,'\‘I _. 12‘..-”
a .. T" M
I i m ,7 H5

 

ABSTRACT
AN ANALYSIS OF FACTORS RELATED TO PERCEIVED PARENTAL
INFLUENCE ON COLLEGE FRESHMEN AND PARENT-STUDENT
PERCEPTIONS OF CENTRAL MICHIGAN UNIVERSITY

by Donald P. Bertsch

The purpose of this study was to identify the similari-
ties among and differences among students who perceive of
their mother as being the more influential parent and those
who perceive of their father as being the more influential
parent according to selected socio-economic factors. The
study also compared a freshman's perception of Central
Michigan University with the perception of the same univer-
sity held by each of his parents. Only those factors thought
to be related to college selection and parental influence
were employed. It was thought that knowledge concerning how
parents influence the college selection of their offspring
would be helpful to parents and counselors while aiding
students in the process of selecting a college to attend.

The subjects studied were entering freshmen enrolled
at Central Michigan.University during the fall of 1965. The
sample consisted of 100 male and 100 female students and
their parents. No commuting, transfer, or foreign students
were included in the study. Only single, 18-20 year old,
Michigan residents, who chose Central Michigan.University as
their first choice school, and lived with both parents while
in high.school were included.

Three instruments were used to collect the data from

the students. Data from the parents were gathered through

Donald P. Bertsch

the use of one questionnaire. The socio-economic informa-
tion was obtained by using a questionnaire developed by the
investigator. The Parental Influence Inventory was used to
determine which parent the student perceived as being gener-
ally more influential. Perceptions of Central Michigan
University were obtained from students and from each of their
parents by the College and‘University Environment Scales.
Academic aptitude was determined by the American College
Eggt, required of all entering freshmen.

Significant differences at the .05 level of confidence
or beyond were noted on four of the fifteen statistical
hypotheses tested. There were significant differences
between the students who perceived their father as the more
influential parent and those who perceived their mother as
the more influential in regard to the following factors:

(1) educational level of the father as seen by the female
students, (2) occupational level of the father as seen by
the male students, (3) college major chosen by the male

students, and (u) the occupational choice of all students.

The following conclusions were drawn from the findings
of this study: (1) the choice of Central Michigan University
by female students is likely to be significantly influenced
by those fathers who have attained a high educational level,
(2) the choice of Central Michigan University by male stud-
ents is likely to be significantly influenced by those
fathers who have attained a high occupational level, (3) the

college major chosen by a male student at Central Michigan

Donald P. Bertsch

University is influenced by the parent whom.the student per-
ceives as being the more influential, (a) the parent whom
the student perceives as the more influential significantly
influences the occupational choice of entering freshmen at
Central Michigan University, (5) entering freshmen at Central
Michigan University do not, in general, perceive the Univer-
sity in the same way as do their parents, and (6) different
approaches to counseling are needed regarding college selec-
tion, because sex differences exist when socio-economic
characteristics are used to discover the more influential

parent.

AN ANALYSIS OF FACTORS RELATED TO PERCEIVED PARENTAL
INFLUENCE ON COLLEGE FRESHMEN AND PARENT-STUDENT

PERCEPTIONS OF CENTRAL MICHIGAN UNIVERSITY ‘
By

Donald P. Bertsch

A THESIS

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

DOCTOR OF EDUCATION

Department of Counseling, Personnel Services,
and Educational Psychology

1966

ACKNOWLEDGMENTS

The writer is sincerely grateful to Dr. James W. Costar
for his encouragement, interest, and guidance as Committee
and Thesis Chairman.

The writer is also indebted to Dr. Bill L. Kell,

Dr. Willa Norris, and Dr. Frederick J. Vescolani for their
valuable contributions as Guidance Committee members.

The consideration, patience, and inspiration of
Rochelle, Jeanne, and Larry Bertsch, the writer's wife and

children, were indispensable to the writer.

ii

Chapter

I.

II.

III.

TABLE OF CONTENTS

THE PROBLEM O O O O O I O O O O O O O O O O 0

Importance of the Study . .
Purpose of the Study . . .
Statement of the Problem. .
Procedures of the Study . .
Underlying Theory and.Assump
Decision Theory . . . .
Parental Influences . .
Delimitations of the Study
Limitations of the Study .
Definition of terms . . . .
Summary . . . . . . . . . .

l

oooocod-oooo

0....
..........E.’
ooooooooooo
000000.000.
0000000000.
0000000000.
00000000...

REVIEW OF THE LITERATURE . . . . . . . . . .

Overview . . . . . . . .
Studies Involving College Choice
Parents . . . . . . . . . .
College Environment . . . . . . .
Review of the Literature on Decision Theor
Socio-Economic Factors Examined in Previou
Studies 0 O O O O O O O O O 0
Occupation of Father . . . . .
Home Location . . . . . . . .
Education of Parents . . . . .
Parental Influence and Parental Pr

oooom‘doooo

eference
Reviewed in Previous Studies .
Summary . . . . . . . . . . . . .

PROCEDURE AND METHOLOGY . . . . . . . . . . .

Preliminary Investigation . . . . . . . . .
Populations Used in the Study . . . . . .
Selection of the Sample and Data Gathering

Procedures . . . . . . . . . . .
Instruments Used in the Study . . . . . . .
Research Hypotheses . . . . . . . . .
Statistical Procedures for Analysis of the

Data» 0 O O O I O O O O O O O O O O O O O

sumary O O O O O O O O O O O O O O O O O 0

iii

Chapter

IV 0 ANALYSIS OF THE DATA 0 O O O O O O O O O O O

Socio-Economic Factors Related to Parental
Influence O O O O O O O O O O I O 0
Parent and Student Perceptions of Central

Michigan University . . . .
Discussion . . . . . .
Significant Findings . .
Non-Significant Findings

Summary

V. SUMMARY, CONCLUSIONS AND DISCUSSION , AND
RECOWDATIONS O O O O O O O O O O O O O O 0

Summary

Purpose and Procedure . .

Significant Findings . . .
Conclusions and Discussion .
Recommendations for Further Re

BIBLIOGRAPHY . .
APPENDIXES
A. Section 1:

Section 2:

Section 3:

Section R:

Section 5:

Section 6:

Section 7:

00000

O O
O O
O O
sear h

Copy of letter sent to parents of
sons selected as sample members .

Copy of letter sent to parents of
daughters selected as sample
members 0 O O O O O O O O O O O 0

Copy of instruction sheet accom-

panying the College and University

Environment Scales sent to parents.

Sample of follow-up card sent to
students whose parents had not
returned their CUES answer sheets

Copy of follow-up letter sent to
parental non-returnees . . . . .

Copy of survey questionnaire . .

Copy of the Parental Influence
Inventory . . . . . . . . . . . .

iv

Page
51

107

108

109

110

112
113

116

APPENDIXES

Section 8:

Section 9:

Section 10:

Section 11:

Section 12:

Table B-1:

Table B-2:

Sample of answer sheet devised
for the Parental Influence
Inventory . . . . . . . . . . . .

A description of the five scales
in the College and University
Environment Scales with item
groupings. . . . . . . . . . . . .

Copy of the College and.University
Environment Scales . . . . . . . .

Sample of CUES answer sheet sent
to fathers . . . . . . . . . . . .

Sample of CUES answer sheet sent
to mothers . . . . . . . . . . . .

Chi square values and si ificance
levels of subhypotheses %:ocio-

economic factors) under hypothesis
number one . . . . . . . . . . . .

Chi square values of comparisons
between raw scores achieved on
the CUES by student and parents
with designation of preferred
parent 0 O O O O O O O O O O O O O

119

120

121;

125

127

129

LIST OF TABLES

Table Page

I. Comparison of Mother- and Father-groups Rela-
tive to Student Rank on the American College
TeSt O O O O O O O O O O O O O O O O O O O O O O 52

II. Comparison of the Mother- and Father-groups
Relative to Family Income . . . . . . . . . . . 5h

III. Comparison of Mother- and Father-groups Rela-
tive to Mother's Education . . . . . . . . . . . 56

IV. Comparison of Mother- and Father-groups Rela-
tive to Father's Education . . . . . . . . . . . 57

V. Comparison of Mother- and Father-groups Rela-
tive to Occupation of Father . . . . . . . . . . 59

VI. Comparison of Mother- and.Father-groups Rela-
tive to Distance Between Student's Home and
Central Michigan University . . . . . . . . . . 61

VII. Comparison of Mother- and Father-groups Rela-
tive to the Size of the Community in.Which
the Student Resides . . . . . . . . . . . . . . 62

VIII. Comparison of the Mother- and Father-groups
Relative to the College Major of the Student . . 63

IX. Comparison of Mother- and Father-groups Rela-
tive to the Occupational Choice of the
Student 0 O O O O O O O O O O O O O O O O O O O 65

X. Comparison of Mother- and Father-groups Rela-
tive to the Student's Planned Length of Stay
in callege O O O O O O O O O O O O O O O O O O O 67

XI. Comparison of the Mother- and Father-groups
Relative to the Number of Siblings . . . . . . . 69

XII. Comparison of Mother- and Father-groups Rela-

tive to When the Student Decided to Attend
COllege O O O O O O O O O O O O O O O O O O O O 70

vi

Table
XIII.

XIV.

XV.

Page

Comparison of Mother- and Father-groups Rela-
tive to Whether or Not One of the Parents Had
Attended Central Michigan University . . . . . . 72

Comparison of Mother- and Father-groups Rela-

tive to Whether or Not One Relative Other

Than the Parents Had Attended Central Michigan
univerSity O O O O O O O O O O O O O O O O O O O 72

Comparison of Mother- and Father-groups Rela-

tive to the Student and Parent Responses on
the CUES O O O O O O O O O O O O O O O O O 0 O 0 71+

vii

CHAPTER I
THE PROBLEM

For many students the selection of a college is a
complex decision. Exactly how each factor affects the judg—
ment is difficult to determine because few have studied the
reasons students select a specific school. A general
assumption is that some institutions are more appropriate
for a student than others. Another assumption is that if
the student selects the college best suited for him, his
chances of success and.happiness are greatly increased. Yet
the fact remains that no one knows definitively what factors
are most influential in the selection of a college.

Psychologists and sociologists, however, agree that
primary influences on an individual's values and attitudes
emanate from his family, particularly his parents. The
family dominates all other institutions in shaping the
values of most individuals. It may be assumed, therefore,
Vthat parents have great influence on the educational values
of their children and, at the same time, may contribute
significantly to the student's choice of a college. Yet the
effect of parental views is difficult to measure. Generally,
authorities assume that the direction of parental influence
is determined by their attitudes about college. The attitudes
a student and parent hold are determined by the socio-
economic, educational, and.psychological components of the

l

family.

The role of each parent may vary greatly in the for-
mation of his child's attitude toward and perception of a
specific school. A student often turns to his father for
advice on some aspects of choosing a college and seeks the
help of his mother on others. At the same time, scholars
argue that the child is more influenced by one parent than
the other. The child himself may think of one parent as
being more influential than the other. Therefore, it can be
assumed that a student's perception of a certain type of
college is similar to that possessed by his parents and is

most like that of the more influential parent.
Importance g: the Study

Since societal pressures on young people to obtain a
college education have greatly increased during the past few
years, most college students believe that a college educa-
tion is necessary for success in adult life. As a result,
getting admitted to college and being able successfully to
compete at the college level have become two major sources
of anxiety for them.

Because the socio-economic conditions among adoles-
cents differ, their attitudes toward college also vary. A
clearer understanding of how socio-economic factors contri-
bute to the variance in college attitudes is needed to
prevent the inappropriate selection of a college.

An inappropriate college choice results in loss of

time and.money. The large number of withdrawals from college
due to dissatisfaction with the original choice is evidence
of the frustrations of many college students. A better
understanding of the college selection process itself would
help alleviate the waste of time, money, and effort, which
are the result of selecting an inappropriate school.

A deeper understanding of those factors which have
pertinence to the selection of a college would be valuable
to adolescents, parents, and college counselors. It is
generally agreed that one of the most important factors is
the role of parents. Such variables as socio-economic
status, occupation of father, father's education, and
mother's education affect the attitudes held by the student
about a certain college.

Information indicating the role of socio-economic
data and.how it can be used to predict attitudes held about
certain colleges would help parents, students, admissions
officers, and counselors. Knowledge of the relationship
between parental attitudes about college and the attitudes
held by their offspring could be useful to all college per-
sonnel workers. If the perceptions of college held by a
student can be predicted from.socio-economic data, a coun-
selor could be more effective in aiding a student in college
selection.

The question, "Which parent is more influential in
imparting attitudes and perceptions about college?" needs

to be answered. If research were available indicating

h

whether socio-economic data could assist in predicting which
parent was more influential in college choice, it would
simplify the study of college selection.

The writer's review of the literature indicated an
absence of data comparing entering freshmen's perceptions of
college with those of their parents. There is also a negli-
gible amount of data in the area of parental preference and
its relation to perception of college. A study of the
nature of parental influence and its effect on a student's
selection of a college is necessary to help fill the gaps in
this area of research.

This research study is needed to better understand
the relationship between parental perceptions of college and
the perceptions held.by their offspring. The investigation
would also provide information about the differing effect
of each parent.

The possibility of opening new dimensions in the area
of parental influence and college choice needs to be exam-
ined. An analysis of perceived parental influence and
parent-student perceptions of college is needed to identify
similarities and differences between the preferred parent's
perception of college and that held by the student. This
research is based on the assumption that significant simil-

arities do exist.

Purpose 2; the Study

The purpose of this study is to identify the

similarities among and differences between students who per-
ceive of their mother as being the more influential parent
and those related to students who perceive of their father
as being the more influential parent. The study also will
compare factors associated with the entering freshman's
perceptions of college and factors associated with the per—
ception of college held by the student's father and mother.
Only those relative factors found in the literature and
those thought by the writer to be related to attitudes and
perceptions of college will be examined. Such data will
permit more accurate evaluations of the relative influence
of parents on their children when the latter form.ideas
about college and, especially, choose a college.

The investigation attempts to discover information
about entering college freshmen that will be of value pri-
marily to high school counselors, college admissions offic-
ers, and college counselors in their respective attempts to
provide guidance in the selection of a college. In addition,
such information could be useful to persons concerned with
helping students achieve an adequate academic and social
life while attending college.

A clearer understanding of the attitudes students
bring to college will provide information useful in the
planning of educational programs and student personnel

services.

Statement of the Problem

The selection of a particular college is made by many
students on the basis of preconceived attitudes or percep-
tions about the school. The effect of parental attitudes on
their youngster's choice of a college has not been fully
studied. The presence of differing degrees of influence of
one parent over the other is often assumed but difficult to
prove. Because the socio-economic background of the student
may play an important role in determining which.parent is
more influential, it may possibly be used as a predictor of
perceived parental influence and as an indicator of college
perceptions.

The principal problem investigated in this research
was the comparison of selected socio-economical-vocational
characteristics of entering college freshmen at Central
Michigan University who perceived their mother as being the
more influential parent with those of entering college
freshmen who perceived their father as being the more influ-
ential parent. A second aspect of the study was the compari-
son of the perceptions of college held by the entering
college freshmen at Central Michigan University with those
held by their more influential parent. More specifically
this study was undertaken to test the following research
hypotheses:

(l) Entering college freshmen at Central Michigan
University at the beginning of the Fall Semes-

ter, 1965, who perceived their mother as the
more influential parent possessed significantly

different socio-economic-vocational character-
istics from.those who perceived their father
as the more influential parent.

(2) Greater similarities exist between the percep-
tions of college held by entering college
freshmen at Central Michigan University at the
beginning of the Fall Semester, 1965, and those
held by their more influential parent than

between their perceptions of college and those
held by their less influential parent.

Procedures used in the Study

The populations used in this research was the 2306
entering freshmen who enrolled at Central Michigan.Univer-
sity during the fall semester of 1965 and'their parents.

All freshmen are required to take a semester hour orientation
course. Five of the nine orientation classes were used as
the sample universe and were administered three instruments
(a questionnaire, the Parental Influence Inventory, and the
College and University Environment Scales). A sample of

200 students was chosen from.those tested. The sample con-
sisted of 100 males and 100 females.

Students took the three instruments during the first
meeting of their orientation class, fall semester, 1965.

The Parental Influence Inventory was used to determine
the parent each student perceived as being the more influ-
ential. The students were divided into a father1grggp or a

motheregroup depending on the parent perceived as more

 

influential.

The father-group and mother-group were compared to

 

determine if any significant differences existed.

Comparisons were made with the data from the questionnaire.

The College and University Environment Scales or CUES
was mailed to the parents of each member of the sample group.
Included with the CUES was a covering letter with directions
and explanations. Follow-up procedures were used twice to
increase the percent return.

The CUES raw scores of the students were compared to
the raw scores of each of the student‘s parents. The data
obtained were analyzed by the Chi-Square technique. The
.05 level of confidence was selected as the criterion in

testing the hypotheses.

Underlying Theory and Assumptions

 

Decision Theory

 

Ginzberg (33) has postulated that decisionemaking is

a process which proceeds gradually, over time, as a sequence
of many decisions and experiences. Decisionemaking is an
on-going process of making choices, obtaining additional
information, and revising previous choices. Brim presents
six phases of the decision process:

1. Identification of the problem

2. Obtaining necessary information

3. Production of possible solutions
. Evaluations of such solutions
. Selection of a strategy for performance

. Actual performance of an action or actions, and
subsequent learning and revision. (17-1)

C‘UI-P'

The selection of a college usually incorporates these
six phases. The length of time spent on each phase or the

number of phases not relevant depends on the person, the

availability of resources, and the magnitude of the decision.
Few, if any, personal decisions are made without the help or
influence of others. Differing socio-economic backgrounds
lead to unique value structures which influence the decision-
making process. The parents and home setting, therefore,

may affect the decisions of a youngster in a direct or
indirect manner. The youngster's chances of choosing wisely
often depend on the decisionemaking experiences he has had
in school and at home. His decisions are also influenced by
the degree of independence he has achieved.

The decision-making process usually begins with a
period of uncertainty while the problem is identified and
delimited. The decision.maker then makes a list of alterna-
tive actions or choices. The next step is an unbiased and
objective evaluation of the merits of the alternatives (in
this case colleges). Evaluation of the alternatives involves
the collection of relevant information. Once the informa-
tion has been collected it is analyzed and organized. The
more similar the alternatives are, the more important and
difficult the decision. The more variable or disparate the
information about the alternatives, the more certain the
person will want to be before the decision is made. If the
alternatives are not good, the person will usually search
for another or better alternative. If there are inevitable
unpleasant consequences of making a decision, the person will
try to avoid making it.

After the alternatives have been examined, a preference

10

order between alternatives is established. Once the prefer-
ence order is established the wise decision.maker continues
to seek information until he has sufficient confidence it is
correct. When the required level of confidence is reached,
the decision may be made. When the decision is made and the
person is committed to a given course of action, the psycho-
logical situation.may change decisively. There is less
emphasis on objectivity and.more dependence on bias when
viewing the alternatives. There may be a period.where the
decision-maker regrets his decision or feels one of the
alternatives was better. If there is a deep commitment to
the alternatives chosen, the decider will likely feel at
ease and his anxiety will reduce. If the person has merely
stated a preference rather than making a decision, his
anxiety will probably continue.

A decision may be only as good as the process used to
arrive at it. Unfortunately, many decisions are made in an
impulsive or uninformed way. The decision-maker who under-
stands himself and his feelings will make better decisions.
The facts gathered in the information phase are important,
but a knowledge of feelings, values and motivations is also
important.

The typical decision involving college choice is far
more complex than.most situations faced by youngsters in
their first seventeen years of life. Selection of a college
encompasses the goals, values, motivations and parental

influences of the student. Knowledge of parental attitudes

11

about college could provide more relevant information to the

high school student involved in the college selection process.

Parental Influences

Parental influence in the college selection process
can be direct or indirect. Parents may restrict the number
of colleges the student can consider by limiting the finances
or geographical location. If the parents attended a particu-
lar school, they may want their offspring to attend the same
school. The socio-economic status and aspiration level of
the family may also limit the number of considerations.

The attitudes which parents hold about a particular
college are usually adopted, in part at least, by their
children. If the parents express certain ideas about a
school, their youngster will undoubtedly consider these ideas.
Most sociologists and psychologists agree the socio-economic
characteristics of the family (i.e., occupation level of
father, income, urban or rural home location, education of
parents) affect the educational aspiration and achievement
of the offspring.

Each parent in a particular family may play a uniquely
different role. The youngster may seek help from.the father
in one area and from the mother in another, or disregard
both.

The role of each parent may vary in different families.
The divergence of parental role has been shown in some

recent research to be related to socio-economic variables

12

such as education of parents, income of parents, occupation
of father, and.home location.

Much research indicates parents are the most influen-
tial factor in college choice. The differing roles of each
parent has been intimated but not substantiated. The present
study is designed to investigate the influence of parental
attitudes about college on the attitudes possessed by their

offspring.
Delimitations 2f the Study

This study is concerned with two populatiom: first
semester freshmen enrolled at Central Michigan University
during the fall semester of 1965 and the parents of these
students. Only those students who met all the following
criteria were included in this study.

1. Resident of Michigan

2. Single

3. Between 18 and 20 years old

h. Non-commuting (not living at home)

5. No previous college experience

6. Chose Central Michigan University as their first
choice university

7. Completed all instruments given (both parents
and students)

8. Both parents alive and living together

9. Student had lived with both parents during
years spent in.high school

The study of perceived parental influence was limited
to its relationship to the following factors:

1. Rank of the student on the American College
Test (using C.M.U. norms)

2. Total family income of parents

3. Mother's education

h. Father's education

5. Father's occupation

13

6. Distance from.home to Central Michigan Univer-
sity

7. Size of home community (home location)

8. College major field of student

9. Occupational choice of student

10. Planned length of stay in college

11. When student decided on going to college

12. Number of siblings

13. Mother or father attended Central Michigan
University

lu. Other relatives attended Central Michigan
University

Limitations 23 the Study

1. There is no reason to believe that any student or parent
was overtly dishonest in replying to the questionnaire, or
instruments used. However, the possibility of inaccuracies
occurring is always a limiting factor in studies of this
type.

2. This investigation attempts to make statistical compari-
sons of students and their parents. There is no basis, how-
ever, for judging whether any of the noted differences are
good or bad for the student.

3. Certain limitations are inherent in.the instruments used
in this study. A discussion of the instruments and their
respective validity and reliability is undertaken in Chapter

three.

Definition‘g£.Terms

 

Academic Aptitude as used herein, refers to the scores
(ranked in upper, middle, and lower third) which students

achieved on the American College Test, otherwise referred to

1h

as the ACT.

Parental Preference is the characteristic measured by the

 

Parental Influence Inventory, which distinguishes between

persons with a preference for their mother or their father.

The Mother-group is defined as the group of students who
perceived of their mother as the more influential parent (as

measured by the Parental Influence Inventory);

The Father-group is defined as the group of students who

 

perceived of their father as the more influential parent (as

measured by the Parental Influence Inventory).l

Perception 2; College is defined as the characteristics meas-
ured by the College and‘University Environment Scales, other-
wise referred to as the CUES. Scores on the CUES are thought
to be indicative of the relative perception a person has of

a particular college environment at a specified time. The
perceptions referred to in this research are of Central

Michigan.University.

A Michigan Resident is a student who fits the definitions and

 

regulations contained in House Concurrent Resolution No. 78,
of the 72nd Legislature of the Regular Session of 1963 and

who was thusly admitted to Central Michigan University for

 

1Scoring of the Parental Influence Inventory and
explanations of the Mother- and Father-groups are presented
in Chapter III.

15
the fall semester 1965.

A_Non-commuting Student is defined as a first semester fresh-
man who is attending Central Michigan University on a full
time basis and not living at home or with his parents. Home

is defined as his legal residence, where his parents reside.

Summary

This study investigates the socio-economic-vocational
characteristics associated with.the influence of one parent
over the other. The study also attempts to determine the
degree to which.similarities exist in the perception of college
held by entering college freshmen and the perception of the
same college held by their more influential parent. The
sample consisted of 200 students (100 male and 100 female)
and their parents. The 200 students were enrolled at
Central Michigan'University for their first post high school
training during the fall semester of 1965. These students
and their parents were administered the College and'Univer-
sity Environment Scales in order to ascertain whether sig-
nificant similarities existed. The students were also given
the Parental Influence Inventory and a questionnaire.

The use of socio-economic factors in indicating which
parent is more influential is not fully understood and needs
more investigation. The influence of parental attitudes in
affecting those of their offspring is also in need of further
research, This study is designed to determine specifically

what similarities, if any, do exist between parent and.child

16

(in relation to attitudes about Central Michigan University).
The study is also designed to clarify the relationship
between selected socio-economic factors and influence of the
father or mother. It was thought that analysis of the data
would provide a clearer understanding of the method which
parents affect the college choice of their youngsters.
Previous studies dealing with the selected socio-
economic factors and subjects similar to those examined in
this study are reviewed in Chapter two. The procedure and
methodology used are described in detail in Chapter three.
Analyses of the data are found in Chapter four. The fifth
and final chapter contains conclusions drawn from the study
along with recommendations for further research in this

field.

CHAPTER II
REVIEW OF THE LITERATURE
Overview

While research in the area of college choice is vol-
uminous, the investigation of specific variables in the
selection of a college has been greatly neglected. In addi-
tion, although some studies examine college environments,
little has been done in the area of "Perceived" college
environments on the part of students and their parents.

Numerous studies indicate a disparity in college
attendance among students from the different social classes.
Studies tend to show the disparity results from the attitude
of the different social classes toward higher education.
Clearly, one of the crucial factors in ascertaining college
attendance is parental attitude. As Ford has stated:
"Parental interest in, aspiration for, and relations with,
their children exert a powerful influence on a childs school-
work and aspirations for college." (35:u21)

The relationship between college attendance and a
variety of socio-economic factors is well documented in the
literature. However, a number of studies either duplicate
other studies or are not directly connected to the present
research. This review, therefore, will deal primarily with

the more current and pertinent literature in the field of

17

18
college choice.

The chapter is divided into four sections. The first
section reviews studies directly related to college selec-
tion and the effect the college setting or environment has
on the selection process. The second area surveys the litera-
ture on decision theory and its relationship to college
selection. The third area presents selected studies from
the literature concerning the effect of socio-economic fac-
tors on educational aspiration and attitude formation. The
fourth area reviews studies related to parental preference
and parental influence.

The studies reviewed here are summarized only briefly.
There is some cross-referencing between the sections. Al-
though.much of the research reviewed could have been placed
in more than one section the writer has placed the studies

in the section which to him seems most appropriate.

Studies Involving College Choice

 

The process of selecting a college is a difficult and
mysterious process for many students. The importance of the
decision is universally recognized; yet in many cases the
choice is made in a haphazard manner. Selection is often
made on incomplete or incorrect information. Most students
seem to select their school on vague notions about school
reputation which.they usually cannot document. There is a

need to learn.more about the process of college choice and

19
how it affects the student. Sanford has written:
If the nonrational process that influences the
selection of students by colleges, and the choice
of colleges by students, can be understood and
exposed, it may help put the whole business of
allocation on a sounder basis. (llO:hh)

Voluminous research exists in the area of college
choice but the question of W§Q_influences the decision and
§9W_it occurs remains virtually untouChed. Douvan and Kaye
have pointed this out. "If we know little about the decision
to go to college, we know even less about how adolescents
choose the particular school they enter." (26:216)

Some of the factors to be considered in the selection
of a college are location, cost, size, reputation and type
of school. Of the great number of studies which deal with
these factors, the following are representative: (8), (22),
(32),(37). (NS). (AB), (55), (S7). (59). (6h). (7A), (8h).
(86). (87), (99). (111), (120). (121). (130). Although
these factors are important, this section will be limited to
a review of the two pertinent factors and their effect in

the selection of a college: (1) parents and, (2) college

environment.
Parents

A study, by Holland (55), used 1957 National Merit
scholars and their parents as the sample. Parents completed
a questionnaire designed to gather data about the home

environment and the parental feelings about higher education.

20
Holland cited two significant facts:

1. Students whose parents felt college was
designed to develop the mind and intellect
selected colleges which were classified by
Holland as "Popular" (or in the ten best
universities in the.country).

2. Students whose parents felt college was
designed as a desirable preparation for
marriage tended to select the "Less Popular"
colleges (as classified by Holland).

The role of the home environment was found to be an
important factor in the college preferred by the student.
The socioeeconomic status, number of books in the home,
level of father's and mother's education, and family income
were significantly related.to the choice of a popular insti-
tution. Holland concluded that student and parent charac-
teristics and attitudes, and not institutional qualities
alone, were determining factors in the selection of a
college.

In another study (6h) Kerr found students perceived
of their parents as being the most valuable of many aids in
the college selection process. Kerr tested 1,350 seniors
in 33 school systems in the state of Iowa. Each student
was given a lh-item questionnaire designed to assess student
perceptions of the role and effectiveness of parents, coun-
selors, and others in aiding them with the college decision-
making process. Sixty-six per cent felt the parents were
the most helpful in the selection of a college.

The importance of the parental role in college selec-

tion has been shown in other studies: (26), (56), (68), and

21
(195), which bear out the findings of Kerr and.Holland.

The literature reviewed by the writer contained negli-
gible material on HOW parents affect college choice. Many
studies Which deal with the impact of parental roles on
college choice concentrate on the limitations parents place
on their youngsters such as cost, geographic location and
institutional size (110), (56).

The parental influence on college choice may be direct
(as financial) or indirect (in value and attitude formation).
As Sanford states:

The parents are very mueh in the picture of college
choice. Of course the student has already incor-
porated amny parental influences into his person-
ality, but these influences are usually still very
much alive, and parental hopes, restrictions,
expectations, and values are continually brought

to bear. (110:61)

The role of the parents, therefore, is well documented, but

HOW the influence is expressed.has not been fully researched.
College Environment

Each.college has a unique environment and tends to
draw students seeking that type of environment (A). If the
student fails to find his "ideal" environment, he is likely
not to be able to function fully. As Hammend states: "Just
as a seed needs proper soil to nourish it to full bloom, so
does the youth need the right college to reach his full
educational potential." (h3:65h)

This is corroborated in a study conducted for the

22
U. S. Office of Education by Iffert (59), who drew a sample
of 12,000 students from the 1950 freshmen classes of selec-
ted colleges. He traced the students for four years. Only
hO per cent of the sample graduated from institutions of
first registration. 0f the withdrawals, the majority was
attributed to inappropriate original choice.

In.another study (36), this one with National Merit
Scholars who had transferred, Forrest learned that student
accomplishment was negligible if the student was dissatis-
fied with the intellectual and social climate of the insti-
tution. Thetype of school and student's intelligence
played no role. Forrest's study indicates that the student's
satisfaction with the college environment is an important
factor in college success.

Another study involving National Merit Scholars (55)
revealed a significant relationship between kinds of colleges
chosen and types of students. Holland found different types
of colleges attracted students with different characteris-
tic patterns of academic abilities, vocational goals, educa-
tional values, personalities, and family backgrounds. He
concluded there is a need to learn.more about students,
college environments, and the selection of certain schools
over others.

In an attempt to discover the factors of student
dhoice and college environments, Astin (7) surveyed the

freshmen class of 2h8 selected colleges and universities in

23
the Fall of 1961. Each of the 127,212 students selected for
the sample provided information regarding academic and extra-
curricular achievements in high school, educational and voca-
tional aspirations, and socio-economic level. Factor analysis
of 52 student variables found six major distinguishing charac-
teristics of all entering freshmen: intellectualism, esthet-
icism, status, leadership, masculinity, and pragmatism. The
emphasis of the characteristics varied with the schools
chosen by the students. The six characteristics were found
to be closely related to the school chosen and the later
educational achievement of the particular school's graduates.
Astin concluded the college environment and the perception
of the environment by the student are important variables in
the adjustment and satisfaction of a student.

In a closely allied study (h), Astin found a signi—
ficant relationship between the characteristics of the parent,
student, and college environment.

The investigation of college environments and their
effect on college choice and satisfaction has been examined
carefully during the past few years by Astin (h), (5), (6),
(7). (8). (9) and Pace (88). (89). (9o). (91). (92). (93).
(9h). In general, their studies indicated a significant
relationship between personality of the student and the
environment of the college. They concluded each college has
unique attributes which tend to draw similar students year

after year identical to the specific attributes. Therefore,

2h
the entering freshman class is similar in most respects to
other students on campus and both have similarity to the
graduates of the particular school.
The studies reviewed in this section indicate the
important role of parents and the college environment in the

decision students make to attend specific colleges.
Review gthiterature 2E_Decision Theory

A study by Hays (N9) sampled superior high school
sophomores and their parents in regard to two questions:

(1) Who makes the educational decision of superior students?
(2) What is the degree of agreement between parents and
children on educational decisions? Hays reported that super-
ior high school students preferred to make their own deci-
sions on educational matters. At the same time, the fathers
of these students wanted to make the decision rather than
leave it to the child. From.15 questions relating to course
selection and post high school plans, Hays found significant
agreement between mother, father and student on only six
items. The poor agreement between parents and child was
attributed to lack of communication.

Ten studies describing the decisionemaking process
have been conducted by Festinger (33) and his associates.
The investigations examined the following six steps in
decision-making:

1. Objective evaluation of the merits of the

alternatives
2. Collection of information on alternatives

25

Evaluation of information in relation to self
Establishment of a preference order between
alternatives

Continuation of information search until
sufficient confidence is established

. When the required level of confidence is
reached, the person makes a decision

O\U'l4="\p
.0

Festinger discovered decision-making caused dissonance and
pressure on the decision—maker. If the process of decision-
making is properly carried out,the dissonance will be
reduced. If there is no commitment resulting from.the pro-
cess, dissonance will continue. The studies revealed a
close relationship between each of the six steps. Festinger
concluded decisionpmaking to be a process of conflict, dis-
sonance, and dissonance reduction. The ten studies are

well organized and complete even to the details of self
criticism and recommendations for further research.

The effect of a person's mental state on the decision
process has been examined in other studies. In a study com-
paring the effect of differing levels of anxiety in the
decision-maker, Lanzetta (67) found.high-anxious students
took less information and time than low-anxious students
when making decisions. It was also discovered by Lanzetta
that high academic achievers took more information and time
than low achievers in deciding. This study has particular
relevance to the student involved in college choice. The low-
achieving anxious student is the one who should take time
and choose the most appropriate college. Lanzetta's study

indicates the students who should.spend more time in deciding

26
fail to do so.

In an examination of subjective factors instrumental
in the decision-making process, Morell (83) found emotions,
values, habits, and health have strong influence on a person's
ability to make effective decisions.

The importance of the subjective factors, especially
feelings, were expressed by Levy (72). Levy proposed a
6 x h classification table which was designed to assist the
decision-maker in arriving at realistic and thoughtful
decisions. A major ingredient in the classification scheme
is the psychic state or feelings of the person.

In another study, Long (75) discovered a significant
negative relationship between dogmatism and eadh of four
decision measures. The non-dogmatic person was shown to
delay his decision or reserve judgment until more information
had been gathered. The dogmatic person limited the intake
of information to maintain his own conceptual system. This
study has implications for the counselor working with the
college bound student. If the student seems to be a dogmatic
individual, the counselor would be wise to encourage the
student to spend more time in information gathering before
he makes a decision.

Six articles reviewed (17), (18), (21), (39), (Al),
(82) analyzed the systematic, rational, and logical method-
ology needed to provide good decisions. The emphasis in the

articles was placed on recognizing decision-making as a

27
process and not an event. The need for adequate and unbiased
information about the alternatives being considered was
expressed in each article.
The systematic nature of the decision process has led

Hills (SA) to develop an actuarial procedure for making
decisions. Hills has taken decision theory, as utilized in
a statistical or business sense, and adopted it for use in
counseling regarding college choice. Its use requires that
probabilities be established between different alternatives,
1,3,, the several colleges among which to choose. As Hills
states:

...for each course of action college , the value

of each event grade is multiplied by its probab-

ility, and if these products are summed for each

college, then the sound decision from.this point

of view would be for the student to choose the

institution in which the sum of these expected

values is the greatest. (Sh-17)
Hill's system is acceptable if the student is well informed
about each college he is considering and can formulate some
prediction of possible success in that school. It is very
difficult with knowledge presently available for most stud-
ents to evaluate realistically their chances of success at
different schools.

This section has examined decision theory and its

role in the college selection process. One factor of the
process cited the influence of parents and family. The next

two sections will explore this factor further by examining

socio-economic factors and parental influence.

28

Socio-Economic Factors Examined i3 Previous Studies

 

 

The influence of home environment upon achievement
and attitude formation of children is generally recognized.
Only the extent and direction of influence upon the specific
individual are unclear.

Research has shown socio-economic level to be related
in varying degrees to achievement, intelligence, aspiration,
and attitude formation. (1). (2). (ll), (12), (13), (A6),
(55). (7o). (77). (80). (95). (97). (112).

Three socio-economic factors (occupation of father,
home location and education of parents) and their influence
on college choice are examined briefly in this section. The
writer considered these to be representative. A selection
of the literature, which.the writer felt was pertinent to

the study, was reviewed for each factor.

Occupation‘2£_Father

 

The belief that attitudes and values are instilled
early in life needs no documentation. Sociological and
Psychological research.has demonstrated that socio-cultural
differences in attitudes, values, and educational aspiration
do exist.

In a longitudinal study with Michigan State Univer—
sity students, Lehmann and.Dressel (70) discovered a signifi-
cant relationship between socio-economio status and attitudes

and values, as measured by father's occupation. This

29

relationship has been substantiated in a number of studies:
(7), (16), (53), (58). (109). (123). This research indi-
cates a relationship between the level of occupation chosen
by the student and that possessed by the father. Students
who tend to choose high level occupations usually have
fathers working in high level occupations. Anderson (2)
in a study with students on agricultural curricula discovered
a significant relationship between occupation of father and
level of educational aspiration.

The father's occupational level also detemmined to a
great extent where the children would live. Home location
is linked, therefore, to the occupational level of the

father and other socio-economic variables.

Home Location

 

The location of a child's home is not an isolated
variable. The family income, educational level and occupa;
tional level all affect the possible location of the home.
Accepting the lack of independence of such a variable, many
studies [(2), (20), (62), (85), (127)] indicate the loca-
tion of a student's home is a factor in determining educa-
tional aspiration and college plans.

In a study comparing rural and metropolitan youth,
Burchinal (20) observed the lowest levels of education and
occupational aspiration in farm boys and the highest level

in urban boys. Farm.boys tended to underestimate the value

30
of education. Metropolitan youth were more interested in
educational advancement and college attendance.

Other studies corroborate BurChinal's findings.
Anderson (2) compared short course agriculture students with
degree agriculture students. He found students on short
course programs were generally from farm communities, while
degree students were less inclined to be from.farm communi-
ties. Strauss (123) expressed concern over the emphasis
placed on home location as an influential factor in the
academic achievement of a student. He discounted much of
the present data as being unreliable because of poor sampl-
ing procedures and uncontrolled variables. The lack of
independence between socio-economic variables tends to
present difficulties when interpreting research findings.
The difficulties encountered with.home location as a factor
would also be true of other socio-economic variables, such

as education of parents.

Education 2: Parents

 

A longitudinal study of the 1962 freshman class in
Oklahoma Colleges, supervised by Coffelt (23), reported a
significant relationship between education of parents and
educational aspiration of the student. Each freshman
enrolled in an Oklahoma college in the fall of 1962 (13,276
students) was asked to fill out a four page questionnaire,

including various socio-economic data. The type of college

31
selected was compared to the socio-economic background of
the student. Students whose parents had the most years of
formal education were inclined.to choose a university over
other types of institutions, while those whose parents had
the least amount of formal training tended to gravitate
toward a junior college. Nearly h2 per cent of the freshmen
at the University of Oklahoma, for example, came from.famil-
ies in which both parents had earned a baccalaureate or
higher degree. By contrast, less than ten per cent of the
freshmen enrolled in the municipal junior colleges came from
families in which one or both parents had earned a college
degree. (23zu7-u9) Coffelt concluded: "Parental education
is an important factor in determining not only who goes to
college but where such students go. (23:7h)

The findings of Coffelt's study are substantiated by
results from.five other studies: (7), (NZ), (55), (119),
(128). Data revealed parental education to be an important
influencing factor in the college selection process.

Evidence shows that parents with college experiences
tend to enroll their children in colleges more readily than
parents without higher education. It is almost axiomatic
that the more education a parent possesses, the greater the

value placed on education in the family.

32

Parental Influence and Parental Preference

Reviewed in Previous Studies

This section examines additional methods by which
parents may influence their offspring and how these influ-
ences are perceived by the youngsters.

Perceived influence of one or both.parents is a vari-
able which.Shou1d be considered in the selection of a college
and.the formation of attitudes relative to college. Each
family is a unique unit. The parental influences character-
istic of one family may be quite different from those of any
other family. This section reviews a portion of the litera-
ture dealing with parental influence and its effect on the
student.

Many vocational-development theorists place a heavy
emphasis on the home and family influence in the selection
of a career (20), (NO), (10h), (12u). In addition, it is
reported that parental attitudes are absorbed by students in
both conscious and unconscious ways. Rose (106), showed
that the intimacy of a student's family life is strongly
related to attitudes and values he forms. Coffelt (23) in
his Oklahoma study found that student attitudes and values
are derived primarily from.parents and may be equally as
important as the student's ability in determining his success
in a given college environment.

The factor of parental attitudes and values as they

33

affect the educational aspiration, attitudes and values of
their children has been shown in many studies: (2), (3),
(141+). (55). (56). (61). (125). (128). (129). All generally
accept the importance of parental attitudes in the college
selection plans and academic success of their offspring.

On the other hand, how parents impart their attitudes
to their children is a complicated and not fully understood
problem. Each parent may be equally influential, or one
parent may be more influential. Several studies reviewed
demonstrated that parents are not equally influential in
the lives of students. Steimel (119), using the Strong
Interest Inventory and the Parental Influence Inventory, con-
cluded that students who perceive of their father as the
more influential parent tend toward the more masculine
interests (on the SVIB) and students who perceive of the
mother as the more influential parent tend toward the more
feminine interests (on the SVIB). Significant differences
between preferred parent and SVIB score were also found in
college major, father's education, and father's occupation.

Kinnane (65) also used the Parental Influence
Inventory to test 315 college women of the senior and junior
classes drawn from four different liberal arts colleges.
Responses from.each student on the Work-Values Inventory
were compared to the Parental Influence Inventory results.
Kinnane's research revealed that fathers who were engaged in

professional work and whose level of education and training

314-
was superior to that of the mother exerted a greater influence
on the female child. The girl who more often identified with
the mother came from a home where the father worked at a
skilled or unskilled level. The study also showed that girls
who perceive of their mother as more influential have
stronger work-value orientation than those who perceive the
father as more influential. Kinnane believed this phenomen
was the result of socio-economic factors.

Erikson (31) found that if the father is to be more
influential on the life of the child, he must be signifi-
cantly superior to the mother in education. The closeness
the child feels to the mother in the early years is diffi-
cult to overcome unless the father is definitely superior
to the mother on an educational or vocational level.

Steimel, Kinnane, and Erikson agree that the parent
perceived as the more influential is dependent upon socio-
economic factors and may vary from family to family.

The research cited here reveals a significan rela-
tionship between socio-economic variables, attitude forma-
tion, and perceived parental influence. The findings tend
to strengthen the belief that attitudes and values are
instilled early in life and affect the decisionsof the child

as he matures.

Summary

Literature pertaining to this study was reviewed

within four general areas of research. The first area dealt

35

with the college selection process and the effect of the
college environment on the process. Home environment seems
to be an important factor in the college preference of a
student. Parental characteristics were cited as more impor-
tant than institutional qualities in the selection of
specific colleges.

Research regarding college environments indicates the
uniqueness of each.college and the need to match the atti-
tudes and characteristics of the student with those of the
school. The research shows the desirability for clearer
understanding about colleges in order that students and
institutions can be better matched. If a student's percep-
tion of a particular school could be sharpened, a more
appropriate choice might result.

The second area reviewed the literature on decision
theory. The studies examined the systematic rational meth-
ology needed for effective decision-making. Decision-
making was eXpressed as a process which takes time, effort
and complete information. The person engaged in the decision-
process must be aware of the subjective factors influencing
the choice as well as the probable consequences of each
alternative.

In the third area socio-economic factors and their
relationship to college selection were examined. Socio-
economic factors have been well recognized as sources of

influence affecting college choice, educational aspiration,

36

and attitude formation. There is evidence indicating the
occupational level of the father is positively correlated
with college selection and success once the student reaches
the campus. There is also considerable research.pointing to
home location and education of parents as important factors
in educational achievement and college choice. Metropolitan
youth seem to value education more than the rural youth and
are also more informed about differences between colleges.

The literature on parental influence was reviewed in
the fourth section. The studies emphasized the major role
of the parents in shaping the attitudes and values of their
offspring. Much of the research involving parental influence
showed a significant correlation between socio-economic
status and perceived parental influence.

Socio-economic factors also have been shown to be
related to which parent is perceived as being more influ-
ential. The parents, therefore, are highly influential in
the college selection process and in the attitudes and
success related to it. The influence of each parent is
perceived by many youngsters to be of varying intensity.
Which.parent exercises the most influence seems to be pre-

dictable from.socio-economic data.

CHAPTER III
PROCEDURE AND METHOLOGY
Preliminary Investigation

A pilot study was conducted during the summer of 1965.
Sample cases contained essentially the same type of student
and parent populations as used in the present study. Similar
instruments were used in both studies. Problems and inade-
quacies revealed in the preliminary research suggested
changes to be made in some of the instruments for collecting

data.
Populations Used.ig the Study

The populations used in this study consisted of all
2306 first semester freshmen registered at Central Michigan
University during the fall semester of 1965 and their
parents. Foreign and transfer students were not included.
Data were gathered from.a sample of 1350 students.
The sample was further reduced to consist of 100 males and
100 females with the following characteristics:
1. Michigan resident
2. Non-commuting
3. Single
h- Age between 18 and 20 inclusive‘
5. Chose Central Michigan University as their
6 first choice school

. Enrollment at C.M.U. as the first post high
school educational experience

37

38

7. Lived with both parents during high school
8. Both.parents alive and living together at
time of the study
9. Declared a preference for either the father
or mother on the Parental Influence Inventory
Data were also collected from the parents of the 200
students. The statistical analysis of this research was

based on the sample of 200 students and their parents.

Selection g£_the Sample And

 

Data Gathering Procedures

An attempt was made in this investigation to compare
selected socio-economdc-vocational characteristics of enter-
ing freshmen at Central Michigan University who perceived
their mother as being the more influential parent with those
of entering college freshmen who perceived of their father
as being the more influential parent. A second purpose was
to compare the perceptions of college held by entering
freshmen at Central Michigan University with those held by
their more influential parent. Only the criteria listed on
the previous page, which.the writer believed to be related
to perception of college, were used to select the sample.
Foreign students were not included in the study because it
was thought the cultural parent-child relationship in a
foreign country cannot be assumed to be the same as that of
a parent and child in Michigan. Transfer students were not
included in the sample because prior experiences at differ-

ent colleges would tend to distort the perception of Central

39

Michigan University. Furthermore, Central may have been
the third or fourth institution they attended.

A11 freshmen students at Central Michigan University
are required to take an orientation course (Personnel 101)
during their first semester of enrollment. During registra-
tion the students make selections from several sections.

The writer assumed, therefore, that each section contained
a random distribution of students. From.the nine scheduled
Personnel 101 classes, five, randomly chosen, served as the
sample for the study. The data were gathered in the first
class meeting and included all the students (1350) in.the
five sections.

Three research instruments (a questionnaire, the
Parental Influence Inventory, and the College and University
Environment Scales) were administered during a single fifty
minute class period by the investigator. Before administer-
ing the instruments to the students, the writer explained
the need for the data, gave procedural instructions, and
assured students that all replies would be regarded as
confidential.

Of the 1350 questionnaires administered, 512 complied
with the criteria stated on pages 37-38. The Parental
Influence Inventories of the 512 students was scored and
examined. From this group, the first 100 male and 100

female students whose scores demonstrated a definite

N0

preference for one parent (mother-group or father-group)1
were selected for inclusion in the final analysis. The
writer limited.the sample to 100 males and 100 females to
insure equal numbers of each sex. Of the 200 students
selected, 128 (N7 males, 81 females) were eventually placed
in the mother-group and 72 (53 males, 19 females) were
placed in the father-group depending upon whether they per-
ceived their mother or father as the most influential parent.
The parents of the sample were sent the following:
1. A letter explaining the study and requesting
their help.
2. A sheet of directions.
3. A copy of the College and'University Environ-
ment Scales.
N. Two coded answer sheets for the CUES, one
marked "Father" and one marked "Mother".
5. A stamped and addressed return envelope.2
The materials listed above were sent to the parents on
September 2N, 1965. Seventy percent (1N0) returned their
completed answer sheets. On November 8, 1965, a card was
sent to each of the students whose parents had not returned

their CUES answer sheets.3 The card requested students to

encourage the parents to participate in the study. An

 

1See page N2 for explanation of (mother-group and
father-group) and directions for scoring the Parental Influ-
ence Inventory.

2For samples of l, 2, 3, and N listed above, see
Appendix A.

3A copy of the card can be found in Appendix A.

N1

additional 13.5 (27) percent responded to this request. On
December 7, a new packet of materials, with a revised letter,
was sent to each of the remaining non-returnees.l As a
result of this procedure, data were collected from 92 percent
(18N pairs) of the parents.

Because the Parental Influence Inventory had not been
previously checked for reliability, a test of the reliability
of the instrument was then conducted. The test-retest
method was used. During the week of December 2-8, the Inven-
tory was readministered to the 200 students in the sample.
The instrument was administered in the Personnel classes
under the same conditions as before. Because of student
withdrawal, illness, and absence only 190 of the 200 (95%)
were tested. The correlation between the two scores was

.837.

Instruments Used ip the Study

 

 

The questionnaire was developed by the investigator.2
It was used in the pilot study during the summer of 1965 and
subsequently revised for this study. The questionnaire
originally consisted of thirty items designed to gather data
from which the sample could be selected. The questionnaire

also provided data for use in the statistical analysis. The

 

d' A 1A copy of the revised letter can be found in Appen-
1x .

2See Appendix A.

(.2

revised questionnaire consists of twenty-seven questions.

The three questions deleted were originally included at the
request of the Central Michigan University admissions office.
The writer felt the questions (i.e., to how many schools did

you apply?) did not have pertinence to the research.

The Parental Influence Inventoryl developed by
Raymond Steimel (117) consists of 30 items: 10 indicating
predominant father influence, 10 indicating predominant
mother influence, and 10 buffer items (keyed to neither
parent). The instrument has been used in several studies
(65), (117), (118), and (119) for appraising the perceived
influence of the two parents. The instrument is experimental
and has not yet been published. The thirty items are marked
TRUE or FALSE. In scoring the responses, it is considered
incorrect to assume that nonacceptance of a statement
(marking it false) indicates the opposite. Thus, only posi-
tive responses (those marked TRUE) are added for the total
score. The score consists of two numbers which.are:

l. The number of responses out of ten marked TRUE
and keyed to the father.
2. The number of responses out of ten marked TRUE
and keyed to the mother.
Those subjects whose positive responses favor the father

over the mother by at least four (number one above) are

designated the father-group; those whose positive responses

 

1See Appendix A.

h-3

favor the mother over the father by at least four (number
two above) are designated the mother-gpgpp. Possible
ratios between the number of items marked TRUE for the one
parent over the other and considered significant are N:0,
5:1, 6:2, 7:3, 8:11, 9:5, and 10:6.1

The validity of the instrument is described by the
author as face validity. To date there have been no valida-
tion studies conducted.

The only reliability test on the instrument was come
pleted by the researcher for this study. A test-retest
comparison indicated a relatively high degree of reliability.

The Pearson Coefficient was found to be .837.

The College and University Environment Scales2 consists

 

of 150 true-false statements about college life including
features and facilities of the campus, rules and regulations,
faculty, curricula, student life, and organizations. The
instrument is a device for obtaining a description of the
college atmosphere or environment. The person taking the
instrument is asked to say whether each statement is gener-
ally TRUE or FALSE.with reference to the university in
question.

The College and University Environment Scales (or

 

1The author of the Parental Influence Inventory
(R. J. Steimel) designed the instrument to be scored on the
four or more ratio method. (88)

2See Appendix A.

hi4-

CUES) was developed by C. Robert Pace (88) as an outgrowth
of the College Characteristics Index developed earlier by
Pace and George C. Stern (9N). The instrument is divided
into five scales of thirty questions each. The five scales
are as follows:1
1. Practicality
2. Community
3. Awareness
N- Propriety
5. Scholarship
The CUES was used by the writer because it was the
only instrument available which attempted to measure the
total college environment. It was felt that the CUES could
be used to compare preconceived perceptions of college as it
has been used to measure and compare reactions to college.
Usually the CUES serves to obtain a description of a college
from students who have been on the campus and know its environ-
ment. What the students are aware of, and agree to be gener-
ally true, defines the prevailing campus atmosphere as stud-
ents perceive it. The score obtained, therefore, is an
institutional score and not an individual score.
Pace explains the scoring of the CUES as follows:
There are various ways in which one might obtain
institutional scores on CUES. Ordinarily, one
would suppose the common practice of computing
a mean would be followed. On the other hand,
despite its virtues and its general stability,

a mean score may not be the most meaningful way
of reporting the responses to CUES. The tech-

 

lA brief description of the five scales and their
item groups may be found in Appendix A.

MS

nique of CUES has been described as being similar
to an opinion poll. The scoring system presented
in the introductory manual was based on this opinion
poll rational. There are 30 items in each scale.
How many of these items are characteristic of a
school? A ratio of two to one was arbitrarily set
as a level of consensus that must be reached or
exceeded to warrant calling the item a "charac-
teristic". On a percentage basis, this calls for

a 66-33 split. The method of scoring can be
referred to as the "66 plus" method. The number

of items in a scale that are answered in the
direction of the key by 66% or more of the respond-
ents constitutes the institution's score on that
scale. Scores can range from O to 30 on each of
the scales, depending on the number of items
answered as keyed by 66% or more of the students.

(88:36)

The "66 plus" method of scoring was not used because
an institutional score was not desired. The problem was to
compare the scores obtained by the students with.those
obtained by the parents. Therefore, the raw scores obtained
by each parent were compared to the raw scores obtained by
the student. Each of the five scales was scored manually
by the investigator. The scores were examined twice to
insure accuracy.

When investigating a single institution, the opinion
poll format and "66 plus" method of scoring have not pro-
vided the best structure for carrying out correlational or
variance studies (88). The manual, therefore, does not
contain correlational or variance data for single institu-
tional studies. Reliability studies reported in the CUES
manual (88) comparing scores between two or more institu-
tions reveal productemoment coefficients ranging from

.77 to .95. The average coefficient value for the ten

N6

coefficients given was .863.

Validity of the CUES varies with the college or uni-
versity in question. The manual (88:6N) presents a table
of correlations between CUES scores and other institutional
factors. The correlations range from -.72 to .81 with N1

out of 105 significant at or beyond the one percent level.
Research Hypotheses

Although parental influence on college choice has
been included in some studies, those factors affecting paren—
tal influence have not been fully researched. The selection
of a college is a process involving a series of decisions.
Each decision is usually affected by the attitudes, feelings,
and understandings of the decisionemaker. Research has
shown that parents have considerable influence in the deci-
sions made by their offspring. It is conceivable that
parents with differing socioeeconomic backgrounds will tend
to influence their offspring in a variety of ways.

The role of each parent in the decision process
differs in each family. Differences between the influence
of one parent over the other have been assumed, but no
scientifically reliable data have been presented to support
these assumptions. The possibility of predicting the more
influential parent from socio-economic data has been inti-
mated in the literature, but not tested. If one parent is

perceived by the child to be the more influential, it is

N7

logical to assume this parent will play a greater role in
the decision process. With this as a foundation the follow-
ing two general research hypotheses were structured and
investigated in this study.

1. It was hypothesized that entering college
freshmen at Central Michigan University at the
beginning of the Fall Semester, 1965 who per-
ceive their mother as the more influential
parent would possess significantly different
socio-economic-vocational characteristics from
those who perceive their father as the more
influential parent.

2. It was hypothesized that greater similarities
exist between the perceptions of college held
by entering college freshmen at Central
Michigan University at the beginning of the
Fall Semester, 1965, and those held by their
more influential parent than between their

perceptions of college and those held by
their less influential parent.

Statistical Procedures for Analysis 2; the Data

The CUES scores of the student and parents as well
as the student responses frem the Parental Influence
Inventory and the questionnaire were coded and key punched
on one IBM card by the Central Michigan University Data
Processinngepartment. A total of thirty-eight variables
were recorded for each student. Data from all 200 students
and from l8N pairs of parents were used in the statistical
analysis.

The data were processed through an IBM 1620 computer.
Categories of the data for chi square analysis were taken

from the thirty-eight variables punched on the cards. The

N8

computer added and printed observed frequencies. The
observed frequencies were grouped into contingency tables
and expected frequencies were calculated. Some of the
groups in the contingency tables were regrouped and combined
due to insufficient numbers in the cells. The observed and
expected frequencies were punched on cards, and the Chi
Square Test was used to determine whether statistically
significant differences existed.

Student and parent raw scores from the College and
University Environment Scales were punched on an IBM card.
The cards were divided into two categories depending upon
which parent was perceived to be more influential. The Chi
Square Test of Homogeneity of Parallel Samples was used to
determine significant similarities between the CUES scores
of the student and each parent. The left tail of the Chi
Square Distribution was used to determine significant simil-
arities (at or beyond the .05 level).

The statistical hypotheses and sub-hypotheses tested
were as follows:

Ho-l There is no difference between college
freshmen students, male or female, who
choose their father as the more influen-
tial parent and those who choose their
mother when compared on the following
factors:

Sub-hypotheses
Ho-l.a. Rank of the student on the

American College Test (using
C.M.U. norms)

Ho-2

N9

Ho-l.b. Total family income of parents
Ho-l.c. Mother's education
Ho-l.d. Father's education
Ho-l.e. Father's occupation
Ho—1.f. Distance from student's home
to Central Michigan University
Ho-l.g. Home location of the student
Ho-1.h. College major of the student
Ho-1.i. Occupational choice of the student
Ho-l.j. Planned length of stay in college
Ho-1.k. Number of siblings
Ho-l.l. When.the student decided on
attending college
Ho-l.m. Mother or father attended Central
Michigan University
Ho-1.n. Relatives other than Mother or

Father attended Central Michigan
University

There are no significant similarities between
the raw scores obtained on the College and
University Environment Scales by an entering
college freshman at Central Michigan Univer-
sity and the raw scores obtained on the same
insturment by the student's more influential

parent.

It was thought that findings of this study might be

useful to students, parents, counselors, and student person-
nel workers when predicting parental influence in the college
selection process. Thus a deep understanding of the rela-
tionship between socio-economic factors, parental influence,
and attitudes about college is necessary in order for a
student to make the most effective choice of a college. If
socio-economic factors are used as indicators of parental
influence in the college selection process, the relationship
should be well substantiated. Because of the importance to
young adults of making a suitable choice of a college, the

precision of the .05 level of confidence is needed to deter-

mine whether differences or similarities are significant.

50

Therefore, the .05 level of confidence was selected as the

criterion in testing both statistical hypotheses.

Summary

This study was designed to compare selected charac-
teristics of entering freshmen at Central Michigan University
who perceive their mother as the most influential parent with
those of entering freshmen who perceive of their father as
the most influential parent. The study also attempted to I
compare the perceptions of Central Michigan University held
by an entering freshman with those held by the student's
more influential parent.

Student responses on three instruments were sought
from 200 freshmen. Responses were also sought from the
parents of these students on the College and University
Environment Scales. Analyses were made on the responses of
18N.pairs of parents and 200 students (100 male and 100
females). The data were statistically analyzed by a 1620
IBM computer using the chi square statistic to test the
significance of the findings.

The factors studied were conceived to be related to
parental influence on college choice or attitude formation
about college. Studies reviewed in Chapter II indicate
that the factors investigated are related in some degree to
parental influence on college choice. Chapter IV and

Appendix B contain the analysis of the data.

CHAPTER IV
ANALYSIS OF THE DATA

This chapter presents the analysis of the data in two
sections. The first section cites the findings relative to
the socio-economic factors associated with parental influence
as perceived by college freshmen. The second section pre-
sents the data from the College and University Environment
Scales as they relate to Central Michigan University. The
discussion accompanying the data emphasizes the differences
and similarities between the sample groups.

The statistical hypotheses were tested by use of the
Chi Square (X2) Test. The hypotheses were rejected whenever
the chi square value indicated a difference (or similarity
in the case of Ho-2) significant at or beyond the .05 level

of confidence.

Socio-Economic Factors Related 23

 

Parental Influence

 

Rank 32 the American College Test

Hol.a. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the rank the student achieves on
the American College Test.

Table I illustrates the comparative ACT rankings of

51

52

Aoom u zv fleece .Aooa u

zv mOHmSmm .Aooa

N 2V MQHM:

”80am Haoo zoom CH ucooaom

honoddomm eo>pomno

hocodeoma nonooawm

.m wfieaoead .anm canoe cw endow on has ooewofimfiswflm

 

 

 

 

no mao>oa ecu no memesdm 4 .N n SonoA% no mooawoe .Ho>oH mo. 03p pm pnmowhemHm poza
mama u zv
mm o.mm 02:: H24: o.mm 02:: m.m: 0.0m 0.6: 6.H: esoem-eeeeez
a . Ame u zv
m.mH o.mm m.:m o.HH o.mm m.mm m.ma o.mm :.mm asenw-eeeeee fleece
new u zv
o.mm o.mm o.em 0.0m 0.0m o.mm o.~m o.em H.mm esoem-eeeeez
Hmm.a mod n zv eeseeeem
o.e o.e o.e o.e o.e o.e 0.: 0.: e.m macaw-eeseea eaesee
me: u zv
o.eH o.eH o.ma o.ma o.ma e.ma o.ma o.ma e.ma esoew-eeeeoz
oee.a “mm H zv mecoesem
o.ea o.ea o.ea o.eH o.eH o.ma o.Hm o.Hm o.ma eseem-eeseee ease
ohmsdm
Hen eeeee eezeq cease eaeeaz usage some:
azam .a.o.¢
U“ 1%

*eamma mwmdqoo
zaonm2¢ mma zo mzam Bzmnbam OB M>HE<Amm mmDomclmmmaam Qz¢ Immmaoz mo ZomHmdmZOU

.H mnm¢e

53

the college freshman students in the study. The students
are grouped by sex and father- or mother-group.

There is no significant difference apparent in the
ranking on the ACT when it is compared to the most influen-
tial parent. Therefore, hypothesis Ho-1.a. was not rejected.
Neither were there any significant differences found between
the father-group and mother-group. The percentages in each

ranking were fairly well distributed between the two groups.

Total Family Income

 

Ho-l.b. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when come
pared to the income of the family.

Statistical hypothesis Ho-l.b. was not rejected.
Table II presents the relative income levels of the father-
andqmother groups. Estimates of parents' incomes by stud-
ents may not be entirely accurate. However, there is no
reason to believe that one group would be less accurate than

the other. Income estimates were based.on total family

income including both parents earnings if they both worked.
Educational Level p£_Mother

Ho-l.c. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the educational level of the mother.

N

C/

500m n zv fleece .aooa n

zv moamgom .AOOH

H 2V mOHmz

“80am Haoo £000 a“ peooaom

honoddonu embaomno

hocoseoam Uopoomwm

H H
$1
C) SQ

H
c...
Efl

.m wfleeoaa< .Hum canes aw coach on has oocwoflmfizwwm

 

 

 

 

 

 

 

 

 

mo mHo>oH on» no hamefidm < .N u Someonm eo mooawoe .Ho>oa mo. ofip pm unmowwwcwwm poza
mama u zv
0.mm 02:: e.m: m.mm 0.He m.ee m.e 0.mH m.HH eeeew-eeeeez
0:e.m Ame n zv
0.eH 0.mm :.~m m.eH 0.mm m.mm m.m 0.m m.e eseem-eeepee fleece
AH u zv
0.em 0.em n.0m 0.6: 0.0: e.m: 0.m 0.m 0.0 ence -eeeeea
0mm.H ies n 21 memeesem
0.m 0.w e.e 0.m 0.m n.0a 0.m 0.m 0.m eseem-eeseea eaesem
up: n zv
0.5a 0.5a m.0H 0.mm 0.mm :.:m 0.m 0.m m.m eeoemneeeeez
mom.m Amm n zv mucooapm
0.:m 0.:m e.Hm 0.em 0.5m 0.em 0.m 0.m e.m eseem-eeeeee ode:
a no em a to em a to em
cheddm
ago eees :0 000.0He 000.ee 0p 000.me need no eeoe:e
m2002H_quz:a
*.m200zH waHzae 09 m>Haeqmm mm00m0-mmma:a oz: -mmmeoz mes a0 zomHm<m200 .HH mamea

55

Table III illustrates the comparative educational
levels of the mother as it relates to the parent perceived
as most influential.

Hypothesis Ho-1.c. was not rejected. The data do not
indicate a relationship between the educational level of the
mother and the more influential parent for either male or
female students. A contributing factor to the lack of sig-
nificance may be the small frequency size of some of the

cells.
Father's Education

Ho-l.d. There is no difference between college
freShmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the educational level of the father.

Statistical hypothesis Ho-1.d. was rejected. Table IV
presents the educational levels of the father-endemother-
groups. The educational levels for the female group and the
total group demonstrate significant relationships, while the
male group did not show a significant difference. The
mother-group for the females and the total possessed fewer
years of education than the father-groups.

The level of significance for the female group (.ON2)
may have influenced the significance level of the total
group. The significance level of the total group, however,
is appreciably higher (.02N) than the female group indicating

the male group may agree with the other two groups, but not

as strongly.

6

5

Room n zv fleece .Aooa u

mao>oa can no hemesdm 4

zv meamfiom «AOOH

H ZV MGHQZ

«Scam Haoo node :H pcooaom

homoeeoam eo>momno

mocosdopm empooawm

ll
‘62

ll
O

mm

.m xaecoam< .Hum canoe a“ esfiom on has cosmowmacwfim no
u Socoopm no moonmoe .Ho>oa mo. can no pcmoflufiewflm poza

 

 

 

 

 

mama u zv
m.HH 0.mm m.0H 0.mH 0.0m m.~m m.em 0.0a m.Hm osoew-eeopez
em:.m Ame n zv
m.m 0.e 0.0a m.0 0.~H m.ma 0.:m 0.m: e.m: eeeem-eeeuee fleece
new u zv
0.mH 0.mH :.mH 0.eH 0.eH e.ma 0.»: 0.e: e.0: eeee0-eeeeez
Q00. 10H n zv eeceesem
0.: 0.: o.m 0.: 0.: :.: 0.Ha 0.Ha m0.HH macaw-eeseea eHeSeE
“N: n zv
0.w 0.m m.m 0.5 0.» :.e 0.mm 0.mm :.mm eeoew-eeeeea
.:m02: an n zv eeceespm
0.m 0.m m.m 0.ma 0.ma 0.0a 0.5m 0.5m 0.0m use: -eeeuea eaez
R .HO hm R .HO Mm R .HO hm
ommdem
Hen opmsooew oonHoo owoaaoo ofiom mmoa no Hoonom ewfim
20Ha<00om m.mmme02
$.20Heaopom m.mmmeoz 09 m>Ha<amm mm00m0-mmma¢e oz: -mmmaoz a0 zomHmamzoo .HHH memes

7

“com H zv Houoa .AOOH H

zv mOHmSom .AOOH

H 2v MOHQZ

“Song HHoo Some aw pGoooom

hoqodeoom eo>zomno

hocoaeoam oopooowm

.m waecooo< .Hum canoe cw endow on hoe condofihwqmflm

a

I MO

I hm

mo mHo>oH

 

 

 

 

 

 

can no zzmeESm e .N n Soeooom mo mooowoo .Ho>oa mo. on» nachos no no endowmaswwma
Ammo u zv
m.~ 0.mo c.0o 0.0a 0.0m e.mm m.0: 0.m0 m.:m osoewueeoeez
*mom.w ANN n zv
0.m 0.0a m.oo m.m 0.eo m.mo m.eo 0.0m m.~: oseew-eeoeeo Heeeo
AH n zv
0.0a 0.0a H.Hm 0.mo 0.mo 02:H 0.em 0.0m m.:m once -eeoeez
em©:.o Ame u zv eeoeeoem
0.m 0.m 0.m 0.e 0.e :.m 0.m 0.m e.ma oseem-eeopeo eaeseo
as: u zv
0.m 0.m m.e 0.m 0.w 0.e 0.:m 0.:m m.0m osoem-oeoeez
emm.m “mm u zv eeoeesem
0.HH 0.HH m.w 0.HH 0.HH 0.0a 0.Hm 0.Hm m.:m oseew-eeoeeo ease
R .HO .Hm R .HO “H R HO .Hm
ozmaem
Hno boozemzw omoaaoo omoaaoo oSom need no Hoonom nmfim
zooaaooom m.oozo:o
*.z0Ha:00oo m.mooe<o 09 o>oeoooo mo00m0-moze<o oz: -mome0z o0 zomomsozoo .>H mooee

58
Occupational Level _q_f_ _t_:_}_1_e_ Father
Ho-l.e. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the occupational level of the father.

Statistical hypothesis Ho-1.e. was rejected. Table V
illustrates the occupational level of the fathers. The major
difference between the occupational levels of the father was
found in the male and total groups. Both these groups pro-
duced significant differences at the .02 level. Twenty-one
per cent of the males whose fathers worked at an administra-
tive or professional job were in the father-group. There-
fore, the males tended to prefer the father (or felt he was
more influential) when he worked in the professional or
administrative field and preferred the mother when the father
worked at a semi-skilled, unskilled, or farm job.

When the males and females were combined (total), the
level of significance remained at the .02 level. The low
level of significance (.85) for the female group did not
lower the level for the combined group. It is apparent that
all three groups showed the students preferred the mother

when the father was employed in a semi-skilled, unskilled, or

farm job.

Distance from.Home §g_Central Michigan University

 

 

Ho-l.f. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and

59

A00m n

zv Hmpoa .AOOH

one 90 hedgesm e .m

2V meHmEom .AOOH

.m Keecomoe .Hnm canoe cw oesom on has ooGanmHanm

u zv mead: “Boom Haoo Some CH pooooom

H
R

honosdoom eo>oomno u no

H
#1
a:

zocoodozm oopooawm

no mao>oa

Sooooam mo mooowoe .Ho>0H mo. can enchon no no pqmowhflcwwma

 

 

Rama « zv
0.0a 0.mm H.mm m.am 0.m: c.5m 0.ma 0.0m :.Hm 0.HH 0.mm 5.0m osoem-eeoeoz
*QO.oa “N5 n 2V
0.0 0.ma e.mo 0.m 0.ea m.zm m.e 0.ea c.5a 0.mH 0.0m n.5o oseemueeoeez
fleece
new u zv
:5 0.0a 0.0a 5.mH 0.5m 0.5m 0.mm 0.0m 0.0m m.0m 0.ma 0.mo m.0H came -eeowez
m. . OH H z
0.: 0.: m.: 0.m 0.m H.0 0.m 0.m m.: 0.m 0.m m.m ooeem-eeopeo
mDGOUSpm OHGEOR
. 15: u E
0.:H 0.:H m.0 0.ea 0.0a 5.ma 0.0a 0.0a m.oo 0.5 0.5 m.ma ooeew-eeoeoz
*em5.0o Amm u zv
0.5 0.5 m.aa 0.HH 0.HH m.:o 0.:H 0.:H 5.mo 0.Hm 0.Hm m.:a osoem-eeoeeo
eeoeesem eoez
R H0 ME R .HO .Hm mm .HO .Hm R .HO Hm
Shem ooa>oom Hmcowmmouomm
meadow no eoaaflxmnp to no
Hoe .0eozoae-osem eeaaosm eeaem eeoueepeooases

 

ZOHB¢mDUDO m.mwma<m

 

 

.mmmeoo o0 5330000 09 H>Ha§m monomoummmaeo oz: (momeoz o0 zomHmooaoo

.> HQm¢B

60

those who chose their mother when com-
pared to the distance between the students
home and Central Michigan University.
Statistical hypothesis Ho-l.f. was not rejected. The
evidence does not warrant the conclusion that the influence
of the mother or father can be predicted or influenced by

the distnace between the student's home and Central Michigan

University. Table VI presents the data for Ho-l.g.

Home Location

Ho-1.g. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the size of the community in
which the student resides.

Table VII illustrates the relationship of the size of
the community in which the student resides and his or her
perception of which parent is more influential. Statistical
hypothesis Ho-l.g. was not rejected. The size of the com-
munity did not appear to influence the student's choice of

the more influential parent.

College Major g£_the Student

Ho.l.h. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the college major selected by the
student.

Statistical hypothesis Ho-l.h. was rejected. Table

VIII presents the college majors of the students used in the

61

Room u zv Hmpoe .AOOH H zv monSom «AOOH

mHo>oH on» mo homesdm e

u sovoooh no moozwoo .H0>0H mo. 03» no unmoHMflome poz*

H Zv moamz

“Scam Haoo some cw pooooom

hososeoow eo>oompo

hocoaeoom eopooawm

.m wwocoom< .aam canoe aw coach on has ooddoahacwwm Mo

 

 

meme 3 zv
0.mm 0.00 0.00 0.mm 0.:: 0.m: 0.0 0.05 0.0a osoew-oeoeoz
mmm. Am5 u zv
0.0a 0.0m 5.0m m.oa 0.0m H.:m m.0 0.ma m.oo oeeew-eeoeez fleece
now u zv
0.H: 0.H: 0.0: 0.0m 0.0m m.5m 0.:H 0.:a 0.0a osee -eeouez
050. AOH n zv eeceeeem
0.0 0.0 m.0 0.0 0.0 0.0 0.m 0.m 0.0 oooew-eeo0eo eoeSeo
A5: n zv
0.mm 0.mm m.:m 0.0a 0.0a m.ma 0.: 0.: 0.5 oseew-eeoeoz
00H.m Amm n zv epoeesem
0.5m 0.5m 0.5m 0.0a 0.mH m.5H 0.HH 0.HH 0.0 osoew-eeoeeo eoez
R Q0 Mm R MO Mm R MO hm
chosen
ooo eeoas 00H gene 0:02 eeoas 00H 0e Hm eeea e0 eeoaa 0m

 

DEC OB HEom 20mm Moz<BmHQ

 

(ll(

((HI

(I(
(lfll

*JNBHmmH>HZD z<¢HmUHS Q<mezmo 92¢ MZOm
m.EZHQDBm zmmzamm WozdemHQ OB m>HB<qmm mmbomctmmmsdm 92¢ Immmaoz mo zomHmdeoo

.H> mqmde

62

AmonSom OOH one monE OOH

zv macaw Some CH ucoohom

hemmedoam oo>oomno

honoadozm eopoomxm

.m wflooooo¢ .Hum canoe ow endow on has commofiMHewfim Mo

 

 

mHo>oH can no hamESSm < .N n eeoooam no mooawoo .Ho>oH mo. emu um ocmoamflcwam poza
Ammo n zv
05 0.0a 0.om H.om 0.50 0.00 0.50 0.0m 0.00 0.0: 000:0-eeoeez
0 . Am5 n zv
0.0 0.mH 0.HH 0.5a 0.00 :.mm 0.mH 0.0m 5.5m ozoom-oeopeo H0009
. as u zv
0.0a 0.0a 0.0 0.00 0.00 0.00 0.mm 0.mm m.mm 000: -zeoeoz
H:0. AOH n zv eeoeeopm
0.H 0.H H.m 0.0 0.0 o.0 0.0 0.0 0.5 oeeew-eeoeeo eoeaeo
15: u zv
0.HH 0.HH :.0H 0.0a 0.0a 5.0a 0.0m 0.0m 0.0a oeeew-eeoeez
04:.N Amm n 2v mucoodpm
0.HH 0.:H 0.HH 0.0m 0.0m m.mm 0.0a 0.0a H.0H ooeem-eeopeo 0H0:
eeeoem 000.m ease
zoo 000.00 eeeo 000.0: 00 000.0 eeea 0300 :0 seem

 

meHmmm Bzmnbam mUHmB ZH NBHZDSSOU mo MNHm

 

((Il!‘

I||(|('

(III
(Ivl

$.meHmmm Bzmnbam mme MOHmB 2H
MBHZDSSOO mmB mo MNHw mma OB m>HB<Qmm mmDomolmmmaam Qz<lmHMBOZ ho zomeamSoo

.HH> mnm<a

63

Aoom n zv 00009 .Aooa u zv moamsom .0000 u 20 mode: «800% Haoo £000 :0 oncooom

homoseoom eo>oomno

II II
"H
0 &

heGoddozm eopooaxm n Mm
.ooooSEoo one moaeonooo oEoA .0000 HmHopmsonH «oezaosa meow eofiaomd u k

.m afiecoem¢ .Hum canoe e0 endow on has oocwoamficwfim mo mHo>oH
can no htdEEdm 4 .m n 8060609 no mooawoe .Ho>OH mo. emu eachon no no endowmficmwma

 

0000 u zv
0.00 0.0: 5.00 0.00 0.mm :.00 0.00 0.0m :.0m 0.50 0.:0 0.50 00000-000002
0000.00 0N5 u zv
0.00 0.00 m.mm 0.0 0.50 0.50 0.00 0.00 0.00 0.: 0.0 0.00 00000-000000
00000
00: m 0.0m 0.0m 0.0m 0.:0 0.:0 :.00 0.00 0.m0 0.m0 0. 00 0. 00 5. 0m oowmm-m00wez
.. 0
0.0 0.0 m.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 00000-000000
mucoedpm oaeSom
05: n zv
0.50 0.50 0.00 0.00 0.00 0.:0 0.0 0.0 0.:0 0.: 0.: 5.: 00000-00000z
*m5:.0 A00 u

0.00 0.00 :.00 0.00 0.m0 0.00 0.00 0.00 :.00 0.0 0.0 0.0 00000-000000
00000000 000:

a 00 om a 00 mm a 00 oo 0 00 oo
meadow

000 00000 0000000 00000 0000000 000000-0000m0o

 

BzmQDBm mma mo m0h¢2 mamAQou

.ezoooem 000
00 0000: 0000000 000 00 o>000oom 000000-000900 oz0 .000002 000 00 zomHmeozoo .000> oomae

61)

study. Chi square values of the males and the total group
indicate significant differences between the father-group
and the mother-group in regard to the major chosen by the
student. A major source of the chi square value for the
males was found in the applied arts category. Twenty-three
per cent of the males chose the applied arts area (Industrial
Arts and Commerce) and were in the father-group.

When the males and females were combined, the level of
significance moved from .03 (for the males) to .01. The
large perceitage of females in the mother-group tends to

cause some distortion.
Occppational Choice p£_the Student

Ho.l.i. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the occupational choice of the
student.

Table IX indicates the occupational choice of the
sample students.

Occupational choice of the student was found signifi-
cantly to differentiate the father-and mother-groups. Sta-
tistical hypothesis Ho-l.i. was, therefore, rejected. Stud-
ents declaring teaching as their occupational choice tend to
feel the mother has been more influential. Business adminis-

tration candidates indicate a slight preference for the

father.

65

A.oufim Haoo paoflofiumzmefl 00 050 Go>0w pom moaoow onSom n camzv

Room u zv Haoo Some :0 pcoozom

homoseoam eo>oomno

honozeoae eopoooxm

II II
'H
O R

ll
9...
Lil

.m Kenmomoe .Hum @0909 CH venom on has ooswofimflcwfim mo mao>oa
030 no 0005850 < .N n 0000009 Mo moozwoe .Ho>oa mo. we» esohon to 00 unmofimfizm0ma

 

0.00 0.00 0.0m 0.5 0.:0 0.0m 02:: 0.00 0.00
am®:.5
0.5 0.00 :.:0 0.0 0.00 0.00 0.00 0.00 0.0:

Awma n 20
osozwuzonpoz

AN5 u zv
odozwuaonumm

 

R .HO .Hm N .HO MW m“ .HO Hm
onesem

«£0 00300 sowpmhpmfinwee< mmonwmzm mcfinowoa

 

BZHQDBw mma ho moHomO A¢20H8¢MDUUO

l|(((.ll.( (((I III: (“I
Hl( ((uhl (III)

 

flOHOmo A¢20H8¢mbcoo HEB OB H>HB¢AWm mmDOmmnmmmB<m Qz¢ ImHMBOS Ema mo

('w‘
(IN)

.Bzmnbam mma mo
zomHm¢mSOO .XH mnm¢e

66

The occupation chosen by an entering freshman may
change greatly before graduation. The occupation chosen here,
therfore, is not consideredfinal for all the students.

Central Michigan University has educated teachers since its
founding. The majority of students coming to Central
Michigan University come because it is known as a teacher
training school. Therefore, the occupational breakdown given
in Table IX includes only three categories: teaching, busi-
ness administration, and other. The female and male group-
ings were omitted in the table because the small cell fre-

quencies prevented an adequate chi square analysis.

Planned Length 23 Stay 33 College

Ho-l.j. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to the length of time the student
plans to remain in college.

Statistical hypothesis Ho-l.j. was not rejected.
Table X illustrates the planned length of stay in college for
the father- and mother-groups. The planned length of stay in
college was found to be significant at the .07 level but
below the .05 level needed for rejection of the hypothesis.
The data did not warrant the conclusion that the length a
student plans to stay in college could predict the more

influential parent.

A.maaoo 030 Mo 08cm

80 00008050009 ucowofimwdmcw on 050 000008o 000 endoom 0H080m1080 0H0zv

000>0H one mo 0008850 0

Aoom u zv 0000 £000 80 paoooom

ll
SQ

II
c...
O

hocoddoau 00>zomno

ll
94
[11

008030009 eopoomxm

.m K0080QQ< .Hum 0HQ0B 80 endow on 008 008000M00w00 Mo
.m n 8000000 no m000M00 .Ho>0H mo. 05» p0 08000h00w00 002*

 

 

800 n 5
7. o.mH 0.0m H.0m 0.0: o.m© H.mw o.m 0.0 w.m encomuz0£pos
,6
0:00
005 u zv
0.:0 0.00 0.00 0.00 0.0: 0.5: 0.0 0.0 0.0 00000-000000
R .HO .Hm R .HO .Hm R .HO .Hm
000sem whoaonomm
fine xoo3 00050000 mo 8O000098oo 00000 3 80:0 0000

 

mwmdgoo mo mawzmq Qsz<qm

 

 

*0mmmnqoo ZH.M¢Bm mo mawzmg

szz<qm m.BZHQDBm mmB OB W>HB<Qmm meomwummmeam Qza ummmeoz mmB mo ZomHm<m200 .x mqm<a

68
Number of Siblings

Ho-l.k. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when comy
pared to the number of the siblings the
student has.

Table XI illustrates the number of siblings for each
sample group. Statistical hypothesis Ho-l.k. was not rejected.
There were no significant relationships between the number of
siblings a student had and the parent he perceived as more
influential. The small frequency size in some of the origi-
nal cells necessitated a three category arrangement rather

than a six. This change may have had an effect on the chi

square value.
When Decision.tg Attend College Was Made

Ho-l.l. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when comp
pared to the time the student first decided
to go to college.

This hypothesis was not rejected. 'When students in
the father- and mother-groups decided on attending college is
presented in table XII.

When a student decides on attending college is a
rather nebulous idea to isolate, although there is no reason
to believe that one group was more crystallized in their

decision than another at any one time.

From the data presented there appears to be no

69

Aoow u 2v 00000 .0000 u 20 0000800 .0000 n zv 00002 “8000 0000 £000 00 0000000 u 0
000050000 00>00000 n 00
000050000 00000me M 0m

.m x00nomm< .Hnm 00000 00 00500 on 008 000000000w00 00
000>0H 000 00 0008850 0 .N n 8000000 00 0000m00 .00>00 mo. 000 00 00000000M00 002*

 

 

 

 

 

0000 n 20
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.0: 05000-000002
000. 000 u 20
0.0 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 05000-000000 00000
20 u 20
0.00 0.00 0.00 02:: 02:: 0.00 0.00 0.00 0.00 0:00 -000002
000.: 000 n 20 00000500
0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 02000-000000 000000
20.0 n 20
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 05000-000002
000. 000 u 20 00000000
0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 00000-000000 0002
R .00 MW R .00 mm m« .00 0mm
000500
000 0008 00 0500 00000 00 030 000 00 0002
00200000 00 000202
$.00200000 00 000202 020 00 00000000 000000-000040 020 -002002 000 00 2000000200 .02 00000

70

0000 n 20 00000 .0000 n

000>0H 000 00 0008850 0

20 0000000 .0000

H 2v WOHNZ

“8000 0000 0000 00 0000000

000050000 00>000no

000050000 00000000

.m 00000000 .Hum 00009 00 00500 on 008 000000000w00 00
n 8000000 00 0000w00 .00>0H mo. 000 00 00000000w00 002*

 

 

 

0000 u 20
0.00 0.00 0.0: 0.00 0.00 0.mm 0.:0 0.0: 0.0m 00000-000002
000. 000 n 20
0.00 0.00 0.m0 0.0 0.00 0.00 0.00 0.0m 0.00 00000-000000 00000
00m n 20
0.00 0.m0 0.:0 0.m0 0.m0 0.m0 0.0m 0.mm 0.0m 0000 -000002
m00. 000 u 20 00000000
0.0 0.0 0.m 0.0 0.0 0.m 0.0 0.0 0.0 00000-000000 000200
20: u 20
0.00 0.00 0.00 0.00 0.m0 0.00 0.m0 0.m0 0.00 00000-000002
.000.m 00m n 20 00000000
0.m0 0.00 0.00 0.00 0.00 m.m0 0.00 0.00 0.00 00000-000000 0002
000500
000 000000 0&00 0H 000000 0000M 0H 000000 0000M 00000m
0000000 020000 00 0000000 0200000 020 2002

 

 

*0momqqoo QZMBB< OB QWQHOmQ

BZMQDBW mus szB OB m>HB¢Qmm mmbomulmmmadm 92¢ nmmmeoz Ema mo zomHmdmzoo

.HHX mam¢a

71

significant relationship between when a student decides on
college and the parent he perceives as more influential.
This factor was included because it was thought that
when a student initially decides to go to college is affected
by the parents and their attitude about college and the need
for college. One assumption was that the more influential
parent would be perceived as more influentialthroughout the
the child‘s life and, therefore, would influence the child
not only at the time of the decision but also at the time of
going to college. Significant evidence that the more influ-
ential parent can be predicted from data indicating when the
student first decided on college is not available in this

study.
Parents 23_Relatives Attended C. M. U.

Ho-l.m. There is no difference between college
freshmen, male or female, who choose their
father as the more influential parent and
those who choose their mother when com-
pared to parental or relative attendance
at Central Michigan University.

Tables XIII and XIV illustrate the number of students
with at least one parent or relative who attended Central
Michigan University.

Statistical hypothesis Ho-l.m. was not rejected.
Parental or relative attendance at C. M. U. does not signifi-
cantly affect the parent perceived as being more influential.

Tables XIII and XIV contain the total group compari-

sons. Insufficient frequency in some of the original cells

72

TABLE XIII. COMPARISON OF MOTHER- AND FATHER-GROUPS RELATIVE
TO WHETHER OR NOT ONE OF THE PARENTS HAD ATTENDED CENTRAL
MICHIGAN UNIVERSITY}*

 

 

AT LEAST ONE PARENT ATTENDED CMU

 

Yes No Chi
Square
Er of % E:- of %
Father-group 8.6 10.0 5.0 63.u 62.0 31.0
N = 2
( 7 ) .ual

Mother-group 15-h lu.0 7.0 112.6 llu.0 57.0
(N = 128)

 

TABLE XIV. COMPARISON OF THE MOTHER- AND FATHER-GROUPS RELA-
TIVE TO WHETHER OR NOT ONE RELATIVE OTHER THAN THE PARENTS
HAD ATTENDED CENTRAL MICHIGAN UNIVERSITY}*

 

 

AT LEAST ONE RELATIVE ATTENDED CMU

 

Yes No

Ef of 31. E,» of 7%

 

Father-group 27.7 31.0 15.5 uh.3 ul.0 20.5
(N = 72)
.998
Mother-group h9.3 Q6.0 23.0 78.7 82.0 ul.0
(N = 128)

 

*Not significant at the .05 level, degrees of freedom.= 2.
A summary of the levels of significance may be found in
Table B-1, Appendix B.

Ef = Expected frequency
Of = Observed frequency
% = Percent in each cell (N = 200)

(Male and.Female groups omitted due to insufficient
cell size)

73

prevented complete chi square analysis; therefore, the male
and female groups are not included in the table.

Hypothesis Ho-l.m. was included in the study because
the attendance of parents and relatives at C. M. U. was
thought to be an influencing factor in motivating students
to come. Teaching in many families is a tradition. When the
parents and the grandparents are teachers, the child "of
course" is going to be a teacher. Central Michigan Univer-
sity's orientation to teaching was thought to be a factor in
bringing students to the campus.

The results indicate that only 12 per cent of the
students had parents who attended C. M. U. and only 38 per
cent had relatives who attended C. M. U.

More data for each of the subhypotheses under Ho-l

can be found in Table B-1 in Appendix B.

Parent and Student Perceptions 2;.

Central Michigan‘University

 

Ho-2. There are no significant similarities between
the raw scores obtained on the College and
University Environment Scales by an entering
college freshman and the raw scores obtained
on the same instrument by the student's more
influential parent.

Table XV indicates the comparison of mother- and
father-groups relative to the student and.parent responses on
the CUES. In only 75 of the 368 comparisons were their per-
ceptions found to be significantly similar. It is apparant

from the data in table XV that, in general, college freshmen at

.m afloaommm .mum magma cw Umpdomong ma modam> chosen ago mom 03» mo pmHH <$$

.vomd mm: soapSDHmpmHQ onwdwm

ago map to Has» pmoa on» .eopnaz mm: mofipaemaasflm to pace onesem ago map omsmoomw

emu Gannon on coawwm 0H omswoon mHthwqd 039 fig pomfi ones mucopwm no mmwwm :ma hH:o*

 

.omwwcnoapmodd
om ma .Hmfi ozéqoespm mo msoewunofimm
ma NH nospmm:uGoUSpm mo QSOAMIponpmm

L4 ea om eonpam-pcmespm HNH asosm-eospoz

7

:N on nonpoz:psoU5pm HNH QSOAMIQonuoz
**§Ho>oq mo.
03» psohom no mGOmwnmeoo
pm pamofimfic

 

pqaoamacMAm
uwfim unoonom ho noasfiz mcwpmmfioo

*z
mmDD mmB OB mfimZommmm Bzmm<m QZ¢.BZHDDBm mo zomHm<mSoo

 

macaw

 

.mmDU mma zo mmmzommmm

92Wm<m 92¢ azmnbem HMS OB M>HB¢Qmm mmDomwlmmma¢m Qz¢ Immmaoz HMB mo zomHm¢mzoo

o>N mam49

75

Central Michigan University do not view the university in the
same way as do their parents. Therefore, statistical hypothe-
sis Ho-2 was not rejected.

Only forty-two of the seventy-five significant com-
parisons were between the student and the m2§2_influentia1
parent. There does not appear to be a pattern for the sig-
nificant comparisons.1 The significant comparisons seem to
be distributed in a random manner. It can, therefore, be
assumed a student's attitudes about college have no signifi-
cant relationship to the attitudes about the same college
possessed by his parents.

It is important to stress here that this study was
not concerned with whether the student or parent had accurate
knowledge of the University. It is important, however, to
match the perceptions of Central Michigan University as

revealed by each student and.his parents.

Discussion

 

Significant findings

This chapter presented data from.the student sample
in regard to selected socio-economic factors thought to be
related to the parent perceived by college freshmen as more

influential. Data were also presented regarding the

 

1For a listing of the 386 CUES comparisons see Table
B-2, Appendix B.

76

relationship between perceptions of Central Michigan Univer-

sity held by entering freshmen and those of their parents.
The data were tabulated and results discussed briefly.
Statistical tests of the null hypotheses revealed the follow-
ing significant findings:

1. There are significant differences between the

 

female students who perceived their father §_s_

 

the more influential parent and M whg
perceived their mother is the more influential
_ig regard _t_q the educational 1319; 9_f_ _th_e_
father. _Thg higher the educational 3.3191 93
the father _tlig £1233 influential the female
student perceived him _t_q be.

When the males and females were combined, there were
also significant differences existing between the mother-
and father-groups. The mother-group possessed fewer years of
education than the father-group. The higher the educational
level of the father, the more influence he seems to exert in
the life of the student. The findings suggest the father with
a high level of education will be perceived by the youngster
as the more influential parent.

Studies reviewed in Chapter II indicate the student
will prefer the mother unless the father is superior to the
mother. The findings of this research support this belief.
The data suggest the student will prefer the more educated
parent. When both parents possess the same amount of educa-

tion, the student will prefer the mother.

77

2. M are significant differences between 3.112.

male students who perceived their father 35

_t_hg £1233 influential parent 3519: 111912 111512 p93-

ceived _t_h_e_ig mother 31% t_h_e_ £1933 influential

j._n_ regard 1:2 the occupational .1311]; 93 _t_h_e_

father. The higher the occupational _J:_e_v_e_l_ 93

_thg father, the more influential he _i__s p_e_r_-

ceived _t_q ‘_D_9_ 1133133 lif_e g; the 5n_a_l_e_ student.

Seventy-five per cent of the males whose fathers
worked at an administrative or professional job were in the
father-group. Males whose fathers were in a semi-skilled,
unskilled, or farm job, chose their mother by a two to one
margin. The males whose fathers were employed in high level
jobs were more inclined to favor their father. For the males
and the combined group there was a positive relationship
between mother-group and low occupational level of the father.
Therefore, the higher the occupational level of the father,
the greater his influence seems to be on the student.
3. _Tl_1_e_r_e_ are significant differences between _th_e_
male students who Leroeived their father a3
the more influential parent 32d £13933 1&9.

Leroeived their mother .a_s_ the more influential

_i_n regard _t_o_ the collegp ygpior chosen by the

 

student.
The students who chose English, speech, or science as

a major tend to select the mother as the more influential

w.

Cu

5 7.

i»)

I‘1

fl.

 

78

parent. Three-fifths of the males choosing science as a
major fell in the mother-group. Seventy-nine per cent of the
students choosing English or speech as a major were in the
mother-group. The males in the applied arts area prefer the
father three to one over the mother. The findings suggest a
definite relationship between the major chosen by the student
and the parent he perceived as more influential.

LL. There are significant differences between the

 

students who perceived their father 2.3. the
more influential parent and those who perceived
their mother as the more influential _i__q regard

—’”

_t_q the occppational choice 9;; £132 student. E3
931g indicate students who chose teaching tend
13.9. perceive the mother 2.3. the more influential
parent, while those who selected business 33124.9."
istration tended _t_g perceive _t_h_e father 2.3.. _t_h_e_
£1933 influential parent.

Sixty-nine per cent of the students declaring teaching
as their occupational choice were in the mother-group, while
56 per cent of those choosing business administration were
in the father-group.

While the direction of the differences was not pre-
dicted beforehand, it will be noted that the findings are
in keeping with what might be expected. The subjects report-

ing predominant father influence have selected occupations

more typically masculine while those reporting predominant

79

mother influence have selected occupations more typically
feminine.

The teacher training orientation of Central Michigan
University is shown in the large percentage (6h%) of students
selecting teaching as an occupational choice. The number of
potential teachers undoubtedly contributed to the size of the
mother-group. Seventy—seven per cent of those in the teach-

ing category were in the mother-group.
Non-sigpificant findings

In addition to the differences found significant at
the .05 level, there are several other findings which.indi-
cate strong possibilities of important differences.

All of the factors investigated under Ho-l domonstrated
a difference between the male and female responses. The chi
square values were different for the males and females on
each of the factors tested. The differences are exemplified
in the mother-, father-group distribution. Forty-seven per
cent of the males and eighty-one per cent of the females were
in the mother-group. Females preferred the mother four out
of five times, whereas, the males chose each parent equally.
The females were in the mother-group in large numbers irres-
pective of the factor being tested. The over abundance of
females in the mother-group may have adversely affected some
of the chi square values.

The males from.low income families showed a slight

80

preference (significant at the .32 level) for the mother
while males from.high income families tended to select the
father. It appears that the higher the family income, the
greater the chance the male student will perceive the father
as being the mmre influential.

The males indicated a preference for the father when
the mother's level of education was low and a preference for
the mother when the mother's educational level was high.

The same trend was suggested for the father's educational
level. The data indicate the student probably prefers the
more educated parent irrespective of sex.

The size of the community from which the student comes
was not found to be significantly related to the preferred
parent, but the data indicated farm reared youth and those
from communities with populations under 2500 perceived of
the mother as the more influential parent.

Planned length of stay in college was shown to be
significantly related at the .07 level to both the mother-
and father-group. The student who plans to stay in college
less than four years chose the mother three out of five
times. Therefore, the student who is not considering a
degree program will more often be in the mother—group, while
those planning a degree will be in the father-group.

When a student decided to attend college seems to have
a demonstrated relationship to the mother- or father-group.

The longer the student delayed his decision to attend college,

81

the more inclined he was to be in the mother-group. Table
XII showed 63 per cent of the males whose decision to attend
college was formulated before grade school to be in the
father-group. Only hh.per cent of the males who chose to
attend college but made the decision while in high school
were in the father—group.

The comparison of the College and University Environ-
ment Scales raw scores between student and parent produced
seventy-five significantly similar values out of 368 com-
parisons.1 Only forty-two of the significant values were
between the student and the more influential parent.
Although seventy-five comparisons were found to be signifi-
cant, they do not justify the conclusion that students and
their parents (especially the more influential parent) per-
ceive of Central Michigan University in a similar way.

The discrepancy between scores may mean the parents
were not accurate in their responses on the CUES or the
instrument may not be measuring the desired perceptions.

The CUES has been used in the past as a measure of a college
environment by students who had earned credit from the par-

ticular college. The use of the instrument as a measure of

the environment by students and parents not previously

enrolled in the university is unique to this study.

 

18ee table xv in this chapter and Table B-2 in
Appendix B.

82

Summary

This chapter presented the analysis of the data.
Hypothesis Ho-2 and fourteen subhypotheses under Ho-l were
investigated. The Chi Square Test was used to determine
whether differences reached the .05 level of significance.
Four of the fourteen Ho-l subhypotheses proved to be signi-
ficant at the .05 level.1 There are significant differences
between the mother- and father-groups in regard to education
of father, occupation of father, college major of the student,
and occupational choice of the student.

Statistical hypothesis Ho-2 was not rejected. The raw
scores achieved by the student on the College and University
Environment Scales are not significantly similar to the
scores earned on the same instrument by either of the student's

parents.

 

1See Table B-1, Appendix B for a summary of the chi
square values of the fourteen subhypotheses tested under
HO-l.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

Purpose and Procedure

The purpose of this study was to identify the similar-
ities in and differences among students who perceive of their
mother as being the more influential parent and.those who
perceive of their father as being the more influential parent
according to selected socio-economic factors. The study also
compared a freshman's perception of Central Michigan Univer-
sity with the perception of the same university held by each
of his parents.

Entering Central Michigan University freshmen and
their parents were studied using data gathered through the
use of questionnaires and an aptitude test. Only those
factors thought to be related to college choice and parental
influence were employed. The study was structured to test
the following research hypotheses:

l. Entering college freshmen at Central Michigan
University at the beginning of the Fall Semes-
ter, 1965, who perceived their mother as the
more influential parent possessed significantly
different socio-economic-vocational character-
istics from those who perceived their father
as the more influential parent.

2. Greater similarities exist between the percep-

tions of college held by entering college
freshmen at Central Michigan University at the

83

8h

beginning of the Fall Semester, 1965, and those
held by their more influential parent than
between their perceptions of college and those
held by their less influential parent.

The subjects studies were entering freshmen enrolled
at Central Michigan University during the fall of 1965. The
sample consisted of 100 male and 100 female students and
their parents. No commuting, transfer, or foreign students
were included in the study. Only single 18-20 year old,
Michigan residents, who chose Central Michigan University as
their first choice school, and lived with both parents while
in high school were included.

Data were gathered from the students on three instru—
ments: a questionnaire, the Parental Influence Inventory,
and the College and University Environment Scales. Socio-
economic information was obtained through the use of a
questionnaire developed by the investigator. The Parental
Influence Inventory was used to determine which parent the
student perceived as being generally more influential. A

perception of Central Michigan University was obtained from

students and each of their parents by the College and Uni-

 

versity Environment Scales. Academic aptitude was deter-

 

mined by the American College 2233, required of all entering
freshmen.

Data were collected during the students' first week
on campus. The College and University Environment Scales
was sent to the parents during the second week of classes.

Two follow-up procedures during the fall of 1965 resulted

8S

in obtaining complete data from.all 200 students and from
18u pairs of parents.

Student and parent responses were recorded on IBM
cards. The data were then processed by the Central Michigan
University 1620 IBM computer. The Chi Square Test was used
on each.hypothesis and sub-hypothesis to determine whether
differences reached the .05 level of confidence.

The factors studied were approached by employing
fifteen statistical or null hypotheses. Significant differ-

ences were revealed in four of the fifteen hypotheses.

Significant Findings

1. There are significant differences between the
female students who perceived their father as
the more influential parent and those who
perceived their mother as the more influential
in regard to the educational level of the
father. The higher the educational level of
the father, the more influential the female
student perceived him to be.

2. There are significant differences between the
male students who perceived their father as
the more influential parent and those who
perceived their mother as the more influential
in regard to the occupational level of the
father. The higher the occupational level of
the father, the more influential he is per-
ceived to be in the life of the male student.

3. There are significant differences between the
male students who perceived their father as
the more influential parent and those who
perceived their mother as the more influential
in regard to the college major chosen by the
student.

u. There are significant differences between the
students who perceived their father as the
more influential parent and those who per-
ceived their mother as the more influential

86

in regard to the occupational choice of the
student. The data indicate students who choose
teaching tend to perceive the mother as the
more influential parent, while those who
selected business administration tended to per-
ceive the father as the more influential parent.

Conclusions and.Discussion

The following conclusions may be drawn from the find-

ings of this study:

1. The choice Ey_female students pf Central Michigan Univer-

 

sity $2 likely tg_pg significantlyinfluenced by those

fathers who have attained g_high educational level.

 

 

This conclusion is drawn from the statistical differ-
ences found between the students perceiving the mother as
the more influential and those perceiving the father as the
more influential when compared to the educational level of
the father. The findings are corroborated by the literature
reviewed in Chapter II. The higher the educational level of
the father, the more influence he seems to play in the life
of the female student.

The findings of this study also add validity to the
assumption that the educational level of the father can.be
used to help identify the more influential parent. The child
may seek help from.his more influential parent when engaged
in decision-making processes. A major decision, like select-
ing a college, will undoubtedly involve the help and guidance

of the more influential parent. The father with a high level

87

of education, therefore, may be perceived as the more influ-
ential parent and thus influence the college selection of
his offspring.

Knowledge of the particular parent's role in influenc-
ing the student's decisions would be helpful to parents,

counselors, and others assisting students.

2. The choice 21 male students 2§_Central Michigan Univer-

 

 

sity ig_likely £9 23 significantly influenced 21 those

fathers who have attained 3 high occupational level.

 

Studies reviewed in Chapter II indicate the occupa-
tional level of the father not only has an influence on which
children in the family go to college but which college is
chosen. This conclusion is substantiated by the findings of
the present study. The higher the occupational level of the
father, the greater influence he exerts in the life of the
male student. Seventy-five per cent of the males whose
fathers worked at an administrative or professional job per-
ceived the father as the more influential parent. If the
father is employed in a professional or administrative job
he tends to affect the decisions of the child more than the
mother.

An understanding of the effect the father‘s occupa-
tional level has on his children's decisions will aid the

counselor in helping the student make more adequate choices.

3. The college major chosen py.g:male student 22 Central

 

88

Michigan University lg influenced.gy_the parent whom the

 

 

student perceives g§_being the more influential.

 

The findings of this study suggest a definite rela-
tionship between the major chosen by a male student and the
parent perceived as more influential. The studies reviewed
in Chapter II also support this finding. Three-fifths of
the males choosing science as a major perceived the mother
as the more influential parent. Seventy-nine per cent of
the students choosing English of speech as a major perceived
the mother as the more influential.

To select a major field of study or to evaluate the
validity of a choice he has already made, the student must
be able to understand himself as completely as possible.
Knowledge about the more influential parent will enable the
student to more accurately evaluate his own self-concept and
also provide the counselor with still another type of infor-
mation to aid the student in making appropriate decisions

related to college life.

 

 

u. The parent whom the student perceives g§_the more influ-
ential significantly influences the occupational choice
22 entering freshmen g2 Central Michigan.University.
Chapter II contained a review of a study completed by
Steimel (119). Using the Strong Vocational Interest Blank,
Steimel found that parental influence as perceived by the
student had an empirically demonstrable effect on the direc-

tion of interest development. The results of this study

89

support Steimel's findings in the area of occupational
choice. Sixty-nine per cent of the students who declared
teaching as their occupational choice felt that the mother
was the more influential parent. This research confirmed
Steimel's findings that students with predominant father
influence tended to select more masculine occupations while
those who perceived the mother as the more influential tended
to select feminine occupations.

The findings suggest that perceived parental influence
should be taken into consideration by counselors and other
student personnel workers who assist students select an occu-
pation. Conversely the occupation chosen by the student may
be used by counselors as an indication of the student‘s more
influential parent. Therefore, a.more complete understanding
by the student of the parental influences focusing upon him

will facilitate the making of more wise decisions.

5. Entering freshmen 33 Central Michigan Universitngg not,

their parents.
One hypothesis of this study was that perceived pre-

dominance of influence by one parent over the other would
significantly affect the perceptions of the college the
offspring brings to the campus. The data collected do not
support this hypothesis. A freshman's perception of Central
Michigan University was not found to be significantly similar

to those held by either the more influential or the less

90

influential parent. The results seem to show that either the
influence of parents in the selection of a college is not
expressed in the perception they have of the school or pre-
conceived perception of college can quickly change.

Only 75 out of 368 (20.h%) comparisons made between
parent and student perceptions of Central Michigan University
produced a significant result at the .05 level. Of the 368
comparisons, u2 (11%) were found to be significantly similar
to the more influential parent. An investigation of the
significant comparisons produced no conclusive relationship.

In view of the findings, therefore, it seems reason-
able to conclude that an entering freshman's perception of
Central Michigan University is not similar to the perception

of the school held by either of the student's parents

6. Because males and females differ when socio-economic
characteristics are used 39 discover _th_e_ £933 influen-
tigl_parent, different counseling approaches are needed
regarding college selection.

Male and female differences were revealed in each
comparison between the socio-economic factors and the more
influential parent. The chi square value for each comparison
showed differences between the male and female groups. The
extent of the differences varied with the factor being tested.
The differences were not systematic nor predictable, but

random in nature. The data indicate socio-economic factors

do not influence male and female students equally in their

91

perception of the more influential parent.

The findings suggest the use of socio-economic factors
as indices of the more influential parent must not be applied
in the same way to male and female college students. In
counseling college students, the counselor, therefore, if he
is to use socio-economic factors as tools in determining the
more influential parent, must recognize the need for differ-
ent interpretations of data and varying counseling approaches
to the problems of choosing a college and resolving academic

and vocational problems while in attendance.

Recommendations for Further Research

This study investigated the influences of parents on
their offsprings' selection of Central Michigan University
through analysis of selected socio-economic variables related
to parental influence and parent—student perceptions of the
school. Research designed to study other ways in.which
parents could influence the selection of a college by their
youngsters is needed. The findings of this study suggest

the following considerations for further research:

1. Further study is needed to investigate parental influence
on their children's selection of a college through the
use of interest measures such as the Strong Vocational
Interest Blank and psychological instruments such as
the Minnesota Multiphasic Personality Inventory. The

instruments could be given to the student and his parents

92

with comparisons made of the results. A study of interest
and personality variables as possible influencing factors
would provide information necessary for a more complete
understanding of how parents influence the college selec-

tion of their offspring.

The interrelationship of the socio-economic variables
tested suggests a need for additional research involving
the use of multiple correlations as composite measures

of parental influence. The use of multiple correlations
is needed to determine the relative weight of each vari-
able and the effect of one variable on the other. The
possibility that a regression equation may exist which
could be used to interpret the effect of a group of vari-
ables on a particular student gives this approach a high

priority rating.

The differences dicsovered in this study between the male
and female sample members suggest that the study should
be repeated using a larger sample of only males or
females. The differences noted in the present study
indicate that the same conclusions cannot be drawn for
both males and females. Therefore, separate studies
involving a more intensive analysis of each sex are
needed. A larger sample would also reduce the small
sample size in some of the groups, remove the number of

re-groupings necessary, and increase the validity of the

93
chi square values calculated.

Replication of the present study at other universities
is needed to test the validity and uniqueness of the

findings produced at Central Michigan University.

BIBLIOGRAPHY

10.

ll.

BIBLIOGRAPHY

Allport, Gordon., P. E. Vernon, and G. Lindsey. A_Study
g£_Values. Third edition. Boston: Houghton
Mifflin, 1960.

Anderson, Duane L. " A Comparative Descriptive Analysis
of First Year Agriculture Short Course and Degree
Students at Michigan State University," Unpub—
lished Ph.D. dissertation, Michigan State Univer-
sity, East Lansing, Michigan, 19 5.

Anderson, Robert 0. "Parents are the Key to Productive
Youth Development," EastrLansing, Michigan:
Michigan State University Extension Demonstration
Sub-Project III, 196a. (Mimeographed)

Astin, A. W. "A re-examination of College Productivity,"
Journal 2£_Educational Psychology, 52, (1961),
173-178.

. "Distribution of Students Among Higher Edu-

 

cational Institutions," Journal of Educational

Psychology, 55, (l96u), 276-287:_—

 

"Further Validation of the Environmental

 

Assessment Technique," Journal 2£_Educational
Psychology, 5h, (1963), 217-226.

 

. "Some Characteristics of Student Bodies

 

Entering Higher Educational Institutions,"
Journal pf Educational Psychology, 55, (196k),
267757;,

 

. Who Goes Where 23 College?, Chicago, Illinois:

 

Science Research Associates, 1965.

, and J. L. Holland. "The Environmental Assess

 

ment Technique: A way to Measure College Environ-

ments," Journal 32 Educational Psychology, 52,
(1961), 3031316.

Becker, Samuel L.,‘g§ El: "Relationships Between the
Minnesota Multiphasic Personality Inventory and
the College Characteristics Index," Journal of
College Student Personnel, 6, (1965), 219-2237

Beezer, Robert H. and Howard.F. Hjelm. Factors Related
32 College Attendance, Washington, D. 0.: U.S.
Department of Health.Education and Welfare,
Office of Education, 1961.

95

ch .

are

12.

13.

1h.

15.

l6.

17.

18.

19.

20.

21.

22.

23.

96

Berdie, Ralph.F. After High School - What ?, Minneapolis,
Minn.: University of Minnesota Press, l95h.

 

Berdie, Ralph F., et al. Who Goes to College_ ? - A
Comparison“ of— Minnesota Colleg_ Freshmen, 1930-
1960. Minneapolis, Minn.: Univers1ty of
Minnesota Press, 1962.

Bergstein, H. B. "A Study of Parent's Perceptions of the
Role of School Counselors in a Selected Community."
Unpublished Ph.D. dissertation, New York Univer-
sity, 1960.

Best, Sheila Anne. " The Relationship Between the College
Characteristics Index and other Measures of the
College Environment." Unpublished M. A. thesis,
Syracuse University,.1962.

Bournazos, Kim. "A Comparitive Study of the Effects of
Vocational Training on the Career Patterns of
High SChool Graduates." Unpublished Ph.D.
dissertation, Michigan.State University, 1963.

Brim, Orville G., et. al. "A Decision-Making Paradigm
for Local Gfiidance Research," Personnel Lnd
Guidance Journal, AH, 1965, uO- 51.

 

Bross, I. D. Design for Decision, New York: MacMillan,

1953.

Brown, Donald R. "Personality, College Environment, and
Academic Productivity," The American College, ed.
Nevitt Sanford. New Ybrk: John Wiley and Sons,
Inc 0 g 1962.

Burchinal, Lee G. "Differences in Educational and Occu-
pational Aspirations of Farm, Small-town, and
City Boys," Rural Sociology, XXVI (1961), 107-121.

Clark, Robert, et al. "A Decision-Making Paradigm for
Local Guidance Research," Personnel Lnd Guidance
Journal, an, 1965, hO- 51.

Cleeton, Kenneth, N. "An Analysis of the Factors Which
Influence Students When They Choose a College."
Unpublished Ph. D. dissertation, University of
Colorado, 1951.

Coffelt, John J, and D. S. Hobbs. In Lnd Out of College,
Oklahoma City, Oklahoma: Oklahoma— State Regents ‘
for Higher Education, 196k.

.4

1;.

qt
:3.

3'7

AP»

.UO

11

I"

H.

2h.

25.

26.

27.

28.

29.

30.

31.

32.

33.

3h-

35.

36.

37.

97

Corey, S. M. "Student's University Choices," Journal
23 Higher Education, 7, (1936), 207-211.

 

Cronbach, L. and G. C. Gleser. Psychologyical Tests and
Personnel Decisions, Urbana: Univers1ty of
Illinois Press, 1937.

 

 

Douvan, Elizabeth and Carol Kay. "Motivational Factors
in College Entrance," The American College, ed.
Nevitt Sanford. New York: John Wiley and Sons,
Inc., 1962.

 

Drews, Elizabeth M. and John E. Teahan. "Parents Atti-
tudes and Academic Achievement, " Journal 2£_
Clinical Psychology, XIII, (1957), 328-332.

Dukes, William F. "Psychological Studies of Values,"
Psychological Bulletin, 52, (1955), 2u-SO.

Egner, R. E. and.A. I. Obelsky. "Effects of Sterotyped
Attitudes on Learning," Journal of Educational

Psychology, XLVII, (1957),”?671215.

Emmerich, Walter. "Parental Identification in Ybung
Children," Genetic Psychology Monogrgphs, 60,
(1959), 257-308.

Erikson, E. H. Childhood and Society, New Ybrk: Norton,
1950.

 

 

Fels, William C. "Charting a Course in a Sea of Colleges,"
College Board Review, Winter, 1961.

Festinger, Leon. ggnflict, Decision, and Dissonangg.
Stanford, California: Stanford.University Press,

196u.

 

 

 

Fishman, Joshua A. "Some Social-Psychological Theory
for Selecting and Guiding College Students," Th3
American College, ed. Nevitt Sanford. New York:
John Wiley and Sons, Inc., 1962.

Ford, Thomas R. "Social Factors Affecting Academic
Performance: Further Evidence," School Review,

65, (1957), AIS-AZZ-

Forrest, A. "Counseling Talented Students on College
Choice," Personnel and Guidance Journal, 10,

(1961),.h2-D7.

Foskett, J. and Walter Martin. "How Students Choose
Their Alma Mater," Overview, 2, (1961), 23.

38.

39.

14.0.

N1.

12 .

h3-

nu.

#5.

N6.

M7.

u8.

h9.

50.

51.

98

Garrett, Henry E. Statistics in Psychology and Education,
New York: Longmans, Green and Co., 19h7.

 

Gelatt, H. B. "Decision-making: A Conceptual Frame of
Reference for Counseling," Journal Lf Counseling
Psychology,9 , (1962), ZHO- 2

 

Ginsberg, Eli, gt 3;. Occupational Choice: An A roach

tg_g_General Theor', New York: Columbia Un1ver-
sity Press, 1951.

Girshick, M. A. "A Elementary Survey of Statistical
Decision Theory," Review Lf Educational Research,

2h. (l95h).

Haller, A. 0. "Research Problems on the Occupational
Achievement Levels of Farm Children," Rural
Sociology, XXIII, (1958), 355v362.

 

 

Hammond, John S. III. "Bringing Order Into the Selec-
tion of a College," Personnel and Guidance
Journal, H3, (1965), 65u-660.

Hammond, M. "Attitudinal Changes of Successful Students
in a College of Engineering," Journal Lf Counsel-
ing Psychology, (1959), 69- 71.

Hardaway, C. W. "Factors Influencing Students to Enroll
at Indiana State Teachers College," Teachers
College Journal, 23: (1951), 22-23.

Harris, Chester W. (ed.) Encyclopedia 2; Educational
Research, Third Edition, New York: The Macmillan
Company, 1960.

 

 

Harris, Seymour E. "Financing of Higher Education:
Board Issues," FinancingHigher Education: 1960—
1970, New York: McGraw Hill ook Company, 1959.

Havinghurst, Robert J. and Bernice Nevgarten. Societ
and Education, Boston: Allyn and Bacon, 1957

Hays, Donald G. and John W. Rothney. "Educational
Decision-making by Superior Secondary—School
Students and Their Parents," The Personnel and
Guidance Journal, uO, (1961), 26-30.

 

Hays, William L. Statistics for Psychologists, New York:
Holt, Rinehart and Winston, 1963.

Henderson, H. L. "The Relationship Between Interests of
Fathers and Sons and Sons' Identification With
Fathers." Unpublished Ph.D. dissertation,
Teachers.College, Columbia University, 1958.

52.

53.

5h-

55.

56.

57.

58.

S9.

60.

61.

62.

63.

6h.

65.

99

Henry, J. B. " Family Financial Power and College Attend-
ance," Personnel and Guidance Journal, XLIII,

(1965), 773‘7790

Hewer, Vivan H. and Gerhard Neubeck. "Occupations of
Fathers and Mothers of Entering University of
Minnesota Freshman, Fall, 1959," Personnel and
Guidance Journal, XL, (1962), 622-627.

 

 

Hills, John R. "Decision Theory and College Choice,"
Personnel and Guidance Journal, A3, (l96h), 17-22.

 

Holland, John L. "Determinants of College Choice,"
College and University, 35, (1959), 11-28..

. "Parental Expectations and Attitudes About

Colleges," College and University, BA. (1959).
léu‘l700

 

. "Student Explanations of College Choice and

 

Their Relation to College Popularity, College
Productivity, and Sex Differences," College and
University, 33, (1958), 313-320.

 

 

Hollinshead, Bryon 3. Who Should Go 23 Colle e, New
York: Columbia University—Press, 1952.

Iffert, R. E. Retention and Withdrawal 2; College Stud-
ents. (Office of Education Bulletin No. 1, 1958)
Washington, D. 0.: Government Panting Office, 1957.

 

 

Inman, Irwin (ed.) "A College Climate," Antioch Notes,

14-0) (1963), p. 6.

Itkin, William F. "Relationship Between Attitudes Towards
Parents and Parents' Attitudes Toward Children,"
Journal 22 Genetic Psychology, 86, (1955), 339-352.

 

Jones, Reginold L. and Laurence Siegel. "Admission Can-
cellations: An Institutional Study," College and
UnivePSifiy, 38, (1962), 89-950

Kahl, J. A. "Educational and Occupational Aspirations of
‘ Common Man ' Boys," Harvard Educational Review,

23, (1953). 186-203..

Kerr, W. D. "Student Perceptions of Counselor Role in
the College Decision," Personnel and Guidance

Journal, ul, (1962), 337-3h2.

Kinnane, John F. and Sr. M. Margaret Bannon. "Perceived
Parental Influence and Work-Vlaue Orientation,"
Personnel and Guidance Journal, N3, (196h),273—279.

66.

67.

68.

69.

70.

71.

72.

73.

7h.

75.

76.

77.

78.

100

Kuhlen, Raymond G. The Psychology g§_Adolescent Devel-
opment, New York: Harper and.Brothers, 1952.

 

 

Lanzetta, J. T. "Information.Acquistion in.Decision
Making," Motivation and Social Interactign, ed.
0. J. Harvey. New York: Ronald Press, 1963.

Lawton, Edith. "Helping Ybung People With the Decision-
Making Process," Journal of the National Associ-

 

 

ation 23 Women Deans and'CEunselors, 28, (1955),
:9'1010

Lehmann, Irvin J. "Rural - Urban Differences in Intel-
ligence," Journal 2£_Educational Research, LIII,
(1959) , 62‘680

. and Paul L. Dressel. "Critical Thinking, and

 

Values in.Higher Education, Final Report of
Cooperative Research Project No. 590," Michigan
State University, 1962.

Levy, Charles S. "Decision-making and Self-Determina-
tion," Adult Leadership, 12, (1963), 68-69.

. "The Classification of Personal Decisions:
An Aid.in.Decision-making," Adult Leadership, 13,
(196a), 103-1ou.

 

 

Lewin, K. Field Theor ‘32 Social Science, New York:
Harper, 1951.71

Lipsett, L. and Leo F. Smith. "Why Students Choose a

Particular College," College and University, 27,
(1952), zen-269. ,

Long, Barbara H. and Robert C. Ziller. "Dognatism and
Predecesional Information.Search," Journal of

Applied Psychology, N9, (1965), 376237BT“""

McConnell, T. R. Research.gg College Students, ed.
Hall T. Sprague, Western Interstate Commission
for Higher Education and the Center for the
study of Higher Education, 1960.

McDonald, Keith.H. "The Relationship of Socio-Economic
Status to an Objective Measure of Motivation,"
The Personnel and Guidance Journal, XLII, (196k),
'997-1002.

McFee, Ann. "The Relation of students' Need to Their
Perception of the College Environment," Journal
2; Educational Psychology, 52, (1961), 25-29.

79.

80.

81.

82.

83.

8b.

85.

86.

87.

88.

89.

90.

91.

92.

93.

101

Meltzer, H. "Sex Differences in Children's Attitudes
Towards Parents," Journal g§_Genetic Psychology,

Miller, Delbert C. and W. H. Form. Industrial Sociology,
New York: Harper and Brothers, 1951.

Millinger, M. "Changing Trends Among Public Junior
College Student Bodies," Junior College Journal,
33. (1962), 167-176.

Morell, R. W. "The Pattern of Decision Making," Catholic
School Journal, 61,0961), u6-u8.

" Subjective Factors in DecisionaMaking,"

 

Catholic School Journal, 62, (1962), 59- 61.

Moser, L. E. "When Do Young People Make Decisions About
College?," School Review, 63, (1955), 158-159.

Munson, Byrant E.) "Personality Differentials Among Urban,
Suburban, Town and Rural Children," Rural
Sociology, XXIV, (1959), 257—26u.

 

Office of Education Studies and Surveys. "College Appli-
Fants3 Entrants, and Dropouts," Higher Education,
1963 . ,

 

Olsen, H. C. "Elementary Education: Students Reasons
for Selecting Their Colleges," Journal Lf Teacher
Education, 10, (1959), 315- 318.

Pace,Robert C. College and University Environment Scales,
Manual 1963. Princeton, New Jersey: Educational
Testing Service, 1963.

 

. " Evaluating the Total Climate of Profile of

 

a Campus," Current Issues in Higher Education,
ed. G. Kerry Smith. Washington, D. 0.: National
Education.Association, 1961, 171- 175.

 

 

. "Five College Environments," College Board

 

Review, ul, (1960), 2u—28.

"Methods of Describing College Cultures,"

 

Teachers College Record, 63, (1962),267-277.

. and Anna McFee. "The College Environment,"

 

Review 2; Educational Research, 30, (1960), 311-320.

. and George G. Stern. Stud y_ of College

 

‘Environments, Syracuse, New York: Syracuse Univ-
ersity Research Institute, Psychological Research
Center, 1958.

9H.

95.

96.

97.

98.

99.

100.

101.

102.

103.

10a.

105.

106.

102

Pace, Robert C., and George G. Stern. "An Approach to
the Measurement of Psychological Characteristics
of College Environments," Journal 2£_Educational
Psychology, N9, (1958), 267-277.

 

Payne, Isabelle K. "The Relationship Between Attitudes
and Values and Selected Background Characteris-
tics," Unpublished Ed.D. dissertation, Michigan
State University, 1961.

Peters, E. F. "Factors Which Contribute to Youth's
Vocational Choice," Journal 2: Applied Psychology,
XXV, (lgul), “28-u30.

Plante, Alexander J. "An Analysis of the Plans for Post-
Secondary Education of 1959 Secondary School
Seniors in Connecticut and Certain Factors Which
Influence Their Plans," Unpublished Ph.D. disser-
tation, University of Connecticut, 1960.

 

Prior, John J. "The College Characteristics Index as an
Instrument for Identifying Areas of Self-
improvement in a Single University," Unpublished
Ed.D. dissertation, Columbia University, 1963.

Prose, M. R. "Reasons for Choice of College by High
School Students," Catholic Education Review, 61,
(1963), 189-19u..

 

Rao, C. Radhakrishad. Advanced Statistical Methods‘ig
Biometric Research, New York: Wiley, 1952.

 

Reeves, Ellis. "Which College?," Journal gngigher Educa-
tion, 3,.(1932), 67’7“.

Rhodes, A. Lewis. "Authoritarianism.and Fundamentalism
of Rural and Urban High School Students," Journal
gnyducational Sociology, 3h, (1960), 97-105.

Robertson, John. "Who Influences Freshmen to Choose
Goucher?,".Journa1 g£_Higher Education, 7, (1936),
27‘72.

 

Roe, Anne. The Psychology 2§_Occupations, New Yerk:
John Wiley and Sons, Inc., 1956.

 

Roemmich, H. and John L. Schmidt. "Student Perceptions
of Assistance Provided by Counselors in College
Planning," Personnel and Guidance Journal, N1,

(1962), 157-158.

Rose, Arnold M. "Reference Groups of Rural High School
Ybuth," Child Develgpment, 27, (1956), 351-363.

1070

108.

109.

110.

111.

112.

113.

11H.

115.

116.

117.

118.

103

Rowe, Fredrick B. "Non-intellective Factors Affecting
Student Performance," Research Related t2 College
Admissions, ed. Kenneth.M. Wilson. Atlanta,
Georgia: SouthennRegional Education Board, 1963,

135-1uu.

Salem, 0. A. "The Need for Guidance in the Choice of a
Colle 6," Virginia Journal gngducation, 36,

(19143 9 17h"

Samson, Ruth and Buford Stfflre. "Like Father - Like
Son?," Personnel and Guidance Journal, 30, (1952),

35-39 0

Sanford, Nevitt. (ed.) The American College.
John Wiley and Sons, Inc., 1962.

 

 

 

 

 

New York:

 

Schloemer, Clarence C. "Why They Choose Your College,"

College Public Relations Quarterly, h, (1953),.
22"2 o

Sewell, W. H. et El- "Social Status and Educational and
Occupational Aspiration," American Sociological
Review, 22, (1957), 67-73.

 

Simpson, M.

Parent Preferences of Youn Children, New
York: lumE

Teachers College,—Co ia University, 1935.

 

Sprague, H. T. (ed.) Research 33 College Students,
Boulder, Colorado: Western Interstate Commission
for Higher Education, 1960.

 

Stagner, R. and.N. Drought. "Measuring Children's Atti-
tudes Toward Their Parents," Journal of Educa-
tional Psychology, 26, (1935)2‘169ZI767""“

Standing, G. Robert and Clyde A. Parker. "The College
Characteristics Index as a Measure of Entering
Students Preconceptions of College Life," Journal
g£_College Student Personnel, 6, (196u),2- .

Steimel, Raymond J. "A Study of the Relationship of
Recalled Childhood Identification and Association
to Masculinity-Femininity of Interest Scores on
the MMPI and SVIB Among Scholarship Finalists,"
Unpublished thD. dissertation, University of
Kansas, 1958.

. "Childhood Experiences and Masculinity-

 

Femininity Scores," Journal of Counseling Psy-

chology. 3. (1960), 2121217;"

 

119.

120.

121.

122.

123.

12k.

125.

126.

127.

128.

129.

101.7

Steimel, Raymond J. and.A. Susiedelis. "Perceived
Parental Influence and Inventored Interests,"
Journal 2: Counseling Psychology, 19, (1963),
289- 295.

 

Stice, G. Background Factors Relating to College Plans
and College Enrollment Among Public High School

 

 

 

Students, Princeton, New Jersey: Educational
Testing Service, 1956.

 

 

 

. et a1. Background Factors and CollegGoing
Plans Amonngigh Aptitude Public Hi School
Seniors, Princeton, New Jersey: du cational

Testing Service, 1956.

Stogdill, R. M. "Survey of Experiments of Children's
Attitudes Toward Parents," Journal 2; Genetic
Psychology. 51. (1937). 293-303.

Strauss, Murray A. "Farm.Boys Have Low Level of Voca-
tional Aspiration," Study reported to the joint
meeting of the Rural Sociological Society and
The American Sociological Association, Los
Angeles, 1963.

Super, Donald E. The P3 cholo of Careers, New York:
Harper and Brothers, 1957.

Teahan, J. E. "Parental Attitudes and College Success,"
Journal Lf Educational Psychology, 5M, (1963 ,
105-109.—

Tyler, Leona E. "Theoretical Principles Underlying the
Counseling Process," Journal g£_Counseling
Psychology, 5, (1958), 3-10.

 

Washburne, Norman F. "Socio-economic Status, Urbanism
and Academic Performance in College," Journal
g§_Educationa1 Research, 53, (1959),.130-137.

Williamson, Armon F. "Factors Associated With College
Plans of High.Ability Students in Alabama."
Unpublished Ph.D. dissertation, University.of
Alabama, 1963.

Withey, S. B. Lt al. The Publics Picture Lf Hi

Education” in the State of Michigan, Ann Arbor,

Michigan: Survey Research Center, The Univer-

sity of Michigan, 1959.

 

105

130. Wolff, W. H. "Better Counseling and Selection for
College," Journal 2£_Educational Sociology, 29,
(1956), 21 -219.

 

131. Woodruff, Asahel D. "Personal Values and Religious
Backgrounds," Journal 2£_Social Psychology, 22,
(19u5), lui-lufi. "

APPENDIX A

107
‘ ENTRAL MICHIGAN UNIVERSITY Section 1

 

Mount Pleasant, Michigan 48858

September at, 1965

Dear Parent,

we at Central Michigan Universitwaelcome you to the Central family;
Now that your son is at Central we want to make him as happy and
productive as possible.

In order to be more effective in working with students we are seeking
some additional information which we believe will be helpful. The
infbrmation is concerned with your ideas about college. The data.we
are attempting to gather will be kept in strictest confidence and
used only as another item in our effort to produce an effective aca-
demic atmosphere. It is our hepe the findings will be fruitful in
our counseling program.

The questions you are asked to answer are an important part of a
research study with a selected sample of freshman students and their
parents.‘Without receipt of your answers the other information we
have gathered is useless. Please help us and complete the enclosed
questionnaire called The College and university Environment Scales,
or CUES.

Your interest in your son's future and your desires for his success
are appreciated. we too are interested in our student's success.
Your couperation and quick response to the enclosed questions will
aid us in helping your son.

Please read the directions on the attached page before proceeding to
answer the questions.

Thank you -- your help is gratefully appreciated.

Sincerely,

EWBW
Donald P. Bertsch
Assistant Professor of Personnel

DPB:1m

AA: Enc.
c'
‘9,
G
\MKHR '7
‘wowosuANo IZ

108
‘ ENTRAL MICHIGAN UNIVERSITY Section 2

 

Mount Pleasant, Michigan 48858

September as, 1965

Dear Parent,

we at Central Mdchigan university welcome you to the Central family.
New that your daughter is at Central we want to make her as happy
and productive as possible.

In order to be more effective in.working‘with students we are seek,
ing some additional information.which we believe will be helpful.

The infbrmation is concerned with your ideas about college. The data
we are attempting to gather will be kept in strictest confidence and
used only as another item in our effort to produce an effective
academic atmosphere. It is our hepe the findings will be fruitful

in our counseling program.

The questions you are asked to answer are an important part of a
research study with a selected sample of freshman students and their
parents. ‘Without receipt of your answers the other information we
have gathered is useless. Please help us and complete the enclosed
questionnaire called The gollgge and university Environment Sgales,
or CUES.

Your interest in your daughter's future and your desires for her
success are appreciated. ‘We too are interested in our studentb
success. Your cooperation and quick response to the enclosed questions
will aid us in helping your daughter.

Please read the directions on the attached page before proceeding to
answer the questions.

Thank.you -- your help is gratefully appreciated.

Sincerely,z..

Donald P. Bertsch
Assistant Professor of Personnel

DPB:lm
Enc.
M I c
’e
at
WATER '7
“mNNRUUED z

 

‘*o,

 

 

 

I
i
.1
x.)
' .
u .

 

 

IDIRECTIONS:

109

Section 3

I‘M P O R T A N’T *** R E A D

Each parent (mother and father) is to complete the
College and University Environment Scales smately
and alone. The responses placed on the answer sheet
should be the responses of one person and not done
together or cooperatively. Please do not compare
answers or seek aid from your son or daughter.

The answer sheet with "FATHER" circled is to be com-
pleted by the father. The answer sheet with "BOTHER"
circled is to be completed by the mother.

The College and University Environment Scales is
designed for use by students who are in‘college. Many
of the questions asked, therefore, will not be under-
stood or apprOpriate for you. Please answer all of
the questions to the best of your knowledge, the way
you THINK Central Michigan University would be, even
if you have never been to this University or to any
other college .

Read the DIRECTIONS given on the inside cover of the
College and University Environment Scales booklet.
Ignore completely "INSTRUCTIONS _F_O_§ ANSWER SHEET" in
this booklet. Instead, read and follow DIRECTIONS on
the enclosed answer sheet. Print your name in the
space provided on the apprOpriate answer sheet (mm
or FATHER) and proceed to answer the 150 items.

When both the mother and father have completed the
questionnaire and filled in the answer sheet, please
place the questionnaire booklet and the two answer
sheets in the stamped self-addressed enveloPe and
mail it.

Your quick response to the questionnaire will be
appreciated. If you have questions about the above
DIRECTIONS which seem to prevent you from answering
the questionnaire, feel free to call me collect at
the following number:

Donald Bertsch

Counseling Center

Central Michigan university
Mount Pleasant, Michigan
Area code - 517

Phone 77h-3383

110
Section h

Followjup card

The card listed below was sent to the students of the parents who
had not returned their CUES answer sheets by November 8, 1965. The

card was used as the first follow-up procedure.

Dear

We need your assistance! The Counseling
Center is conducting some research and your
parents were selected as part of the sample to
be tested. The materials sent them have not
been returned. In your next letter or visit
home would you please ask them to return the
materials as quickly as they can?

Your parents participation is only part
of a much larger sample. If your parents do
not return their replies the study cannot be
completed.

Thank You!

Donald P. Bertsch, Counselor

111

Section 5

FOLLOW-UP LETTER

TO PARENTS

The letter on the next page was sent to the parents who had not
returned their CUES answer sheets by December 7, 1965. The letter
is the same letter as originally sent with the notations in red

added.

I ENTRAL MICHIGAN UNIVERSITY 112

 

Mount Pleasant, Michigan 48858

flic, 7/
W 1965

Dear Parent ,

We at Central Michigan University welcome you to the Central family.
Now that your son is at Central we want to make him as happy and
productive as possible.

In order to be more effective in working with students we are seeking
some additional information which we believe will be helpful. The
information is concerned with your ideas about college. The data we
are attempting to gather will be kept in strictest confidence and
used only as another item in our effort to produce an effective aca-
demic atmosphere. It is our hope the findings will be fruitful in
our counseling program.

The questions you are asked to answer are an important part of a
research study with a selected sample of freshman students and their
parents. Without receipt of your answers the other information we
have gathered is useless. Please help us and complete the enclosed
questionnaire called The College and University Environment Scales,
or CUES.

Your interest in your son's future and your desires for his success
are appreciated. We too are interested in our student's success.
Your coOperation and Mggsmnse to the enclosed questions will
aid us in helping your son.

Please read the directions on the attached page before proceeding to
answer the questions .

Thank you -- your help is gratefully appreciated.

7 /»" p I " ,
Sincerely, I Lz’UiA/i-i’ ,/ L/ {'14 L /7 «C
/

I ‘8’ 2 VB a ( ¢J /)qu(£4(x ’/ :1,“

Donald P. Bertsch -.Jiwliz 5"” ""v‘f/ «4/1.
Assistant Professor of Personnel . 7 ‘
DPB: 1m / ‘ I" I
Enc. _ . ,
L ,»~. ~ . . /
M'c / V L "’ ,‘w_ J“ 1.1% , 1;.)
69’ ,x /
e / ~
WATER , /'/ L n; :‘k #5 .j
wow 2 ’

ewe 2

..-

 

Section 6

113
QUESTIONNAIRE

 

 

 

Name
last first m
Father's Full Name
last first 111
Home Address
city street

Student Number (Soc. Sec.)

 

DIRECTIONS: Please mark the space in each question which is apprOpriate for you.

(1) Sex: (a) male (b) female
(2) Marital status: (a) single (b) married (c) divorced, widowed or
separated .
(3) Resident of Michigan: (a) Yes , (b) No
(h) Central Michigan University was your:
(a) first choice university (a)
(b) second choice university (b)
(c) third choice university (c)
(d) other than third choice "' ' (d)
(5) Age last birthday: (a) under 18 (b) 18 (c) 19

(6) Indicate your class rank in your high school graduation class:
(3) upper 1/3 (a)
(b) middle 1/3_ (b)
(c) lower 1/3“
(d) don't know ' (d)

(7) Are you living at home while attending classes at C. 14.0. Y (a) yes____

(b) No
(8) While in high school, did you make your home with:
(a) both parents_ (a)
(b) mother only *(b)
(c) father only (c)
(d) step-parents“ (d)
(e) others “(e)

(9) What do you estimate your parent's income to be? (Indicate total income
before taxes.) Include both parents if both work.

(a) Less than $3,000 per year____ (a)
(b) $3.000 to $h,999 per year_ “(b)
(c) $5.000 to $9 999 per year“ “(CI

(d)$io, 000 to $1h, 999 per year“ _Ed)
(e)$15:000 to $19,999 per year_ e)
(f)$20.000 to $2h 999 per year_ _(f)
(g)$25,000 and over per year __ ~(g)

(1°) Did your mother and/or father attend C.M.U.? (a) Yes __ ()3) N0 .._..__.

11h.

(11) Did any member of your family or relation attend C.MQU.? (a) Yes‘___,

(12)

(13)

(1h)
(15)

(16)
(17)

(18)

(19)

(20)

(b) No

Indicate your parent's highest educational attainment by drawing a circle
around the apprOpriate number to the right.
Attainment {Mother Father
8th grade or less . . . . . . . .
some high school , .
high school graduate
some college . . . .
college graduate . . .
graduate work.beyond a h year degre
masters degree . . . . . . . . . . . .
doctorate degree . . . . . . . . . . .

O O O O
O O O O
O O 0 O

oo-qoxmrwma—I
CD-QQWVWMH

Which best describes your father's major occupation: (a) professional ,
(b) administrative , (c) clerical and sales , (d) service ,
(e) skilled , (r) semi-skilled , (g) unskilled , (h) farm _.

 

What is your father's occupation? _fi .
Which best describes your mother's occupation: (a) professional ,
(b) administrative , (c) clerical and sales , (d) service ,

(e) skilled , (f) semi-skilled , (g) unskilled ,
h) housewife .

What is your mother's occupation?

 

Please indicate your religious preference.
(a) Protestant , (b) Catholic , (c) Jewish , (d) other

Which of the following best describes the distance between your home town
(when you were in high school) and C.M.U.

(a) within 5 miles or less . . . . . . . . . . (a)
(b) more than 5 miles, but less than 25 miles . (b)
(c) more than 25 miles, less than 50 miles . . (c)

(d) more than 50 miles, less than 100 miles. . (d)
(e) more than 100 miles . . . . . . . . . . . (e)

‘Which of the following best describes the community which you think of as
your home town during high school:
(a)fa,rm................ .(a)
(b) town less than 2,500 . . . . . . . . . (b)
(c) urban area between 2,500 and 9,999 . . (c)
(d) urban area between 10,000 and 9,999 . (d)
(e) urban area between 50,000 and 100,000 . (e)
(f) urban area over 100,000 . . . . . .' . (f)

 

What college major field of study are you presently contemplating?
(a) english, literature, fOr. lang. or Journalism . (a)
Eb) speech and drama . . . . . . . . . . . . . . . (b)
c) science (math, biology, chem, physics,
' Physical sci., earth sce.). . . . . . . . . (c)
(6.) social science (ecumics, geography, history,

Philosophy, political sci, sociology . . . . (d)
(e) Art or music . . . . . . . . . . . . . . . . . (e)

(f) Commerce (business) . . . . . . . . . . . . . (f)
(g) Industrial arts . . . . . . . . . . . . . . . (g)
(h) Home economics . . . . . . . . . . . . . . . . (h)

(1) other (specify) . (1)
(a) don't know . . . . . . .

I
A
Ca.
V

2115

(21) ‘What occupation do you hope to enter as a result of your college education?
(a)elomentaryteaohins.................... .(a)
(b)secondarytoaoh1ns.................... .(b)
(c) business -- accountant, management, marketing, secretarial. ""'. (c)
(d)ensinoorins........................"""""".(d)
(a) medical field -- doctor, dentist, nurse, etc. , , , , , , , '5"'; (e)
(f) science field -- biological or physical sci. , , , , , , , '—"'. (f)
(g) arts and humanities -- writing, acting, communications, """

artist,sculpture,et0.,,,,,,,,,,,,,,,.. 0(8)
(h) other (speoifly) ’ ""'1 (h)
(1)don'tknow

 

. . . . . . . . . . . . . . . . . . . . . . . . . (i)

(22) Why did you originally choose Central Michigan university?
(Mark only one response - the most meaningful one)

 

(a) Institutional size . . . . . . . . . (a)
(b) Location . . . . . . . . Q . . . . (b)
(c) Reputation . . . . . . . (C)

(d) Financial (cost) . . . . . .
(e) Desire of parents . . . . .
(f) Special programs . . . . . . . . .
(g) Teacher and/or Counselor suggestion
(h) Friends there or planning to go there
(1) Other (specify)

0
O
I O O O O
O
0

00000000
A
H:
v

 

(23) How long do you plan on attending college?

a) one year . . . . . . . . . . . . . . . . . . . . . . (a)
(b) two years . . . . . . . . . . . . . . . . . . . . -_-__3 (b)
(o)throeyears................... .(c)
(d)fouryears.................... .(d)
(e) some work beyond the bachelors degree . . . . . . . (e)
(f) through completion of the masters . ... . . . . . . (f)
(g) through completion of the specialist . . . . . . . (g)
(h) through completion of the doctorate . . . . . . . . (h)
(i) completion of a law degree or other advanced degree

not mentioned in f, g, or h . . . . . . . . . . . (i)

(2h) How long have you thought about going to college?

(a) always , (b) since grade school , (0) since ninth grade ,
(d) since tenth grade , (e) since eleventh grade , (f) since

twelfth grade , (g) after high school .

(25) Do your parents feel you should continue your education beyond the bachelors
degree?
(a) yes , (b) no , (c) don't know .

(26) How’many brothers and sisters do you have?
(a) None , (b) one , (c) two , (d) three , (e) four
(f) five , (g) six , (h) More than six . 'K
(27) How many of’your brothers and sisters have attended a four year degree \
granting college or university? .
(a) one , (b) two , (c) three , (d) four , (e) five ,
(f) six , (g) Mere than six .

116

Section 7

PARENTAL INFLUENCE INVENTORY

The Parental Influence Inventory was designed and written
by Dr. Raymond J. Steimel. It was reporoduced and used in this
study with Dr. Steimel's permission.

The instrument has thirty questions ( 10 indicating
predominant father influence, 10 indicating predominant mother
influence, and lO buffer items). Those subjects whose positive
responses favor the mother by at least four over the father are
classed as the motherjgrgup and said to be more influenced by
the mother than the father. Those subjects whose positive
responses favor the father by at least four over the mother are

classed as the father-group and said to be more influenced by

 

the father than the mother. Possible ratios between father and
mother scores are hzO, 5:1, 6:2, 7:3, 8:h, 9:5, and 10:6. Only

the items marked TRUE are counted in the total score.

11'?

Parental Influence Inventory

DIRECTIONS: Please answer the following statements by blackening the appropriate
If you feel the statement is true for
you, blacken the space under ('1') on the answer sheet 5 if the statement
is false for you, blacken the space under (1") on the answer sheet.

space on your answer sheet.

How _I_ felt a_s_ _a_ child

 

.112! I _feel as".

*1. My mother was more a source of en- #16. I would rather be like my father
couragement to me in childhood than like w mother.
than my father.
17. W success in life is more important
2. In elementary school I liked men to my father than our mother.
teachers more than women teachers.
*18. ’ My mother expects more of me than
*3. More of the family decisions were my father.
made by w mother than by m father .
19. I feel more comfortable, with men
' #h. I was more attached to my father than with women.
' than to w mother.
#20. It is more important to me to make
*5. W mother had more to do with the my father proud of me than my mother.
shaping of mr ideals than our father.
#21. If I did not do well in school, it
*6. As a child I would rather be with would be a greater disappointment
our mother than my father. to W father than w mother .
7. As a child I preferred boy games *22. I owe more to m mother than to
to those played by girls. w father.
#8. W first interest in my present *23. I feel closer to my mother than
work was due more to w father my father.
than my mother.
*2h. It seems that I am more like em
*9. When I was away from home w mother mother than w father.
missed me more than my father.
*25. W mother understands me better
10. As a child I had more fun playing than nw father.
with girls 1w age than with boys.
26. Women influence my life more than
#11. m father was more interested in men.
the things I did than our mother.
#27. If I ever got in trouble, I would
#12. I could have more fun with m prefer to go to my father rather
father than w mother. than uy mother .
#13. I am more like my father than our 28. In elementary school men teachers
mother. are not sensitive enough to the
needs of young children.:
#1h. As a child my likes and dislikes
were more like my father's than 29. Women are not able to train young-
mr mother's. sters as well as men.
15. The teacher most influential in 30. We can be taught better by women
my vocational choice was a woman. teachers than by men teachers.
Scoring Key --------- * keyed for the mother

.# keyed for the father

1:18

Section 8

ANSWER SHEET
for

30 Item Questionnaire

Name

 

last A first m

Student Number

 

DIRECTIONS: Place all answers ( for the questions on page 2) on this
answer sheet. If you feel the statement is true for
you, blacken the space under "‘1‘" below. If you feel
the statement is false for you, blacken the space under
"F" below. DO NOT mark on the questionnaire page.
Answer each question as best you can.

I-3
’31
*3
’31

1.()() 16-()()
2.()() 17.()()
3.()() 18-()()
h.()() 19.()()
s.()() 20.()()
6.()() 21.()()
7.()() 22.()()
8.()() 23.()'()
9.()() 2h.()()
10.()() 25-()()
11.()() 26.()()
12.()() 27.()()
13.()() 28.()()
1h.()() 29.()()
15.()() 3o.()()

119

Section 9

COLLEGE & UNIVERSITY ENVIRONMENT SCALES

The College & University Environment Scales is c0pyrighted

by the Educational Testing Service. The following description

of the five scales in the instrument is taken in part from the

manual (70:2u-25) written by 0. Robert Pace.

Scale 1.

Scale 2.

Scale 3.

Scale A.

Scale 5.

Practicality

A high score on this scale suggests a pragmatic,
realistic, instrumental emphasis. Organization,
system, and procedures are important. Status,
in relation to authority and to peers, is

himportant. Personal, social, and practical

benefits are obtainable from the program and
from campus activities. (items 1-15 and 76-90)

Community

A high score on this scale suggests a friendly,
cohesive, group oriented campus. The environment
is supportive and sympathetic. There is strong
sense of group welfare and group loyalty that
embraces the college as a whole. The college is a
closely knit community. (items 3l-u5 and 106-120)

Awareness

A high score on this scale suggests a concern

for self-understanding, a wide range of esthetic

experience and appreciation, and for the condition

of man in the modern world. The keynote is aware-

ness of self, of society, and esthetic sensitivity.
(items u6-60 and 121-135)

PrOpriety

A high score suggests an environment characterized
by caution, thoughtfulness, and decorum. A low
score, by contrast, indicates an atmosphere that
is more daring than cautious, more assertive and
demonstrative than polite and mannerly.

(items 61—75 and 136-150)

Scholarship
A high score indicates an academic and scholarly

environment, a serious interest in knowledge and
theories for their own sake. (items l6-3O and 19-105)

120
Section 10 'Ofm x-‘

CUES

COLLEGE 8: UNIVERSITY ENVIRONMENT SCALES

BY C. ROBERT PACE
UNIVERSITY OF CALIFORNIA
LOS ANGELES

Publlehed a dlstrlbuted by
EDUCATIONAL TESTING SERVICE, PRINCETON, NEW JERSEY
Copyright© 1962 by c. Robert Pace

Directions

Colleges and universities differ from one another in many ways. Some things
that are generally true or characteristic of one school may not be characteristic
of another. The purpose of College 6: University Environment Scales (CUES) is
to help define the general atmosphere of different schools. The atmosphere of a
campus is a mixture of various features, facilities, rules and procedures, faculty
characteristics, courses of study, classroom activities, students’ interests, extra-
curricular programs, informal activities, and other conditions and events.

You are asked to be a reporter about your school. You have lived in its
environment, participated in its activities, seen its features, and sensed its
attitudes. What kind of place is it?

There are 150 statements in this booklet. You are to mark them TRUE or

FALSE, using the answer sheet given you for this purpose. Do not write in the
booklet.

Instructions for Answer Sheets

1. Enter your name and the other identifying information requested in the spaces
provided on the separate answer sheet.

2. Two different forms of answer sheets, F orm X—I and F orm X-I S may be used.
If you have been provided Form X-l, skip items 3, 4, and 5 below and proceed
to item 6.

3. SPECIAL INSTRUCTIONS FOR FORM X-lS ANSWER SHEETS ONLY:
If your answer sheet has the notation Form X-lS in the upper right-hand
corner, certain identifying information must be entered by marking in the
boxes on the left-hand side of the answer sheet. If you have been provided
this type of answer sheet, find the section headed “Print last name . . .” at the
top left-hand corner. Starting at the arrow on the left, print as many letters
of your last name as will fit (up to thirteen) in the large boxes of the LAST
NAME section. Print one letter in each large box. Do not go beyond the heavy
line that separates last name and first name sections even if you can't complete
your last name. If your last name has fewer than thirteen letters, use as many
boxes as you need and leave the rest blank. After you have finished printing
as many letters of your last name as will fit in the boxes to the left of the heavy
line, print as many letters of your first name as will fit (up to seven) beginning
at the heavy line and stopping at the last box on the right. Print one letter in
each box. If your first name has fewer than seven letters, use as many boxes
as you need and leave the rest blank.

4. Now look at the columns under each letter you’ve printed. Each column
has a small box for each letter of the alphabet. Go down the column under
each letter you’ve printed, find the small box labeled with the corresponding
letter, and blacken that small box. Do this for each letter you’ve printed in
the large boxes across the top.

5. Note the section on the answer sheet where Identification Number, sex, age,
and educational status are requested. Copy your Identification Number into
the boxes below the printed number by blackening the appropriate boxes.

Under “sex,” mark Male or Female, as appropriate; then indicate your age and
educational status in the same way.

6. Find question 1 on the next page and the space on the answer sheet for record-
ing the answer. If you are using the Form X-lS answer sheet, record your answer
by blackening the box marked T or F; if using the Form X-l answer sheet, com-
pletely fill in the spaces between the dotted lines as is shown in the sample
below.

 

Sample Item: (A) Students are generally pretty friendly on this campus.

Form X-l Answer Sheet Form X-lS Answer Sheet
A.
1' r»-
A' I 55 .3
[—1

 

 

 

Proceed to answer every item of the 150 given. Blacken space T on the answer
sheet when you think the statement is generally characteristic or TRUE of your
school, is a condition which exists, an event which occurs or might occur, is the
way people generally actor feel.

Blacken space F on the answer sheet when the statement is generally FALSE
or not characteristic of your school, is a condition which does not exist, an event
which is unlikely to occur, or is not the way people generally act or feel.

{OQQGU‘AUNH

l-ly—I
H9

..—
N

13.

14.
15.
16.
17.

. Students quickly learn what is done and not done on this campus.

. Students must have a written excuse for absence from class.

. There are lots of dances, parties, and social activities.

. Students are encouraged to criticize administrative policies and teaching practices.
. Campus buildings are clearly marked by signs and directories.

. There is a lot of apple-polishing around here.

. New fads and phrases are continually springing up among the students.

. Student organizations are closely supervised to guard against mistakes.

. Religious worship here stresses service to God and obedience to His laws.

. It’s important socially here to be in the right club or group.

. The professors regularly check up on the students to make sure that assignments are being

carried out properly and on time.

. Student rooms are more likely to be decorated with pennants and pin-ups than with paintings,

carvings, mobiles, fabrics, etc.

Some of the professors react to questions in class as if the students were criticizing them person-
ally. .

Education here tends to make students more practical and realistic.
New jokes and gags get around the campus in a hurry.
It is fairly easy to pass most courses without working very hard.

Most of the professors are very thorough teachers and really probe into the fundamentals of
their subjects.

. Students almost always wait to be called on before speaking in class.
. Laboratory facilities in the natural sciences are excellent.

. Learning what is in the text book is enough to pass most courses.

. A lecture by an outstanding scientist would be poorly attended.

. Students set high standards of achievement for themselves.

The professors really push the students’ capacities to the limit.
Class discussions are typically vigorous and intense.
Everyone knows the “snap” courses to take and the tough ones to avoid.

Long, serious intellectual discussions are common among the students.

. Personality, pull, and bluff get students through many courses.
. Standards set by the professors are not particularly hard to achieve.

. Careful reasoning and clear logic are valued most highly in grading student papers, reports, or

discussions.

. Students put a lot of energy into everything they do—in class and out.

. Students spend a lot of time together at the snack bars, taverns, and in one another’s rooms.
. There is a great deal of borrowing and sharing among the students.

. There are definite times each week when dining is made a gracious social event.

. Faculty members rarely or never call students by their first names.

. Students commonly share their problems.

. The professors go out of their way to help you.

. Most students respond to ideas and events in a pretty cool and detached way.

. There are frequent informal social gatherings.

39.
40.

Most people here seem to be especially considerate of others.

Students have many opportunities to develop skill in organizing and directing the work of
others.

. Very few things here arouse much excitement or feeling. ,

. Many upperclassmen play an active role in helping new students adjust to campus life.
. This school has a reputation for being very friendly.

. The history and traditions of the college are strongly emphasized.

. It’s easy to get a group together for card games, singing, going to the movies, etc.

. Tutorial or honors programs are available for qualified students.

. Public debates are held frequently.

. Quite a few faculty members have had varied and unusual careers.

. Many of the social science professors are actively engaged in research.

. There is a lot of interest here in poetry, music, painting, sculpture, architecture, etc.

. The student newspaper rarely carries articles intended to stimulate discussion of philosophical or

ethical matters.

. The library has paintings and phonograph records which circulate widely among the students.
. A lecture by an outstanding literary critic would be poorly attended.
. Channels for expressing students’ complaints are readily accessible.

. There are paintings or statues of nudes on the campus.

Course offerings and faculty in the social sciences are outstanding.

Students are actively concerned about national and international affairs.

There would be a capacity audience for a lecture by an outstanding philosopher or theologian.
There are many facilities and opportunities for individual creative activity.

A controversial speaker always stirs up a lot of student discussion.

. Students rarely get drunk and disorderly.

There are a number of prominent faculty members who play a significant role in national or
local politics.

Most students show a good deal of caution and self-control in their behavior.

Students here learn that they are not only expected to develop ideals but also to express them
in action.

. Many students drive sports cars.

The person who is always trying to “help out” is likely to be regarded as a nuisance.

. Nearly all students expect to achieve future fame or wealth.

Students often start projects without trying to decide in advance how they will develop or
where they may end.

Some of the most popular students have a knack for making witty, subtle remarks with a slightly
sexy tinge.

. Students are conscientious about taking good care of school property.

. Student publications never lampoon dignified people or institutions.

. Student parties are colorful and lively.

. People here are always trying to win an argument.

. Society orchestras are more popular here than jazz bands or novelty groups.

. Drinking and late parties are generally tolerated, despite regulations.

76.
. Many students try to pattern themselves after people they admire.
78.
79.
80.
81.
82.
83.
. Anyone who knows the’right people in the faculty or administration can get a better break here.
85.
86.
87.
. There is a recognized group of student leaders on this campus.
89.
. The important people at this school expect others to show proper respect for them.
91.
92.
93.
. Students are sometimes noisy and inattentive at concerts or lectures.
95.

. Course offerings and faculty in the natural sciences are outstanding.

858888

1

106.
107.
108.
109.

110.
111.
112.
113.
114.
115.

Many courses stress the speculative or abstract rather than the concrete and tangible.

The big college events draw a lot of student enthusiasm and support.

Frequent tests are given in most courses.

In many classes students have an assigned seat.

Student elections generate a lot of intense campaigning and strong feeling.

There is an extensive program of intramural sports and informal athletic activities.

The college offers many really practical courses such as typing, report writing, etc.
Student pep rallies, parades, dances, carnivals or demonstrations occur very rarely.
Students take a great deal of pride in their personal appearance.

Everyone has a lot of fun at this school.

The values most stressed here are open-mindedness and objectivity.

Students who work hard for high grades are likely to be regarded as odd.

There is a lot of interest in the philosophy and methods of science.

There are so many things to do here that students are busy all the time.

Most courses require intensive study and preparation out of class.

. Few students here would ever work or play to the point of exhaustion.
. Most courses are a real intellectual challenge.

. Courses, examinations, and readings are frequently revised.

. Students are very serious and purposeful about their work.

101.
102.
103.
104.
105.

People around here seem to thrive on difficulty—the tougher things get, the harder they work.
Professors usually take attendance in class.

Examinations here provide a genuine measure of a student’s achievement and understanding.
There is very little studying here over the week-ends.

The school is outstanding for the emphasis and support it gives to pure scholarship and basic
research.

There is a lot of excitement and restlessness just before holidays.

Students often run errands or do other personal services for the faculty.

Graduation is a pretty matter-of-fact, unemotional event.

The college regards training people for service to the community as one of its major responsi-
bilities.

All undergraduates must live in university approved housing.

When students run a project or put on a show everybody knows about it.

Students are expected to work out the details of their own programs in their own way.
Students’ mid-tenn and final grades are reported to parents.

Students exert considerable pressure on one another to live up to the expected codes of conduct.

There is a lot of group spirit.

116.
117.
118.
119.
l 20.
121.
122.
123.

124.
125.
126.
127.
128.
129.
130.
131.
132.
133.

134.

135.
138.
137.
138.
139.
140.
141.
142.
143.
144.
145.
146.
147.
148.
149.

150.

Students are frequently reminded to take preventive measures against illness.

Most of the faculty are not interested in students’ personal problems.

Proper social forms and manners are important here.

The school helps everyone get acquainted.

Resident students must get written permission to be away from the campus overnight.
Most of the professors are dedicated scholars in their fields.

Modern art and music get little attention here.

Many students here develop a strong sense of responsibility about their role in contemporary
social and political life.

Many famous people are brought to the campus for lectures, concerts, student discussions, etc.
An open display of emotion would embarrass most professors.

Many of the natural science professors are actively engaged in research.

Special museums or collections are important possessions of the college.

Few students are planning post-graduate work in the social sciences.

To most students here art is something to be studied rather than felt.

The expression of strong personal belief or conviction is pretty rare around here.

Concerts and art exhibits always draw big crowds of students.

There are a good many colorful and controversial figures on the faculty.

The school offers many opportunities for students to understand and criticize important works
in art, music, and drama.

There is considerable interest in the analysis of value systems, and the relativity of societies and
ethics.

Students are encouraged to take an active part in social reforms or political programs.
Students occasionally plot some sort of escapade or rebellion.

Students pay little attention to rules and regulations.

Instructors clearly explain the goals and purposes of their courses.

Bermuda shorts, pin-up pictures, etc., are common on this campus.

Spontaneous student rallies and demonstrations occur frequently.

There always seem to be a lot of little quarrels going on.

Most student rooms are pretty messy.

Few students bother with rubbers, hats, or other special protection against the weather.
It is easy to take clear notes in most courses.

Students frequently do things on the spur of the moment.

Rough games and contact sports are an important part of intramural athletics.

Students are expected to report any violation of rules and regulations.

Dormitory raids, water fights and other student pranks would be unthinkable here.

Many students seem to expect other people to adapt to them rather than trying to adapt them-
selves to others.

Students ask permission before deviating from common policies or practices.

BJSPISX

D‘NW‘W" "WWW

Section 12 ,
-.NAHE FATHER

DIRECTIONS: Read each question in the CUES booklet. If you feel the statement
is true (to the best of your knowledge) mark an " X " over the letter " T ".

If you feel the statement is false (to the best of your knowledge) mark an " X "
over the letter " F ". Answer thl “sum! the way you THINK Central Michigan
University would be.

 

1 P 31:.T F 61 T 1' 91 T F 121 T F
2 T F 32 T F 62 T F 92 T F 122 T F
3 T F 33 T F 63 T F 93 T F 123 T F
h T F 3b. T F 6h T F 9h T F 12» T F
5 T F 35 T F .65 T F 95 T F 125 T F
6T F 36T F 66-T I". 96T F 126T F
7 T F 37 T F 67 T F 97 T F 127 T F
8 T F 38 T F 68 T F 98 T F 128 T F
9 T F 39 T F 69 T F 99 T F 129 T F
10 T F ho T F 70 T F 100 T F 130 T F
11 T F in T F 71 T F 101 T F 131 T F
12 T F #2 T F 72 T F 102 T F 132 T F
13 T F h3 T F 73 T F 103 T F 133 T F ,’
1h T F M T F 7h T F 10!» T F 13h T F ’1
15 T F 1+5 T F 75 T F 105 T F 135 T F
BE SURE YOUR "x" COVERS THE APPROPRIATE "T" on "F" COMPLETELY

.0

APPENDIX B

TABLE B-l.

127

HYPOTHESES, UNDER HYPOTHESIS NUMBER ONE.

CHI SQUARE VALUES AND SIGNIFICANCE LEVELS OF SUB-

 

 

 

Subhypotheses Sub- Chi D.O.F Sign.
Hypothesis Square Level
Breakdowns Value
A.
Rank of student on the Males 1.660 2 .hh
American College Test Females 1.531 2 .h?
(C.M.U. Norms) Total .531 2 .75
B.
Total family income Males 2.202 2 .32
of parents Females 1.280 2 .h9
Total 2.7h0 2 .27
C.
Mother's education Males n.02h 2 .12
Females .098 2 .96
Total 2.h89 2 .29
D.
Father's education Males 2.536 2 .28
Females 6.h8h 2 .0h2#
Total 7.203 2 .02h#
E.
Occupation of father Males 10.786 3 .02 #
Females .78h 3 .85
Total 10.503 3 .02 #
F.
Distance from.home Males 3.190 2 .21
to C.M.U. Females .870 2 .65
Total .552 2 .76
G.
Home Location Males 2.hh6 2 .29
Females .9hl 2 .61
Total .738 2 .69
H.
College major of Males 9.h72 3 .03 #
student Females 3.h55 3 .01 #
Total 12.902 3 .01 #
I.
Occupational choice Totals 7.h82 2 .02h#

of student

128

TABLE B-l (Continued)

 

 

 

Subhypotheses Sub- Chi D.0.F Sign.
Hypothesis Square Level
Breakdowns Value
J.
Planned length of Totals 5.3h3 2 .07
stay in college
K.
Number of siblings Males .83h 2 .66
Females h.869 2 .09
Total .797 2 .68
L.
When decided on Males 3.1hh 2 .22
college Females .695 2 .71
Total .998 2 .60
M.
Mother or father Totale .h21 1 .52
attended C.M.U.
N-
Relatives attended Total% .998 1 .32

C.M.U.

 

*Male and female breakdowns ommitted due to cell size

insufficiency.

#At or beyond the .05 level of significance.

129

TABLE B—2. CHI SQUARE VALUES OF COMPARISON BETWEEN RAW SCORES
ACHIEVED ON THE COLLEGE AND UNIVERSITY ENVIRONMENT SCALES BY
STUDENT AND PARENTS WITH DESIGNATION OF PREFERRED PARENT.*

CHI SQUARE VALUES BETWEEN CUES SCORES

OF STUDENT AND PARENTS

 

Student Father Mother Mother-group (M)
vs vs or
Student Student Father-group (F)
l. 3.66M n.6u6 M
2. .983 n.178 M
3. 3.803 .293%* M
h. 5.67M 3.u66 M
5. 1.580 .170*% F
6. 2.802 2.308 F
7. 3.362 2.796 M
8. 1.217 .56uaa M
9. 2.1h0 2.299 F
lO.#
11. .671** 2.691 M
12.#
13. 6.219 2.77m. M
1h. .hOO** .3l6** M
15. 1.520 1.053 M
16. 3.36M 1.707 M
17. 1.173 2.63u M
18. .720 .381%* M
19. 3.868 2.775 M
20. .O9l** .608** M
21. .uh7aa .506** M
22. .6hh*% 1.8u1 M
23. 1.120 .857 M
2h.#
25. 5.005 1.098 F
26. 1.556 1.015 M
27. 6.832 n.187 M
28. 1.713 1.252 M
29. .536*% 2.267 M
30. l.h8h .335** M
31. 2.395 1.866 M
32. 2.198 1.862 M

# No CUES scores available for the parents.

2* Significant at or beyond the .05 level.

130

TABLE B-2. (Continued)

 

 

OF STUDENT AND PARENTS

CHI SQUARE VALUES BETWEEN CUES SCORES

 

Student Father Mother Mother-group (M)
vs vs or
Student Student Father-group (F)
33. M.626 1.812 M
3M. .771 1.560 M
35. 1.193 1.915 M
36. 1.113 .032** M
37. .629** .M92*% M
38-#
39. 2.656 .778 M
MO. 1.666 .689** M
M1. .797 1.277 M
M2. l.M08 3.129 M
MM. .969 .118** F
M5. 2.636 1.555 M
M6. 1.87M. .586** M
M7. 7.015 M.880 M
M8. 2.510 .M29ae F
M9. .651** .678%* M
50. 5.060 M.657 M
Slo 0 814.73% 6.839 F
52. 1. 00 .832 M
53. 1.005 1.918 M
55. .90M 3.163 F
56. .22722 .600** M
57. 2.M85 M.393 M
58. 8.797 6.671 M
59.#
60. 2.107 1.377 M
61. .615** .807 M
63. .8M2 1.886 F
6M. 5.396 3.M1M M
65. .717 .389** M
66. 1.805 2.066 M

# No CUES scores available for the parents.

%* Significant at or beyond the .05 level.

131

TABLE B-2. (Continued)

m

CHI SQUARE VALUES BETWEEN CUES SCORES
OF STUDENT AND PARENTS

 

Student Father Mother Mother-group (M)
vs vs or
Student Student Father-group (F)
67. .28M** M.M62 M
68. M.336 2.63M M
69. 5.0MO .999 M
70. .739 .375** M
71. 1.7MO .292%* M
72. 1.280 .085** M
73. 1.610 2.1u2 F
7M- .389** .718 M
75. 1.71M .855 M
76. 1.788 1.602 M
77. 1.620 1.523 M
78. 2.071 1.232 M
79. .253** 1.132 M
80.#
81. 2.502 M.826 F
82. 1.M18 2-h00 M
83. .785 .37l** M
SM. .956 1.980 M
85. .937 2.091 F
86. 1.636 .629** M
87. .29M** 1.8M8 F
88. 8.779 M.O98 M
89. M.3M2 2.067 M
90.#
91. .337** .086** M
92. 2.660 2.797 M
93.#
9M. 1,3M6 1.1M2 M
95. 1.118 M.635 M
96. .699** .389** M
97. 3.639 1.MM8 M
98. .198** .3M8** F
99. 5.302 1.152 F
100.#
101. 5.571 5.M93 F

# No CUES scores available for the parents.

*2 Significant at or beyond the .05 level.

TABLE B-2. (Continued)

132

 

OF STUDENT AND PARENTS

 

H I

CHI SQUARE VALUES BETWEEN CUES SCORES

 

Student Father Mother Mother-group (M)
vs vs or
Student Student Father-group (F)

102. 1.M53 1.177 F
103. 1.008 1.7M? M
10M. .831 1.950 F
105. 2.73M 1.M00 M
106. 6.338 1.633 M
107. 2.907 M.31M M
108. 2.628 M.330 M
109. 2.339 .26M** M
110. 1.676 3.966 M
111.#

112. .382%* .777 F
113. 1.185 7.399 M
11M. 2.271 1.3M6 F
115. 1.u92 .607** M
116. .Mh2** 1.601 F
117. 1.989 .505** F
118. .236** .587** F
119. 2.199 2.708 F
120. 1.567 2.521 M
121. 5.191 2.123 M
122. 1.7h9 .903 F
123. 1.366 1.6M1 M
12M. 2.166 1.280 F
125. 1.0M5 2.019 F
126. 1.298 1.121 F
128. .551*% 7.337 M
129#

130. 1.022 .691** M
131. 1.195 1.782 F
132. 3.698 .57822 M
133. S-u26 h-hh? F
13M. .287Fa .280** M
135. 3.00M .M25** M
136. 1.610 M.162 F

# No CUES scores available for the parents.

2* Significant at or beyond the .05 level.

TABLE B-2. (Continued)

133

 

 

OF STUDENT AND PARENTS

CHI SQUARE VALUES BETWEEN CUES SCORES

 

Student Father Mother Mother-group (M)
vs vs
Student Student Father-group (F)

137#

138. .7M0 .58uaa F
139. 1.03M. .271** M
1M0. 1.68M 1.050 M
1M1. 3.037 .329** F
1M2. 1.Mo2 .777 F
1M3. 3.810 3.628 F
1M5. 1.189 1.660 M
1M6. 1.228 1.756 M
1M7. 3.352 2.852 F
1M8. 2.220 .O75** F
1M9. .379** l.16M F
150. 2.216 M.759 M
151. 1.6MM. M.03M M
152.#

153. .BOM 1.717 M
15M. .231** 2.513 M
155. .592ss M.363 F
156. .983 5.028 M
157. 1-3h2 .235as F
158. 1.5M6 2.685 F
159. .377** .8M6 F
160. 3.369 2.526 F
161. 1.999 .O71** M
162. 1.u01 1.181 F
163. 6.859 5.63M. F
16M-#

165. 1.600 2.6M8 M
166. 1.076 1.091 F
167. 2.666 1.035 M
168. .695** 3.928 M
169.#

170. 1.M88 2.189 F

# No CUES scores available for the parents.

2* Significant at or beyond the .05 level.

13M

TABLE B-2. (Continued)

 

 

CHI SQUARE VALUES BETWEEN CUES SCORES
OF STUDENT AND PARENTS

 

Student Father Mother Mother-group (M)
vs vs or
Student Student Father-group (F)
171. 2.1M1 2.662 M
172. .829 1.755 M
173. 6.M3M M.873 M
17M. .829 1.058 M
175. 1.15M 1.859 F
176. 1.605 .589%* F
177. .520** 2.690 F
178. 2.M51 2.0M1 M
179. 7.165 1.89M M
180. .M96** 3.513 M
181. 7.1 6.012 F
182. 1.17 2.086 F
183. .805 1.259 F
18M. 2.1M6 1.399 M
185.#
186. 2.806 M.576 F
187. . 75** 1.670 F
188. 2. 71 3.086 M
189. 1.31M 1.559 M
190. 2.339 1.192 F
191. 3.M80 3.M87 M
192. .133** .558** F
193. 2.158 1.338 M
19M. 2.087 2.38M F
195. 3.019 1.52% F
196. 8.M8M 2.3 M
197. 1.012 .593** M
198. 6.089 1.251 F
199. l.%88 1.M68 F
200. 9. 9S 5.56M M

 

* Significantly similar at the .05 level (left tail test)
if the chi square value is 0.711 or less, degrees of
freedom.= M.

** Significant at or beyond the .05 level (using the left
tail of the chi square distribution).

# No CUES scores available for the parents. Females:
students numbered 1-100; Males: Students numbered 101-200.

"MEET