoo his gratitudo and appreciation to Dr. Iil‘our B. Brookovor who, with his counsel, oncouragomont and oooiot- anco, has so officiontly sound no tho mojor adrioor for this thesis. It woo through his interoot that tho Athlotio Study was firot form- latod, and by his help that tho writer rocoivod tho Groduoto Asoiot- antohip that mode bofi: tho otudy and this thoois possiblo. It was in his class that tho writer had his first oxporionoo in Social Rooooroh, and his ouggootions in tho procoss of designing studios on tho school bond isouo, baooball attondanoo, football-attendanoo, and this thoois, homo boon invaluablo. Only his oonsocration to oocial roooarch could havo promptod him “b spond tho numborloss hours that In.“ gono into tho roading of muscripto, asoiotonoo with tabloo, and oonoultotions in tin paot throo and ono-holf yours. Thanks aro dm Dr. Jool Smith for hio helpful criticisms and ouggostions at various points in tho bnlOpmont of tho Athlotic Stu- dy and this thosio; and to tho mombors of tho thosio oomittoo, Dr. G. R. Boffor, Dr. I. B. Brookovor, lh‘. O. Smuckor, and Dr. C. H. Gross , for rooding through tho nanuocript and noting suggostions for its improvonont. .‘ Tho co-oPorotion of tho Athlotic Departmont, and oopocially llr. Prod Stobloy of Infomflon Sorvicos, groatly facilitatod tho study. Tho aosiotanoo of Mrs. Mildrod Konnoy, Mr. Don Gorvor, and (iii) my wife in interviewing, and of several members of the Department at various times, is also greatly appreciated. To my wifo, Ruth, my most heartfelt appreciation, for her in- spiration, assistance and many sacrifices. (iV) TABIE oz CONTENTS Page LIST OF FIGURES AND TABLES O O O O O O O O O O O O O O O O O O O C v CHAPTER I. INTROmJCTION O O O O O O C O O O O O O O O O O C O 0 C O 1 II. A SURVEY OF REFERENCE GROUP THEORY . . . . . . . . . . . 5 A. Developement of tho term 'Roference Group” . . . . . .5 B. Significance of Reference groups to Norm Formation . .9 C. Frustration-Aggression Hypothesis and Norm Formation 11 D. Conformity and Non-Confcrmity to the Norms . . . . . 15 III. MEN 0 O O O O O O O O O O O O O O O O O O O O O O I .28 AcBflDkSrOHMOfthOSMooo............28 B. Procedure for Obtainirg; thfl B13. 0 o o o o o o o o 028 C. Implications in the Analysis of Non-conformists . . .31 D. Techniques for Selecting and Analyzing Non-conform- iflt Group! 0 o 037 E. Statonontonypotheses...............38 IV. EXPIANATIONOFTHEFINDINGS.... .. ... ... .. .41 A. Football-An important Element in tho Campus Norms . .41 B. Change in Reference Group Related to Preference for FOOtb‘ll o o .45 0. Exploration of Several Factors for Differences Bo- tween Conformists and Non-conformists . . . . . . . 64 D. CuoHil‘boriol...................84 V. CONCLUSIONS AND IMPLICATIONS Fm FURTIER RESEARCH. o . o 97 BIBLIOGRAPHICAL MATERIAL CITED AND PERTINEM‘ . . . . . . . . . . 99 APPHDII A - Interview Schedule Relative to Football Attendance . 104 APPENDIX B - SOde-l. Ul.d for I’lophom bani" o o o o o o o 122 (V) LIST 9§_FIGURES AND TABLES FIGURES. Page Figure 1. Average Student Attendance at Major MSU Sports in Comparison to Average Enrollment During 1950-55 . . 43 Figure 2. Change From High School to MSU in Sports that Stu- dents Preforred to Watch by a Sample of 243 MSU Stu-ant. . O O O O O O O O O O O O O ‘O O O O O O Q 49 TABLES. Table I. Change From High School to EU in Interest in Sports Like to Watch by a Sample of 245 Undergraduates . . 50 Table II. Attendance at Athletic Contests in 1953-54 by a Sample of 243 MSU Uniorgradmtos as reported in fine “110:195‘eeeeeeeeeeeeeeeeeee55 Table III. Average Number of Calipus Conflicts That Would Keep A Sunple of 243 MSU Undergraduates from Attending ”JorHWGmUeeeeoeeeeeeeeeeee56 Table IV. Specific Campus Activities That Would loop a Son- plo of 243 MSU Uniergraduates Frm Major Hem Ganeo,by&1rriou1um...............57 Table V. “Main" and “Second“ Campus Activities Chosen By a Sample of 245 MSU Undergraduates in the Fall of 195400mpringCenformity.............60 Table VI. Sex Differences as a Factor in Conformity and Non- eenfernity Among a Sample of 243 MSU Students . . . 66 Table VII. Classification as a Factor in Conformity and Non- conformity Among a Semplo of 243 USU Stufints . . . 69 Table VIII. hetero Tint May Show That Non-conformity Is As- sociated with Being "Intellectuals' Among a Sample ond-SMSUUMorgTAduA'bOI.............71 Table II. Subject Major as a Factor in Conformity and Non- cenfermity Among a Sample of 243 MSU Students . . . 75 Table 1. “Sports Fan" Factor in Attendance at Athletic Events Among a Smple of 243 IBU Undergraduates . . . . . . 74 (vi) Page Table XI. "Sports Fan" Factor in Confa-mity and Non-Conform- ity Among a Sample of 243 MSU Undergraduates . . . 76 Table III. Home Orientation Factor in Conformity and Non-Cen- fernlty hang a Sample of 243 lBU Undergraduates . 78 Table XIII. Place of Residence as a Factor in the Explanati on of Athletic Interests Among a Sample of 243 MSU Undergraduates..............oo..83 ................. I . INTRODUCTION This study of non-conformity stems from research dealing with student participation in athletic events at Michigan State Universi- ty.1 Attendance figures kept by ths Athletic Departed: revealed that nearly all the students were attending the home varsity feet- ball genes, whereas, the attendance at all the other athletic events was considerably less. Tb basic problem was to find our wlv this was true. Several hypotheses were stated that related the attendance pattern to such factors as background conditioning, competition for leisure tin, influence of the compus eulttro or impact (1' tb nodia of mo cemenmieatien. Ihile the ow of cttendance will be reported in consider- able detail in a later section, it is important to note at this point that tb major finding was that athletic attendance is more affected by the campus norms than by any other factor considered. Football attendance at Michigan State University, for example, nay be used as an index of campus identification - a symbol of school loyalty. To be accepted as a somber of the student group, a person is expected to attend football guns. Personal preferences, high school loyalties nu- porsezal conflicts seems to be sufficient reason for not attending 1 This research use done by ths author under the sponsorship of the Social Research Service of the Department (1' Sociology and Anthropology of the University. -2- home games. This is not true of attendance at other sports events, where attendance appears to be Optional, depending upon any number of factors. The hypothesis that states a correlation between preferences in high school and preferences in college was supported unless there is a conflict bathroom past and present social values, but here people can be expected to behave in terms of their present situation accord- ing to the findings of the study. This conclusion is significant be- cause it suggests the importance of group memberships and reference groups. If the data of this study were to be examined only on the basis of tho mjerity of the students, the explanations could lave followed tl'o well-known patterns of acculturation and assimilation, or what has more recently been called “the acceptance of group norms". The validity and value of these terms is well established. The behavior of sons particular individual, however, cannot always be predicted by studying the characteristics of the group at some arbitrary moment. It is apparent that people do not always fulfill the role expecta- tiens of all the groups of which they are a member. Linton, and many others, have examined the problems involved in being a member of com- peting reference groups.1 Morton and Lazarsfeld point out that em may sometimes learn as much by looking at the exception, or deviant, as to look at the 1 Ralph Linton, The Stufl of Men (New York: D. Appleton-Cen- tury, 1936) and G. H. FeE-c-Kel and 3'.‘ Raider", "The Manipulation of Status and Status Equilibratien in tin Multiple Reference Groups of College Students", Unpublished Honors Paper, Psychology Department, The City College (New York, 1949). -3- majority. Rather than being embarrassed by these that don't 'fit" into the hypotheses, they should be studied more carefully and used to refine the whole stutv.l This thesis will endeavor to show, by a more detailed analy- sis ef tin non-cenfermists within the sample of the study, that 2232 conformity and non-conformity can best be explained in terms of "ref- erence group" theory rather than assimilation by the membership group. Shorif'in using this approach to explain the differential attitude changes in the Bennington study notes: In most cases the total membership group served as the reference group for the changing attitudes. But some indivi- duals changed little er not at all in attitudes during the four years of the stuch' . . . . An eversimple theory of "As- similation into the community" thus leaves out of account some of those whose attitudes did, and some of those whose atti- tudes did not change 3 they remained unexplained exceptions. A theory which traces the impact of other reference groups as well as the effect of the membership groups seems to account for all cases without exception.2 To this Merton and Kitt add: That men act in a social franc of reference wielded by the groups of which they are a part is a notion undoubtedly an- cient and probably sound. Were this alem tie concern of ref- erence group theory, it would 119me be a new term for an old focus in sociology, ahich has always centered upon the group determination of behavior. There is, however, the further fact that men freguently orient themselves to groups other than their own in shaping their behavior and evaluations, and it is the problems centered about this fact of orientation to non-nonbership groups that consititute the distinctive concern of reference group 1 Robert K. Merton and Paul lazarsfeld, Eds., Continuities in Social Research; Studies in the Scope and Method of The erican Eldle'rT'm'leneoe, Illinois: The Free Prtss, 1950). 2 Muzafer Sherif and Carolyn Sherif, An _c_>_o___tline o_f_ Social Payghology (New York: Harper Bros., 1943) pp. 140-41. -4- theory . . . . Immediately its major task is to search out the processes through which individuals relate themselves to groups to which they do not belong.1 Stated briefly then, tl‘a problem cf this thesis is to find what factors influence that significant portion of a campus popu- lation that do not conform to the norms of the campus culture. The najor hypothesis is thit non-conformity is associated with the de- gree to which students identify with other reference groups havim different norms . 1 Robert K. Merton and Alice Kitt, "Contributions to the Theory of Reference Group Behavior", Continuities in Social Research, Eds., Robert K. Merton and Paul Lasarsfeld—(Glenco; TTTTnoi‘.s—""Tho Free Press, 1950) p. 50. II. 5 SURVEY 95 REFERENCE GROUP THEORY The concept "reference group" has proven itself increasingly useful in studying and explaining the complexities of social inter- action as we know it in modern America. The terms seems to have been first used by Hyman in 1942. In studying the psychology of status, he used the term to signify some person or social category with whom the individual compares himself in evaluating his status.1 Unfortu- mtely, Hyman has since failed to make much utility of the concept. Newcomb profitably used it as a fo llow-up of his important Remington study on attitude change. Here in a liberal school, a study was made of a shift from a conservative background to the lib- eral campus values, and the resistance to filose shifts to the extent that some students naintained an identification or reference with the conservative values of their parents.2 Sherif, who has written extensively about reference groups, defines them as follows: With the above considerations in mind, reference groups can be characterized simply as those groups to which the individual relates himself as a part, or to which he aspires to relate him- self psychologically . . . . In many cases, of course, the in- dividual's reference groups are at the same time his membership groups. However, in cases where the individuals membership groups are not his reference groups, it does not follow that the 1 H. Hyman, "The Psychology of Status”, Archives o_f_ Psychol- gfl, No. 268, 1942. 2 '1'. M. Newcomb, "Community Roles in Attitude Formation", American Sociological Review (Volume VII, 1942) pp. 621-30. -6- groups in which the individual actually interacts will not have an effect on him. On tl‘e contrary, this creates impor- tant psychological problems for him . . . .1 In a later section, he states that reference groups serve functionally as major anchorings, and could in fact, Just as well be called “anchoring groups". An individual's attitudesitoward them constitute an important basis of his self-identity and regulate his behavior.2 In another book, where he deals at more length with the psy- chological problems involved in multiple-group memberships, and treats such concepts as "marginal nan", 'ethnocentricism" and "schiz- mogenesis", he concludes: Ought we not in our researches be seeking for the shifts in applicable reference groups? If behavior is referred to group norms, if the individual has many group nemberships, if the regnant norm may be that of a social group not physically pre- sent, I would search in such dimensions to account for changes in social behavior. I would expect that our tasks as social psychologists would be to elaborate descriptions in such terms before seekirg the explanatory concepts of either general psy- chology or of institutional analysis. If this is our task, then social psychologists, whether drawn from anthropology, psychology or sociology, have the same job, can use the same frame of reference and can supplement ore another by elabora- ting different dinensions of explanatory concepts.3 Merton and Kitt make the same observation in concluding their recasting of I'The American Soldier“ in the light of reference 1 Musafer Sherif and M. O. Wilson, Group Relations at the Crossroads (Harper Bros., New York, 1953) pp. 206-07. 2 Ibid., p. 214. 3 Musafer Sherif and John Rohrer, Social Psychology g§_the gossrcads (New York: Harper Bros., 1951) p. 386. -7- grcup theory. They point out that there have been several lines of developement in sociology and social psychology which now give prom- ise of merging in a functional theory of reference group behavior: Each of those has, after its own fashion made major contribu- tions, but in retrospect, the impressive fact is that, in large measure, their mutual implications have not yet been consolidated. As is generally known, these are the conceptions of in- and out- groups set forth by Sumner, the ideas regarding the social self developed by James, Cooley and Mead, the more recent systematic researches of reference group behavior represented by the work of Hyman, Sherif and Newcomb, and the very numerous special studies on concrete problems of human behavior, such as those dealing wifil acculturation, assimilation, margizal man, social mobility, multi- ple roles, conflicting loyalties, cross pressures and the like.1 They conclude that this consolidation would result in a more rapid cumulation of reference group theory since research on diverse departmnts of human behavior would become mutually stimulating and sustaining. It is obvious from this that a survey of all the literature dealing with concepts kindred to reference group theory would be an undertaking too large for a work of this sort. It is important to note, however, that the developennnt of reference group theory to the place where it could be of greater value to the various fields that have already contributed to it, would be a major forward step in un- derstanding human behavior. It is hoped that this study may make cone small contribution to that accomplishment. 1 R. K. Merton and Paul Lazarsfeld, eds., Continuities in _S_____ocial Research (Glenooe, Illinois: The Free Press, 19507 pp. 102-03, where ”they also observe “....it may be said that the anticipations of reference group theory by Janos, Cooley and Mead also remained almost molly undeveloped for a generation or more . . . .' - 3 - Even.though the term reference group has only been in use for the past few years, it has already been incorporated into num- erous articles and books. Rosen states that the reference group concept resembles the Freudian notion of "identification”, but points out that a most useful idea found in the reference group concept and not explicit in identification.theory is the distinc- tion.between.membership group and reference group.1 Merton and Kitt relate it to the “relative deprivation” concept used in "The American Soldier", and also make reference to the "definition of the situation" idea attributed to w. I. Thomas.2 Taylor, back in 1948, used the term."Assessment group" is a very similar way to which Sherif and others use reference group.3 At least two recent articles have been written attempting to clarify the various usages of the concept and stressing the need of a more careful definition.4 It is possible, in seeking to extend the application of a concept as far as possible, to load it with so many connotations 1 Bernard C. Rosen, "The Reference Group Approach to the Parental Factor in.Attitude and Behavior Formation", Social Forces, Vol. XXXIV (Dec., 1955, No. 2) pp. 137-38. 2 In Continuities in Social Research, pp. 40-48, 62. 3 Gordon.R. Taylor, "The Nature of An Organic Society: The Concept of 'Assessnent Group", Sociological Review (Vol. 40; Sect. 5, 1948). 4 Tamotsu Shibutani, “Reference Groups as Perspectives", American Journal of Sociology (Vol. 40; July 1954-May 1955) pp. 562- 69; and fiirold :_Kelley, Two Functions of Reference Groups“ in Swanson, Newcomb and Hartley, eds., Readings in Social Psychology (new York: Holt, 1952) pp. 410-14. -9- that it loses most of its utility, but it would appear that eventu- ally this theory should take into account how the norms are formed, stabilized and altered, as well as how some individual adopts them. Therefore, it seems pertinent at this point to give sose considera- tion to the matter of the formation of group norms. Significance of Reference Groups to the Fornation of Norms It may be easier to show what tle prevailing norms are on a college caxnpus, in a street corner society, or a housing group than to show how they were formed and how they are maintained. Sherif and Cantril give considerable attention to this vital aspect of normative behavior when they note that: Like any other common norm, social values come into existence as a consequence of the contact of individuals or groups of indi- viduals. In their turn, social values which have been so stand- ardized as to reach tl'e status of the common pr0perty of the group, may form or even standardise common attitudes, likes and dislikes, aversions and preferences in the individual members of the group a e e 0 Besides things that satisfy basic needs, there are other things we value, such as our flag, our honor, or any other cher- ished symbol. These attachments are learned . . . . There are fixations, on the other hand, that are standardized for tlre group, and as such demand respect and attachment from all members of the group . . . . Such values are not the products of individual preferences acquired during the lifetime of this or that individual. They are the products of the contact of the members of a group. The are standardized and become common property with the group. In another book, Sherif uses the Bennington study to point out that: 1 Musafer Sherif and H. Cantril, Ps cholo _o_f_ Ego-Involve- ments (New York: John Wiley and Sons, 194'77Lp'p".'125-24. ""“"‘ In a membership group in which certain attitudes are approved (1. e., held by majorities, and conspicously by leaders) individ- uals acquire the approved attitudes to the extent that the mem- bership group . . . serves as a positive point of reference. The findings of the Remington stuchr seem to be better understood in terms of this thesis than any other. The distinction between mmbership group and reference group is a crucial one . . . .1 In this same book, a section is given describing the eXperi- ments with the autokinetic effect. Under certain controlled condi- tions, different subjects were asked.to estimate the distance be- tween two lights in a dark room. Comparisons were made between in- dividuals both alone and in a group situation. In an unstructured situation like this, with no definite point of reference, they were influenced in their estimates by the choices of others. If there were no others present, then a person built up his own standard, and nude future judgments in the light of his past internalized refer- ence point. The tendency in tin group situation was to adjust their views to correspond with others even if tley thoughtthe others were “0115.2 Though he does not actually use the concept of reference groups, Festinger, in his study of social pressures in informal groups in a new housing project, found that residents were aware of certain standardized attitudes within their neighborhood, and felt influenced by them. He earplained that he calls “compliant behavior” 1 M. Sherif and C. Sherif, in Outline p_f_'_ Social fiychology (New York: Harper Bros., 1948) p. 140. 2 Ibid., Chapter 7. -11.. by the degree to which a person accepts or rejects these "influ- ences": Such things as customs and institutionalized patterns of social interaction among people Operate somehow to produce a large measure of conformity in peOple, and the problem of the sources of tie pressures to conformity and the means of appli- cation of such pressures is clearly important. It is likely that there are at least three general sources of such pressure. Some of it undoubtedly comes from within the person himself, who has accepted many values and ideologies in the process of his socialization. Some of the pressures to conform, of course, are exerted on the individml by mans of institutions and laws and-taboos, rather than by face-to-face communication . . . . 0n the other hand, much of the pressure to conformity undoubt- edly comes from the smaller groups within a society to which individuals belong. These pressures exist as group standards of the face-to-face group and are only some times formalized and made very eacplicit . . . although these are frequently very powerml.1 In another source he points out that uniform behavior should not necessarily be considered social norms, unless there is evidence that there are psychological groups enforcing them, otherwise it may be jmt a number of individual responses to a situation or motiva- tion.2 Frustration-Aggression Hypothes is and Norm Formati on As an example of the formation of norms, consideration will now be given to the contribution of some of the works on collective 1 Leon Festinger, Stanley Schachter and Kurt Back, Social Pressures _i_n_ Informal Groups (New York: Harper Bros., 1950) p. 4. 2 L. Festinger, Schachter and Back, "The Operation of Group Standards", The Lan ua e of Social Research, eds., Paul Lazarsfeld and Morris RB'E's'nb'o'rgLIE'GIs'i'Joo","—ni1'no"'iss 'Fr' ee Press, 1955). This point is well taken. Do 80% of the students attend football in this football study by happenstance? The data suggests that they feel guilty for not going, not because they are deprived of personal sat- isfacticns, but because they are failing in their role eXpectations. -12- behavior, and the Frustration-Aggression" hypotheses.:l There is sufficient evidence to suspect that the reason attendance at home football games has been formed as a Michigan State University campus norm is that it has fulfilled a vital function. The influx of thousands of new students into the campus so- cial system in the fall is disruptive to both the established pat- terns of the social system and to the sense ,of security of the new- comers. They are in a new environment facing thy necessity of ful- filling rew roles and achieving status. In addition, they have had to at least partially sever many of their former group memberships. Freshmn orientation, housing unit activities, and activities of other campus organizations help to bridge tb gap, but according to Dollard, Simmel, Festinger and others, one of the best ways to ac- complish in-group cohesion is by out-group aggmsion.z Dollard points out that yelling at football games is aggressive behavior. It is a cathartic experience, for it reduces the aggressive ten- dencies that come from frustrations in the campus life.3 Huisinga points out that play 'represents"-- it is vicarious for the speehuar.4 1 A. Straus, ”Collective Behavior", _A_ Book 93; Readin s, eds., Koenig, Hepper and Gross (New York: Prentice-Hall, 1953). 2 John Dollard, et al, '.Frustration and A ression (New Ha- ven: Yale University Press, 1943) Georg Sinai-l: onf 3 the Web of Grcu Affiliations, (Glencoe, Illinois: Free Pro—es, 19‘5‘5) 'F‘é's'tTnEsI-T c chter ad Back, Social Pressures in Informal Groups (New York: Harper Bros., 1950). 3 Dollard, et a1, Frustration and Aggression, p. 50. 4 Jans Huizinga, Homo ludens (London: Routledge and Kegan Paul, Ltd., 1949) p. 49-56. Students respond that they like football because it is a contact sport. It gives them the feeling that they are out there themselves relieving tension by aggressive behavior. In addition, clearing for the team is culturally rewarded, so it serves a double purpose. In Festinger's study of a camp experimnt, he found that when frustration-producing situations were created among tin boys it did lead to aggressive tendencies, and to the formation of close- 1y knit groups, tie "Red Devils" and “The Bulldogs". Conflict be- tween them served as an integrative force within the group. This principle is then applied by Festinger to human relations in race groups and factories, but it appears to tie writer tl'at it likewise has application to a college campus and the integration of the new members, and the reinforcement of the group boundaries, by evoking a conmon symbol of a threatening "enemy'.1 Every victory of the team represents the school. It wins for the team esteem and honor, and this at once accrues to the bemfit of the group to which the victor belongs. Sucess won, readily pas- see from the individual to the group. This principle has been rec- ognized at least every since tle Grecian and Roman games. Merrill and Eldridge point out specifically that: The football game offers this expression under socially ap- proved circumstances. In a football game, the ego-involvemnt of tie crowd is strong. Victory or defeat is measured in terms 1 L. Festinger, et a1., Social Pressures in Inform_a_l_. Groups, p. 225. It is recognized that this doesn‘t explain why so—ccer, bas- ketball or sone other sport could not fulfill the same function, as it appears to do in some other colleges. -14- of the emotional participation of graduates and undergraduates, who rejoice or suffer in terms of their own personalities . . . . But on the campus, football (attendance) ishardly a fashion, involving permission, but morality -- expected behavior, With suspicion and group pressures on those who don't (attend).1 The sense of freedom, irresponsibility and anonymity in the drama of the great crowd present during the football game enables a person to give vent to impulses that are usually suppressed by the individual in other situations.2 It fulfills a vital function on the college campus, and there are few other sports that could so well combine the needed ingredients just as the students are coming on campus in the fall. Frustrations that come from being cast into a new situation will lead to aggressive ani conflict situations. If this is not channeled into out-group aggression, it will be manifest in in-group situations and be disruptive to the cohesion of the group. In-grcup tensions are forgotten as students unite to face a common foe, and the cohesion extends beyond the point of conflict.3 Allen becomes almost an Apostle for Football when In attempts to explain why football has become so popular in America. He says: 1 Merrill and Eldridge, Culture and Society (New York: Pren- tics-Hall, 1952) p. 326. " "'"'—" 2 While the truth of dais is acknowledged, it hardly seems necessary to take such a dim view of the crowd mind as lebon, who says "By the mere fact that he forms the part of an organized crowd, a man descends several rungs in the ladder of civilization . . . in a crowd, he is a barbarian -- that is, a creature acting by instinct." Gustave Lebon, The Crowd (London: T. Fisher University, Ltd., 1921) p. 36 ; or Martini-who says “a crowd is a device fcr indulging our- selves in a kind of temporary insanity by all going crazy together." H. D. Martin, The Behavior g; Crowds (New York: Harper Bros., 1920) P. 37a 3 G. Simmel, Conflict (Glencoe, Ill: Free Press, 1955) p. 91. -15.. People crave excitement; they enjoy a spectacle and like to witness a combat, so they naturally turn to a sport like foot- ball for a vicarious thrill . . . . Football, in its purpose and its spirit, however, represents that highest craving of the hu- man soul -- tlm striving for an ideal, and on the field it has no respect for wealth, poverty, social standing, race or reli- gion . . . . The game is a characteristically American game: it is a gane of the people and by the people.1 Lundberg, and others, in concluding their study of the lei- (sure-time activities of 1544 high school students and 53 college boys, said: All of the se activities are minor as compared to the inter- scholastic football and basketball games. These form the real nucleus of student morale ani enthusiasm. Football dominates . . . the whole comunity enters in . . . making heroes of players . . . evoking of symbols . . . .2 Thus the ccnclus ion is that behavior becones standardized into norms because of the function that it performs for the group. It would appear likely that the norm of football attendance has been, consciously or unconsciously, developed for some such reason on file campus of Michigan State University. Conformity and Non-Conformity to the Norms Having considered briefly the principles of reference group theory and the formation of group norms, especially as it my apply to the campus norm of football attendance, consideration shall now be given to the extent which these norms are binding on those within 1 Wm. D. Allen, "A Study of the Underlying Influences That Have Caused the Evolution of American Football", (louis iana State University, 1941) Unpublished Master's Thesis. 2 G. A. Lundberg, Mirra Komravsky and Mary Alice McInerny, Leisure (New York: Columbia University Press, 1934) p. 236. the group. It might appear trat every member within the group should feel equal pressure to abide by the group norms, but such is hardly the case. A number of factors enter into how it may affect each in- dividual, such as the extent and length of communication, contact with the prestigeful elements within the group, significance of the group membership or extent of conflict with norms of other groups. Tb combination of such factors as these will determine to what ex- tent each individual will conform to the norms held by the majority. Needless to say, it is seldom in any situation that there will be equal conformity by all the nembers involved. A consider- able amount of social research, however, only deals with the beha- viour of the majority, giving the impression that those that ”don't fit” are irrelevant to the stuw. It is the writer's conviction that the non-conformists within a group may be just as important to reference group theory as those who conform. If the normative struc- ture is to account for the behavior of the majority, then it appears tint the same hypothesis should account for the behavior of those who for some reason do not conform. The explanations emerging from ref- erence group theory endeavor to do this. The same principles that may lead one individual to conform to the norms of a particular group may lead another to be considered as a non-conformist. Faris outlims how the pressure to conform occurs in the small primary group: Although it is widely recognised that the primary group ex- ercises a strong control over its members, the investigations of the ways in which this control operates are fragmentary and in- conclusive. In general, it appears that persons respond to -l7- expectations in primary relations for a number of reasons. There are penalties for not conforming -- expulsion or avoid- ance, restriction of relations to those of a less intimate na- ture, ridicule, slight gestures of disapproval, and the inngined possibility of any of these. The essence appears to be that membership is valued, and that any violation of the standards jeopardizes in some degree the completeness of the membership. To the contented member of the primary group, the association itself is a value above the particular activities the group un- dertakes, and the members care less what they do or where they go than that they do it together. In primary groups which have no goals other than enjoying the company of one another, con- trols and penalti63 are rarely needed -- the members know what kinds of action are favorable to larmony, and they want this above everything else.)- Sherif analyzes another group situation as follows: The individual in an intense group situation acts as a mem- ber of the group, the group situation demands conformity. Wheth- er the individual would LIKE to conform or not . . . when once he is a part of the situation, it imposes conformity on him . . . . Conformity permeates his emotions, his thinking and his tempo of action, bringing group "embers to a common level. While Sherif applies this only to valued primary groups or to intense group situations, it is true somewhat in all group situ- ations. To the extent that a person Wishes to be a part of the group, to that extent he will want to conform. Sherif foresees that some may say that the group norm is only the leader's norm, but their observations indicated that the leaders were constantly obser- ved to be influenced by their followers and if the leader changed his norm after the group norm was settled, he many titres ceased to be followed. Thus, when the norm is once fixed by group interaction, 1 1 Robert Faris, ”Development of the Small-Group Research Movement" Group Relations at the Crossroads, eds., Sherif and Wil- son (New York: Harper Bros., 1953) p. 175. 2 Muzafer Sherif, The Psychology 25 Social Norms (New York: Harper Bros., 1936) p. 71-72. it achieves a measure of permanence, continuing at times for many generations. As new individuals become a member of 1316 group they recognize these norms and accept them as their own. While the orig- inal situation may have demanded the normative relations to ensure smooth functioning of the group, there are times when the norms per- sist as "survivals" after the original need for them has passed, but usually they are replaced or changed.:l Of course, it is much easier to say that individuals do in- corporate the se norms, whether as new nenbers within the group, or when the group norms themselves are in transition, than to say just how and why it is accomplished. There is no cbubt that consider- ably more research needs to be done in tress areas. Sherif con- cludes that two general types of research must be thoroughly pur- sued: (1) The study of the incorporation of social valles in the in- dividual, involving such studies as perception, learning and think- ing on the psychological side; individual differences due to such factors as age, sex and tempernent; and the sociological considera- tion of the general structtu‘e of society, economic class, social background and critical social situations of which he is a part, (2) The role of values in the life of the individual once they are incorporated in him.2 Festinger raises a pertinent question on this matter of the incorporation of the values within the individual. He feels that 1 Ibid., pp. 124, 137, 198—99. 2 Ibid., p. 126. - 19 - not all conformity actually'neans that the individual has accepted the norms, but rather that he just complies with them at the moment because it is convenient or necessary for him to do so. This public conformity with, and without, private acceptance, he relates to the distinctions made by lewin and French called “own" and "induced" forces. He quotes French as saying, An induced force which is accepted to a high degree produces in the person additional own forces in.the same direction, so that the behavior instigated by induction becomes relatively independent of the inducing agent, and will occur even if his power field is removed. But an induced force which is rejected, produces in the person opposing forces with the result that the induced behavior will cease as soon as the inducing power field is'withdrawn.1 Festinger then notes that to understand fully the influence process it is necessary to have a theory that outlines the deter- minants of effective influence and the conditions under which one or the other kind of influences will be observed. Private acceptance 'will accompany public compliance if the person desires his group re- lationship, but if conditions are such that he is forced into group nembership, and forced to comply with its norms, it will be without private acceptance.2 Little empirical testing of this has been done, but it can be done by observing behavior before and after the 1-I.eon.Festinger, “An Analysis of Compliant Behavior" Group Relations Et_the Crossroads, eds. Sherif and Wilson (New York: Bar- Per Er08., 1953; P. 175. 2 It occurs to the writer that there may also be circum- stances when the individual may privately accept some influence, but because of the pressures from other reference groups, refuse to publicly conform. The same principle still applies, but it produces opposite results. -20.. "pri- removal of the source of influence, and by coupling this with a vate interview” .1 Newcomb introduced some of the same notions by, the use of the terms "Pos itive" and "Negative" reference groups. He defined the positive as one in which the person is motivated to be accepted and treated as a member, and the negative as one in which the person does not want to be treated as a member. In addition, he notes that one group may be both a positive and a negative reference group in that he may willingly conform to some of, its norms and not to others .2 With this frame of reference in mind, Festinger conducted a study among the residents of several housing courts with a new housing developement. They sought to determine the attitude and be- havior of the respondents toward the developement of a representa- tive council for tie living area. They found considerable difference among the fourteen different housing courts, and between individuals 1 Ibid., pp. 247—48. Here he also points out sone of the difficulties involved in the use of a private interview. They sha11 be noted here inasmuch as this is the main source of the data used in this thesis study. ”Technically this is not "private behavior” since the rela- tionship between the person and the interviewer is also a social one, but it should suffice for these purposes unless there is reason to believe that the person would feel the same pressures from the inter- viewer as from the group in which the influence is exerted. This method of eliciting 'private' verbal response has other problems as- sociated with it however. One can only interview people about things which they are able to verbalize, assuming that they are willing to verbalize them. Such verbal statenent of opinion or verbal reactions to hypothetical situations does not always correspond simply to the way a person actually behaves . . . . it nevertheless can be a use- ful technique and a widely applicable one for making the empirical distinction with which we are concerned." 2 Ibid., p. 209. within each court. They took file majority in each group and calling this the norm, tried then to explain the deviates. By using the com- bination of statistical analysis supplemented with individual respon- ses, they arrived at these conclusions: Many of the residents realized that the people in the ir court were different from the people in some other court, but the in- fluence which created and maintained these differences among courts were indirect and non-overt. Members of tie courts were being influenced in their opinions and behavior merely by vir- tue of tleir association with others in their courts, without any formalized “group inten " to influence. The strength of the influence which file group can exert in this manner depends partly upon the attractiveness of the group for the member and partly on the degree to which the member is in communication with others in the group . . . . The influence of some other group to wish the people belong may be stronger than the influence which the court is able to exert on them. Un- der these conditions the person vho appears as a deviate is a deviate only because we have chosen somewhat arbitrarily, to call him a member of the court group. He does deviate from his own court, but In conforms to some other group to which he actu- ally feels he belongs. Such a group, of course, may be outside Westgate altogether.1 This last paragraph in reality summarizes this whole section and provides the basis for the greater part of the whole study. It contains several vital assumptions upon which most of the hypotheses will be based. The extent to which a person identifies with the group and maintains contact with it, is probably the most basic of all determinants as to how much he will abide by the norms of the group, regardless of how much, or whether, he is considered a member of it. In that connection, the other significant thing to note is that the person that is a non-conformist to his membership group is 1 L. Festinger, Schachter and Back, Social Pressures inla- formal Groups (New York: Harper Bros., 1950) pp. 102-04. -22- very likely a conformist to some other group to which he belongs or refers. Sherif and Cantril in their book on ego-involvement, deal considerably with the formation of group norms primarily among neigh- borhood gangs, and the group pressures on non-conformity. One of their major conclusions is that a person non-conforms to cm group mostly because there is another group with different norms in which they are more interested;l In another book, Sherif makes an impor- tant observation in this connection: When an individual who is strongly identified with one group is participating even as an announced member in actual face-to- face interaction in another group, his appraisals, conformity in the momentary situation will be deflected in terms of an- chorages provided by the group of vhich he considers himself a part, that is, his reference group.2 In this connection he endeavors to determine the "relative weights" of the external influences, and the internal factors that have come from previous conditioning, in the joint determination of behavior. . This problem of salience or anchorings becomes a crucial problem, and it appears to the writer that this is another way of‘ describing the phenomena that Heisman placed into character types, under such headings as those predominantly “inner directed" or "other directed”.3 1 M. Sherif and H. Cantril, The Psychology 2; Ego-Involve- ments (New York: John Wiley and Sons, 1947) esp. pp. sfi-si. 2 Sherif and Wilson, eds., Group Relations _a_._t_ the Cross- roads (New York: Harper Bros., 1953) pp. flea-19. 3 David Reisman, Tl'e Lonely Crowd (New Haven: Yale Univer- sity Press, 1950). - ..23- A very interesting study in this regard is the cm at tie Bennington school, referred to ear1i9r. The transition from conser- vative home backgrounds and attitudes to the liberal culture of the school varied within'tle individual in proportion to the extent that she related herself to the school membership group or to her home background. It was not a polarized situation, but rather a continu- um, with different shadings all the way along the scale. However, these were placed into eight different groups using the following factors: (1) conservative or liberal, (2) negative to the campus values or not negative, and (3) whether they were aware or unaware of tie ir relative standing with the attitudes of others in the group. It is worthwhile to note that while many changed in their at- titudes, many did not, and that there were in both categories those that were unaware of the fact that they were either conforming or non-conforming to the campus norms. Inasmuch as the majority of the students did change to accept the liberal campus values, those that did not were considered non-conformists or deviates. However, those that were non-conformists to this membership group, were nonetheless conformists to their family group -- their reference group.1 Had the majority of the girls remained conservative, than the liberal students would be considered the deviates; hence, non-conformity is relative to the situation, the time and the viewpoint of the investigator. It is possible that the re are those who make a practice, whenever 1 Sherif and Sherif, {.3 Outlim 33 Social Psychology (New York: Harper Bros., 1940) pp. 142-55. \ -24- they can, of being a non—conformist just for the sake of being dif- ferent, but no serious study seen thus far supports the fact. It appears then, that the primary focus of reference group theory will be to develope techniques fbr determining under which circumstances an individual is likely to use one group or the other as his reference group. Such refinement seems necessary if the theory is going to have much value in predicting behavior, rather than being used just as an ”ex post facto" eXplanation. Nbrton and Kitt emphasize this fact: Since both membership groups and non-membership groups, in- groups and out-groups, have in fact been taken.as assumed social frames of reference in these interpretations, this at once leads to a general question of central importance to a developing theory of reference group behavior; under which conditions are associates within one's own groups taken as a frame of reference for self-evaluation and attitude-formation, and under which con- ditions do out-groups or non-membership groups provide the sig- nificant frame of reference71 This suggests also the related problem, referred to earlier, of multiple reference groups. A person is likely a member of a number of different groups, but in addition may use scores of other groups of which he is not a member as a reference group. Thus, in any situation, it is not just a matter of comparing the norms of two comparative groups or conflict groups and deciding which should be used as a frame of reference in this situation, but it is a mat- ter of juggling the values of a number of competing groups, and trying,to behave with some semblance of inner and outer consistency. 1 Robert Merton and Paul Lazarsfeld, eds., Continuities in Social Research (Glencoe, Illinois: Free Press, 195077p. 49. Merton asks a pertinent question: If multiple groups or statuses, with.their possibly diver- gent or even contradictory norms and standards are taken as a frame of reference by the individual, how are these discrepan- cies resolved?1 It appears that in a complex society like ours in the United States, a person must either become very adept at altering their be- havior as they shift from one group to another, or else they will have to so organize their membership and reference groups as to per- mit consistent behavior throughout. While this point is of consid- erable interest to the writer, it is not essential to this study. One final consideration vital to the topic at hand is: What are the consequences to both the individual and the group of which he is a member when.he adopts the values of sons out-group rather than his membership group? The studies by Merton and Kitt are very helpful in this re- gard. They studies the attitudes toward the enlisted men who re- jected their enlisted men's values because they aspired to be offi- cers, and wished to be more acceptable to the officers - their re- ference group. They found that: For the individual who adopts the values of a group to which he aspires, but does not belong, this orientation may serve the twin functions of aiding his rise into that group and of easing his adjustment after he has become a part of it . . . . Although ”anticipatory socialization” may be functional for the indié vidual in an open social system, it is apparently dysfunctional for the solidarity of the group or status to which he belongs. For the allegiance to the contrasting mores of another group 1 Ibid., p. 50. Dr. John Hanson. Education Professor at MSU, took the position in class discussion in 1955 that a person should seek only roles consistent with one another...any other was unethical. group means defection from the mores of the in-group . . . . To the degree that the individual identifies himself with another group, he alienates himself from.his own group.1 It appears that such action in nearly every group is treated 'with a negative response, and sometimes even hostile reactions. This seems to set up a chain reaction of group dissatisfaction with the group relation.2 Thus through the interplay of disassociation and progressive alienation from the group values, he may become doubly motivated to orient himself toward the values of another group and to affiliate himself with it. It would appear from.this that the reason many non-conformists are "isolates"3 is that they have been forced out of the social relations of the group, not that they are necessarily so by disposition. 1 Ibid., pp. 87-89. Merton and Kitt also stress that Soci- ology has for years been concerned about the determinants and con- sequences of group cohesion, but has given little systematic atten- tion to the complementary subject of group alienation. It is mostly the literary observor that has portrayed the drama in the situation of the renegade, traitcr and deserter, and since group character as- sumes the loyalty'of its members, these have just about always been treated as the object of vilification rather than.the object of so- ciological study. 2 Ibid., p. 93. "What the individual experiences as estrange- ment from a group of which he is a member tends to be experienced by his associates as repudiation of the group, and this ordinarily evokes a hostile response. As social relations between_the individual and the rest of the group deteriorate, the norms of the group become less binding for him. For since he is progressively seceding from the group and being penalized for it, he is the less likely to experience rewards for adherence to the group's norms. Once initiated, this process seems to move toward a cumulative detachment from the group, in terms of attitudes and values as well as in terms of social rela- tions.’ Note "drop outs" in school here. See Case Study # 137. 3 An "isolate“ might be defined as one who is nominally in a group but only slightly incorporated in its network of social relathxm. New to relate all of this to the college campus. At the beginning of s.new term there is a sizeable influx of new group members, a number of which may still be holding to various out-group identifications. There are immediate group pressures brought to bear on.these new'recruits to adopt the norms of the campus culture. If there were not some way of bringing cohesion, it seems that the cumulative detachnent process miglt soon bring considerable dys- function to the campus social system. It would appear that the football games function as a symbol of unity which tends to relieve the in-group tensions, halt the alienation process and strengthen the campus mores. III. {ETHCDS Background of the Study For a number of years the Athletic and Public Information Departments of Michigan State University discussed the reasons for the disparity between student attendance at football games in com- parison with attendance at other varsity sports. While the attend- ance figures varied at the different sports from.year to year, foot- ball games have been attendance by a much Larger proportion of the student body than other sports. Various explanations were offered fcr this, with related discussions as to its implications for other sports. This culminated in a request that the Social Research Ser- vice do a study of student attendance at Michigan State athletic events. A proposal for such a study was formulated and made possible when the Athletic Council authorized the expenditure of a small re- search grant. In connection with the grant, the author received a graduate research assistantship and conducted the study under the valuabha supervision of Dr. W. B. Brookover and Dr. Joel Smith of the Department of Sociology and Anthropology. Procedure for Obtaining the Data While tte Athletic Council was primarily concerned with why the students did not attend basketball games in equal numbers with -29.. football, the nature of the hypotheses made it necessary to gather extensive data dealing not only with sports attendance at Michigan State, but also a whole complex of details about age, sex, marital status, high school and college interests, and other factors. To discover what might be the most pertinent data, a pilot study was conducted during the spring term of 1954, dealing with at- tendance at baseball games. A proportionate sample of the students were selected as they entered the ball park, and.subsequent1y inter- viewed at their place of residence. With.the experience and informa- tion gathered from these interviews, it was possible to design the research.for the football study. As soon as the Registrar could make them available, a dupli- cate set of the registration cards from the fall term, 1954, were used to obtain the necessary information for the drawing of a ran- dom sample that would be representative of the whole student body. Inasmuch as it was felt that the high school experiences of the 123 foreign students would not in many cases be comparable to those of the students in.the United States, they were excluded from the samp- ling universe. The college experiences and interests of the 1,415 graduate students was likewise considered to be sufficiently differ- ent from that of the undergraduates, that they were excluded also. The remaining 12,993 undergraduates were then stratified as to marital status, sex, geographic area of previous residence, and type of curriculum. From.the resultant categories, a random sample of 243 students was taken. The 153 nen.and 90 women were interviewed -30.. between October and December of 1954 in interviewing booths provided in one of tie centrally located buildings on campus. A schedule was set up with forty-five minute intervals, and as many as four inter- viewers available. Each member of the sample was called, briefly in- formed of the nature of the study, and asked to set a time that would be convenient for them to come to be interviewed. Random substitutes, drawn for that purpose, were used for the ore student that refused to be interviewed, and for the few that could not be contacted. The interview schedule had previously been protested and carefully reworked before its use. Nearly one hundred students, cho- sen from the sample, were subsequently interviewed in January and February of 1955 by telephone to obtain data on actual attendance at sports events so far that school year. A copy of these schedules as used in the interviewing are found in the Appendix. For tle most part, the interview schedule was pre-coded for the convenience of the interviewer. On some questions careful in- structions were given not to indicate to the respondent any type of expected response. Other questions were open-ended to give the re- spondent an opportunity to express himself as re wished. When the interviews were all completed, the data was carefully coded and placed on IBM cards to facilitate the testing of the hypotheses. A complete report of tie hypotheses, procedure, data and findings of that study are on file at the Social Research Bureau, and will not be reported in detail here. The major conclusion of the study was that football attendance has become an important part of -31.. the norms of the dominant campus culture, and the degree to which the students attend reflects their conformity to that norm. Implications Involved in the Analysis of the Non-conformists What of those vho fail to attend football games? If it is such a desirable thing for students to go to the games, why are there some who fail to do so? Just as the appeal of the game is not suffi- cient to explain why so many students do attend, neither does campus norms explain why so many of them fail to attend. The six and six- tenths of the sample that failed in attend a single game -- if pro- jected to the whole student body, would be about 860 students. Thore mint be some explanation why that many students failed to attend, e- ven though tickets were easily available at no additionaly cost, and it was apparently so higlly valued on campus for them to do so. We shall examine the data of this study to test the hypothe- ses that conformity and non-conformity to in-group norms can support the reference group concepts. When the study first developed, it was not intended to use the deviants as such a vital part of the re- search, but further consideration has led to the feelirg that rere may well be one of tie most fruitful aspects of explanation.1 1 ”A theoretical concept emerging or developed in the course of cm inquiry, if it has any empirical relevance at all, can then be utilized in subsequent researches. If it is to be creative at all, research cannon be confined to the testing of predetermined hypothe- ses. New concepts and hypotheses emerge in the p'ocess of the in- quiry, and these becone the basis for further inquiry. This we take it, is precisely how continuity in science occurs.“ R. K. Merton and Alice Kitt, Continuities in Social Research, eds., Paul Lazarsfeld and Robert Merton, (GlenCB-e: Illinois: Free Press, 1950) p. 68. -32.. It was only when conformity to the campus norms was seen to be such a strong determinant of the students behavior that we began to be more concerned about “those who resisted that pressure, as evidenced by their non-conformist behavior patterns. This does not mean that the testing of tie original hypotheses, and the discovery of the pre- dominant norms regarding athletic attendance, are not of signifi- cance. Rather is it felt that it is better to use these as a control, showing the pattern of campus conformity, and then to look in more de- tail at the non-conformists as a comparison. Lazarsfeld and Rosenberg encourage this procedure of extend- ing the original research by pointing out that: Any multivariate analysis reaches a barrier for one of two reasons. Either the available variables lave been exhausted, or so many cross-tabulations have been nade that tie number of cases have become too small. Still we rray have not achieved closure. The investigation will be confronted by cases which cannot be accounted for in terms of his own analysis. He will want to ex- tend it at least in a speculative way and lay the groundwork for more extended and refined future multivariate analysis.1 Kendall and Wolf, in the same book, develope this idea by noting that at present there are few generalizations which permit completely accurate predictions. There are always some who don't behave the way it is predicted they should or would. The analysis of these deviants can, and should, play a I'positive role" in empire- cal research. They propose two main purposes of such analysis: The first function of deviant case analysis, then, is to cor- rect the overs implifications of predictive schemes by demonstra- ting the relevance of additional variables. The second fumtion 1 Paul Lazarsfeld and Morris Rosenberg, The Language _o_£_S_o- cial Research (Glencoe, Illinois: Free Press, 19557 p. 165. -33.. . . . is not to add anything to the scheme, but rather to refine the measurement of statistical variables used to locate the de- viant cases.1 A good illustration of the fulfillment of the first function is the experience in a study reported by Merton. This was begun as an applied research project intended to determine the workings of interpersonal influence in a community. But as the pilot study was underway, they soon realized that they had over-specified the practi- cal problem. They l-ad made four categories of "influentials" and two of "non-influentials". Their procedure was logical and applica- ble, but also sterile. It was only after they rad restated the prob- lem, that they were in a position to advance toward both the applied and theoretic objectives of the inquiry. By discarding their six categories for two new ones, "Locals" and ”Cosmopolitans", suggested by the study, and recasting the inquiry in that light, were they able to begin to get fruitful results.2 Tie study of the Kate Smith War Bond Drive hypothesized that a certain appeal would be most effective with those that had close relatives in service. A check of the fourteen families with ser- vicemen revealed that five responded as expected, but there were nine that deviated from the hypothesis. A closer check revealed that these knew their sons were not in the war zone and not in immediate danger, therefore tley were not emotionally affected by the sacrifice 1 Ibid., pp. 169-70. 2 Robert Merton, "Patterns of Influence" Communications Re: search, eds., Paul Lazarsfeld (New York: Harper Bros., 1949) pp. 180-88. -54- theme. In this case, a refinement of the variables locating devi- ates placed these respondents in a different category, and gave even greater strength to the hypothesis.1 Horst stresses the value of this approach, especially in the matter of using case analysis to look closer at the deviants. He states: One of the most interesting and useful parts of a prediction study should be the investigation of cases'which have been in- correctly predicted in a new'sample . . . . In this connection, the case study of incorrectly placed individuals may have its most useful function, namely that of discovering important fac- tors which had formerly been neglected in the prediction system . . . . This type of study can offer rich rewards in the way of suggesting revision of previous hypotheses and new hypotheses which can be further tested by statistical techniques. In this connection, the statistical and case study methods may be used profitably to supplement one another.2 One other study will be cited here to show the value of de- viant case analysis. In this study, 160 men were interviewed con- cerning their attitudes toward ethnic minorities. Three cartoons were used which satrically portrayed “Mr. Biggott” as a prejudiced man. Thirty-six percent of the men saw both the prejudice and the satire, thirty-one percent saw neither the prejudice nor the satire, and thirty-three percent saw the prejudice, but not the unfavorable satire against it. Kendall and Wblfe state that: Although the predictive scheme in the p‘esent sludy was fairly complicated, being based on several factors, it still failed to account for the behavior of a considerable group of readers . . . . We shall analyze these deviant cases . . . (1) to show how 1 Paul Lazarsfeld and M. Rosenberg, Langpage__ of Social Re- search (Glencoe, Illinois: Free Press, 1955) pp. 170-72. 2 Ibid., pp. 173-74. deviant case analysis refined the theoretical structure of this study in particular, and (2) to show how such analysis can be ap- plied to communication research in general. Without going into the details of the study or its results, suffice it to say that a closer look at one group of twenty-one re- vealed three sub-groups within it, which factor added considerably to the theoretical refirement of the study; and a look at the three in the other group of deviants fourd that two of them were intellec- tually incapable of understanding, and the third had been misclassi- fied on the basis of misleading information that he gave.1 Merton repeatedly states the value of this type of research, and goes further to point out that if there is to be continuity and progress in this vital field of the theory of value-assimilation, the group contexts of self-appraisals, and the objective assessment of situations, then systematic sociological indices will be needed in at least three areas: (1) To measure tle actual social contact be- tween the group prestige stratum and tie newcomers, (2) To measure how much these newcomers are motivated to affiliate with these pres- tige stratum, and (3) To see if tie newconers are an organized sub- group with their own values or an aggregate of individuals. While these indices may seem very common, Is also points out that there is a great difference -- in fact, all the difference -- between impres- sionistic and sporadic references to such variables, and systematic incorporation of these variables into research. He feels that it is 1 Pat Kendall and Katherine. Wolfe in Communications Research, ed. Paul lazarsfeld (New York: Harper Bros., 19497 pp. 158-79. - 35 - only through the latter procedure that theory and research.wi11 both advance.1 “Rule it is recognized that a systematic accounting for as many of the deviants as possible, even to the use of case studies, is advisable, it is also a fact that there are many problems involved in setting up empirical tests of some of the reference group Con- cepts. Merton points out that laboratory experimental situations are often artificial. It is more difficult to test real life. Refer- ence groups are sometimes unwittingly used or spontaneously selcted. He concludes, It is this type of problem -- the processes shaping the se- lection of reference groups -- that stands in most conspicuous need of research."2 One last observation by herton is pertinent here, and can lead to the next section: It is not mere indolence or lack of insight which keeps the sociologist from.seeking to track down all the comparative conp texts which hold for any given individual; it is, rather, that many of these conmexts are idiosyncratic, not shared by a large fraction of other individuals within the same group or category. . . . . These become relevant for the sociologist only if they are shared sufficiently to lead to group differences in evaluations.3 1 Robert Merton, Continuities in Social Research, p. 80. In connection With the third index, he states in another book, "Whenever individuals cannot consistently relate themselves to the scale of val- ues of the grourS‘Wifinin‘Whidh they move and function, there is a tendency for these individuals to gravitate toward one another and to form.”infcrmal" reference groups, deriving their major self-identity, aspirations and values from these informal groups, at haast for the tire being.” Group Relations at the Crossroads, Sherif and Wilson (New York: Harper Bros., 1953) pp.—§26-27. 2 kbrton, Continuities in_Social Research, p. 69. 3 Ibid., p. 62. . 37 .. Techniques for Selecting and Analyzing Non-Confornist Groups In an effort to find categories with this common comparative context, and to identify the differences betwoen those students who did not conform to the campus nor- of football attendance, and those that did, the ample was divided into five groups. The main group was the apprcaintely eighty percent that went to tires or four hone football gases. These were called tb "confornists', and will be mad as the control group. The remainder were divided into four groups of 'non-eonforniats" as follows: (1) The 16 who had attenhd no football game, (2) Another 16 who had attended only on or two g-es, (8) Tie 12 who said they were "not interested” or “not very interested" in sports in high school, and who did not none sports as either their first or second choice in extra-curricular activities in high sdlool, an! (4) Th other 14 who did not mention sports as being either their first or second choice in high school. These four groups all represented deviant behavior from the prevailing norms. Ewever, those in the fourth group of deviants were not necessarily disinterested in sports jut because they had two other things they 111ml better.1 It was felt that these should be looked at separately on the axes basis of an unexpressed interest in sports as the other groups of deviants. Erwever, in most areas, their beluvior proved to be more closely correlated with that of tie ccnfornists than the non- confornists, so they will be nntioned in the subsequent reporting of the data only when their behavior is clearly different. 1 811 of these rated heir interest in sports as being 'nild", four as 'quite interested" and four as 'very much interested". -38- Seven of the students in the third category, those not in- terested in sports in high school, are also in the non-confornist categories in college. Those were placed in a spparate category for two reasons: (1) to prevent duplication, so the combined totals of confornists and non-conformists will equal tb 243 in the sample, and (z) to check the hypothesis that there is a persistence to non-con- formist behavior as well as conformist. It was decided to treat tb basic mterial of the study, that is , the data showing the characteristics of the ocnfornist group and the canpm norms, at the sane tine as file analysis of the non-confor- nists for the following reasons: (1) It miss a more orderly presentation than to go over the sane data twice in two different sections. (2) It will has the strength of the campus norms in contrast to the belnvior of tie deviants. (5) It will point out what factors lave greatest significance in the determination of non-conformity. Statennt of Hypotheses Inasmuch as the origiml study was designed to explain the behvior of the njority of the students rather than tb dnority, the statennt of motheses at this point must be tenative and aa- ploratory. On the basis of tie theoretical framework presented previous- ly, the most fruitful explanations of non-conformity are likely to be found in other significant reference groups. Festinger pointed out -39- that peOplc are able to resist in-group pressures to conformity on three bases: (1) The group is not sufficiently attractive, (2) flare is a lack of communication, and (3) flare is some other group to which they belorg or identify that is able to exert more influence on the. Hts-many those three wcrk in connection with each other} The data does not permit a thorough test of any of these areas. The students were not asled if being a somber of the student body was attractive to than, but since registration is voluntary, it was assumed that they were there becanse they wanted to be. However, this does not say tint they were interested in being a part of the camps social life, for it is very possibh for any of then, that enrollment was for academic reason only. Only indirect evidence will be presented which will bear .on this point. Tb same might be said of the setter of communication. Stu- dents nay be on tie fringe «1‘ tie cample life either by choice, cir- cumstance or recessity. The reference group hypothesis would probab- ly state that campus non-participation, off-campus. residence and so- cial isolation wuld be correlated with non-conformity. It is felt, however, that this satcrial can be covered more concisely by relat- ing it to tie consideration of tie third factor, the identification with other reference groups. Since it is not possible at this point to say which of fin above factors say be the greatest determinant of non-conformity, md since it is felt that where one is applicable, the other two will 1 Presented earlier in this study, on Page 21. were- ewgw Wm, _, 704w IV. EXPLANATION 22 THE FINDINGS For the sake of order and clarity, the data will be presented under three sub-sections, with references to the hypotheses being included where the data is applicable. Indications That Football attendance is an Important llement in he Dominant cenpus Norms Son of the nterial fill be presented here that led to the basic conclusion that football attendance is a vital eleneht in the dominant campus norns. Other substantiating data will follow in subsequent section. The expression, ”Michigan state is a football school“ is heard frequently, implying that tin school's snjer sport interest is recognised as being in the area of football. In order to discover to fiatextent the students have this isage, they were asked at a- bout hid-point in the interview, "Ihat do you feel is the snjor sport of lichigan State lilniversfity?‘I Football was the response given by every student in the sample, and only three indicated that there was any doubt in their mind about it. This is all the more remarkable, when it is realised that 90 of then were enrolled as a first-tern student, and had been on the campus only about two nonths. By way of conparison, 192 were sure that basketball was tb Injor sport in the winter, 40 weren't sure, and eight thought it night be on of the other sports. In the -42- spring, 142 were sure tint baseball was the major sport, 67 thought it was, 10 2343 am tint some other sport was, and 23 thought that so. ctbr sport was. Only football demonstrated such a complete student body awareness. Mtl'ermore, 78% of those in the emple who were on cenpus the previous year, either went to every home game or only nissed one. There were only 16 students, or 11%, that didn't go to any games. There were 17% that attended no bashetball genes. Only 37% atten- ded over half the games, and goo-10¢ went to .11 of then or only nissed one. Thirty-six percent of the students attended no baseball game, only 17% attended over half tie hon genes, and Just for per- cent eiflaer attended all or only nissed one. £623; 1 shows tle average number of students present 'at the various sports for the years 1960-1965 in comparison to total student enrollsent. llc sport even approximtes student attendance at football. Tb belnvior of the officers of the various student organi- sation would be expected to reflect the doninant campus norms. Bo- rority and fraternity nmrs likely represent an unusually high percentage of the campus leadermip and pestige figures. It is wits impressive to find that not on (1' those who rank student gov- ernnnt activities as their major canpus interest fail to attend more than two football genes. When those are added that place sorority or fraternity as their first preference, ad those that prefer tb all-school events, there is still not one that does not go to more than lnlf the gems. M the 24 are added who seine these their se- cond reference, there is still Jmt on student out of tie 66 who est-asst tg-osst OOOI .‘3- 0008 0009 000’ 0009 0009 OOOL 0008 0006 0000! 00011 0002! OOOQI 291-1961 WWW \\\\\\V 00091 00091 use; was an fizz-ma wmrom mm. when tun POMWOO 59-096! 04-63!th squads not dorm as omumv alarms met mails "I: omits Inna % mama E ttvqwtm % ttvqaooa g avenue-ma D -44- did not go to nore than lnlf its games. When officers of every kind of organisation on campus are included, whether it is a prestige organisation or not, it is founi that of fine 82 students who go to less than half the games, only four hold any sort of office, whereas of the 116 attending over Inlf the gases, 48 offices are held. Thus it would appear tint the campus leadership recognises football at- tendance as a norm. lhile it will be referred to in more detail in a later sec- tion, it is pertinant to observe here that it is norsally students whith sports interest that attend other campus sports events, but iien it cones to football attendance, students go whether they Inve am cfier interest in sports or not. For instance, Just as many stu- dents attend football that nsntion other than sports as their sejcrfi extra-curricular interest as those thst place sports first. Fifty- seven out of a possible 74 mning sports as a first choice went to over half the games, but 61 out of a possible 74 that named sonething else first went to over half the games. Football is universally accepted; everybody scene to know that it is the major sport, md even the few that do not attend, re- cognise that about everybody goes. d person needs to hve a reason for not going to football genes, but this is not true for the other sports - these are optional, without strong group pressures enfor- cing attendance. - 45 - Change in Reference Group Related to Reference for Football While background conditioning and competition for leisure tin are possibly related to football attendance, these factors were comidered less effective than the factor of reference group in ac- counting for the data preserted above. As the students can into the culture of the Michigan State campus, the prinry explanation of tin tremendous shift to football attendance appears to be the ac- ceptance and assimilation of the campus norm which states that stu- dents should attend hon football games. However, the fact tint not all the students conformd to this norm, led to the conclusion that they conformed only to the extent that they accepted the dominant campus coup as their reference group. This factor shall now be weighed against tie other possibilities. lhen m individual tilt is strongly identified with on group moves into another group, b will normally take ”anchorage“ wi'fll him from his previous affiliation which will tend to modify his behavior in the new situation. This was one of the twpotheses that ‘ was first formed to acecunt for the interest in football here at the universiw. It was suggested tlat football was becoming increasingly ' ppular in the high schools in Michigan, and sime most of the stu- dents were previous residents of the state, perhaps they were I'car-- ryin over' a football interest from high school. The explanation seend quite logical, but it did not describe tie situation as found in the data. It was found that there were mnerous areas where there was such a carry-over, but this was not the explanation for football. -45.. To test the hypotheses that conformity to the football norm could be explained by the fact that the students were coming from ecmnities where football was the major sport in the culture, or from high schools where this was true, the students were classified into geographic categories, using two questions as a guides I'In what state did you receive most of your education prior to caning to Mich- igan State University“ and 'In wht state did you attend high school most of the tire”. Previous to this, 1he sapling universe had al- so been stratified according to geographic areas. The stubnte were then asked to tell what was the sise, type and location of the school; the major sport, and sports for which they led pep rallies. Using these as an index, the various catego- ries were compared. Tb first finding was that the size of tin high school had more to do with the njor sport determination than the state it was in. Students from Indiana, Illinois, and New York were expected to be high in basketball interest, and would be less likely to conform to idle football attendance norm here, whereas those from liehigen and otler football areas would be high in conformity. Rw- ever, it was found 'dlat in Indiana and Illinois, 69% of tie schools had football as a major sport, and only 51% favored basketball; where- as in the Upper Peninsula of Hichigan only 31% preferred football and 62% favored basketball. Tl. smaller schools my not be able to pro- vide the facilities for football, both in manpower and equipeent. Students from out of the state come mostly from larger schools, where football is possible, and accordirg to the data, the major sport. -47- Eighty-eight percent of tin 57 students with previous resi- dence outside of lichigan were attending more than half of the foot- ball games , which was even higler than Michigan students. It is true that they were also higher in attendance at basketball and baseball games and several other eampus activities, which my indicate that they have less opportunity to go back hon, and more opportunity to attend campus activities - a factor whidl may strengthen their iden- tification with the campus norms. It might also be hypothesised that it is those who prefeer football in high school in these other states tint can to Michigan State because tlmy knew it was a football school. However, the data shows that 40% cf tlmm said they referred some other sport in high school. Tb overwhelming fact bra is tb great shift to football. 0f tle 140 who one fram schools where football was the major sport, 109 now prefer to attend football games, and lo prefer basketball; while of the 74 who came from schools more basketball was the major sport, 64 now prefer to watch football, and only six prefer basbt- ball; and of the 15 who felt that football and basketball was equal in their hifi school, 12 now prefer football and only one prefers basketball, and of the 14 who 1nd son other major sport in high school, 11 new Irefer football, and he basketball. Thus, there is a net gain of 46 to preference for football, and a net loss of 49 for basketball. It miglt be thought that this is because the students did not agree with tie high school ’Jcr sport in their personal preference, -48- but preferred football all along, but tlm switch is just as strik- ing when considered from a comparison of personal preferences in high school, and personal preference now. Of the 136 die preferred to watch football in high school, 124 still prefer it, and two now prefer to watch basketball; but of the 78 who preferred basketball, 48 now refer football, and only 19 still prefer basketball; of the 50 who preferred other sports, 16 changed to football, and just four to basketball. Thus in this instance there is a lmt gain of 51 for football, and a net loss of 55 for basketball. £16123; 2._ graphically presents these differences. 0f tlm 5? nonpecnformists in tin three categoriew, 18 of them preferred football in high school, now 21 do; min of them pre- ferred basketball, now six do; five preferred none, now three do; and five preferred scum otler sport, and now seven have such preference. Football had a net gain of three and basketball a set lossof three. In an effort to locate son of the factors involved in this change, the students were asked to name the sport they preferred to watch in high school by the different seasons, tlmn in a later sec- tion of the interview schedule were asked to state their eurrent pre- ferences by seasons. It was anticipated that the students might not be aware of the change, or care to say that they hd changed, so by recording the first answer on an insert, the interviewer was able to mks a quick comparison to see if there had been any change in the intervening time. A series of pcbes was used here to get a rather complete picture, even though a few of the respondents appeared re- luctant to go through this type of question. Om hundred eight -49- Figure 2. Sport Tint Students Preferred To lhtch in High School and College “ E 91 Men Football in H.8. w 44 Women w: // 2 22 i h a 39len :3 ‘h g / \ g 2‘ wk} 39 women °5 ” / \V a \\ t 12 ,é‘ksg i} 22 Men In fig 4- ‘3; 8 lhmen I I 8 t2 7 Prefer Football in College [:I Prefer Basketball in oelleg. WA Prefer Other Sport in College :5gss \ 25g -50.. reported that they had nmde no changes, but subsequent questioning revealed that 95 of them had. Another 75 indicated that they had ‘ suede eon. oheng.. Thus, a total of 138 had changed their sports in- terest in son way in the process of moving from one school culture to another. Thirty-five noted an increase or addition of interest in football, while 7 dropped or decreased interest; nine added or in- creased interest in basketball, but 48 drapped or decreased interest; 75 added or increased interest in hockey, and three dropped or de- creased interest; Baseball added 23, but dropped 15; '13er added 10, but dropped 24. Lil-HE I will show the impact of the new campus cul- ture and its affect on tle fourteen varsity sports. Table I. Clmnges in Interests in Sports Lihd 1m htch from High School to College by a Suple of 245 Undergraduate IBU Students Interviewed in the fill of 1954 Sport Added Increased Drepped Decrease let Gain Football 10 25 4 5 28 Cross country 9 - - - 9 Basketball 1 8 ll 57 - 59 Frestlilg 18 2 l 5 15 Benin 2? 2 - - 29 Swining 50 4 1 l 52 Hockey 55 10 2 1 70 Fencing d: gymn. 25 1 - - 24 Golf 25 5 2 - 26 Tennis 54 5 2 6 51 Baseball 15 15 5 10 15 Track a Indoor 6 6 9 15 - 12 -51- This represents an average it 1.99 changes, with 77 of the students noting three or more. Reasons for adding football were gi- ven as school emplmsis, better quality, bigmss and atmosphere. Thirty of tin students tlmt dropped interest in basketball said they changed because trey were now interested in other sports with more appeal. Interests in minor sports were developed by taking classes in Physical Education, and by the fact that the high schools did not have some of these available. There is no doubt that a considerable amount of change oo- eurs as the students bacon a part of the camptm culture, but there is no evidence to support tb idea that students attend more foot- ball guses because they co- hon high schools or states where this Ins been the major sport. However, there is evidence of a carry-over of sports interest of ctlmr kinds. Sixty-six percent of the boys who played basketball in high school are high in attendance now at basketball games, while only 42% among those who did not play are high attenders. In base- ball, 54% of those who played are high now, and only 26% of those who did not play are h1g1 in attendance. Only six and seven-tenths percent of those who played basketball go to no basketball games now, caspared to 22.2% of those who did not play. Of those tint ranked Student Governmnt activities as either their first or second choice of extra-curricular activities in high school, not on of the 17 failed to attend some football games here. It appears that these campus leaders in high school carry-over a sen- sitivemss to the campus norms. On tlm other 13nd, of the 27 -52- students who said they had no ujor or second extra-curricular acti- vity in high school, 18 of then fell into one of the non-conformist categories. Seven of this group attended no football game, and five of them were non-conformists in both high school and college. It is not at all conclusive, but there is some evidence of an "anchorage“ from high school for son individuals in tin college culture. How- ever, it appears that there is somethilg in the present campus norms that is a stronger factor, especially in those cases where the pre- eemtnorme differ from ihose followed while in high school. This, the writer believes, is the extent to ilich the individuals identify them- selves wiih the dominant campus norms. It is interesting to surmise what might be tlm impact upon the campus social system if in any given year the majority of the students would come from schools where seen other sport, like basketball, were the njor sport -- what other factors would lave to be present to create the possibility of a change in the campus norms affecting sports attendance? Another important factor tlmt sumt be considered in tin ex- planation of the high interest in football on th. campus, and in the explanation of those who do not conform to that interest, is the competition for leisure tine. It was known that practically no other campus activity was allowed to be scheduled to conflict with a Saturday afternoon home football gem. It was also known that this was not true of any of the otter varsity sports. Therefore, the question was asked, “What othar campus activity or duty would keep you mm attending a gc_o_d_ hon varsity football gale? (Basket- ball gen? Baseball gem?) if you could not attend to the other -53- activity and go to tb gane both?" They were given a suggestive list and then asked to add any otters thy thought of. While this question was nore difficult than most to admin- ister, and is not completely reliable, nevertheless, the pattern of responses is quite interesting. Thirty-nine of all the students said that nothing on campus would keep then frcn a good ho. football gale, iiile only leven percent said that nothing would keep then tron a comparable basbtball game, and only four and orb-half percent said that nothing would keep them ho: a baseball gar. The stubnts re- pa-ted tint an average of 2.01 campus activities night keep the from a football gane, 3.24 from a basketball game, and 4.22 fron a base- ball gan.1 This data would suggest ass of two things: eitbr um tbre are more competing activities in the winter and spring, or else that there is less interest in these tn: sports, and the students con- sequently turn to other activities. Responses fron tie students lead us to believe that both are probably true. In the fall there are only one or two cross-country nets in addition to the four or five hone football gales, while in tin win- ter and spring there is a full schedule of varsity sports to compete with the rush of academic and social events. In addition, students pointed out that tiny could build their schedules around the hue 1 Inasmch as our check lists included some item that did not apply to all the students, and scan of those who said "nost anything' would keep than my did not spell out each item, there is a possi- bility of error lore. Also, not all of the conflicts suggested actu- ally oceured for so- of the respondents, and their answers mied in terns of their ability to decide what they would do if such a con- flict actually did occur. lhile the question is very helpful, its value is mostly conparative. -54- football games, but there were dint too nuny basketball and baseball games to try to go to all of them. On the other hand, there were a surprising nudaer of students who responded that “most arm-thing“ would looep them away fron a has-- hetball or baseball game. This the competition for their leisure- tine is probably less of a factor than their lack of interest in at- tending. LLEE E will show how few students attend some of the home varsity sports events. A similar question dealing with the off-campus activities that would keep them non attendim the ho. games followed the sale pattern as above. Only 2.24 conflicts would keep then fran a foot- ball games, but 3.98 would from basketball and 6.00 from baseball. The fact that these show the same ratio indicates that it is not so much the conpeting pressure of activities as it is the lack of de- sire to attend. The significance of this is increased when the sale question is applied to those that are non-confornists. This verbal response was expected to do fires things: (1) Give a compuison as to which sports had the most priority, (2) Give an index of sport interest by the number of conflicts named, (3) Reveal what kind of things would keep people from attendig. gill}; _l_l_I_ sonar-ices these respon- ses in terns of the average umber of conflicts tuned by the differ- ent non-ccnfornist groups in contrast to the confornists. The con- trast is remarkable, .14 is furtler evidence that those that stay a- way fron these varsity sports are kept away more by lack of desire thanthe lack of tires. Beeps HHs Queen—See on. e melt“. on. :9 Ed goofing-Ike. ea Pegéhe Golcond- F “haul: we wewoflfieh HI ,3. on. Home meow...“ ace: neI «.5535.- u. I N u I a. m I a a. I 0 Ho 3. Keen no. when: on Keep» wood; beech-AI oosI ooBI cowI ecsI Bone cones-«e cones-«e weI fleece? Fm Hose «ena- eeeee eeeee dese- oooI we». .97 eeoaea no no. shoe s ¥ & . doses been“ on moie colas M833“: :5 4 a no Hum II II III «sum .3» web‘ddwww wed mm u: no «a no we no es; .3 eaten: as as «a .3 «.... o... 5 .. ".8 .3 meeneq new 3 on an no a e m H13 sum weapon you 2. «a «a Hm I II II .2. .3. E new woo am «a c II II II .3 L.“ assistants. use So 8 as .... ..I .i .. . .3 .8 flue-Subs new H3. 3 we we e II II s3 Lb means-«wee who won .3. .9» II II II II .3 sum aueoonoeaboe Hem H5 .3 am II II II II .3 .5 sensu- Heo ppm .3 mm 0 u II II .3 sea nece- noguw woo Hum no no II II II II .5 .5 Never you new 8 ya u II II II saw so» new» woo we» , 3 a II H II II .08 .03. ... ueuesoe use e unseen—e go 964on wese. 8. uses no «espouse co escapes. -56- Table III. The Average Number of Activities Which a Seaple of 180 Students Report lculd Keep then from Attending hJor House Football and Basketball Games Campus Conflicts Group With With With Uith Football Basketball Football Basketball Gonforeists 1.88 2.82 1.88 8.81 Total Ion-Conformists 8.27 5.11 4.69 6.24 Football "None“ 4.81 5.19 5.88 5.80 Football '1 or 2" 3.81 8.88 2.75 8.44 H. 8. "llot interested" 6.08 9.00 6.08 8.50 Duplicates 8.18 8.18 7.08 7.68 Off-Campus Conflicts 142.3. E will show tint study is the lost often named con - flict for an of the sports. It is not lihly tilt the academic re- quirenmts are twice as rigid in the swing tern as in the fall, so the fact that study is unedbytwice as may students as a factor keeping then from baseball as say keeps the fron football is prob- ably a better index of heirs to attend than of coupetition for leisurebtines Purtbr insight into tie extent to which academic competition my affect sports attendance is found in this table which conpares categories called “Heavy" and 'Idght'. These categories were ob- tained by arbitrarily dividing all the subject najors into one or the other, using the assused difference in the amount of tile de- nnded by the different curricula for laboratory, studio and practice activities, as the basis of division. In the 'heavy' category were included the laboratory sciences, veterinary medicine, he. econonics, nevus Hqs b03365 flan“ mgau‘ HH Venn—ha me am does «a nu aeehnen «N H» Sour «H Ho HeogeIooooeee Ho HH ounanwdHooe me He monoeweuImfiea. 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H« a m .3 N: a sea acesH a. u Hmo .3 I HuH mo eH H4 8 an .3 «H mo no em Ha #0 Ha co Hm on ”H «a Hm «H He H4 a New .30 «sue 3 Hum mH am we .3 ea ea we an a» «m we «a a» «a NH «a no me «e «a nu um Ha a u Had omH boom Bug w...“ a a» I 8 so 3 3 8 ...» t 3 so . 5 S a» as no u S S as 8 we 5 a s .3 «a s.ss noeeH e a H3 3 H56 mm HH« 3 on no um am 8 an a» NH pm No mu NH 3 am 3 um «0 Ho HH a New H08 9”» -58- nursing, social work, fin arts and engineering. A study of the ta»- ble would reveal that students enrolled in a light curriculum appar- ently have more time, or incl inition, to attend basketball gases and baseball gens than those enrolled in the heavy curriculum. But when it comes to football, tiers is no difference! Increased tine spent in study say be a fact associated with a decrease in attend- ance at other sports, but competition for tine does not explain why students attend football genes rather than those others.1 The ex- plantion for this must be found in some otbr disension according to this data. It is recognised that there are a umber of other activities on the canpus that night compete for the leisure time of the students in addition to the academic pressures. Therefore, they were asked, 'There is son sort of campus activity going on most all of the tine; lhich, of all the campus activities, do you find tb nest interest- ing”. This was followed with tie qmstion, “lint do you find the next nest interesting”. lhile it is recognised that the students nornally associated the interview with sthlstios, it is important to note that 62% of the boys and 80% of the girls ranked sports activities as personally the 1 Other data in the study indicated that those in the bavy category played less intramral, and gave as the two main reasons: 'too busy” and "studies". Thirty-seven percent of then do not parti- cipate in any campus activities, whereas only 26% of the lights do not. Of those who do participate, the hoavy category predominates in aoadenic interests, 38% to 24%, whereas the lights predominate in sports. Heat-ye more often name study as a conflict with major home games, and average a higher number of conflicts. There is no differ- ence in attendance at football, but only 88% are high attenders at basketball to 57% by the lights, and only 18% at baseball to 47% by the lights. -59.. tl'e most interesting, an! another 21% of the boys and 80% of the girls ranked them second. Thus 88% of the boys, and 60% of the girls place first or second priority on the sports activities on Cam- pus.:l No other activity came close to it. Ten percent of the boys and 21% of tie girls preferred the lecture-Concert series, and an- other 18% ranked it second, but all the other activities were even less. If this is the case, then the fact that tip social and col- lege calendar is more crowded at sea seasons would not be a great factor, inasmuch as in the event of a conflict, the students would place the sport activity first. However, this priciple does not hold for the non-conformists in the sample. m I will show that they do not rate sports as high in proportion as several othr activities. These have not accepted the norm of sports interest, and competition for their time will likely result in their placing a priority on so. other item. The fact that they are so low on a nunber of the categories that in- volve contact with the other students on a social level, indicates that they are not campus oriented. Competition cannot explain this behavior in the judgsnnt of the writer as well as non-conformity to the in-group' norms. 1 These findings are comparable to a study by G. A. lundberg, Mirra Komaravsky and II. A. McInerny, leisure (Columbia University Press, 1984) p. 112, inwhich 78% of the boys and 55% of the girls in high school considered sports 'a good time“, outings received 26%, and others very low. Another study of 58 college boys showed they e nt 95 minutes a day, or 28% of their leisure time on sports. (p. 9: Another study of 1544 high school students showed that ths boys spent 19% of their leisure tin on sports, and the girls nine percent. ~60- Table V. 'llain" and 'Second' Campus activities Chosen by a Sample of 243 EU Undergraduates in Fall of 1954 Comparing Conformity Activity lee-Concert Travelogues For. Movies Sports Son-Prater. Org. a: Clubs Btu. Govt. Social All-school Other lion Total MAIN Non-cont. Conf. # % i‘ % 7 19 27 13 3 8 5 3 1 3 3 l 12 32 109 53 1 3 25 12 l 3 5 3 - - 3 l 6 1? 16 8 - - 3 1 2 5 8 4 43:; 37 100 206 100 SECOND Non-c onf. Cont. # % # fl 6 17 39 19 2 5 8 4 7 19 12 6 9 24 5O 24 - - ll 5 4 10 13 6 l 3 5 2 1 3 38 19 .. .- 7 4 l 2 7 4 J33;— 37 100 206 100 COMBINED Non-cont. Cont. # % # 71 13 18 66 16 5 7 l3 3 8 ll 15 4 21 28 159 38 l l 36 9 5 7 18 5 l l 8 2 7 9 54 13 - - lO 2 3 4 15 4 ”£3; 74 100 412 100 As a follow-up of the question on flat activities they found the nest interesting, they were asked, "Iht cupus organisations or activities do you belong to or participate in regularly”. The in- terviewers were instructed to probe various types to nab sure that ther students would not overlook any wifl: a lusty response. Thirty- two percent of the boys and 35% of the girls listed sports organisa- tions e in Academic organisations, 22% in Fraternities and Sororities, and 21% in Religious organisations. This was followed by 29% who were not in any activities, 27% OI ‘\ s a.ID. J3“. F .V‘ ...).v’“ i -61- The non-conformists follow a different pattern. Nineteen percent are in Sports, 31% in None, 39% in Academic organisations, only five percent in Fraternities and Sororities, and 25% in Reli- gious organisations. There is sore support bro for tie notion that the non-confornists are on campus for academic reasons only. There was also a small difference between the number of activities the non-conformists and conformists were in, with the oonformists participating in an average of 1.61 activities an! holding an average of .23 offices, tile the non-conformists were in just 1.18 activities and held .18 offices. Those that were non- cod'orlists in both high school and college held no offices, and were in only .50 activities. However, the number of activities students are in does not prove to be a competing factor with tbir being able to go to sports events. It proved to be just the Opposite, for the more activities they are in, the more games they attend. Those that are in no acti- vities attend on an average of 2.6 football gases, while those tint are in four or nore activities go to an average of 3.7 game. Those in no activities attend an average of 4.1 basketball games, but those in four or more go to 6.5 games. Forty-six percent of those in no activities also go to no baseball gases, while only 25% attend no games tint are in four or more activities. Increased campus partici- pation is an index of increased campus identification, and attend- ance at the sports activities seems better understood in these terse than on the basis of competiton for tin. A considerable section of the questionaire of the study was devoted to questions concerning file use of leisure tine. It was de- signed to find out the amount of competition the responses would in- dicate, all also planned to get sose indications of the types of ac- tivities that would be correlated with different groups of peOple. The second point will be considered at a later point in the paper, but the matter of the competition for tin affecting sport attendance should be considered at this point. The non-conformists were antici- pated to be high in amunt of time spent in movie attendance, listen- ing to radio, television and recorded music, and high in the listing of other leisure activities. A little evidence was found. There was so- evidence that snrried stubnts were different than the sin- gle in listirg the other leisure activities. The non-ccnfornists quite frequently used 'the and work' and 'personal pastins' as weir 1eistre aetivitesJl But reading of books or nagasines, novie attudanee, lis- tenirg to radio, television, or records .. none of these seemed to have any affect on the attendance at football games, nor were the non-confonists particularly my: in any of them. There was a slight tendancy for those who were higher in these activities to also be higher in attendance at basketball, baseball and hockey, but in no case was the difference statistically significant. If attendance at any of these sports can be correlated with a lack of time, this study 1 any 68% of those who participate in no campus activity are single, compared to 96% of those who are in four or nore activi- ties. fails to show it. The only other area giving any support at all is in the realm of the academic. Further investigation into the area of actual conflicts between specific basketball genes, or other var- sity sports, and specific fraternity, sorority or organisation acti- vities, might have also revealed such a eoxspeti‘tion.:l Tb only con- clusion that can be reached on the basis of the data is that sports attendence cannot be explained on the basis of competition for tin, for either the confornist or non-confornist. A further indication that tb reference group theory concept ef 'ccnpliant behavior“ my lave a greater significance in this re- gard was the student's responses to the question, "Do you lave any suggestion, criticism or gripes. in counts about the program, balance, publicity or anything else”. Seventy-nine of t]: students nde sons consent about the balance of the sports. They were per- mitted nore than or cement, but 81 of tie 88 eon-nts nede on this phase indicated that those students felt that football was over-en- phasised, or that the minor sports needed lore promotion. Fourteen of tin 16 connts nde by th non-conformists were in thid vein. But when the students were asked if there was anything thy especial- ly disliked about going to a footle gase, anything that spoiled their enjoy-ent of it, it was feuni that the nore he students went, tie more they expressed disturbances of their enjoy-ent. At first 1 There was so. indication of either an increased conpeti- tion for tine, or of eonflictin loyalties, when they responded as to what things would loeep this from he different sports. Increased participation decreased the nusber of conflicts with football, but for the other two major sports, and acne otter activities, it in- creased the nunber of conflicts eased, somewhat. -64- the opposite was expected, but a look at the kind of gripes they nude indicated that the students that attended complained about things that interferredwlth the enjoynent of the game, while those tint didn't go had no occasion to be concerned with these things. About forty responses by those tint attended over half of the genes gave so. indication of inner dissatisfaction with the game, but they went anyway because it was the thing to do. About 22% of these who didn't attend said they disliked the over-emphasis of foot- ball, in comparison to about eight percent of those who did attend. The con-n1: of one of the non-confornists is significant at this point. He was quite expressive of his resenhent against tie pres- sure to attend the gases. He said, “It's a religion around here. They expect everybody to trot down there to their temple (stadium) and bow down to their god (football)".1 eon-ent. also. by other stu- dents, including those ihat attend, indicated not only an snareness of a pressure to conforn, but of son resentmnt because of it. Exploration of Several Factors for Differences Between Conformists and Non-confornists It has been indicated that football attendance is an in- portant element in the cupus cultu-e, ani inat this scene to ex- plain the data of this study nore satisfactorily than to look at the high school conditioning or tb present coepetition for leisure tine. low the focus will be placed ncre specifically upon the non-confor- nists in an effort to discover in Just what areas thy are different 1 hpressed to the author during the interview. v—r—i -65- than those that conform. Correlation of certain social character- istics with non-conformity may contribute to further research in the area of significant reference groups. The data of the stuck permits an exploration of several factors. .105. It was hypothesised that interest by the girls would be different than that of tin boys in a number of sport areas. Girls do not play the cane sports as boys in high school, so could not be expected to have the sun anchorage of interest there. The data shows that tin girls attended the under sports in high school in the same ratio as tle men, but their overall sports interest was not as high. The ease pattern extended to college, with the girls attend- ing football as much as the fellows, but with a considerably lower attendance at the other sports, and Iith sports placed in a lower rank of importance. Sixty-one percent of file boys rated sports very hid: in high school, but only 43% of tle girls so considered then. In college, 83% of the boys ranked sports either as their first or second choice of campus activities while only 59% of the girls did. This indicates that stubnt bodies cannot be treated as a whole on sport interests, but rather on the basis of each sex. With an in- creasirg number of girls on college campuses, these sex differences hold an enlarged significance. Tb girls nand only seven all! two tenths varsity sports on an average here at Michigan State, while the boys named an average of nine. Tb girls participate less in intramural sports, and give as their major reason that there were not interested. a significant difference in terms of conformity is the fact that they rated football -66- and basketball on an almost equal basis as far as their preference to watch in high school, but at Michigan State only 10% preferred basketball. There are indications from the students that bashBtball attendance by girls is not very acceptable here on the campus in spite of the high interest they had in it while in high school. The trenendous shift that they make towards football, and the degree to which they stay away from basketball, is evidence of high conformity on the part of the girls. £32 2 shows tilt the girls still sake up a slightly higher percentage of the non-conform- ing group than they do of the conformist, 43% as compared to 56%. This is partially accounted for by the four women that did not care for sports in high school or attend any football at Michigan State. Table VI. Sex Differences as a Factor in Conformity and Don- Confornity Among a Suple of 243 USU Undergraduates. MEN mm row. # % # 7‘ # 7‘ Confornists 132 64 74 so 206 100 Total lon-Conf. 21 57 16 43 37 100 Football - o s so a so 16 100 Football - l s z 10 as a s7 16 100 3.8. not inter. 6 so 6 so 12 100 Duplicates 3 43 .4 57 7 100 .453. T1: study anticipated that the older students would be much less interested in sports participation. The data showed that inhrest decreased sonnwint among those above the age of 23, ~68- £13.... 251 2m 21; £11.51; £32292}. Attended. Inasmuch as Michigan State has from it's beginning emphasised agricultural, training, it has often been assumed that tin bulk of tin students have come from the mller rural high schools. Students from the smaller schools -re found not to lnve had as wide a selection of extra-curricular interests, and to have had basketball predominantly as their hid: school major spa-t. However, 121 of the sample cs. from Class A hiya schools, having over 800 students, and sany of these were from metropolitan areas where fileir schools had over 2000 enrolled. Sixty- nine attended schools fith over 325 students, and only 63 came from Class C, D or l.high schools. Sixteen students attended parachial schools, ad two went to private schools. It was found that those who had attended the larger schools were much higher in participation in tin college varsity and intra- mural programs, perhaps reflecting a greater Opportunity to devel- ope their sport abilities and have them publicised. The size of tin school does not seen to be a njor factor in conformity and non-con- formity. There is only a three percent difference in those that at- tended Class a schools, but those tint came from the Class 0-3 were 10% higbr on non-conformity. Attendmoe at the variom sports e- mts averaged less for those conizg from these smaller schools al- so, but this does not seem to be tlm factor that determines confor- mity or non-conformity. Classification. The factor of classification was found to be practically tb same as length of tin on campus, since most of the students remain in ecntinuous attendance after they enroll. ~69- This factor was introduced for two reasons: (1) to show how long the stubnt has been exposed b the campus culture, all (2) to accent for any differences in the campus academic and social involvennts that might be assumed between fresbnn and seniors. 11132 E shows this factor of classification by tin different categories. The length of ti. on its campus seemed to like very little difference, for the freshmen attended football in even slightly greater nusbers tun any of the rest, even though in of them can from high schools where other sports were more important. The un- iors cut down comiderably on tie number of genes attended, probably indicating a greater competition for fileir tin an! interest, but also perhaps reflectilg the beginning of u out-group orientation. Table VII. Classification as a Factor in Conformity and Don- Confcrmity Among a Sample of 243 188 Undergraduates. r. B. p.13. 5. s. Dupli- Total Done 1 dz 2 Not cates Conformist Non-Conf. Classif. att. att. Int. # % # % rresh-sn 5 2 4 2 11 so 9 ll Sophomore c 3 2 l 51 ca 1 12 Junior 2 2 1 - 38 as 5 12 senior s 9 3 2 41 76 13 24 Post-Grad. s - 2 2 s 50 s so 3P°°m ...:_ .2. .1". ..‘2. .3. 1°° .2. .1. Totals 16 16 12 7 206 37 By usin the Registrar's inforntion, all tie graduate stu- dents had been excluded from the stapling universe, but when the stucbnts were asked to classify themselves in the interview, six post-graduate students and tn special students were found. Three of the six post-graduate students attended no games, suggesting that perhaps these should also have been excluded from the sample} Interruption of Sohoolig. Only about 10% of the students had their schooling interrupted after they had first enrolled, but 28% of those in the non-conformist categories have had. This in- terruption of coumnication with the campus culture is probably a significant factor. Thirty-six percent of those that have Ind their schooling interruptedare non-oonformists by their low attendance at football, in comparison to 15% of the rest of the sanple. Tb stu- dents in regular attendance could name an average of 9.3 varsity sports, but those gone over one term named an average of only 6.1. They are also in marly 25% less campus activities. Many of those who have lad extended interruption have been in service, are now ol- der, married, and with different group orientation than those that have continued from high school straight through college. Subject 2.321.911. Intellectual Interests. One possible ex- planation that has been offered to account for tln students that do mt conform to the norm of football attendance, is that tiny are a group of serious-minded "intellectuals". None of file data of this study was designed to accurately test this, but TABLE VIII shows a 1 There 1. further evidence of the impact of culture that 1- of interest bro. Upper class girls attend fewer basketball genes than freshmen. Upper class students can nan nearly two more varsi- ty sports on an average, and are much higher in their attendance at "away from hone” varsity gases. -40- very likely be wcrking in conjunction with it, they will be treated as though tley were om. Inasmuch as his extension of the original study is of an exploratory nature, the statement of our hypotheses will be in gen- eral terms. - The basic hypothesis is tint non-conformity to the norms (1‘ tb bmimnt canpus group is associated with identification with groups laying other than tb dominant canpus group norm. With this basic premise, several sub-hypotheses on then be stated. First, to the extent that the basic premise is true, non- confornists would not be found in places cf leadership in tin don- inmt c-pm organisations. Second, non-conibrmists would be more likely to be orimted to off-eanpus groups. Third, 'mchorages‘ fron file norm of tln high school group memberships would be more correlated to the non-oonfornists than the confornists. In addition, those tht were non-confornist in high school will be more likely to be non-oenforaist now. Fourth, significant correlations discovered in the first stuck would lead to the hypothesis that non-confonsitw would be re- lated to a nunber of social factors, such as age, narital status, interruptions of schoolixg and sex. -71... comparison between the conformists and non-conformists on a number of variables that migit be considered as indices. Table VIII. Factors Tint May Show That Non-Conformity is Asso- ciated with Being 'Intellectuals" Among 243 mu Undergraduates. Intellectual Factors Conformists Non-0011f. Average number of books read per month 0.? 0.9 Average number of mgasines read per month 3.6 2.8 Avg. hours listening to recorded music per day 1.1 1.5 Average hours cards played per week 0.9 0.5 Percent Inning lecture-Concerts, Travelogs, or Foreig llovies u Conflicts with Football attend. 7% 257: Percent naming above as conflicts with Basketball 18% 48% Percent naming "Study. as conflict with football 39% 53% Percent Inning “Study“ as conflict with Basket. 72% 87% Percent participating in Academic organisations 27% 39% While the evidence does not disprove this "intellectual' pos- sibility, wither does it lend conclusive support to it. There is on non-conformist that reads an average of six books a month, and if this on person was removed, the rest of the non-ccnformists would average reading .7 books a month just as the conformists do. Haga- sine readership by the confornists is a little higher, but probably becanse more of then live in housing units where they are readily available at no cost. The 12 minutes a day difference between the two groups in listening to mic is not significmt, though the type of music -72- listened to mightbe if we had data available to check it. The con- formists seem to spend a little more time with tie social pastime of card playitg, as expected. The non-oonformists do rank higher in naming lecture-Concerts, Foreign Movies and Travelogs as conflicts with the different sports. Tb difference is especially noted on Travelogs and Foreign Movies, with half of tin total sentions of these activities as conflicts with football coming from the 32 non-conformists that went to less than half of the game. It must be renumbered, however, that these non- conformists are also high in the number of conflicts naned with all the other sports and activities too. Tb same observation might be made of their frequent mention of 'study' as a conflict. The slight indication seen in a few of these areas, and the high reporting of participation in academic organization would suggest that this is an area for further research. There does seem to be some correlation between non-conform- ity and scan of the subject majors his students took. En Econo- mics and Social Science majors show tb highest ratio of conformity, and agriculture tie lowest. No explanation is available at this tin. Some of the categories that had been classified as being a heavy curriculum have no non-conformists at all, Ihile other cats- gories are higher than expected. For instance, it was expected that the students in the laboratory Sciences and Home Economics would run very high in non-conforsli‘tnr because they would be too busy, but they were very 1w. Engineering and Fire Arts ran high as expected, but Education, Agicultura and language and Literature were such higher -73- than anticipated. Further research is also needed here. TABlB _I_I_ will show other differences accordizg to subject major. Table II. Subject Major as a Factor in Conformity and Non- Conformity hang a Sample of 243 ESU Undergraduates. Subject lhjor Total Number Non-Conformists Conformists % 15‘ 7‘ Education 35 7 20 26 80 laboratory Sciences 19 l 5 18 95 Home Es, nursing, Soc. Wk. 14 - - 14 100 Fine Arts, Decorating 12 2 17 10 83 Social Sciences 26 l 4 25 96 Business, Police Admin. 44 5 7 41 95 Agriculture, etc., 28 5 22 18 18 Engineering 80 6 20 24 80 language and Literature 19 4 21 15 79 “m £9: M° Tb available dab indicate that these students interested in one area of sports ill have a higer inter- est in othr areas as well. This is demonstrated in nearly every area except for those that attend football games. Students go to football games whether they lave any other sports interest at all. TABIB 5 shows that several of these sport interest indices are re- lated to attendance at basketball and baseball. These indexes of sports interest are, of coarse, interrelated. Playing varsity sports on the campus would be on of tie most logical areas of high sports interest. Seventy-seven percent of those playing on varsity -74- Table 1. 'Sports Fan" Factor in Attendance at Athletic Events hang a Suple of 243 MSU Undergradmtes Average Average Average Football Basketball Baseball Attended Attenhd Attended STATE NEWS-Read sports every day 3.23 5.04 2.68 STATE NEWS-Seldom or never read 2.80 2.84 .88 Sport ngasines read 3.24 5.47 3.09 lo sport sagasims read 3.15 4.17 1.88 Sports page read in other papers 3.17 4.90 2.87 No other sports page read 3.24 4.09 1.67 No participation in Intramal 2.75 3.88 1.83 High sport interest in High School 3.16 5.12 7 low sport interest in ligh school 2.48 1.92 .58 Sports-most interesting campus act. 3.08 5.94 3.50 Other activity preferred 3.04 4.08 1.83 Away from home games attended 3.83 5.84 2.95 Io away from hone games attended 2.93 4.08 1.90 Son professioul football attended 3.45 5.42 3.12 lo professiozal football attended 3.08 4.13 2.08 -75.- teams ranked sports as their main campus interest, 92% of them read the sports in the _S_t_a_t_: M every day; they list considerably fewer conflicts for football, basketball and baseball, and attend consid- erably more professional football gases. Participation in intramural activities is correlated with sports participation in high school, and the rate of interest. Those not interested or not very interested participate on an average in jut .08 intramural activities, ani 92% do not participate at all. Those very much interested in mg: school participate now in an av- erage of 1.00, and only 54% do not participate at all. Thirty-on percent of those who participated in no intra- mural seldom or never read the sports page in the State News, while only 13% of those in few or more intramural events failed to read it. An average of .45 sport mgasims were read each month by those in no intramural compared to 1.00 by those in four or more. Simi- lar ratios are evident on several other factors. Those who did not prefer t: watch football games in spite of its being the nJor caspus sport are also low on the number of basketball, baseball, "away from home" games and professional foot- ball ganes attended. They are also higer on the number of campus and off-campus conflicts named with football. TABLE 5!; will show how he non-conformists compare with the conformists on several indexes of sports interest. If In one was any more interested in sports that the non-confornists appear to be, there wouldn't be much of a sports program, and tin sane could be said of a number of ctlnr activities. Especially is it found that -76- those who were not interested in sports either in big: school or col- legs are consistent in his regard. lhile this mnnber is not large, yet if the sample were propcted to the whole student body, there would be about 400 students in this category. If those were added who were not interested in sports in high school, or who have atten- ded m football games here, it wuld represent about 11.5% of the student body, or 1500 students. Table II. I'Spor'ts Fan" Factor in Conformity and Hon--Conformity Anong a Sanple of 243 MSU Undergraduates No F03. n. S. Dupli— Total It. Football 1 a: 2 Not I. cates N. C. Conf. State News Sports read 44% 63% 33% 26% 32% 73% nearly every day No sport magasim read 83% 69% 92% 88% 81% 83% No Intramural played 94% 69% 93% 100% 82% 80% Avg. # Var. sports mud 6.57 8.50 5.92 4.12 7.86 8.95 a?» Camp. Conf. with 17.3. 4.31 2.45 6.06 9.14 3.11 1.58 Listen to radio sports . nearly every day 25% 38% 8% Bone 30% 37% Total number 18 18 12 7 37 208 gfL-m heference m. There is a possibility that the nonconformists may be members of some sub-groups within the campus that have other than the dominant campus norms. The icbnti- fication of such a group, or groups, was not possible from the data available, unless it might be hose hat live in married housing. It is expected that one of he most fruitful areas of investigation -77- to determine where the Irinry reference groups of these students is would be in the off-campus affiliations. The original study considered this as a possibility and included several questions that were intended to indicate if this were a significant factor. However, no extended effort was made to locate what these off- campus reference groups might be. It is known that a number of the students commute to hair bones on the weekends, and some about every weekend. A number of hese students were thought to forego his on the Saturdays wbn there were hon football games, but what about he otler sports? Seventy-nine students said they muld rather go he. than to stay for a good home football gain, and 97 said tiny would rather take a nice weekend trip. 01. lunxlred forty-seven would rather go home than to stay for a good basketball gene, mid 148 would rather take a weekend trip. One hundred fifty-six would rather go home than to see a good hon baseball game, and 175 would rather take a weekend trip. These two responses were mntioned most frequently on each sport, and the number increased as the importance of the sport de- creased. There is seen evidence that tb non-oonformists are more hon-oriented than the confer-mists. While they name more conflicts of all kinds, to go hone is sentioned considerably more hen the second highest, a week-end trip. Twenty-four of the 38 non-con- fer-mists muld rather go home then to see a football gen, compared to 58 out of the 208 conformists. 22.19.21 will show several otlnr comparisone. -78- Table 111. He- Orientation Factor in Conformity and Non- 80nformity Amng a Sample of 243 EU Undergraduates % of Con- % of Non- formists Conformists It- who would ‘Iho Wald Rather go home then see football g. 27% 85% Prefer weekend trip to football gase 39% 50% Rather go home than see basketball gas 53% 78% Prefer weekend trip to basketball game 81% 60% Rather go he. than see baseball genes 84% 70% Prefer weekend hip to baseball gas 73% 85% Total usher in group 37 206 The njtr differeme is on tlm factor of football, and since tle campus norm includes football attendance, this higher home or- ientation is of prisary significance. For the non-conformist, in each case, the appeal of going has is stronger than a weekend trip, but for the ccnfcrmist, dint the opposite is true. This “home“ identification decreases interest in other cam- pus activities as well. The 79 that untioned going home as a con- flict, when compared with tie 184 that gave some other response, were on an average in 32% less campus activities, attended 1.11 fewer foetball games, 2.32 fewer bashtball games, 1.26 fewer baseball games, 17% less away from her games, and 48% fewer professional football games. -79- The nine students whe attended ne fo etball games and were also heme eriented have 7.9 conflicts with fastball; while the seven whe had ether reasons fer not attending have only 2.86 such cen- flicts. There is some evidence that this carries over from ens spert ta the etlmr alse. These whe stated they would prefer geing he. te staying fbr a goed hene basketball game alse were feund en the average to lmve attended .75 less foetball game, 1.98 less basket- ball gases, 1.17 less baseball game, and fewer away from he- games than these whe had etbr reasons fer net attendim. Seventy- five at the 79 that weuid ratler ge hone than stay for a football ' gale would also ratinr ge bane than stay for a basketball gem. It dees make same difference where 'hene" is, as might be expected. These livix in Ingham, Clinton and Satan counties were as class that it pant nothing to them ta ‘ge hone”. Five ent ef 38, or 14%, living in those areas said they would rather stay he. than come back for a foetball gen; Fifty-six of the 152, er 37%, living in other areas of Michigan wsuld rather ge hens than stay to watch a gene, and 13 cf the 58, or 23%, living eut-ef-state would rather go heme tun stv. Tb sasn ratie held true for these whe preferred to ge he- ratbr than watch a basketball gens. Inghan, laten and Clinton ceunties were very low, with 33%, he ce-uting distance in Iliohigan very high,. wih 89%, and the out-ef-state somewhat lewer, with 39%. These in this eut-ef-state category den‘t have an eppertunity to go home very eften, but if they did, they -80- would likely prefer that to staying for a game. On tln other bad, the fact tint they go so seldom makes them more campus oriented, and consequently, less likely to make plans that would conflict with a good home football gale. When Michigan was compared with all the rest of the states, it was found that 16.1% of the Michigan students were classified as non-conformists, whereas only 9.5% were so classified from all the other states.1 Three students from Indiana, and one from Northeast- ern United States, were the only non-conformists cuts ide the state of Michigan. To be within consenting distance increased non-confor- mity. The students living close to campus in the three adjacent counties of Clinton, Ingham mid Eaton are worthy of specific ob- servation on this latter of bone reference group orientation. [any of them comuted to school, so did not really become a part of tle cmnpm life. Yet, livin so close to the school, they may have aa- tually felt the impact of tie dominant school norms even before they enrolled. Furtbr research on this group of students would be . warranted in the light of the reference group theory. Eighty-seven percent of these students preferred football as their personal pre- forence to watch, as against 74% by all tb other students. They were in 1.18 campus activities as compared to 1.60 by the rest of the students. Thirty-aidit pareeh of them were in no campus acti- vities, hile only 17% from tln Midnigan -trepolitan areas were, 1 The sapling category containing married wenen was not re- ported accerdix to states. ~81- and 19% of those out-of-state. They were a little lower than the - rest naming sports as their main'interost in high school, but a lit- tle higher when first and second choice was combined. they rated thir sports interest jut as high as the others. Sports attended were no different, except for a high interest in wrestling, boxing and hoclooy. Football ranked a little higher as the major sport in high school, and the personal preference of tle students. Seventy- five percent of these students were underclassnnn compared to 54% of the rest of the sample. Busimss and Engineering ranked high as choices of subject majors, and Education and Agriculture ranked low. They were comparatively lower in campus activities, especially fra- ternities and sororities, but higher in religious organizations. About the some "hsmgouts' were mentioned, except that only two sen- tioned “dorm", indicating that most of then probably lived at house. They mad about the sam number of varsity sports, but played only about half as nany intramural spa'ts as all the rest of the students. Sixty-om percent of them prefer sports as their most interesting campus activities, compared to 48% by the rest, and 83% list sports as either their first or second preference, compared to 72% by the rest. They attended about the some mneber of football games as the rest, but a little less basketball and baseball. The reasons they mentl. onod most often for not playing intra- mural sports were that they were off-campus, uninformed and first terners. They had made an average d’ .20 more changes in tbir sports interests. They read the State News sports page just as much, and sports in other papers, especially fine State Jaual, a little ... NJVJHIWW -82- more. They were more likely to name studies as a campus conflict with football, basketball and baseball. Weather and personal recre- atien also rank high. Off-campus conflicts named most by these students were off- campus Job, church, hunting or fishizg, or week-end trip. Those named less were visiting friends, drinking parties, or going home. Only on said he would go to the game with a single date, while 57 of the rest would. While tines students from the fires adjacent counties report- ed a high spa-t interest, it appears that they are actually lower in most all turns of campus participation. Whether their hole bin; in proximity to the camptu is the factor or not, the data indicates that they are less campus-oriented than the rest. The place the students were living at the time they were in- terviewed provides another check on cunpus orientation. Sixty-three lived in the Boy's Dorm, 53 inthe Girl's Dorm, 51 in East Lansing housing, 28 in Fraternity and Swority houses, 35 in lensing and surroundizg areas, end 15 in harried housing. That place of residence evidently did affect their behavior is shown by Eli ELI; Further research might also show that their behavior, interests and reference groups also affect where they live. For imtonco, a student with a strong campus orientation might not accept housing anywhere except in the dorm. 0n the ofiior hand, some student with a girl friend near his horn in Baton Coun- ty miflt choose to conmte rather than to live on cupuse Also, fraternities might predominate in studnts liking spa' ts. Table XIII. Place of Residence as a Factor in the Explanation of Athletic Interest Among a Sunple of 245 MSU Underyaduates. m- 8136 23.3 83% .94 6.31 82% .36 .42% 55%' 2.06 3.39 3.03 4.97 6.03 2.91 2.66 1.62 liar. mus. 25.3 7% 1.14 9.07 100% .20 73% 60% 2.27 3.63 3.00 5.86 7.27 1.84 1.93 .64 93% Item Boy's Girls Dorm Dorm Average age 20.5 19.0 Classified as Freshen-7‘ 52% 47% Avg. # of Activities in 1.36 1.51 Avg. # of Var. Sports sewed 8.69 6.45 % Playing No Intranmral 75% 81% Avg. hrs. cards played-wk. .38 1.11 Beer Radio sports every-dqy 41% 17% Read sports in if}; ev. day 84% 57% % That never Drink 65% 77% Avg. # c. Conflicts wfi'a 1.32 1.72 Avg. # c. Conflicts w/BB 2.63 3.25 Avg. # Off-c. Conf. w/rs 1.97 1.77 Avg. # Off-c. Cont. w/BB 3.57 3.96 Avg. # Off-c. Gonf. ste. 4.16 4.63 # Football genes attmded 3.12 3.00 it Basketball gases attend. 5.68 4.15 # Baseball games attended 3.00 1.88 % Attending no Baseball 18% 50% % Attending no hay gas 77% 66% % Attendin no Pref. FB 55% 76% 1%.Preterring t0'watoh PB 73% 72% f of nagas. read per month 5.25 5.40 it of books read per month .82 2.45 Hrs. recorded music per day 1.64 2.63 Total motor in category 65 53 East Frat. lens. 3 Ber. 21.6. -— 17% 1% 1.66 2.64 9.46 10.60 43% 11% .90 1.96 42% 11% 63% 69% 39% 29% 1.65 . 1.32 3.00 3.68 2.11 1.43 3.56 3.64 5.06 4.46 3.15 3.74 3.37 5.57 2.31 2.66 33% 16% 66% 41% 62% 61% 78% 93% 3.75 3.93 2.13 1.23 1.53 - 51 26 There seems to be no other difference as to where the non- conformists now live, with the exception that 47% of those living in married housing were non-conformists. The percent of non-con- foztnists in the other living areas were: Boy's Dorms-12%, Girl's Dorms-14%, East lensing-13%, mtemity and Sorority Houses-7%, and lensing-15%. It is worthy of notice that one of the high responses on conflicts with football games given by those living in the Lansin area was 'off-oompus Job". Nearly lalf of them mentioned that as a reason for not playing intranmral sports. Only about ten out of the 36 from these three adjacent counties had moved to the college area. Distance becomes a barrier, and the students feel like out- siders. Because they have other interests outside the campus, they are not too greatly concerned about their lack of acceptance in the college social configurations. Sons of the non-conformists are known to be school teachers in the outlying areas that con onto the cam- pus Just for academic reasons. The activities of their own commun- ity, circle of friends, an! place of employ-mt was of more concern to them. Case Histories In the sections of this study dealing with theory and meth- odology, considerable stress was laid on the value of looking not only at the deviants as a group, but also to study the case history of each deviant to see if thy have been properly placed, and to see -35.. if they can help to refine the study. lith this in mini, brief de- scriptions aro given of the seven respondents that were classified as non-oonformists in both high school and college. The responses they give my help to clarify the factors involved in being persist- ently non-conformist. On other student had at first been classi- fied as non-ccnformist in both hid: school and college, until a clo- oer look at his schedule indicated that he was not actually non-con- formist, but rather was misclassifiod back in high school, and about average in college. Thus in tb tables, ID was added to the con- fbrmist group. A careful analysis of tie deviants this helped to refim the study and clarify the categories. CASE # 14. He is between 24 and 50 years of age, married, with on child. He was educated in a Class A parochial high school in Chicago, Illinois. He had no extra-curricular interests in high school except to work, and his interest in sports was low, though he occasionally attended a football gain or boxing latch, and partici- pated in them in intramural. Football was the school’s only major sport, and they were I'thoroufiily sold on it', but in personally Ind no preference. Be Ins attended Michigan State marly three years, dropping out for one term in his second year. He is a Senior with an Inglish nJor. His first and second choices of campus activities are loo- ture-Concerts and Foreign levies. Be is in no activities, including sports, and 'resents enthusiasm" over playim. Westling is the on- ly sport in is interested in seeing, but he doesn't attend thnte His interests have not changed in sports since high school, except that he "lied about it in high sohoo1'. He does not know the njcr sports on campus in the winter and spring, and explains the high football interest by advertisenrt, promotion for profit, and the enthusiasm of tin students, to are "all popped up". He spends a little more time than average with movies, re- corded music, radio progrmns, reading of books and drinking. He pays no attention to any form of sport news, and says that 'anything" weuld keep him from attendance at any of the games. If he did go, he would rather go in a group to "save himself from boredom“. Hint he enjoys most about a football gas is 'tb ending 8" . He greatly dislikes the cheering, pop and enthusiasm. He expected to attend the Purdue gen , 'mfortunatoly'. This student is aware of the campus norm of football attend- ance, but refuses to comply. He does have a mininl sport interest, and occasionally attends, but appears to by cynical about attendance being a part of the dominant norms. as: # 111. She is married, 52 years old, and has three married children. She was educated in a Class D Public High School in Michigan. Music was her min high school interest, and a job prevented her having others. She was not very interested in sports, but went to a few games after school if it did not interfere with her piano. The major sport was baseball, which was also lmr prefer- ance, with football and basketball beizg preferred in their seasons. She has attended one night class each term since 1949, and -87. is listed as a special student, with a major in public school music. She has some interest in the campus activities, but can't afford any of them, and does not participate. She meets socially with her friends in home. She named only tle four major varsity sports, and does not participate in intramural, because she is "older", and ”off-campus with other interests". She prefers watching basketball because she understands it better, but doesn't think she has changed aw in her preferences since high school. She reads two worm '3 magazines and three general interest sagasines regularly, but lms only small amounts of other leisure ac- tivities. Most of ter leisure tine is spent at church, school or social activities. She occasionally listens to sport mws or reads them in the paper. She had attended no sports at all the previous year, but when she does go, it is with her husband. Ib,final com- mmt was: 'I have sent three children through college, and can't take in all the interests of each. I'm older now and tied up with other interests, as toaching.". This woman appears to have had an average interest in sports, but in high school, it was shadowed by a higher priority reference to her msic interests. Now she has the image of herself as being an older school teacher, with out-group identification, and attending the college only for academic reasons. CASE # 129. A single lady, over 50 years of age, edicated in lainsburg, Michigan, Class D Public High School. Music was her main extra-curricular activity and church was second. She had no other activities due to poor health, which also kept her from play- ing sports. Ske was not very interested in sports, but attended some football, which she said was the only sport they had. She has attended Michigan State from two to three years, and is classed as a special student, with no subject sajor ,preferenco, though she thinks she my major in Busimss. lecture-concerts are her first cmnpus interest, and travelogs are second. She is in no campus organisations and he played no intramural. Her main ”hang out" is with her business associates and church friends, but on a class break at the university, she goes over to the "other“ drug store. She nannd only twa varsity sports, and is "Too busy', 'not physically able“, and “off-campus“, so she cannot participate in in- tramural. All she really enjoys is playing cards and dancing. How- ever, her sports interests lave changed some. Her boss is the Pros- ident of the Downtown Coaches Club, and tb interest of her associ- ates in football is “catching“. She feels that "State is 'Okay' wind- out it (football), but it has created interost.‘ She is about average in her leisure interests and time spent on them, but follows only baseball news in the Detroit paper, and has attended a few games. She dislikes football because it is too rough. She don't think losing would affect attendance. "My friends are disappointed and his-t, but nonetheless loyal“. Ber final consent: "I feel a greater responsibility to my family and business, and this hoops me from football. I have been sick, and want now to repay my -39.. folks. I thin]: foetball is over-emphasized”. ll'his lady is home and business oriented, with the added fac- tor of being physically handicapped for sports participation. She is not part of the campus group. CASE #166. A sarried lady, over 30 years of age, with two children. She was educated in a Class B parochial school in lensing. Social dancing was her sain interest, but. she had no other because she worked and did not have tin. She had a visual handicap, “could never see the ball“, so was not interested in sports, and never play- ed. Basketball was the major sports, and she went occasionally be- cause she felt she ought to, but went to no other sports. She has attended MSU nearly four years, and is classed as a Senior, with an English elder. She “has no tile for any cupm ac- tivity...I'n interested, but have no tin or car to get back on can- pus.‘ She does not participate in any activity, and eats in the cafe- teria by herself, then goes to the library so she won't be up toe late at nigit. She named for varsity sports, but guessed at three of tlen, and does mt know the major sports for winter or spring. She listed nine reasons why football was the major sport. She reads three naguines, and very little other. He family has the sports news on every day, but she never listens to it, and follows no other sports nws. "Anything" would keep her from a game, but when she does ge, it is with two or three friends. She went to no genes last year. The band is ”about all I go for', and it muld improve other sports too, so that “when I had to go, it wuldn't be such a bore". er } . r ”Ural s -90- This year she went to both the Wisconsin and Purdue games. She thought losixg would hurt attendance . . . I'Down for everybody - too bad, but kids say they don't like to go and watch the teen lose}. Her final comment was, 'I have never enjoyed sports for per- sonal reasons. Sports are probably over-emphasized. Tiers are lots of activities here I would enjoy, and am frustrated because I can't can.“ She vauld probably be called a ”public conformist without private acceptanoe'I if she were in contact with the campus norms te a greater extent. case # so. a. is single, 31, and lives in the Dore. n- at- tended a Class A Public High School in Grand Blanc, Michigan. He had no extra-curricular interests, was not interested in sports, played in none, went to none and preferred none. Football was the najor sport in tle fall, but he couldn't remember the sports for the cthr season. This is his second term on campie. He is a freshesn with his subject najor undecided, but he expects it will be Medical Tech- nology. His only campus interest is square dancing. He has no ”hang out“ with his friends because of "study“. He mentions no var- sity sports because he "don't pay amr attention to that stuff“, ani is not interested in intramural. He thinks football is the major sport because this is a football state, and "it's jut popular here”. His interests in sports haven't changed because he never has been in- terests d. .. ”v.3.” -91- He lists only one movie a month, one hour of recorded music a day and his square dancing class as leisure-time activities. He does not follow sports mws at all. He would not list conflicts with the different sports because a. he flatly stated, '1 so not at- tend athletic events". His only desire to go to a gene would be to hear the band. His final cement was, "I have never been interested in any athletic contests, and my lack of interest lere is due to this rather than tle program bre at MSU". This student, and the following two, were still in school in Hay, 1957, so they were called by telephon to see what the impact of the campus culture would be after three and one-ralf years. He was now a Junior, with a Psychology major, end still no first or second campus activity, and no interest or attendance at any sports events. His only other leisure than a movie a week is reading of Philosophy. anbwas asked if b knewanyother fellows inthe dorm that did not attend any of the games, and if he felt any pressure was exerted to get him to attend, he responded that he didn't know any others that didn't go, but they sealed to accept him alright. He also added that it is probably because he is older, and they can un- derstand that he night not be so interested . . . it might be differ- ent if he was younger. Sports are fire for those that are interested, but he just isn't. The sane day that we called this student, the mithor also talked to an employee of the universiw tbt worked in this student's dorm, and had known him every since he 1nd been there. This employee, ...—,,_ ‘13.! 3.3-" . ..92- not knowing the nature of this study at all, or even why this stu- dent was involved, volunteered that this fellow was "a very strange boy. He is away from all the rest of the kids. He is nice, help- m1 and friendly, but just always seems apart. He is just different - he is always so quiet, and you never see him with anyom ." This student, being a member of the dorm group but holding a mgative attitude tonrds it's dominant sports values, migit be ex- pected to feel alienation from tle group of which he is nominally a part. The cement of the employee appears to confirm this suspicion. "1 “SE # 109. This student is a 17 year old single girl living in the dorm, and educated in a Class B Public High School in Calu- mett, Michigan. Music was listed as her first high school interest, journalism second, with some sports played outside the school. She wasn't very much interested in sports because they didn't rave much. Basketball was the major sport, but she preferred football, and went to several sports. She is an English major freshman, here for her first term, with sports as her first choice, lecture-concerts second. She is in the Skating Club. Her hang out is at Union Grill and College Drug. She nned six varsity sports, but has interest she states is entirely in the winter ice-sports. SIB likes hockey best, with football best in the fall. Her leisure activities are about normal, except that when she is not in school, she reads about 30 books a month, but none while on ounpus. Only two campus items would losep her from football, and four off-campus, but most anythiig would keep her from baseball and bas- ketball. She usually goes in a mixed group of about six, and had ' attmded both gases so far this year. She follows professional foot- ball sose, and 1nd been to tvn genes in the last three years. She likes football because it is a contact sport, and for the crowd at- mosphere. Sb concluded the interview with the comment, a1 wish flie =r kids would support hockey more. a little explanation and I think tle kids would like it. The team practices herd." . ad- The follow-up call on my 14, 1967 found her as a Junior, en- "tu is? rolled in Home Economics. Ice skating was her first interest and football second. She had been in two or three activities, but had jut dropped them this term. She now goes mostly to the Grill and Kewpees with friends. She is in no intramural because of ice skat- irg, and that is her main interest. Football is now the major pre- ference to watch, with hockey second, and son baseball games being attended. Her leisure activities are still about the same. She now goes to Detroit every week-end, since sin is en- gaged. She glances at the Sport news, and listens on the radio if its included with other rows. She was out of school last fall, but went to all of the hone football and hockey games the year before. She also saw all file Detroit Lion's home games, and followed the Red Wings on television. She still wished the kids would support hockey better, but thinks attendance is improving. ‘ This student should no longer be classified as a non-confor- mist. She is highly interested in sports, and has conformd to the campus norm in favor of football, even though she has maintained her interest in hockey. She is not an isolate, and should likely be re- classified as a conformist. case # 137. a 19 year old lensing girl, living in lensing and enrolled as a freshman in Applied Music. She attended Eastern High School, where football was tle major sport, but she did not watch any, prefer any, or play any since she was not interested in sports. At EU, her first interest was lecture-concerts, and file second was foreigl movies. She was in the chorus and the Christian Science organisation, but was not an officer. She had no "hang out" and was noit in intramural, end could name just five varsity sports. She was not interested in watching any sport on campus, and was one of three that was not sure that football was the major sport in the fall. She never attends movies, reads no books or magazines, listens to nothing except recors about one hour a day. Her other interests are all musical. She reads sports in the State News nearly every day, but no- where else. She lists everything that applies as equal conflicts for all of tin sports. There is nothing that she especially dis- likes about football, but if she went, the band is probably all she would notice. However, "you couldn't have the band in the field- house (for basketball), and it's not traditional for baseball'. She had no further comment. When telephoned in May, 1957, she still had been in no acti- vities, and attended no games of any kind. When asked if she had any problems of being accepted by the kids, she stated that she v -95- would probably have gotten along better if she had stayed in the dorm, rather than off-campus, but she didn't care to. She didn't develope any interests while a student, and makes the significant comment, 'nothing, that's probably ily I quit. Hal ' She wasn't really interested in Harp, and didn't want to take voice from the professor available. She made good grades in music and flunked tle rest because she was not interested, so she quit school. She didn't ever read the sports in the State News, she repor- x ted on this occasion, and never developed a sport she preferred to 1‘; watch. Sports have never interested her, even in high school. She counted tint she isn't sensitive, and it wouldn't have bothered her if the kids had tried to snub lar for not going. The few that knew her well enough to ask her, didn't bother her when they learned she meant business about not goirg. This student appears to be an individualist and non-conform- ist. She lives alone, with a telephone listed in her nase, and is now marking as a stenographer in a downtown office. She hopes to p on with lar music scan time, but only with voice. Shs is not inter- ested in either the campus norm, or conforming to then if she was a part of tie campus group. Her main reference group seems to be the msician that she aspires to be. These case histories strengthen the hypothesis that non-con- formists to the campus culture are those not primarily campus oriented. lhile each non-conformist Ins iniividual differences in personality and behavior, yet there are certain patterns and common comparative -96.. areas which make it possible to group them. Grouping Ins revealed that there are such correlative factors as sex, age, place of res- iduce, out-group affiliations, number of children, sports interest and non-conformity. It will be the task of future research to deter- mine which of the areas will be the most fruitful in explaining stu- dent behavior. Ls‘LHw _ f. , V. CONCLUSIONS AND IMPLICATIONS FOR FURTHER RESEARCH Imamch as the hypotheses tested in this study were of an exploratory nature, the conclusions will he tenative and may not ex- tend much beyond what has already been reported in connection with tle data. However, on the basis of the evidence presented, son con- clusions have been reached. (1). Nearly all the students are aware thst football is the smjor sport, and most all are aware that students are expected to at- tend the hcme gases. (2). Non-conformity is not practiced by those that are ac- tive in the leadership positions in tle student body. (3). The norms of the cwnpm are quickly learned by those coming on campus, In case of conflict between the cup. norms and the aanchorage norms“ of previous group nenberships, tle cupus norms take the priority for most of the students. (4). llhile competition for leisure-tine is not the major detemimnt of behavior, it does add impetus and make more crucial the choice between competilg reference groups. (5). within the limitations of the data, the findings of this stuw support the principles of reference group theory, which basically states that an individial can resist conformity to the in- group norms by using acne out-group as his point of refereme for con- formin behavior. -98- (6). Valuable insight into tle practical problem of stu- dent attendanoe at University athletic events has been given by 1:11 theory of reference groups. Its application to other areas of social relations by various fields should also grove valuable, and could contribute to the developement and refimnent of the theory. (7). Individuer with competing reference groups will de- velope a heirarchy of loyalties. Priority will be given to the val- ues of the group that (1) makes membership in that group seen most desirable; (2) maintains a lim of oomnunication through which to reinforce its values and norms. Areas in which tle present stuw could lmve been strengthened, and which should be included in further research are: (1). Sass way of ensuring the social contacts of the in- dividuals to show how much comunication is being maintained between the individual and his membership end reference groups, and especi- ally to the prestige figures within those groups. I (2). Plan the research to include the re-interviewing the respondents after a lapse of tine, to show the impact of the new en- vironment and social system ever a spen of tile. I. BIBLIOGRAPHICAL MATERIALS BOOKS. 1. 3. 4. 6. 7. 8. 10. 11. _ 12. 18. Child, I. 1... Italian or hericen? the Second Generation in Conflict, New H—i'vena Yale fivereity'fiess, 1943. — Bollard, John and leomrd Doob, et a1., Frustration 25 521': L1 sion, lew Evens Yale University Press, 3 . n Pestinger, Leon and Harold H. Kelley, 05.2525 Attitudes ‘ ThroEgh Social Contact: In hperinnn Study of a Fusing ct ,mbor: final-ch Center for Group Dynamics, Univ. 1 of Iiehigan, 1951. Festinger, leom and Stanley Schachter and Kurt Back, Social Presets-es 2 Infernal Groups, I. 1.9 hrper Bros., 1950. Buisinga, Jens, Elmo lndens, London: Routledge and legal Paul, limited, 1949. Kcenig, Saul, et a1., Sociolcg: A Book 331M, low York: Prentice-Hall, l9 . IaPiere Rebert 1., and Paul Pernsworth Social hmlm s. 1.: {looses-Hill, 1949. ' """" ’ Wiere, Robert 1., Collective Behavior, ll. 1.: learn-Hill, 1988. lasarsfeld, Paul and Morris Rosenberg, eds., The % 3; Social Research; A bader in the Methodology 31's.. - lasarsfeld, Paul, ed... Comication Research, I. 1.: Harper Bros., 1948-49. . Iebon, Gutave, £12. Crowd, Iendons 1. Fisher University (Un- ion) Ltd” 1921. Lundberg, G. 1., llirra Koaaravsky and Mary Aliee licInerny, leisure: A suburban Study, 3. 1.: Columbia Univ. Press, 1984. lbs-tin, I. 1)., .12. Behavior _e_f_ Crowds, l. 1.: Harper Bros., 1920. 14. 15. 16. 17. 18. 19. 20. 21. 22. 28. 24. 25. 26. 27. 28. -100- Head, George 3., Mind, Self 229‘. Society, Chicago: University of Chicago Fresh-m. lbrrill and Eldridge, Culture s_n_d_ Society, New York: Pren- tice-m1, 1952. Horton, Robert K.. Social Theo and. Social Structure: Toward the Codification of TEory m Eesearmcoe, Illinois: Free Press, 1949. llerton, R. 1., 11. Fish and A. this, lass Persuasion: The Social Psycholog of a War Bond Drive, 5. mm“, L 1945. 4.1 lbrton, R. 1.. end Paul lasarsfeld, Continuities in Social Research: Studies in tin Scope and Mm-Iuerfian V , Glencoe, Illinois: Free Press, 1950. leueyer, ll. 3., and 3.8., leisure and Recreation, Iew York: ‘e 8e m. ”a GOe. 1936. lie-comb, Yhec., firsonali ad Soeial Chan : Attitude Por- ntion in a Student W 377‘: .: 19:3. leweo-b, Theo” Guy Swanson, and Eugene hrtley, eds., Bead- 3.52 Social M, I. Y.: Holt and Co.. 1952. lewoonb, 1'heo., Social W, New York: n'yden, 1950. Reisman, David, Reuel Denny and lathan Glaser, 11:; local Crowd: 1 Stay in the Chnging heriean Character, new. gun: Munity Press, 1960. Rohrer, John 1., and llusafer Sherif, Social m gt __t1_i_._ Crossroads, New York: Brper Bros., 1531. Ross, ldw. 1., Social P3211010“, I. Y.: llaclillan 00., 1925. Sherif, llusafer and Carolyn Sherif, Greys in; Ema _an_d_ tension, low York: Harper Bros., 195 . Sherif, llusafer and Carolyn Sherif, An Outline 2; Social 1.;- ehol_o_‘z, low York: krper Bros., 1943': Sherif, Hunter and II. 0. 'ilson, Gro Relations 3.3113 Crossroads, New York: Erper Res” 19 5. Sherif, Wafer afl fidley Cantril, The P hole 35 Bel-In- nit—us, New York: John wilsy .1133, 1 . 30. 31. 32. -101- Sherif, Hutafer, The Psycholog i Social Norms, N. Y.: Harper 31.0... 19360 Sinnl, Georg, Conflict: The Web of Group Affiliations, Glen- ‘coe, Illinois: R Press, 1955. Stonequist, E. V., The Bind lag: A Stun in Personality and Culture Conflict, N. Y.: Chas. Scribmr's Sons, 1957. Young, “all, Sociolo , 2nd Edition: A M of Society and Culttn'e, l. L: ErIcan Book Co., 1949. II. ARTICIES, PAHPHIBTS AD BOOK CHAPTERS. 1. 4. 7. 10. Allen, Fillian D., 'A Study of the Underlying Influences That Have Causedthe Evolution of Aurioan Football', Eater's _T_he_- lil. Louisiana Stat. University, 1941. Baril, Chrles A., “Carry Over of Reereatioml Activities Pr:- High School into College , Master's Thesis, Univ. of Iy.. 1940. Berelson, Bernard, I'The Quantitative Anlyeis of Case lecords', PsEhiam, Vol. I, No. 4, November, 1947, pp. 595-405. Buck, Hes n., "512 School Athletic Pesticigtion 2 Planned Collee Attendance, 0 arm 0 ege o .. 19w:— Coch, l.., and J. R. P. bench, Jr.. “Overcoming Resistance to Change“, HmanRelations, 1:512-552, 1948. Deeell, Frances 3., ”The leisure Ti- Activities of the Fresh- nan and Sophopore Ionsn Stubnts at the University of Alabeu Problen', Master's Thesis, University of Alaban, 1940. Paris, Robert E. 1... “Development of the Small-Group Research llcvmnt' in Group Relation _a_‘_t_ tle Crossroads, lusafer Sherif and II. 0. 'ilson, ell, I. 1.: HIE—per 50s., I955. Penchel, G. 3., and J. Monderer, "The knipulation of Status and Status lquilibratioln in tle Multiple Reference Groups of Colhge Stubnts", Un lished Bonn-e m, Psychology Dept. , law York: the city 5., 94 . Festinger, lean, "An Analysis of Compliant Behavior“, Chapter 10 in Group Relations at El; Crossroads, I. Shrif and l. 0. e! r 1553 Wilson, . 3170s., . Festinger, Leon, Stanley Schachter and Kurt Back, ”The Opera- tion of Group Standards , in Tb a; Social Researeh lasarsfcld and l. Rosenberg, 7E... encoe: tree 155.... 555. 11. 12. 13. 14.. 15. 18. 17. 18. 19. 21. 24. -102- Foreman, Paul 3..., "Prediction in the Frans of Reference of the Single Case , Tb Southwestern Social Science erterly, so. 4, names-292'." "'""' " " Gordon, Hilton, "Sociological Law and the Deviant Case' Socio- m 1947, 1:257. "'""' fire, A. P., 'A Study of Interaction and Consensus in Different Sized Groups“, hericm Sociological Review, 1952, 17:2619261. Horst, Paul, ‘The Prediction of Personal AdJln‘hent and Indi- vidual Cases", The of Social Research, eds., Paul laaarsfeld and The. er;,11""""'.neo., Ws Free Press, late. Hymn, 3., 'Tb Psycholog of Status,” Archives g thology, lo. 269, 1942e Kelley, hrold 3., 'Two Functions of Reference Groups". Read- in Social Panholofi, eds., Guy Swanson, T. Newomb, ad 0 by. u,- 01' S t. 19“, PP. ‘10'1‘. Kendall, Patricia and Katherin Wolf, ”Two Purposes of Deviant Case Analysis", Clapter S in The 9.! Social Research, gs" Paul lesarsfeld ad 11. Fe? rg, lencce, 11153577... ess, 1955. Killian, I... 'The Significance d‘ Elltiple Group Worship in Disaster", Aurican Journl g5 Sociolo“, 1952. lewin, Ki, Lippert and lhite, “Patterns of Aggressive Behav- ior in hperinentally Created 'Social Clintes", Journal of Social PIEhOIOH, 1939, 1.271400. "'""'" "" Lindsey, Gardnr, 'An kperinntal kamimtion of tie Scape- goat Thecry of Preference", Jotn'ml _o_f_ Abnerul _agd_ Social m, 1950, pp. 296-305. lnchin, A. 8., '0n Agreement with Anotler's Judgment“, Jour- _;na_1_ gt; dbncrul _e_n_d_ Social m 1944, 89:91-111. IcCor’ok, Thain Rel-nan. 'Tle lotivation 0f Radicals“, Amri- .c_a_a; Journal 35 Sociolo“, July, 1950, Vol. 66:17-24. lead, George 3.. 'The Genesis of the Self and Social Control', Internatioml Journal 3; Ithics, 1925, 1117:2514”. hrton, R. 1.. I. Fish, and A. Curtis, “Definitions of a Bit- uation', Chapter 9, Th $3 of Social Research, eds., P. lasarsfeld and Ilorrifiose rg, Home, 1115357 Free Pr." . 1955. 25. 26. 27. 28. 29. 50. 51. 52. 55. 54. 55. 38. -103- Merton, Robert K., and Alice Kitt, “Contributions to tb Theory of Reference Group Behvia', Studies in. 21: £292. and Method of the 'herican Soldier', eds., R. R. Horton IE WHEW newTfiTfiEiu Free Press, 1950. lbrton, Robert 1., 'Patterns of Inflmnce', Comnications Research, H. Y.: Harper Bros., 1949, pp. 180339. Heweub, Theo., 11., 'Conmunity Roles in Attitude Rte-nation“, American Sociological Review, 1942, “1:821-650. Future, 11., 'A Neglected Factor in the Frustration-Aggres- sion mpofilesess A Consent", Jourml 2_f_ tholog, 1950, 29:271-279. Rosen, Bernard 0., “Th Reference Group Approach to the Pa- rental Factor in Attitude. and Belmvior Pornation', Social Forces, December, 1955, Ho. 2, 54:157-158. Rosenwig, S., 'Typee of Reaction to Frustration-A Heuristic Classification“, Journal 2: Abnormal g Social Psnholeg, 1954, 29:298-500. "'""'" Sargent, S. 8., “Reaction to Frustration; A Critique and Wpothesis', Psze_hological Review, 1948, 55:108-115. Schachter, Stanley, 'Deviation, Rejection and (is-unlea- tion', Jour. _Q_f_ Abncrnnl g Soc. Pay” 1951, 48:190-207. Sherif, unsafer, 'Tb Concept of Reference Groups in Ruhr. Relations", Grou Relations at tle Crossroads, eds., ll. Sherif and II. 5. “Is-on, Sew-Tori: We" 1955, pp. 203-51. Shibutsni, Tanotsu, “Reference Groups as Perspectives", hricsn Journal 3_f_ Sociolo“, July, l954-llay, 1955, Vol. “6555:059e Taylor, Gordon R., '1']: Nature of an Organic Society: Tb Concept of 'Assessnent Group' , Sociological Review, 1948, V01. 40, Section 5. Mar, Ralph H., 'Reference Groups of Future-Oriented Hen', Social lbroes, 1955, 54:150-51. l1 Il.|‘|: l. I I I Q a . h e e s O C e a V e . . U as c . .. e . . . s . ‘ e I --67- .and considerably among those above age 50. Those above 28 had prac- tically no intramural participation, with 937. having no participation. A greater nmber of the older students also are enrolled in the school intermittently, with 40% of them between the ages of 31-40 interrupting their enrolls-at, and 67% of those over 40. Age is definitely correlated to non-conformity with 75% of the students that are above the age of 50 falling into on of fin non-conformist categories, md 100% of tbm above 40, as against 13% of those under the age of 50. This appears to represent family and commnity indentifioations. Since most of these older students live off-campus and are married, they are libely to have other signifi- cant reference groups. 1 Marital m. hrital status does not affect attendance at football genes, but havixg childrmn does. Nearly 50% of the nrried stucknts with children are in ore of the non-confornist categories, whereas only 18% of those single or mried without children are. Married students with children do not participate in any intramral sports nor belong to smny other campus organisations. They mention . 'werk' all! "married" much more often as reasons why they do not participate or attend games. It appears those with children do not relate themselves to the daminant campus norms. hrried men with children nntion four off-campus conflicts with football on an aver- age ‘to 2.4 for single men, while the woren mention 8.1 conflicts if nrried to 5.2 if single. Tb sue ratio holds for the other sports. Babysitting was nentioned as one problem in going to sports, especial- ly together, and was a factor in the fewer games attended. I am representing the Social Research Services of the College. The Athletic Council is interested in the leisure-time activities of the students. They have asked us to give them some information on this, especially with regard to the athletic program. Your name was drawn at random.from the student body as the sample to be interviewed. The study is directed by Dr. Wilbur Brookover cf the Social Science Department and Social Research Service. wo ap- preciate your taking time to talk with us today, and we may want to do so again for a few minutes later on in the year. Your name will not be used in any connection. 1. Sex? (MARK BY CIRCLING 1 OR 2: 29 9191 £13.) Male 0 O O O O O O O O 1 Female . . . . . . . . 2 2. W0uld you mind'telling me your age? (CIRCLE RESPONSE) 18 e e ‘ e e e e e e e e l 19 e e e e e e e e e e 2 20 e e e e c e e e e e 3 21 e e e e e e o e e e l} 22 e e e e e e e e e e 5 23 e c e e e e e e c e 6 21; 9 30s e e e e e e e 7 .30 plus. . . . . . . . 8 3. Are you married or single? (CIRCLE RESPONSE) Single . . ... . . . . 1 harried O O O O O O O O 2 1h. (IF NMRRIED) Do you have any children living with you? NOOOOOOOOOOOl Yes..........2‘ Number of children . 5. 7o -2- In what state did you receive most of your education prior to Wisconsin . New Jersey . Other . . . A. ‘What High School did coming to Michigan State Ifi Chigan O O O O O O 0 0 Indiana . . . . . . . . Ohio 0 O O O O O O O O 0 111111018 0 O O O O O O 0 New York . . . . . . . . Pennsylvania . . . . . . School College? 0 o o o o o o o o o o o o o o o o o o o o o o o o o o \OWVO‘km-‘T'WNH you attend most of the time? City State B. Was this a public, parochial or private school? Public . . . . Parochial . . Private . . . o o o l o o o 2 o o o 3 C. Approximately how many students attended this High School? Class A - (800 plus) Class B - (325-799) Class C - (150-32h) Class D - (Less than A. ‘What do you remember as a student in High Music . . Clubs 0 O O 0 O O 0 Sports 0 a o o o o 0 Journalism . . . . . Dramatics . . . . . Social . . . . . . . Art 0 O O 0 O O O O o o o 1 o o o 2 o o o 3 150). h as your main extra-curricular interest School (or private school)? 0 O O 1 . o . 2 . . . i (CAN GIVE THE SPECIFIC RESPONSE) . . . 5 . . . 6 . . . 7 . . . 8 B. What would you say was your second extra-curricular interest? Music . . Clubs 0 O O I O O 0 Sports 0 O O O O O 0 Journalism . . . . . Dramatics O O 0 O 0 Social . . . . . . . Mt O O O O O I O O 01V OWFWNH : . a, l. :N_.>,r)ul..l.)lid4 - 3 - 8. How would you rate your interest in the Sports activities in High School? Very much interested . . . . . 1 Quite interested . . . . . . . 2 Mildly interested . . . . . . 3 Not very interested . . . . . A Not interested . . . . . . . . 5 "(OTHER RESPONSE, WRITE OUT) __ 6 9. Which Sport activities did you attend? (If asked how often we mean: Somewhere around i the home events) None 0 O O I O O O O 0 Football . Basketball Baseball . Track . Tennis . Swimming Wrestling Boxing . . Hockey . . Softball . Soccer . . Volleyball Gymnastics Crew . . . O O O O I O O O O O O O O O O O O O O O O O O O O O O C O O O O O O O O O O O O 0 0 O O O O O O O O O O O O O O O 0 0 O O O O 0 O O 0 O O O O O C O 0 |-'!-' H |-' \OocxuounprI—J O OmeWB’p—a 10. ‘Which of these Sports did you play or participate in? BOYS GIRLS None . . . . . . . . . 0 None . . . . . . . . . . 0 Football . . . . . . . 1 Basketball . . . . . . . 1 Basketball . . . . . . 2 Baseball . . . . . . . . 2 Baseball 0 o o o o o o 3 30ftball o o o o o o o o 3 TraCkooooooootlr TraCkoooooooooh TenniSOOOOOOOOS TenniSOOOOOOOOOS Swimming . . . . . . . 6 Swimming . . . . . . . . 6 Wrestling . . . . . . 7 Bowling . . . . . . . . 7 Boxing . . . . . . . . 8 Volleyball . . . . . . . 8 Hockey . . . . . . . . 9 Badminton . . . . . . . 9 Softball . . . . . . . 10 Field Hockey . . . . . . 10 soccerooooooooll GOlfooooooooooll Volleyball . . . . . . 12 . . . 12 Gymnastics . . . . . . 13 Crew . . . . . . . . . 14 13 (Doesn't apply-Female) X (Doesn‘t apply-Male) 14 -4- 11. What was your High School's "major" sport? FOOtball O O O O O O O O O O 1 BaSketba'll O O O O O O O O l 2 Baseball 0 O O O O O O O 0 O 3 TraCk O O O O O O O O O O 0 % Don't know I. o o o o o o : : 6 USE CARD HERE for 12 and 13. 1h. 15. 16. 17. A bit ago we asked what would you say your High School's major sport; now was the major sport in the Fall? in the Winter? In the Spring? A. Fall? Football . . Basketball . Track . . . ¢~ \OAHJ B. Winter? Baseball Basketball . . . l . . . wrestling. . . . 2 Softball . . . Swimming . . . . 3 Track . . . . A ¢~ \nnna Did your school have organized "pep" or yell sessions? If so, for which sports? None 0 O O O O O 0 Football . Basketball Baseball . Track . . Tennis . . Swimming . wrestling. Boxing . . .000 00.0 coo... .0 00.00.00 6 0-0 0 o o o 0 When did you first Fall . Winter Spring Summer \OCDNIGU’I-PWNH 0 enter as a student in Michigan State? 0 a o o 1 1950 o o o o o o o o 1 o o o o 2 1951 o o o o o o o o 2 o o o o 3 1952 o o o o o o o o 3 o o o o l} 1953 d' o o o o o o o a 195‘} o o o o o o o o 5 19___........6 Have you attended continuously since then? (except summers) Yes . . . . . . . N00 0 O O O O I O O O O 1 O O O 2 If "No", when have you been away? . ...... , 3 -5- 18. How many years, then, have you been in attendance? First term . . 1 year or less 1‘2 years . . 2-3 years . 3-h years . Over A years 0 o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o O‘U‘l-Pw NH 19. What is your present classification or class? Freshman . . . . . . . . . . . . . 1 Sophomore. . . . . . . . . . . . . 2 Junior 0 O 0 O O O O O O O O O O O 3 senior O O 0 O O O O O O O O O O O 1+ SpeCial O O O O 0 I O O O O I O O C 5 Graduate . . . . . . . . . . . . . 6 20. Have you decided on a subject major? Yes 0 O O 0 O O O O O 0 O O O O O O 2 If Yes, What? . If No, What do you now think you are most likely to major in? 2l. There is some sort of campus activity going on most all of the time - Which, of all the campus activities, do you find the most interesting? Lecture-Concert . . Travelogue. . . . . Foreign Movies. . . Class Activities. . Sports Activities . Student Government. Sorority-Fraternity Proms, Dances . . . All-School Events . O O O O O O O O O xoooxuoxmr-wzm-a_ |...I O 22. 23. 2A. What would you say is Lecture-Concert . . Travelogue. . . . . Foreign Movies. . . Class Activities. . Sports Activities . Student Government. Sorority-Fraternity Proms, Dances . . . All-School Events . the ~6- next most interesting? 0 o o o o 0 o o o o o o o o o o o o o o o o o o o o 0 \0m\} O\V'I{>\JONH lO What campus organizations or activities do you belong to or participate in regularly. ORGANIZATION None . . . . . . . . Housing Group (PROBE FOR EACH TYPE) OFFICER O O O O O O O O O O O l Clubs Subject-Oriented (Psych-colloquium) Publications Student Government Fraternity-Sor. Intna-Mural Where do you and your friends KeWpee. . . . Union-Grill . Smoke Shop. . College Drug. Coral Gables. Town House. . Bennie's Drive In . Christian Student Foun. Y.M.C.A. or Y.W.C.A. Other Religious House . usually "hang out”? (PROBE) O O O O O O O O O and Hoomuamrwmp .1- u . v-unJlm‘.‘ 1 -7... 25. Let's turn our attention now to Sports here at Michigan State. We have several varsity teams; in which Sports do our teams participate in inter-collegiate contests? It might help to think of them by seasons. (CIRCLE ALL NAMED) GrOSS'Country o o o o o o o o l FOOtball O O O O O O O 0 O O 2 Basketball . . . . . . . . . 3 Boxing . . . . . . . . . . . A Fencing . . . . . . . . . . . 5 Gymnastics . . . . . . . . . 6 HOCkey o o o o o o o o o o o 7 Indoor track . . . . . . . . 8 Swimming . . . . . . . . . . 9 Wrestling 0 o o o o o o o o o 10 Baseball . . . . . . . . . . 11 TraCk O I O O O O O O O O O O 12 Tennis . . . . . . . . . . . 13 GOlf o o o o o o o o o o O 0 1h 26. Have you played in any of these since coming here as a student? No . . . . . . ..1 Yes . . . . . . 2 (IF YES) List; FRESHMEN VARSITY? - 1 ‘ 1 2 ’ 2 27. There are also quite a large number of intramural organized Sports events. Have you participated in any of these since coming here as a student? If so, which Sports? None 0 O O 0 O O O O O O BOWling O I O O O O O 0 0 0 17 Sports Skills . . . . . . . 18 FOOtball o o o o o o o l Badminton o o o o o o o o 0 19 Basketball . . . . . . 2 Table Tennis . . . . . . . 20 Baseball . . . . . . . 3 TraCk o o o o o o o 0 1+ Weight Lifting o o o o o o 21 Tennis 0 O C 0 O O O O 5 Fean-ng O O O O O O O 0 O O 22 Swimming . . . . . . . 6 Horseshoe . . . . . . . . . 23 WrGStling o o o o o o 7 GOlf o o o o o o o o o o 0 21+ Bonng O O O O 0 O O O 8 Sig 0 Delta P81 0 O O O O O 25 HoCkey o o o o o o o o 9 CI‘iCket o o o o o o o o o o 26 SOftball o o o o o o 0 11 o o o 27 Soccer . . . . . . . . 12 Handball . . . . . . . 13 Gymnastics . . . . . . 14 Turkey Trot . . . . . 15 Archery . . . . . . . l6 -8- 28. (IF "NONE"IN 27) Is there any Special reason why you haven't gotten in to any of these? (DO NOT FORCE INTO PRECODED CATE- GORIES: WRITE OUT EXACT RESPONSE UNLESS IT FITS ONE OF THESE) Not interested . . . . . . . 1 work 0 O O O O O O O O O O O 2 Live Off-'Campus o o o o o o 3 Too busy . . . . . . . . . . A o o o o 5 29. What Sport do you personally like to PLAY the best? None . . . . . . . 0 Football .- Basketball Baseball . Track . . Tennis . . Swimming . Wrestling Boxing . . o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o \OCDVCfiU‘l-I-‘WNH 30. Of the fall Sports, ‘which do you like to play the best? Of the winter? Of the Spring? Fall Winter Spring Football . . . . 1 Basketball . . . 1 Baseball . . . . 1 Track . . . . . 2 Hockey . . . . . 2 Softball . . . . 2 Wrestling . . . 3 Swimming . . . . 3 Track . . . . . 3 Boxing . . . . . A Bowling . . . . h Tennis . . . . . A 5 5 5 31. Now in thinking of all the campus Sports events, both varsity and intramural, which do you enjoy going to WATCH the most? Football . . . Basketball . . Baseball . . . Hockey . . . . mrwww 1"; .(...l'\l .. lull.) Iv)! -9- 32. Of the fall sports, what do you prefer going to watch the most? Of the winter? Of the Spring? Fall? Winter? Spring? Football. . . . . 1 Basketball. . . . 1 Baseball. . . . 1 Gymnastics. . . . 2 wrestling . . . . 2 Track . . . . . 2 Swimming. . . . . 3 Hockey. . . . . . 3 Tennis. . . . . 3 A Boxing. . . . . . A Golf. . . . . . A swimming. . . . . g Softball. . . . g 33. Now then, how does this compare with your high school? Have you noticed any change in Sports preferences Since then? About Same . . . . . . . . . . . . . l Somechange....o........2 (HERE USE CARD. IF RESPONDENT SAYS ABOUT THE SAME, BUT THERE IS SEME—EHENCE, SAY "I see it is about the Same, but you may have changed a little on . Are there any others? Proceed with card and following questions) we would now like to list any changes whatever that you haVe noticed in your preferences, and it would probably be the easiest to do it by seasons. A. FALL: Have you added any? Dropped any? Changed preferences? ADDED DROPPED CHANGE Football. . . . . . . 1 Football . . . . . 1 Basketball to F.B..l Cross-country . . . . 2 2 ~ 2 Swimming. . . . . . . 3 3 3 A A A 5 5 5 B. WINTER: ADDED DROPPED CHANGE Boxing . . . . . . . 1 wrestling. . . . . . 1 Basketball to swim .1 wrestling. . . . . . 2 Bowling. . . . . . . 2 Basketball to F.B. .2 3 Basketball . . . . . 3 F.B. to Basketball .3 A Hockey . . . . . . . A Hockey to Basketb. .A 5 5 5 6 6 6 C. SPRING: -10... ADDED? DROPPED? CHANGED? Baseball . . . . l Softball. . . l Softball to Baseball . . 1 Track. . . . . . 2 Baseball. . . 2 Baseball to Golf . . . . 2 Tennis . . . . . 3 Track . . . . 3 Baseball to Tennis . . . 3 Golf . . . . . . A Tennis. . . . A Track to Baseball. . . . A 5 5 5 6 6 6 3A. How do you explain this change? Be as Specific as you can. FALL: ADDS DROPS School Emphasis. . . . . . . . 1 Don't know players here. . . . . 1 Took a class in it . . . . . . 2 Too busy now . . . . . . . . . . 2 Better quality here. . . . . . 3 Don‘t have it here . . . . . . . 3 High School didn't have. . . . A Football too rough . . . . . . . A Everybody goes here. . . . . . 2 Have to work now . . . . . . . . g 7 7 CHANGES WINTER: ADDS School Emphasis . . . . Took a class in it. . . Better quality here . . High School didn't have Everybody goes here . , \] O‘WPWNH DROPS Don't know players here. . Too busy now . . . . . . . Don't have it here . . . . Basketball scores too high Don't like style of BasketbaIB \} oxmprF-i -11- were 0.0.0.001 0.0.0.002 000000003 SPRING: ADDS DROPS School emphasis . . . . . . . 1 Don't have it here . . . . . Took a class in it. . . . . . 2 Don't know the players here. . . Saw some Major League . . . . 3 Too busy now . . . . . . . . . . Quality of game . . . . . . . A Track don't appeal here. . . . . High School didn't have . . . 5 Nobody I know goes . . . . . . . 6 7 CHANGES 00.001 000.02 00° 03 35. In thinking of our Varsity Sports, which do you think is the major inter-collegiate sport in the Fall? Winter? Spring? Fall? Winter? Spring? Football . . . . 1 Basketball . . . . 1 Baseball . . . . 1 2 ‘ 2 2 Sure Unsure Sure Unsure ___ Sure Unsure ___ 36. On an over-all basis, what is the major inter-collegiate sport here? FOOtball I 0 O 0 O O O O I 1 2 ___ \I 0‘ \J’I-PWNH -12- 37. This is a little harder one: Why do you think this is true at M. S. C. when it is not true at some other colleges? (PROBE HERE A LITTLE, BUT DO NOT SUGGEST ANY ANSWERS) This is football state. . . . . . . . . . . . . . . . 1 Admin. or Athletic Dept. promotes it. . . . . . . . . . 2 Emphasized in the high schools. . . . . . . . . . . . . 3 National collegiate Sport . . . . ; . . . . . . . . . . A Team quality and record . . . . . . . . . . . . . . 5 Entrance into Big 10, or trying to get in . . . . . . . 6 FaCilitieS. o o o o o o o o o o o o 7 Financial gain that comes with football . . . . . . . . 8 The game itself has tremendous appeal . . . . . . . . . 9 STATE NEWS plays football up. . . . . . . . . . .10 Competition with University of Michigan . . . . . . . .11 Public associates football with M. S. C. . . . . . . . .12 Saturday games- -ends u week nice. . . . . . . . . . . .13 Time of year-nice to e outdoors. . . . . . . . . . . .lA Alumni pushes football-school recognition . . . . . . .15 OHIYfallsportooooooo000000000000016 17 18 I'D LIKE TO ASK YOU A FEW QUESTIONS NOW ABOUT HOW YOU SPEND YOUR LEISURE TIME. 38. About how often do you go to the movies? Never . . . . . . . . . . a week . . . 39. What magazines do you read rather regularly? 1 A 2 3 , 6 AO. About how many non-school books do you read a month? Al. How often do you play cards a week? . A2. About how many hours a day do you listen to recorded music? . A3. How much each day to all radio and T.V. programs? . AA. 45. A6. A7. A8. 49. -13- About how often do you go out and drink with the fellows (girls)? Never . . . . . Seldom. . . . . Occasionally. . Quite often . . .... .... .... .... .... ...-o .... Oxvur-wzor—I a week. . . . . . . How often do you drink when on a date? Never . . . . . Seldom. . . . . Occasionally. . Quite often . . O O O o \n-lf-le-J What other kinds of informal leisure-time activities do you participate in? . How often do you listen to the Sports news over any radio or T.V. station? Nearly every day Occasionally . . seldom o o o o 0 Never. . . . . . . .. . . .. . . .. . . .. . . .. . .... . . .. . . .. . . .. . .. .. :wyhoh' How often do you read the Sports Page in the State News? Nearly every day Occasionally . . Seldom . . . . . Never. . . . . . «P'w83l-J a Do you rather regularly read the Sports Page in any other newspaper? (IF YES, PLEASE LIST) Which ones? EJOOOOOOOOOOQI Yes..........2 Chicago Tribune . . . Detroit News. . . . . Detroit Free Press. . Detroit Times . . . . Lansing State Journal Sporting News . . . . o c o o o o o o o ... o o o o o o o o o o o o o \IO‘WPWNH .___. ————— - 1A - 50. Do you rather regularly read any Sports magazines? No . . . . . . Yes . . . . . . 2 If: YES, Which ones? 1 2 3 51. What other campus activity or duties would keep you from attend- in a ood home varsity Football game. (Baskeball game: Base- baEl game) if you could not attend to the other activity and go to the game both? I'll give you a list to help suggest some things. A. Football game? Basketball game? Baseball game? Lecture-concert . l Lecture-concert . l Lecture-concert . l Travelogue . . . 2 Travelogue . . . 2 Travelogue . . . 2 Foreign Movie . . 3 Foreign Movie . . 3 Foreign Movie . . 3 Dorm Activity . . A Dorm Activity . . A Dorm Activity . . A Married, at home. 5 Married, athome . 5 Married, at home. 5 Sorority-Frat . . 6 Sorority-Frat . . 6 Sorority-Frat . . 6 Date . . . . . . 7 Date . . . . . . 7 Date . . . . . . 7 Study, if behind 8 Study, if behind 8 Study, if behind 8 Radio or TV . . . 9 Radio or TV . . . 9 Radio or TV . . . 9 Read a book . . . 10 Read a book . . . 10 Read a book . . . 10 ‘Work on campus . 11 Work on campus . 11 Work on campus . 11 Personal recrea . 12 Personal recrea . 12 Personal recrea . 12 Weather . . . . . 13 Weather . . . . . 13 Weather . . . . . 13 1A 1A 1A 52. What off-campus activity or duty would keep you from attending a good home Football game; Basketball game; Baseball game; if you cou d not attend to the other activity and go to the game both? A. Football game? Basketball game? Baseball game? (30 home-stay home . 1 Go home-stay home . 1 Go home-stay home . 1 'Visit friends . . . 2 Visit friends . . . 2 Visit friends . . . 2 VVeek-end trip . . . 3 Week-end trip . . . 3 Week-end trip . . . 3 (3o hunting . . . . A Go skiing-ice Skate A Go fishing-beach . A 5366 a good movie . 5 See a good movie . 5 See a good movie . 5 (fo—campus date . . 6 Off-campus date . . 6 Off-campus date . . 6 IDrinking party-tav 7 Drinking party-tav 7 Drinking party-tav 7 (Off-campus party . 8 Off-campus party . 8 Off-campus arty . 8 IJarried-at home . . 9 Married-at home . . 9 Married-at ome . . 9 (Jff-campus job . . lO Off-campus job . . 10 Off-campus job . . lO (Jhurch activities . 11 Church activities . 11 Church activities . 11 Personal recrea . . 12 Personal recrea . . 12 Personal recrea . . 12 ...- \u [.4 w ...: w ——7 53. 5A- - 15 - When you attend a Sports event-~do you ordinarily go by yourself or with others? (If not alone) With whom do you usually go? (CAN READ LIST) . Alone 0 O O O O O O O O O O O 0 O O 0 1 Date 0 O O O O O O O O O O O O O O O 2 DOUble-date o o o o o 0 0 O o 0 o O O 3 Group of two or three friends . . . . A With roommate . . . . . . . . . . . . 5 Bunch of guys (or girls) from dorm . 6 Group of four or more friends . . . . g Comment: ' 0 O I . About how many Michigan State "Home" games did you attend last season for each of the following Varsity Sports? (Read List) NonebfanYQoooooooooooO Football (A) . . . . . . . . . . . 1 Basketball (11) . . . . . . . . . . 2 Baseball (9) . . . . . . . . . . . 3 Track, Indoor (2) . . . . . . . . . A Tennis (5) . . . . . . . . . . . . 5 Swimming(A)...........6 'Wrestling (6) . . . . . . . . . . . 7 Boxing (3) . . . . . . . . . . . . 8 Hockey (15) . . . . . . . . . . . . 9 Gymnastics (2) . . . . . . . . . . lO Fencing (A) . . . . . . . . . . . . 11 Outdoor Track (1) . . . . . . . . . 12 Cross-country (l) . . . . . . . . . 13 Gelf ( 5) O O O 0 O O O O O O O O 0 1h 55- 56. 57- 58. 59. ~16- Did you attend any "away from home" games for any of these? (IF YES,) For which Sports, and how many did you attend? None . . . . . . . . . . . . 0 Football . . . . . . . . . . 1 Basketball . . . . . . . . . 2 Baseball . . . . . . . . . . 3 A Do you follow professional football quite closely? Yes 0 o o o o o o o 1 30m 0 o o o o o o 2 NO 0 o o o o o o o 3 About how many games have you attended in the last three years? ‘What thing or things, do you SSpecially enjoy about football? Tension . . . . . . Contact Sport . . . Season of the year . Saturday games end up week Band, ceremony, pagentry . Color . . . . . . . . . . oe \IO‘WJ-‘UJNH ##- Is there anything that you eSpecially dislike about the game? Cheering . . . . Too rough . . . Jam of the crowd Penalties . . . Long ticket lines co \) O\\n-F‘\A>Nl—' Nething that I think of . . _‘s- 600 61. 62. 63. 6A. _ 17 - Now we're used to having the band, ceremonies and pagentry at football games, but just how much does this add to your enjoy- ment of the afternoon? (RECORD ACTUAL RESPONSE) About all I go for . Adds a lot . . . . . Part of it adds . . Uncertain . . . . . Don't go for that- o fo Doesn't help at all Spoils it for me . . ...-3.... ..m.... a: ..%.... ....... ......o \oooxloxvur-wNI—I Do you think this same kind of pagentry, color and music would improve interest, enjoyment and attendance at Basketball? At football? At other Sports? - Basketball? Baseball? . Other sports? . Yes . . . . . . 1 Yes . . . . . . 1 Yes . . . . . . l 3 N0 0 O O O O O 2 NO 0 O O I O O 2 NO 0 O O O O O 2 Some might . . 3 Some might . . 3 Some might . . 3 Don't know . . A Don't know . . A Don't know . . A 5 . 5 __ 5 'Would you care to comment further? Did you attend the Wisconsin Football game the other Saturday? Yes . . . . . 1 No . . . . . 2 Do you expect to (Or did you) attend the Purdue game on the 16th? Yes . . . . . 1 N0 0 O O O O 2 If Nfichigan State were to lose several football games this season, what affect do you think it would have on the interest and.attendance of the students and public? -.-s-§ -18.. 65. NOW'We trust that these questions have proved interesting to *you. We certainly appreciate your co-Operation. Do you have any additional comments that you'd like to make about your leisure-time activities; or why you do or don't attend M.S.C. athletic events, or about the Sports program in general? Do you have anything else of interest that you thought of as we were passing through? I NAME TELEPHONE ADDRESS DATE INTERVIEWER TYPE OF SURVEY ORIGIN OF SAMPLE km. 8- IM‘” ." Jl SCHEDULE ;; - TELEPHONE SURVEY Code Name Ph. Date Ikfllo! This is speaking. I'm calling about the Sports fhuwey that you helped us with a while back. I'd like to ask about your attendance at a few games. If you have a few minutes, we'll be able to do it right now over the phone, O.K.? 1. Did you go to the last football game of the season? “YeSoooooooooooo-l N0000000000000°2 2. Who was that game with; do you recall. (On November 20th) Marquette,. Sure . . . Marquette, Unsure. . . Other fionwt recall a o o o o o o o o . . O O #WNF" 3. (IF YES TO QUESTION 1) Now you say you went to that game with Marquette; do you recall whether you went in a group, or alone? I'll read a list, and you tell me which one best fits you. Alone 0 o o Roommate ... Date 0 o o 0 Double date . . T o orrthree friends A or more friends. . Don't remember . . . 0...... ~d0wn¢4nnnd ‘4. ‘Was there any question in your mind about your going to the game? N0 , I always go o o o o 1 Yes 0 o o o o o o o o o 2 Don ' t remember. a o o o 3 5. (IF Z§§ TO QUESTION A) What other possibilities were considered? Game of the week on T. V. (PROBEll GOlng home 0 o o o o Studying . . . . . Work........ Mbvies . . . . . . . Go out with the gang Week-end trip 0 o 0 Don't remember . . . C O O O O O O \O Cnfl O‘an—‘WN ~ewuv 10. 12. 130 (2) Did you discuss whether or not you would go with anyone else? Yes. 0 O O O O O O O O 1 No . . . . . . . . . . 2 (IF ANSWER TO QUESTION 1, IS NO) Is there any special reason why you didn't care to go? _r A Do you recall what you did instead? (Probe, esp. on T.V.) Game of the week on T.V. went home. . . . . . . . Studied. . . . . . . . . Didn't recall at first . Don't remember . . . . . oxvur-wNI—J ‘1 -u»; &A-_-_. '4 - f . I Did you consider going to the game at all? What finally led you to decide to do the other thing? Yes I O O O O O C O 0 .1 No . . . . . . . . . .2 3 Did you discuss this with anyone else? Yes. . . . . . . . . . 1 Who?. No. C C 9 O O . O O O 2 Let's turn our attention to the Basketball games. Did you go to the second home game-the one with the Univ. of Detroit on Saturday, December A? Yes. . . . . . . . . . 1 N00 0 o o c.- o o o o o 2 (If N9) What did you do at the time of the game? (Probe) Studied. . . . . . . . . . »Date . . . . . . . . . . . . went home. . . . . . . . . . Out with the gang. . . . . . ZDon't remember . . . . . . . Doing what? amt-womb! Did you consider going to the game at all? (IF YES, WHAT led you “to decide not to go? N0. 0 O O O 0 0 O 0 e O 1 Yes. 0 0 O 0 C- . O O O C 1A. 15. 16. 17. 18. 19. 20. (3) (IF YES TO QUESTION 11) Did you consider not going at all? NO 0 o o o o o o o o 1 Yes 0 o o o o o o o o 2 (If YES) What led you to decide to go? .. How about the home game with the University of Wisconsin on Saturday afternoon, January 8; did you go to that one? YeSooooooooo l Nooooooooo 2 (If 39) Did you watch in on T.V., or did you do something else? T.V. O O O O O O O O l 2 Did you appreciate having it played in the afternoon, or do you prefer only night games? Like afternoons . . . 1 Only at night. . . . 2 3 Is the fact that a game is a Conference game or a non-conference game, a determining factor in your attendance at games. Go only to conference games . . . . .l Prefer conference games . . . . . . .2 Go to all games regardless . . . . . 3 Depends on the team . . . . . . . . A 5 Have you gone to any other Basketball games this season. Which ones? Wed., Dec. 1 - Marquette University . . l wed., Dec. 22- DePaul University . . . . 2 Thurs., Dec. BO-Penn. State College . . 3 Have you been to any other varsity sports here this winter? If so, which ones? or how many? ' None Hockey Fencing___ Swim Boxing Wrestling ..r ”53$ f ‘"' SCHEDULE _I__I_ - TELEPHONE SURVEY Code Name ‘ Ph. Date Hello! This is speaking. I'm calling about the Sports Survey that you helped us with a while back. I'd like to ask about your attendance at a few games. If you have a few minutes, we'll be able to do it right now over the phone, O.K.? 1. Did you go to the last football game of the season? -¥es O O O O O O O O O O O O ' 1 NO 0 O O O O O O O O O O O '2 2. Who was that game with; do you recall. (On November 20th) Marquette,. Sure . . . . Marquette, Unsure. . . . Other 0 Don't recall . . . . . . .... rump 3. (IF YES TO QUESTION 1) Now you say you went to that game with Marquette; do you recall whether you went in a group, or alone? I'll read a list, and you tell me which one best fits you. Aloneoooooo Roommate ... . . . Dateooooooo Double date . . . Twp orrthree friends A or more friends. . Don't remember . . . O O O O O O O womrwme A. Was there any question in your mind about your going to the game? NO,IalwaYS gOoooo 1 83000000000. 2 Don't remember. . . . . 3 5° (IF’YES TO QUESTION A) What other possibilities were considered? Game of the week on T.V.(PROBE)1 GOing home 0 o o o o Studying . . . . . WOI‘k........ MOVieSooooooo Go out with th gang 'Week-end trip . . . Don't remember . . . -‘ \0 00-4 Chm-l?“ 10. 11. 12. 13. (2) Did you discuss whether or not you would go with anyone else? Yes. O O O O O O O 0 O 1 No L O C C 0 G b O O O 2 (IF ANSWER TO QUESTION 1, IS NO) Is there any special reason why you didn't care to go? Do you recall what you did instead? (Probe, esp. on T.V.) Game of the week on T.V. . . went home. . . . . . . . . Studied. . . . . . . . . Didn't recall at first . Don't remember . . . . . . . o o o o ONm-Ple—J Did you consider going to the game at all? What finally led you to decide to do the other thing? Yes 0 O O O O O O O O 01 No . . . . . . . . . .2 3 Did you discuss this with anyone else? Yes. . . . . . . . . . 1 Who? No. 0 O O I O O O O O 2 Let's turn our attention to the Basketball games. Did you go to the second home game-the one with the Univ. of Detroit on Saturday, December A? . YeSGCO-COOOOOCl No..........2 (If N9) What did you do at the time of the game? (Probe) Studied. . . . . . . . . . 'Date .. . . . . . . . . . went home. . . . . . . . . Out with the gang. . . . . Don't remember . . . . . . Doing what? owncuarokd Did you consider going to the game at all? (IF YES, WHAT led you to decide not to go? No. . . . . . . . . . . 1 Yes. 0 O 0 O o O O O O I 2 matrix (3) lA. (IF YES TO QUESTION ll) Did you consider pg; going at all? NO 0 O O O O O O O O 1 Yes . . . . . . . . . 2 (If YES) What led you to decide to go? .. 15. How about the home game with the University of Wisconsin on Saturday afternoon, January 8; did you go to that one? YeSOOOOOOOO. 1- NO......o. 2 16. (If 39) Did you watch in on T.V., or did you do something else? (' T.V. . . . . . . . . 1 2 1?. Did you appreciate having it played in-the afternoon, or do you prefer only night games? van-:3: --;:2--- - -r-—-' Like afternoons . . . 1 Only at night. . . . 2 __g 3 18. Is the fact that a game is a Conference game or a non-conference game, a determining factor in your attendance at games. Go only to conference games . . . . .l Prefer conference games . . . . . . .2 Go to all games regardless . . . . . 3 Depends 0n the team 0 o o o o o o o 1+ _1. 5 l9. Haveoyou gone to any other Basketball games this season. Which ones. Wed., Dec. 1 - Marquette University . . 1 Wed., Dec. 22-DePaul University . . . . 2 Thurs., Dec. BO-Penn. State College . . 3 20. Have you been to any other varsity sports here this winter? If so, which ones? or how many? ' None Hockey Fencing___ Swim Boxing Wrestling *— < lily II" 1 l I III ill!!! v1 . . Ill . l. ... - u o i ' .3 . o . u _ - _ t 1 A A ‘ . a u _ v I . . m . . , n , 4 n . u . 4 _ . . x ( . . .1 . . . . . . . _ v . n v I _ 1 . . . . .. o . . 3 i . n . . . O a O u ., u _ « A _ . — u» _ i...i ,u r.. 4