ABSTRACT A COMPARISON OF SELECTED PERSONALITY CHARACTERISTICS OF FIVE ETHNIC GROUPS AS MEASURED BY THE MANN INVENTORY BY Dick Bruce Lawitzke Different cultural backgrounds give birth to different personality characteristics. The purpose of this study was to help instructors recognize differences in attitudes of various cultural groups in relation to their self-concepts. An instructor must be aware of gen- eral characteristics of a student's ethnic background in order to understand an individual's behavior in relation to his needs. The sample consisted of 2,508 students from driver education classes in ten high schools of Monterey, California. The Mann Inven- tory was used to classify and compare the ethnic groups and sex within ethnic groups in normal, under-controlled, and over-controlled categories according to the personal attitudes expressed by the students. The first six questions contained demographic material showing: (1) sex, (2) age, (3) ethnic group, (4) family income, (5) father's formal schooling, and (6) mother's formal schooling. Questions 7 through 69 were concerned with the Mann Inventory and the comparison of individual items by ethnic groups and sex within ethnic groups. {9; Dick Bruce Lawitzke ‘ \ -"T\ f C) 40 There was a fairly even distribution of males (1,261) and females (1,247), with 87.7 percent in the 15 and 16 age brackets. The ethnic groups American Indian (3.1 percent), Black-American (7.1 percent), Mexican-American (12.9 percent), Oriental-American (7.7 percent), White-American (55.9 percent), and Other (13.2 percent) compared closely to California's tenth grade population. The average family income was between $5,000 and $25,000 (79.4 percent), but 77.7 percent of the Mexican-Americans had a yearly family income of less than $15,000. The parents' formal schooling also showed the Mexican-Americans to be greatly different from the other ethnic groups, with 65.3 percent of the fathers and 69.4 percent of the mothers ngt_finishing high school, while the average of all groups showed 76.8 percent having completed high school. When comparing ethnic groups and sex within ethnic groups in the normal category, there were 16 significant differences. The Black—American and Mexican-American ethnic groups were significantly lower than the other three ethnic groups. While there were more ‘White-American females (72.77 percent) in the normal category, the Oriental-American males (72.77 percent) and females (70.00 percent) combined for the highest ethnic group average, with 66.38 percent. ‘flhe White-American females were significantly higher than American Indian females, Black—American females, Mexican-American females, 5331 also White-American males. Females of one ethnic group were not_ compared with males of other ethnic groups. When comparing ethnic groups and sex within ethnic groups in theetmnder—controlled category, there were ten significant differences. Dick Bruce Lawitzke The Mexican-Americans and the Oriental-Americans were significantly higher than the American Indians, Black-Americans, and White-Americans as measured by the subscores on the Mann Inventory. Although there 'were no significant differences in the male comparisons, the Mexican- American females were significantly higher than both the White— American females and the Black-American females. In the over-controlled category, as measured by the subscores on the Mann Inventory, there was only one significant difference: The Black-American was much higher than the Mexican-American ethnic group. There were 147 significant differences among males of different ethnic groups, 153 significant differences among females of different ethnic groups, and 101 significant differences based on sex within the same ethnic group. When comparing individual items on the Mann Inventory, the White-American females had the highest number of significant differ- ences with 36 items when compared with White-American males, and 34 items when compared with Mexican-American females. The study showed that there are differences and similarities among and within ethnic groups. Instructors should recognize these characteristics and develop a methodology that would be effective for each student, regardless of or because of his cultural background. A COMPARISON OF SELECTED PERSONALITY CHARACTERISTICS OF FIVE ETHNIC GROUPS AS MEASURED BY THE MANN INVENTORY BY Dick Bruce Lawitzke A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1974 The copyrighting of this thesis is not intended to prevent use of the material for ethnic group understanding. All information may be used, with credit to the writer--the only restriction being that the original meaning shall be preserved. Dick B. Lawitzke (g, Copyright by DICK BRUCE LAWITZKE 1974 DEDICATED With my love to Millicent McVay Lawitzke ii ACKNOWLEDGMENTS This dissertation was completed only through the guidance, encouragement, and understanding of many capable and considerate individuals, to whom this writer is deeply thankful. For my doctoral committee: Dr. William A. Mann, chairman, whose counseling, patience, assistance, but most of all friendship made this dream a reality; Dr. Robert O. Nolan, the first voice I heard at Michigan State University, and who has never failed to respond in a positive manner; Dr. Robert E. Gustafson, who made this endeavor an object of value; and Dr. George R. Myers, a truly considerate human being, I hold a deep feeling of appreciation. To the support people of Michigan State University--the clerks, maintenance people, and secretaries--my sincere thanks for making many a day bearable with their cheerful "Morning" and smile. To my three parents: Mom-—Izetta Lawitzke, Dad-—Otto Lawitzke, and Aunt Gladys Deacon, whose faith, support, and sacrifice can never be repaid with mere words; may I someday be worthy of all they have done. To Floyd and Dena Kamp, Lesta Dygert, and Bill and Gretchen Barnowski, my undying thanks for their nourishment to the heart, SOUl, and body. To Miss Kate Buchanan, who kindled a flame, and Dr. Marland K. Strasser, who made it a blaze. iii To Loree, Heidi, Milton, and Amy, of whom a father has never been more proud. Believe me to be sincerely thankful. iv LIST OF Chapter I. II. III. Iv. TABLE OF TABLES . . . . . . . . . . . THE PROBLEM . . . . . . . . . Background of the Problem . Need for the Study . . . . Purpose of the Study . . . Areas of Investigation . . Research Hypotheses . . . . Delimitations . . . . . . . Basic Assumptions . . . . . Possible Applications . . . Definition of Terms . . . . Overview of the Dissertation REVIEW OF RELATED LITERATURE Relation of Attitude to Traf Characteristics of Selected American Indians . . . . Mexican-Americans . . . . Oriental-Americans . . . White-Americans . . . . . Black-Americans . . . . . METHODOLOGY . . . . . . . . . Hypotheses . . . . . . . . Collection of Data . . . . Sample . . . . . . . . . . The Test Instrument . . . . Procedure for Analysis . . ANALYSIS OF THE DATA . . . . Hypothesis 1 . . . . . . . Hypothesis 2 . . . . . . . Hypothesis 3 . . . . . . . CONTENTS fic Safety . Ethnic Groups Page vii \OWQQO‘O‘U’IUIbI-J l'-‘ H O 10 16 16 18 22 26 30 34 34 35 36 44 46 48 49 51 57 Chapter V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . . . . . . . Discussion . . . . . . . . . . . . . . . . . . . . Recommendations for Further Research . . . . . . . APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . APPENDIX A. MANN PERSONAL ATTITUDE SURVEY . . . . . . . . . APPENDIX B. STUDENTS' OPEN-ENDED RESPONSES TO QUESTIONNAIRE APPENDIX C. BEHAVIOR DESCRIPTIONS USED IN THE MANN INVENTORY APPENDIX D. RAW SCORES FOR DEMOGRAPHIC DATA . . . . . . . . APPENDIX E. RAW SCORES FOR INDIVIDUAL ITEMS ON MANN INVENTORY BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . vi Page 189 189 193 195 197 198 199 202 207 210 215 279 Table 3.5 LIST OF TABLES The Frequency Distribution of the Sample POpulation Classified According to Ethnic Group and Sex . . . . . . . Frequency Distribution of the Sample Population Classified by Percentage According to Age . . . . . . . . . The Frequency Distribution of Ethnic Groups by Percentage in the Sample and Selected Educational Levels of Monterey County, State of California, University of California, and Colleges in California . The Frequency Distribution of the Sample Population Classified by Percentage According to the Yearly Income of the Family . . . . . . . . . . . . . . . . . . . The Frequency Distribution of the Sample Population Classified by Percentage According to the Father's Formal Schooling . . . . . . . . . . . . . . . . . . . . The Frequency Distribution of the Sample Population Classified by Percentage According to the Mother's Formal Schooling . . . . . . . . . . . . . . . . . . . . . Comparison of Means Based on Total Scores of the Mann Inventory by Ethnic Group and Sex . . . . . . . . . Chi-Square Comparison of Ethnic Groups Classified in the Normal Category by the Subscores on the Mann Inventory . . . . . . . . . . . . . . . . . . . . . . Comparison of Ethnic Groups by Sex Classified in the Normal Category as Measured by the Subscores on the Mann Inventory . . . . . . . . . . . . . . . . . . . . . . Chi-Square Comparison of Ethnic Groups and Sex Within Ethnic Groups Classified in the Under-Controlled Category as Measured by the Subscores on the Mann Inventory . . . . . . . . . . . . . . . . . . . . . . vii Page 37 38 4O 41 42 43 50 51 53 54 Table 4.8 4.10 4.11 4.12 4.13 4.14 Chi-Square Comparison of Ethnic Groups and Sex Within Ethnic Groups Classified in the Over-Controlled Category as Measured by the Subscores on the Mann Inventory . . . . . . . . . . . . . . . . . . . . . . A Distribution of Numbers and Percentages of Males and Females From Five Ethnic Groups Classified Into Normal, Under-Controlled, and Over-Controlled Categories on the Mann Inventory Subscores . . . . . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 7: I like to take part in organized extra—curricular activities in school . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 8: Young people are much better drivers than middle-aged people . . . . . . . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 9: Policemen are sincere in enforcing the laws . . . . . . . . . . . . . . . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 10: My parents are reasonable in their relations with me . . . . . . . . . . . . . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 11: My community is a happy place to live . . . . . . . . . . . . . . . . . . . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 12: I put off until tomorrow things I should do today . . . . . . . . . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 13: I like to daydream . . . . The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 14: I feel full of pep when I get behind the wheel of an automobile . . . . . . . viii Page 56 58 6O 62 64 66 68 7O 72 74 Table Page 4.15 The T—Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 15: I live in a home that is happy . . . . . . . . . . . . . . . . . . . . . . 76 4.16 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 16: If I see a police officer, I am more careful . . . . . . . . . . . . . . . . 78 4.17 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 17: Over-careful drivers cause more accidents than the so-called reckless ones . . 80 4.18 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 18: I enjoy being out late at night and sleeping mornings . . . . . . . . . . . 82 4.19 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 19: I get a feeling of real power when driving a car . . . . . . . . . . . . . . 84 4.20 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 20: Courses in school are set up to meet the needs and interests of the student . . . . . . . . . . . . . . . . . . . . . . . . . 86 4.21 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 21: I am concerned about the way my clothes look . . . . . . . . . . . . . . 88 4.22 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 22: Slow drivers should be kept off the highways . . . . . . . . . . . . . 90 4.23 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 23: All new drivers should be required to take a course in driver education . . . . . . . . . . . . . . . . . . . . . . . . 92 ix Table Page 4.24 The T—Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 24: Unsafe drivers should be deprived of the right to drive . . . . . . . . . 94 4.25 The T—Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann . Inventory Relevant to Item 25: Accidents don't just happen; they are caused . . . . . . . . . . . . . . . . . 96 4.26 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 26: I like to get every- thing out of a car that it has in it . . . . . . . . . . . 98 4.27 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 27: The chief work of most policemen should be traffic control . . . . . . . . . 100 4.28 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 28: My parents exert too much control over me . . . . . . . . . . . . . . . . . 102 4.29 The T—Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 29: The people in my community want all traffic laws enforced . . . . . . . . . 104 4.30 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 30: I have been TEMPTED to cheat on a test . . . . . . . . . . . . . . . . . . . . 106 4.31 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 31: I get impatient in heavy traffic . . . . . . . . . . . . . . . . . . . . . 108 4.32 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 32: There are times when it seems like everyone is against me . . . . . . . . 110 4.33 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 33: Old, defective cars should be kept off the road . . . . . . . . . . . . . . . 112 Table Page 4.34 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 34: Drivers should be given more freedom in obeying traffic signs . . . . . . . 114 4.35 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 35: People should drive when they are angry . . . . . . . . . . . . . . . . . . . 116 4.36 The T-Test of Significance Comparing Ethnic Groups by- Sex in Response to Individual Items on the Mann Inventory Relevant to Item 36: Passing on hills and curves is exceedingly dangerous . . . . . . . . . . . . . 118 4.37 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 37: It is necessary to stop at "stop" signs if no other cars are in sight . . . . . . 120 4.38 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 38: I like to put extras on my car to attract attention . . . . . . . . . . 122 4.39 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 39: I am good at talking myself out of trouble . . . . . . . . . . . . . . 124 4.40 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 40: Strong discipline in practice makes a better team . . . . . . . . . . . . . 126 4.41 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 41: I am popular with most of the students in my class . . . . . . . . . . . . . 128 4.42 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 42: Police officers are rougher on teen-agers than on adults . . . . . . . . . . . 130 4.43 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 43: Teachers want to help students with their problems . . . . . . . . . . . . . . . 132 xi Table ‘ . Page 4.44 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 44: The principal driver in my family gets traffic tickets for moving violations . . . . . . . . . . . . . . . . . . . . . . . . 134 4.45 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 45: I have as good table manners at home as when I eat out . . . . . . . . . . . . 136 4.46 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 46: I have been wrong in an argument but wouldn't admit it to my opponent . . . . . 138 4.47 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 47: Society should have the right to question the way I drive . . . . . . . . . . 140 4.48 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 48: I like to razz a team when it is losing . . . . . . . . . . . . . . . . . . 142 4.49 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 49: I am proud of my reputation in the community . . . . . . . . . . . . . . . 144 4.50 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 50: I am considered a friendly person . . . . . . . . . . . . . . . . . . . . . 146 4.51 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 51: I like most of my work . . 148 4.52 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 52: Our family spends a great deal of time together . . . . . . . . . . . . . . . 150 4.53 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 53: Attitudes toward driving are more important than ability to handle a car . . . . . . . . . . . . . . . . . . . . . . . . . . 152 xii Table Page 4.54 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 54: I like to take chances when I'm driving . . . . . . . . . . . . . . . . . . . . . 154 4.55 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 55: Traffic laws are set up to promote safety . . . . . . . . . . . . . . . . . 156 4.56 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 56: Courtesy toward other drivers is important . . . . . . . . . . . . . . . . 158 4.57 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 57: I like a great deal of freedom . . . . . . . . . . . . . . . . . . . . . 160 4.58 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 58: I don't mind being told what to do . . . . . . . . . . . . . . . . . . . . . 162 4.59 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 59: My grades in school are a good indication of my ability . . . . . . . . . . . 164 4.60 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 60: I become concerned about what other people think of me . . . . . . . . . . . 166 4.61 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 61: I find that older people tend to be too bossy . . . . . . . . . . . . . . . 168 4.62 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 62: I feel somewhat nervous when I drive a car . . . . . . . . . . . . . . . . . . . . 170 4.63 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 63: I think courtesy towards others is a good reflection of a person's character . . . . . . . . . . . . . . . . . . . . . . . . 172 xiii Table Page 4.64 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 64: I get more fun out of driving a car than any other activity . . . . . . . . . 174 4.65 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 65: The police are only trying to do the job for which they were hired . . . . . . 176 4.66 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 66: My folks insist that I spend most week-day evenings at home . . . . . . . . . . 178 4.67 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 67: I am considered a reliable person . . . . . . . . . . . . . . . . . . . . . 180 4.68 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 68: I like to help a person who is in trouble . . . . . . . . . . . . . . . . . 182 4.69 The T-Test of Significance Comparing Ethnic Groups by Sex in Response to Individual Items on the Mann Inventory Relevant to Item 69: I am more courteous than the average driver . . . . . . . . . . . . 184 4.70 Summary of Significant Differences on Individual Items on the Mann Inventory as Compared by Ethnic Group and sex 0 I O O O O O O O O O O O I O O O O O O O O O O O 186 5.1 Summary of Significant Differences on Individual Items on the Mann Inventory as Compared by Ethnic Group and sex 0 O O O I O O O O O O O O O O O O O 0 O O O O O O 194 0.1 Frequency Distribution of the Sample Population Classified by Number and Percent According to Age, Ethnic Group, and Sex . . . . . . . . . . . . . . . . . . 211 D.2 Frequency Distribution of the Sample Population Classified by Number and Percent According to Yearly Income of Family . . . . . . . . . . . . . . . . . 212 0.3 Father's Schooling . . . . . . . . . . . . . . . . . . . . . 213 D.4 Mother's Schooling . . . . . . . . . . . . . . . . . . . . . 214 Table Page E.1 Item 7: I like to take part in organized extra- curricular activities . . . . . . . . . . . . . . . . . 216 E.2 Item 8: Young people are much better drivers than middle-aged peOple . . . . . . . . . . . . . . . . . . . 217 E.3 Item 9: Policemen are sincere in enforcing the laws . . . 218 E.4 Item 10: My parents are reasonable in their relations with me . . . . . . . . . . . . . . . . . . . . . . . . 219 E.5 Item 11: My community is a happy place to live . . . . . . 220 E.6 Item 12: I put off until tomorrow things I should do today . . . . . . . . . . . . . . . . . . . . . . . . 221 E.7 Item 13: I like to daydream . . . . . . . . . . . . . . . 222 E.8 Item 14: I feel full of pep when I get behind the wheel of an automobile . . . . . . . . . . . . . . . . . . . . 223 E.9 Item 15: I live in a home that is happy . . . . . . . . . 224 E.1O Item 16: If I see a police officer, I am more careful . . 225 E.1l Item 17: Over-careful drivers cause more accidents than the so-called reckless ones . . . . . . . . . . . . . . 226 E.12 Item 18: I enjoy being out late at night and sleeping mornings . . . . . . . . . . . . . . . . . . . 227 E.13 Item 19: I get a feeling of real power when driving a car . . . . . . . . . . . . . . . . . . . . . . . . . 228 E.14 Item 20: Courses in school are set up to meet the needs and interests of the student . . . . . . . . . . . 229 E.15 Item 21: I am concerned about the way my clothes look . . 230 E.16 Item 22: Slow drivers should be kept off the highways . . 231 E.1? Item 23: All new drivers should be required to take a course in driver education . . . . . . . . . . . . . . . 232 E.18 Item 24: Unsafe drivers should be deprived of the right to drive . . . . . . . . . . . . . . . . . . . . . 233 E.19 Item 25: Accidents don't just happen; they are caused . . 234 XV E.21 E.3l E.33 E.34 E.35. E.36 E.37 E.38 Item 26: I like to get everything out of a car that it has in it . . . . . . . . . . . . . . . . . . . Item be Item Item 27: The chief work of most policemen should traffic control . . . . . . . . . . . . . . . . . . . 28: My parents exert too much control over me . . . 29: The people in my community want all traffic laws enforced . . . . . . . . . . . . . . . . . . . . . Item Item Item is Item Item 30: I have been TEMPTED to cheat on a test . 31: I get impatient in heavy traffic . . . . . . . . 32: There are times when it seems like everyone against me . . . . . . . . . . . . . . . . . . . . . 33: Old, defective cars should be kept off the road 34: Drivers should be given more freedom in obeying traffic signs . . . . . . . . . . . . . . . . . . . . Item 35: People should drive when they are angry . . . . Item 36: Passing on hills and curves is exceedingly dangerous . . . . . . . . . . . . . . . . . . . . . . . Item 37: It is necessary to stop at "stop" signs if no other cars are in sight . . . . . . . . . . . . . . . Item 38: I like to put extras on my car to attract attention . . . . . . . . . . . . . . . . . . . . . . . Item 39: I am good at talking myself out of trouble . . . Item 40: Strong discipline in practice makes a better team 0 I O O O O O O O O I O O O O O O O O O O O O O O 0 Item 41: I am popular with most of the students in my class . . . . . . . . . . . . . . . . . . . . . . Item than on adults . . . . . . . . . . . . . Item 42: Police officers are rougher on teen—agers 43: Teachers want to help students with their problems . . . . . . . . . . . . . . . . . . . . . . . . Item 44: The principal driver in my family gets traffic tickets for moving violations . . . . . . . . . . . . . xvi Page 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 E.4O E.4l E.42 E.43 E.44 E.45 E.56 E.58 Item 45: I have as good table manners at home as when I eat out . . . . . . . . . . . . . . . . . . . . . Item 46: I have been wrong in an argument but wouldn't admit it to my opponent . . . . . . . . . . . . . . . . Item 47: Society should have the right to question the way I live . . . . . . . . . . . . . . . . . . . . . Item 48: I like to razz a team when it is losing . . . . Item 49: I am proud of my reputation in the community . Item 50: I am considered a friendly person . . . . . . . Item 51: I like most of my work . . . . . . . . . . . . . Item 52: Our family spends a great deal of time together Item 53: Attitudes toward driving are more important than ability to handle a car . . . . . . . . . . . . . . Item 54: I like to take chances when I'm driving . . . . Item 55: Traffic laws are set up to promote safety . . . Item 56: Courtesy toward other drivers is important . . . Item 57: I like a great deal of freedom . . . . . . . . Item 58: I don't mind being told what to do . . . . . . . Item 59: My grades in school are a good indication of my ability . . . . . . . . . . . . . . . . . . . . . . . Item 60: I become concerned about what other people think of me . . . . . . . . . . . . . . . . . . . . . . Item 61: I find that older people tend to be too bossy . Item 62: I feel somewhat nervous when I drive a car . . . Item 63: I think courtesy towards others is a good reflection of a person's character . . . . . . . . . . . Item 64: I get more fun out of driving a car than any other activity . . . . . . . . . . . . . . . . . . . . . xvii Page 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 Table Page E.59 Item 65: The police are only trying to do the job for which they are hired . . . . . . . . . . . . . . . . . . . 274 E.60 Item 66: My folks insist that I spend most week-day evenings at home . . . . . . . . . . . . . . . . . . . . . 275 E.6l Item 67: I am considered a reliable person . . . . . . . . 276 E.62 Item 68: I like to help a person who is in trouble . . . . 277 E.63 Item 69: I am more courteous than the average driver . . . 278 xviii CHAPTER I THE PROBLEM Background of the Problem The love affair between the American and the automobile is well known. Psychiatrists have analyzed it and sociologists have brooded upon it, but with no apparent cure. First, automobiles replaced horses as a measure of transporta- tion. Then they replaced public buildings as a measure of national advancement. They replaced dueling as a competition between gentlemen. They replaced the revolver as an equalizer for little men. They replaced the street brawl as an outlet for aggression. They replaced the gold watch as an indicator of stature. They replaced the barn as a haven for privacy. They replaced custom-tailored suits as a sign of personal uniqueness. They replaced other art forms as an aesthetic experience. They made woman as powerful as man. They turned space and time into miles per hour.1 On the average of every nine minutes, someone, somewhere in the United States, is killed. Every hour approximately 228 persons suffer a disabling injury. The annual economic waste attributable to highway accidents totals more than 12.8 billion dollars, a loss . . 2 of about 250 dollars a year for every family in the country. People in the under 24 age group have been involved in death on the highway far in excess of their percentage of the total driving population. In 1971, automobile accidents claimed the lives of 1Marvin Rubin, "Man and His Wheels," Issues Today, Xerox Edu- cation Publications, V (April 27, 1973), 9. 2Howard Pyle, "Time for New Decisions," Traffic Safety, National Safety Council, LXXI (November, 1971), 10. l . 3 . . . . 54,700 human beings. Of the 114 million licensed drivers, 21.8 percent were in the 15 to 24 age group. This represents a dispro- portionate 32.2 percent of the fatal accidents; this same group was involved in 33.6 percent of all reported accidents in motor vehicles in the United States. These figures represent an excess loss of some 7,700 young lives; that is, 7,700 more fatalities occurred among their age group than would have been probable if they had maintained a fatality rate comparable to that of persons age 25 and older. Youthful drivers were involved in accidents in which fatalities occurred 60 percent more frequently than were older drivers. Nearly 80 percent of the young drivers involved in serious accidents are males, most of whom have a number of personality and emotional traits in common, according to Asher. He claimed: Examination of the research on auto accidents clearly suggests that the major factor has been emotional stress that may develop long before the driver is old enough for a license, before he is eligible for driver training. For this reason, it is essential that all teachers, guidance and counselling personnel, coaches, administrators, and parents be alert to the personality symptoms and emotional pressures that if con- tinued, could drive the adolescent into a fatal accident.4 Personality and attitudinal factors were one of the areas of human characteristics identified by Uhlaner and Drucker5 that 3National Safety Council, Accident Facts 1972 Edition (Chicago: The National Safety Council, 1972), p. 40. 4William Asher, "Young Drivers Who'll Die," Concepts, Aetna Life and Casualty, V, l (1972), 7. 5J. E. Uhlaner and A. J. Drucker, "Selection Tests--Dubious Aid in Driver Licensing" (presentation to the Annual Meeting of the Highway Research Board, Washington, D.C., January, 1964), p. 2. provided needed differentiation among drivers. Ojemann6 pointed to the increasing evidence that personal adjustment is related to safe behavior. Jacobson7stressed.that personal adjustment of students was the principal role of counselors in driver education. Brody8 noted that the difficulty of man's failure to meet his basic responsibility for living and working productively is that he is not required to do so through childhood and adolescence. He further stated that most adolescents have within themselves a capacity for adjustment, once they are made to face reality. According to Mann: The difference between those who try to drive properly and those who resent control and arrogantly drive as they please, appears to lie in their attitudes toward themselves and toward society. These attitudes, in turn, seem to depend on the youngster's self-concept. Does he feel inadequate, rejected and unloved? The development of these attitudes is primarily in home and family relationships. . . . His ability to assume responsi- bility at home tends to carry over to responsibility when he drives a car. . . . Special attention must be given by the school to those individuals who are toward the extremes of the continuum, that is the over-controlled and anxious group and the under-controlled and aggressive group. Although these groups behave in a directly opposite manner, they have a number of characteristics which are similar. Both groups have poor opinions of themselves. Neither feel adequate to take a place in society. Both groups suffer from anxieties, and both disturb 6Ralph H. Ojemann, "Tests and Evaluation Methods Used in Driver and Safety Education" (Washington, D.C.: National Commission of Safety Education Association, 1959). 7Thomas J. Jacobson, "The Role of Counselors in Driver Educa- tion," Traffic Safety, National Safety Council, V (May, 1969), 18. 8Leon Brody, "Personal Characteristics of Chronic Violators and Accident Repeaters," Bulletin No. 152, National Academy of Sciences, National Research Council. the regularity of normal traffic flow. Hence, they have more than their share of traffic accidents. Need for the Study Everyone, from statesman to educator to professional athlete, is currently interested in the attitudes of minority groups. There have been few studies, however, of the relationship of some kind of test or behavior attitude scale to actual members of minorities.10 A study done by Kenelll found that individuals who have poor driving records could be identified by use of the Mann Inventory. O'Leary,12 in a follow-up investigation, substantiated Kenel's find- ings concerning behavioral grouping and future driving violations over a five-year period. Neither of the previous studies made any discrimination among 13 . . . ethnic groups. Sinkoff's study, however, showed a Significant 9 . . . . W. A. Mann, "The Family and the Teenage Driver" (East LanSing, Michigan: Highway Traffic Safety Center, Continuing Education Service, Michigan State University, 1972). 10W. B. Brookover and J. B. Holland, "An Inquiry Into the Meaning of Minority Group Attitude Expressions," American Sociological Review, XVII (April, 1952). 11F. Kenel, "The Effectiveness of the Mann Inventory in Classify- ing Young Drivers Into Behavior Categories and Its Relationship to Subsequent Driver Performance" (unpublished Ph.D. dissertation, Michigan State University, 1967). 12P. O'Leary, "An Assessment of the Mann Inventory as a Pre- dictor of Future Driving Behavior" (unpublished Ph.D. dissertation, Michigan State University, 1971). 13A. Sinkoff, "A Comparison of TWO Cultural Groups Through the Use of the Mann Inventory" (unpublished Ph.D. dissertation, Michigan State University, 1969). difference when comparing inner-city Blacks and parochial school Whites using the Mann Inventory. Purpose of the Study The purpose of this study ii; to help instructors recognize the differences in attitudes of various cultural groups, and be able to determine if the attitudinal behavior is normal for a student's cultural background. These differences, based on ethnic background, influence the youth's self-concept. Before one can be successful in teaching youths acceptable attitudinal behavior on the highways, one must understand the person and the manner in which he sees himself. If efforts to build good attitudes are to be successful, one must take into consideration the characteristics of different cul- tural backgrounds. Educational methodology may then be developed in an attempt to improve the adjustment of these individuals, thereby transferring to a safer operation of the motor vehicle. Areas of Investigation This study proposes to investigate the following aspects of personal adjustment: 1. To compare the personal adjustment of five ethnic groups: American Indian, Black-American, Mexican-American, Oriental-American, and White-American. 2. To determine the differences in responses to each item in the Mann Inventory among the five ethnic groups. 3. To compare members of the five ethnic groups whose per- sonal adjustment may be classified as normal, over-controlled, under- conrolled, are: or both over- and under—controlled. Research Hypotheses The three research hypotheses to be tested in this study Hypothesis 1: Hypothesis 2: Hypothesis 3: There will be significant differences of the means in the personal adjustment of five ethnic groups and sex within ethnic groups as measured by the total scores on the Mann Inventory. There will be significant differences in degree of self-control among five ethnic groups and sex within ethnic groups as shown by the subscores on the Mann Inventory. There will be significant differences between the five ethnic groups and sex within ethnic groups in responses to individual items on the Mann Inventory. Delimitations This study is delimited in the following manner: 1. All students lived and went to school in Monterey County, California. 2. All students were in the sophomore class in high school during the spring semester of 1973. 3. The personal adjustment concepts considered were those revealed by the Mann Inventory. Basic Assumptions The investigation is based upon the following assumptions: 1. The Mann Inventory has reliability and validity for identifying and measuring selected aspects of personal adjustment. Students will express their feelings and respond to items in a paper and pencil test so as to reflect their true personal feelings. There is a need to know more about attitudes that deter- mine the personal adjustment of the American Indian, the Black-American, the Mexican-American, the Oriental—American, and the White-American. A knowledge of how the youthful driver sees himself in personality dimensions is essential to the development of meaningful programs. Possible Applications Some possible uses of the results of this study may be: To identify groups with personal adjustment problems. To identify individuals with personal adjustment problems. To identify differences and similarities among and within ethnic groups. To build a curriculum and select a methodology that would be effective for particular ethnic groups. Definition of Terms For the purpose of this study, the following terms are defined: American Indian--Persons considered by themselves to be of American Indian origin. B1ack-American--Persons considered by themselves to be of African or Negroid origin. Mexican-American--Persons considered by themselves to be of Mexican origin. Oriental-American--Persons considered by themselves to be of Chinese, Japanese, or Korean origin. White-American--Persons considered by themselves to be of White-American origin. Other-~Persons considered by themselves to be of an origin other than defined above. Mann Inventory-~A 63-item personality inventory that attempts to assess the interactive feelings of an individual toward himself, significant and insignificant others, and established social mores and expectations. Over-Conrolled--Behavior characterized by withdrawal from com— munication with other persons, with an effort to have everything under control so that they cannot be criticized by others. Under—Controlled--Behavior characterized by forceful, outgoing action or vigorous efforts to assert oneself over others, with little consideration of the results. Both Over—amuiUnder—Controlled--Behavior characterized by asserting oneself over others and at the same or other times with- drawing from communication with other persons. Norma1--Behavior characterized by well—adjusted interaction with persons and consistent with the norms of the society in which the individual lives, with the absence of tendencies toward extremes in personality. Overview of the Dissertation In Chapter II is found a review of the literature pertinent to the elements considered in this study. Chapter III contains a description of the test instrument used; an account of the method used in collecting, tabulating, and organizing data; and a description of the statistical techniques used in analyzing the data. Chapter IV shows an analysis of the data to determine the degrees of relationships among and within the five ethnic groups. The investigation is summarized in Chapter V with relevant discussion developed, conclusions made, and recommendations advanced for further study. CHAPTER II REVIEW OF RELATED LITERATURE This chapter contains a review of the literature in two areas: (1) relation of attitudes and emotional stability to traffic safety and (2) characteristics of selected ethnic groups and factors affect- ing attitudes and stability in these subgroups. Relation of Attitude to Traffic Safety Researchers in traffic safety have historically focused on the . . . . 1 . 2 cognitive and performance skills. Later studies by Adams, Goldstein, 3 . . . and McFarland found the best predictors of aCCident behaVior to be: convictions for traffic violations, mileage, age, sex, marital status, and various measures of social deviancy. The findings ' n - ' n 4 ° strongly supported the belief that man drives as he lives, resulting in high accident rates and a reflection of man's adjustment to modern life. 1J. R. Adams, "Personality Variables Association With Traffic Accidents," Behavioral Research in Highway Safety, I (1970), 3—16. 2L. G. Goldstein, "Human Variables in Traffic Accidents: A Digest of Research," Traffic Safety Research Review, VII (1964), 26-31. 3R. A. McFarland, "Psychological and Behavioral Aspects of .Automobile Accidents," Traffic Safety Research Review, XII (1968), 71-80. 4W. A. Tillman and G. E. Hobbs, "Accident-Prone Automobile Driver: A Study of Psychiatric and Social Background," American Journal of Psychiatry (1949), 321-331. lO 11 According to Schulzinger, chances for an accident are greatest when one is irresponsible and/or maladjusted; grew up in a disturbed home; was exposed in childhood to violence and strife, to over- authoritative parents or parent figures, to loss of or separation of parents, and/or accidents to himself, parents, or siblings.5 The increase in duration or intensity of exposure to environ- mental pressures increases the probability of an accident. No less than 20 percent of 96 drivers involved in fatal accidents were found to have been acutely upset by events that had occurred during the six- hour period immediately preceding the fatal accident.6 Most of them had had violent quarrels (for the most part with women, but a few had had physical fights with other men). Selzer listed the following per- sonal or internal group causes of environmental pressures: Hostility, quarreling, and fighting. Breakup of friendships and love relationships. Depression, anxiety, or anger. Ego-expressive driving. Intoxication. . Accidents——highway collisions. C‘U‘luD-wNI-J 8 . . Brown and Bohnert found marked discrepanCies between the personality evaluations of two sets of drivers, with 80 percent of 5M. S. Schulzinger, The Accident Syndrome: The Genesis of Accidental Injugy (Springfield, Illinois: Charles C. Thomas Publishers, 1956), p. 213. 6M. Selzer, J. E. Rogers, and Sue Kern, "Fatal Accidents: The Role of Psychopathology, Social Stress and Acute Disturbance," American Journal of Psychiatry, CXXIV (1968), 46-49. 7Ibid.. pp. 50-54. 85. L. Brown and P. J. Bohnert, "Drivers Who Die," Final Report, Contract #FH-ll-6603 (Houston, Texas: Highway Safety Bureau, Baylor. University College of Medicine, 1968). 12 the drivers involved in fatal accidents experiencing a severe per- sonality impairment. The most critical periods for accident involve- ment are the hours immediately following an acutely stressful episode. In a study of the association of highway accidents and other forms of social pathology in certain communities, Porterfield9 argued that a motor vehicle may be seen as a "deadly weapon" and that if populations of given areas have higher proportions of persons who do not value life, these populations would be expected to have higher rates of motor vehicle fatalities. In a report for the national leaders of driver improvement programs, W. Mann10 showed that poor driving behavior is a projection of undesirable personality traits. Westll diagnosed accidents of teenagers as a result of lack of social responsibility. His observations of a possible remedy included preparation for life, such as good citizenship and safety education necessary to function in a modern technological society. Holloway12 spoke to the youthful dilemma of self-identification, knowing who he is and what he is about. She asserted that one cause of teenager involvement in traffic problems is related to his concept 9A. L. Porterfield, "Traffic Fatalities, Suicide, and Homicide," American Sociological Review, XXV (1965), 897-901. 10W. A. Mann, "The Nature of the Problem Driver" (paper pre- sented to the National Driver Improvement School Conference, Kellogg Center, Michigan State University, East Lansing, December, 1965). 11R. L. West, "The Philosophy of the Accident Problem," The Journal of Educational Sociolggy, October, 1946, pp. 74-77. 12 I. N. Holloway, "The Dilemma: Teenagers, Cars, and Accidents," The CALDEA Calendar, XIII (January, 1966), 9. 13 that no one cares. He sees his parents as too busy making a living and finding ways to express their own frustrations. She concluded that potential young drivers have a self-image of poor worth as per- sons, because of the "many numbers" of social security, zip code, and automation. Youthful self-concepts reflect an image of "nothing- ness." Significantly higher percentages of students who received low attitude grades in driver education courses were reported by 1 Brazell to have more accidents and moving violations than did students who had high attitude grades. . . . . . . 14 Driv1ng is a soc1al interaction; Adams stated that a person's behavior is influenced by his interaction with other people. These interactions are molded into social institutions and customs, which in turn are taken by individuals in the process of personality develop- ment. Human nature is changed frequently, and the process of change is called learning. Brookover said the theory of learning was: 1. People learn to behave in ways that each considers appropriate to himself. 2. Appropriateness of behavior is defined by each person through the internalization of the expectations which others whom he considers important hold for him. 3. The functional limits of one's ability to learn are determined by his self-conception or self-image as acquired in social interaction. l . . . 3R. E. Brazell, "A Comparison of Various Behind-the-Wheel Training Methods," Safety and Traffic Division, Automobile Club of Michigan, 1962, p. 37. 14J. R. Adams, "Psychosocial Factors and Accidents in the High- way Transportation System," in Human Factors in Highway Traffic Safety Research (New York: John Wiley and Sons, Inc., 1972), p. 332. 14 4. The individual learns what he believes others, who are impor- tant to him, expect him to learn in a given situation.15 The California Department of Motor Vehicles investigated 14,000 California drivers"(age 16 to 20) life histories and driving records for a period of four years. The following conclusions were drawn: 1. Poor school adjustment and deviant social activities cor- related with greater involvement with poor driving behavior. 2. Those with good scholastic grades had fewer accidents. 3. Citizenship grades (a measure of work habits, cooperation and classroom behavior) was the best single predictor of a young driver's traffic conviction and accident record. 4. General conclusion asserted that personality studies out- weigh driver training.16 In one of the few reports concerning an ethnic group, Liskey . 17 . . . . and Rodriguez reported 1,468 MeXican—Americans were involved in accidents within the jurisdiction of the Fresno Police Department between November, 1969, and October, 1970. They also said that slightly less than 50 percent of all accidents in this group involved persons under 25 years of age. The number of Mexican-American drivers under 25 years of age involved in accidents exceededtjmenational average by 33 percent. 15W. B. Brookover, "A Social Psychological Theory of School Learning," A Sociology of Education, 2nd. ed.; June 16, 1964, Chapters 2 and 16. 16California Department of Motor Vehicles, The Young Driver Follow-up Study, An Evaluation of the Role of Human Factors in the First Four Years of Driving (Sacramento: California Department of Motor Vehicles, 1971). 17N. E. Liskey and P. O. Rodriguez, "A Study of Mexican- Americans Involved in Traffic Accidents," The Journal of Traffic Safety Education, XIX (July, 1972), 20 and 39. 15 People are what past experiences have conditioned them to be. Emotional characteristics such as values, motives, and personal needs are the result of what happened to them in childhood and adolescence. Gazan said that "the youngster is a looking glass reflecting what his . . . "18 life experience labels him. . 19 According to Manual, although one must constantly be aware of individual differences, it is important to know general trends because group characteristics alert one to conditions that may be found in individual cases. . 20 . . . . . . Singer described deprivation, frustration, competition, and "ego devaluation" such as an insult to one's race or religion as the principal causes for aggression in the United States. By looking into the background of ethnic groups, one can see general characteristics that could affect the individual's behavior in a cross-ethnic society. The instructor must also be familiar with these characteristics in relation to student needs. 18Harold S. Gazan, "Developing Self Concept in Youth" (paper presented at Education Conference, Michigan Department of Social Services, Michigan State University, May 21, 1971). 19H. T. Manual, Spanish-Speaking Children of the South- west: Their Education and the Public Welfare (Austin, Texas: University of Texas Press, 1965), pp. 33-34. 20Robert D. Singer, "Psychologist Claims T.V. Not to Blame for Violence," Monterey [California] Peninsula Herald, July 13, 1972, p. 43. l6 Characteristics of Selected Ethnic Groups American Indians There are as many Indians in the United States now as there were at the time of the first white contact. Real Indian membership is measured by degrees of "Indian blood," and degrees run anywhere from 80 to 100 percent. A great many Indian people dislike the word "Indian"; they prefer to be identified by the name of their tribe.21 More than 50 different Indian languages are still in use today. While every Indian youngster is an individual and should be treated as such, the following information may provide some insight and sensitivity toward the behavior tendencies of the American Indian student.22 Family.--In the White-American way of doing things, the family is not so important. The police and soldiers take care of protecting you, courts give you justice, the post office carries messages for you, the school teaches you. "Everything is taken care of, even your chil- dren, even if you die, but with us the family must do all of that."23 Indian students have respect for and respond to authority in the home and in the Indian community. Indians tend to be fearful and withdraw when faced with school authority. Indian children, 21$. Levine and Nancy 0. Lurie, The American Indian Today (Baltimore, Maryland: Penguin Books, Inc., 1970). 2Interviewwith Mahlon Marshall, Task Force Leader of Indian Affairs,'California State Department.Of Education, Sacramento, California, January 14, 1973. 23Pomo Indian saying from David A. Schulz, The Changing Family (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1972), p. 41. 17 starting school with a sparkle and eagerness to learn, tend to be very open. But as they perceive differences between themselves and their non-Indian peers, they withdraw. They become less open as they experience academic failure. Pride.--Pride is extremely important to Indian learners. It is important to show what one is and what one can do, but not in a boastful way. They have special concerns and pride in being an Indian, and strong feelings about the superiority of the Indian culture. Pride is severely injured by the negative approach schools use in dealing with the American Indian in history. While not basically hostile, they will fight openly if a fight is instigated. Feelings of hostility have grown with feelings of rejection. Indian students are very sensitive to personal dignity requirements and are more sensitive than non-Indian peers. They with- draw from non-Indian culture because of continuous insults and rejec- tion. Negative remarks about clothes, home, or anything pertaining to Indians produce withdrawal and negative feelings that become pro— gressively more intense with age. Social relations.—-Indian learners group together in classes, where possible, to establish more "peer" security. They do not usually get involved in group activities. They are taught at home to be inde— pendent and self-sufficient, to be quiet and dignified; they do not boast about achievements to outsiders. They find it difficult to respond to a non-Indian because of built-up distrust. A wait—and-see attitude prevails. Each person is judged more on personal merit than. on the position he holds. 18 Work habits.--Indian students prefer to work at their own pace. They react strongly against group activities that are competitive in nature. The standard group instructional methods for schools pro- duce predictable academic failure for Indian learners. They resent being pushed and do not like time-structured events. They are rein- forced by self-accomplishment (internal) criteria versus grades (external). Mexican-Americans Tejanos, Cholos, Pochos, Pachucos, Chicanos, Mexicanos, Latins, Hispanos, Spanish-surnamed, and Mexican—Americans are titles for the same people. Although a vast majorityenkamestizos (Indian and Spanish to varying degrees), many are mulattoes and zambos (Indian and Negro), and also some have pure Spanish blood. Mexicans, . 24 ,, . . n . according to Heller, are the least Americanized of all ethnic groups in the United States. Family.—-Mexican—Americans think of themselves first as family members and second as individuals. As the family protects, so it demands. Each member is a walking symbol of his family. One can increase community respect for his family or drag it down by his beha- vior. To bring shame on one's family is an unforgivable sin. If the shame is too great, the family will sever relations; one is cast from _ 2 the home, never to be spoken about again. 2 . . 4C. S. Heller, MeXican American Youth: Forgotten Youth at the Ckossroads (New York: Random House, 1966), p. 38. 25W. Madsen, Mexican Americans of South Texas (New York: Holt, Rinehart and Winston, 1964), p. 49. 19 While the family is a beautiful, warm, and comforting insti- tution, it is also a free bed and lunch counter to any nearby relative or visiting "compadre" kin. The unrelated visitor, however, is suspect and any male visitor may be a threat to the wife's purity. A woman's purity, according to Mexican-American belief, is so fragile that even the hint of a sexual indiscretion casts her into a life of shame, and no respectable male would think of her as a wife. While a wife's primary obligation is to please her husband with absolute sexual fidelity, the husband has a far different role. He must prove his "Machismo" or manliness by continuing his sexual habits of premarital days. The height of success is to keep a mis- tress in a second household known as "casa chica."26 If these outside pursuits should endanger the welfare of his family, however, he faces social disapproval and the intercession of his in-laws. The father is the absolute ruler of the house; the mother acts as counselor, friend, and bridge to the father. Both parents may punish a daughter, but a sun: as a rule is disciplined only by the father.27 Should the dominant role of the father decline, and frequently as the sons become more emancipated, the elder son super- 28 sedes the father as mentor and protector of the family. 26 . . . M. S. Edmondson, Los Manitos: A Study of Institutional Values (New Orleans: Tulane University, Middle American Research Institute, 1957), pp. 24-26. 27Madsen, op. cit., p. 52. 2 . . . . 8J. H. Burma, Spanish SpeakingyGroups in the United States (Durham, North Carolina: Duke University Press, 1966), pp. 23-24. 20 Social relations.--In most towns of the Southwest, there is a boundary line separating the Anglo and Latin communities. There are marked differences in the pace, atmosphere, and noise of each side of town. The Anglo housewife has a determined look and definite hustle as she goes her way with purposeful concentration. The Latin shopper casually exchanges pleasantries with a relaxed seller among the strains of gay-sad music, children's laughter, and dogs barking. Anglo teachers are resented when they visit a home without an invitation, since this violates every rule of the Latin's etiquette. Work habits.--Anglos regard Latins as the best of all farm 1aborers--man for man. A Mexican can out-plant, out—weed, and out- pick anyone on the face of the earth. Latins agree, as they think Negros are too clumsy and Anglos too weak to do a good day's work in the fields. Honor and respect are closely associated with lack of indebted- ness or obligation. A favor must be repaid promptly, because a man is not whole and entire when he is indebted to another. To seek help from institutions is acceptance of charity, and reflects upon the failure of the family to provide for its own. The Mexican-American is not goal oriented like the Anglos, so work is a daily matter rather than for the advancement of the indi- vidual. To create envy in another is to be avoided. The Mexican- American does not flout. that he is better; this is an insult to his friends. Gossip and ridicule are great leveling devices that are used to remove any attitude or behavior that could arouse envy. 21 Personal dignification.--The Mexican-American thinks of him- self as both a citizen of the United States and a member of La Raza29 (the race). The concept of La Raza in Mexico carries the idea of a splendid and glorious destiny. The people of La Raza must suffer in this world and then they will certainly be blessed with joy in the next. There is a balance of opposites in all aspects of existence. Pain is balanced by pleasure, life by death, creation by destruction, illness by health, and desire by denial. The safest course for the individual lies in avoiding exposure to a position where temptation is too great. The paramount nature of Divine will is reflected in the saying: "Haga uno lo Que Laga, todo is lo que Dios quiere" (Do what one will, everything is as God wishes). One Mexican-American said, We are not very important in the universe. We are here because God sent us and we must leave when God calls us. God has given us a good way to live and we should try to see the beauty of his commands. We will often fail for many are weak, but we should try. There is much suffering, but we should accept it for it comes from God. Life is sad but beautiful.3 Education.--From the Anglo viewpoint, the Spanish language is the primary symbol of "foreignness." For the Latin, Spanish is the primary symbol of loyalty to La Raza. The Mexican-American who speaks English in a gathering is mocked and regarded as a traitor to La Raza. 29G. I. Sanchez, "History, Culture and Education," in La Raza: Forgotten Americans (South Bend, Indiana: University of Notre Dame Press, 1966), pp. 23-24. 3 . OMadsen, o . c1t., p. 17. 22 Because of this exclusive use of Spanish in the home, most children know very little English when they enter school. The Mexican-American student is in a hostile and bewilder- ing environment at school. If his English is not good, he is criti- cized by a teacher and ridiculed after class by Anglo students. If his English is good, he is mocked or shunned by his family and native friends for trying to gain favors from the Anglos.31 California and Texas have 82.1 percent of the total Spanish- surname population in the United States, yet the median for school years completed is 9.0, with the total white population completing 12.1 years.3 Oriental-Americans The Hawaiian monarchy recruiting plantation laborers through representatives in Tokyo, the discovery of gold in America, and a revolution in China all at the same time contributed to the immigration of Orientals to the United States. Family.--The family is the prime importance among Orientals. All the family lives together and any wrong-doing not only affects the immediate family, but ancestors as well. The male is dominant head of the family, and the mother as a representative reflects a certain 31D. N. Barrett, "Demographic Characteristics," in La Raza: Forgotten Americans (South Bend, Indiana: University of Notre Dame Press, 1966), pp. 159-199. 32D. J. Bogue, The Population of the United States (Glencoe: The Free Press, 1959), p. 372. 23 amount of the authority. The home offers warmth and security, with strict discipline and love, but little overt affection.33 The community provides plenty of activity, often forming its own teams and leagues which are restricted to its own ethnic group. Children who do not behave are continually threatened with being sent back to relatives in the old country for "straightening out." Members of one family start a business within the community, often using community money, for the community. Family empires have been built using only members of the one family.34 Authority.--The Chinese Exclusion Acts and internment of the Japanese during World War II are prime examples of Oriental regard for authority. The absence of conflict or consternation on the part of the Oriental demonstrates not only great respect for authority, but a personal "Ying Yang" or bamboo in the wind philosophy.35 Since their first days in the United States, Orientals have complied not only with the laws of America, but with the rules and regulations set forth by the elders and leaders in their own "Little Tokyos or Chinatowns." 338. L. Sung, Mountain of Gold (New York: The Macmillan Company, 1967), p. 162. 34M. Rosenblum and L. Pratt, "Sun Never Sets on the Third China," The [Monterey, California] Herald Week End Maggzine, May 26, 1973: pp. 16-17. 35H. Kitano, Japanese Americans: The Evolution of a Subcul- ture, Ethnic Groups in American.Life Series (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1969). 24 Third generation Orientals, however, have become completely acculturated and are starting to question elders concerning civil . . . . 36 . rights movements of other minorities. These youngsters aux: showing real disrespect for the old ways and want their "share of the pie." Personal dignification.--Part of the success of the Oriental in America has been a result of their ability to respond to the prob— lem of lower status with normative patterns. Their lower status as immigrants was very similar to their role position in their home country. A transfer of the higher status positions to the "white man" and subse— quent patterns of deference and humility were relatively easy transitions. A lower status in the Oriental structure is often associated with humility, service orientation, and a high sensitivity to the needs of the superior. Some of the consequences of this structure, where rewards and punishments are distributed by the whim of superiors, was hypothesized by Mamoru Iga37 as a characteristic of insecurity. This means that Orientals do not become involved with other people's troubles and tend to stay by themselves. Another characteristic is the lack of commitment to abstract and absolute ideals. Instead, there is a sub- stitution that leads to a blind following of government or other offi- cials with little or no criticism. The third characteristic is opportunism, since "superiors" define what is right and the "inferior" is constantly caught in the position of having to adapt to the new variations. 36 T. Chen, "The Oriental-American's Plight" (paper prepared for California State Department of Education, Bureau of Intergroup Relations, Sacramento, California, September 5, 1969), p. 4. 37Kitano, op. cit., p. 103. 25 Work habits.--The behavior of the Oriental is generally des- cribed as "good." Goodness means different things in different con- texts. To the school teacher, it means that Oriental students are . . . . 38 . . . quiet, obedient, and diligent. The teacher does not realize it is part of Oriental culture to tell the teacher what he wants to hear (parroting). An Oriental student does not ask questions because the teacher "expects" everyone to understand what was just explained. An employer considers his Oriental employee "good" because he is well trained, well-educated, and highly motivated (this is what the employer expects). . 39 . . . . Hechter and Borhani, in California, reported that the Oriental child at birth can expect to live approximately six to seven years longer than the white child and ten to eleven years longer than the Negro. Social relations.--In terms of the general society, Orientals are "good" because they don't get into trouble and are kept in their place. This is somewhat different in Japan, as drunkenness and gambling appear to be culturally based. Belli4O reported that a drunk driver arrested for having an accident in Japan may defend himself on the grounds that he was too drunk to violate the law intentionally. 38M. Belli and D. R. Jones, Belli Looks at Life and Law in Japan (New York: Bobbs-Merrill Co., 1960), p. 118. 39H. H. Hechter and N. O. Borhani, "Longevity in Racial Groups Differs," California Health, XXII (February 1, 1965), 130. 4OBelli, loc. cit. 26 Of the active churches comprising the Southern California Ministerial Fellowship (an Oriental Protestant body), over half reported . . . 41 CaucaSians among their congregations. . . 42 Approval of dating other ethnic groups by Japanese parents and their children is changing with each succeeding generation, as shown by the following comparison. Nesei Sansei (2nd Generation) (3rd Generation) Other Orientals 49% 68% Caucasians 45 65 Mexicans 5 27 Negros 3 8 White-Americans Americans are first in war, first in peace, first in tree sitting, gum chewing, peanut pushing, and bobbing up and down in the water.43 It matters not so much what is done as who is first or last, biggest or smallest. Whatever it is must be measured, and after it is measured, which is the top and what is my score. The White-American family is strongly affected by factors associated with socioeconomic class. The family, its size, typical structure, and pattern of life--from the way it earns a living to the manner in which it raises and controls its children--are all functions of its status. This status is primarily determined by the occupation 42 . . 41Hosokawa, op. cit., p. 88. Kitano, Op. Cit., p. 177. 43Mainliner, United Air Lines Magazine, XI (May, 1973), 22. 27 of the head of the household and the income that occupation pro- vides.44 Certain beliefs, attitudes, and behaviors that are commonly shared to support a single pattern characteristic of all Americans include professed belief in and actual practice of monogamy; legal marriage; legal dissolution of marriage prior to remarriage; limitation of sex relations to the spouse; legitimacy of children through birth in wedlock; joint residence of husband, wife, and dependent children; financial and personal responsibility of parents for the rearing of their children; and preparation of children for their adult roles.4 To be vertically mobile in America means, in part, that one must disassociate himself from ethnic and racial influences and conform to the more broadly accepted norms of the upper classes. Ordinarily this is accomplished over several generations and with a minimum of overt coercion. Thus, upper-middle-class Blacks and Whites, Protestants and Catholics, live in families that are more alike than they are dif- ferent, no matter whether one looks at New England, the South, or the West. Not only is the family placed in the stratification system primarily by virtue of the occupation and income of the husband-father, but it tends to socialize its children in the pattern of life more or less distinctive of its class. Teachers, being largely from the middle 44E. Litwak, "Geographic Mobility and Extended Family Cohesion," in Family and Change, ed. by John N. Edwards (New York: Alfred A. Knopf, 1969), PP. 70-72. 45R. S. Cavan, "Subcultural Variations and Mobility," in Handbook of Marriage and the Family, ed. by Harold T. Christensen (Chicago: Rand McNally, 1964), p. 535. 28 class, tend to reward children who behave like middle-class children should and tend to punish those who do not. Therefore, the parents who are most effective in teaching their children how to cope with the world of ghetto streets are also bringing them up in a way that will handicap them in their ability to cope with the school system.46 Upper class.--A child born into an upper-class family does not have to worry about his social status; he is "somebody," and his social- ization reinforces his self-confidence. A strong emphasis on a patri- archal family is discernible in this class, with the eldest living male member of the family presiding over its financial welfare. Since the status of all depends upon the inherited wealth that is transferable in part through marital arrangements, the extended family keeps a close watch over its marriageable members. The family name is especially important; therefore sons have special significance as the persons to carry on the lineage. Wives are expected to accept the cultural ele- 47 ments of this group and to preserve a proper style of life. Middle class.--A small ethnic community and an even smaller Black contingency completes the composition of the middle class. The religious affiliation of this class reflects family background and has a higher proportion of non-Protestants as well as a wider spread of Protestant denominations than the upper class. 46M. L. Kohn, Class and Conformity (Homewood, Illinois: Dorsey, 1969), PP. 134-139. 47Cavan, op. cit., p. 546. 29 The middle class is the most "success" oriented. The pattern of child rearing reflects strong emphasis upon achievement and competition. Respect for adults and conformity to authority are eXpected, with a marked division of labor in segregated male-female roles. White—collar jobs are typical, and economic hardship a real possibility during times of recession. The man is clearly the head of the house, but the woman is in charge of the budget. She may go to work to fulfill her own striving for success to get to the upper class. Lower class.--The vast majority of the poor are White (68.5 percent).48 Lower—class families are larger than upper— or middle- class families, and parents, in part because of an inability to provide support and protection for their children, have relatively less control over them. The husband-father's inadequate and sporadic employment does not provide him with status in his household, and other status supports must be sought. The children's relatively poor performance in school reflects in part the inadequacy of their diet and the resultant poor health, the lack of privacy, and insufficient funds to buy clothing and school supplies. Few people in this class complete high school, and occupations are characteristically unskilled, frequently seasonal jobs that provide income inadequate to overcome the poverty level. 48U.S., Bureau of the Census, Current Population Reports, Series P-60, No. 68, "Poverty in the United States: 1959-1968" (WaShington, D.C.: Government Printing Office, 1969), p. 11. 30 In the lower class there is a greater number of single-parent families. However, children are more readily accepted into female- headed families. Children are more likely to be born out of wedlock, and there is not an inclination to marry as a result of an illicit conception. It is not unusual for the young mother to live with her parents, and her mother shares in caring for the child. Black-Americans Some have argued that a caste system best describes race rela- tions in America, but this is not particularly apt since there is some intermarriage and integration in the "mainstream" on the one hand and . . . . . . . 49 a noticeable stratification within the Black community on the other. When Blacks and Whites intermarry, Black men tend to marry White women more than White men tend to marry Black women--by about three to 50 . . . . one. Merton suggested that in the former case it is pOSSlble for a more reciprocal exchange to take place. The Black male "exchanges" his relatively greater class position for the relatively greater caste position of his wife. Ordinarily, society does not consider it necessary for the relationship between a White male and a Black female to termi— nate in marriage. Upper c1ass.--Upper-class Blacks associate with other upper- class Blacks and have greatest separation from the masses both 49J. Golden, "Characteristics in the Negro-White Intermarried in Philadelphia," American Sociological Review, XVIII (1953), 177-183. 50R. Merton, Social Theory and Structure (New York: Free Press, 1963), p. 173. 31 geographically and economically.51 The upper class is composed of families headed by men and women whose parents were upper or upper middle class: judges, governmental officials, physicians, dentists, or teachers. Vulnerability of the upper-class Blacks is reflected in that they earn considerably less in their lifetimes than many middle- class Whites, and must rely upon the income of their wives to maintain status. Significantly, the status of a Black family is as much a reflection of the education and occupation of the mother as it is of the father.52 Although a few Blacks who have amassed great wealth or achieved fame in the larger society might be considered upper class by objective standards, most Blacks who are considered upper class within their own community would not be so considered if they were White. School teach- ers are a notable example. Within the Black community they are fre- quently considered to be upper class; White school teachers are rarely so considered.53 Families of the Black upper class are smaller in size than those of comparably educated Whites. The number of female-headed families is comparable to the number in the White community after the 54 family income exceeds $7,000. 51A. Billingsley, Black Families in White America (Englewood Cliffs, New Jersey: Prentice-Hall, 1969), p. 124. SZIbid., p. 125. 53E. F. Frazier, The Negro Family in the United States (Chicago: University of Chicago Press, 1966), p. 191. 54A. Pinkney, Black Americans (Englewood Cliffs, New Jersey: Prentice—Hall, 1969), p. 71. 32 Middle class.--Often Black middle-class parents both work, and the conjugal relationship is likely to be equalitarian or somewhat patriarchal. The middle class is delineated from the lower class by a pattern of behavior expressed in stable family and associated relation- ships, great cencern with "front" and "respectability," and drive for "getting ahead." All of this finds an objective measure in standard of 1iving--the way people spend their money--and in public behavior.55 Frazier56 saw the "Black Bourgeoisie" with little time for family traditions to emerge. They tend to imitate White society and thus have "culture without substance." The "average" middle-class working family is Protestant. It has two legally married parents with the father earning little more than $5,000 per year as a semi-skilled craftsman, and the mother stay- ing home to take care of the children. They hope the children will become skilled technicians, specialized clerical workers, or go into the minor professions. The average mother participates in at least two community activities, votes in elections, reads two newspapers, and listens to radio and television for world information. Lower c1ass.--Billingsley described seven bases of what it means to be poor and Black: 55St. Clair Drake and Horace Cayton, Black Metropolis: A Study of Negro Life in a Northern City (New York: Harper and Row, 1962), pp. 661-662. 56Frazier, op. cit., p. 328. 57C. Dunmore, "Social-Psychological Factors Affecting the Use of Educational Opportunity Programs by Families Living in a Poverty Area" (unpublished Ph.D. dissertation, Brandeis University, 1967), quoted in Billingsley, op. cit., pp. 137—138. 33 1. Location-~The conditions of life for low-income black families are most abject in the rural South, less so in the urban South, and still less so in the urban North and West. The ability of black families to meet the requirements of society, particu- larly for achievement, is highly associated with this geographic patterning. 2. Socioeconomic status—-It makes a great difference in both family structure and achievement if the family is in the under class, the working poor, or the working nonpoor. 3. The life style of the family varies with its structure. Among lower-class families there are six types; basic families with two married adults and no children, nuclear families, attenu- ated nuclear families with one parent missing, extended fami- lies, subfamilies or augmented families vniji nonrelatives functioning as intimate members of the household. 4. Patterns of decision making--the vanishing patriarchies, the resilient matriarchies, and the expanding equalitarian families. 5. Size--an important variable which may serve as both facilitator of achievement and an obstacle depending upon the other family characteristics. 6. Division of labor--the segmented relationships where husband and wife have their separate Spheres of activity which are probably most common and the collaboration characteristic of a significant minority where there is role flexibility and mutual cooperation between husband and wife in meeting instrumental needs. 7. Attitudes toward authority and socialization of children-- Some low-income black families take very good care of their children, striving to understand and shape the character of their children. An intermediate group functions less well in the controlling of their children who may be in and out of trouble. At the bottom, there is a group that is most chron- ically unstable whose children are most likely to get into trouble or be neglected.58 Chapter II reviewed the literature in two sections: (1) beha- vioral attitudes and their relation to traffic safety, and (2) cultural traits of the selected ethnic groups. The methodology, sample, and test instrument are explained in Chapter III. 58Billingsley, op. cit., pp. 142-144. CHAPTER III METHODOLOGY Chapter II presented a review of the literature concerning the importance to traffic safety of personality and behavioral char- acteristics, the feasibility of tests showing personality and cultural traits of students, and the culture of five ethnic groups. This chapter is designed to explain the methodology, sample, and test instrument used in this study. The intent of the study was to compare: (1) differences in personal adjustment of five major ethnic groups, (2) differ- ences of individuals in each ethnic group in terms of degrees of self-control, and (3) differences in responses to each individual item in the Mann Inventory by ethnic group. Hypotheses Included in this study were the following three research hypotheses: Hypothesis 1: There will be significant differences of the means in the personal adjustment of five ethnic groups and sex within ethnic groups as measured by the total scores on the Mann Inventory. Hypothesis 2: There will be significant differences in degree of self-control among five ethnic groups and sex within ethnic groups as shown by the subscores on the Mann Inventory. 34 35 Hypothesis 3: There will be significant differences between the five ethnic groups and sex within ethnic groups, in responses to individual items on the Mann Inventory. Collection of Data The Mann Inventory was administered during spring semester, 1973, to the sophomore class of nine communities in Monterey County, California, in order to obtain data for investigation of the problems stated in the three research hypotheses. The principal of each school was visited personally and the purpose of the Inventoryl was explained. Seven of the ten principals were vehement concerning the anonymity of the individual and the school. Six principals expressed a desire for the researcher to return and discuss the findings with personnel of their schools. Permission was granted by all schools (except two private schools) in the county to give the Inventory during regularly scheduled classes. A coordinator for each school was appointed. (The coordi- nator, an instructor of the school, was a member of the researcher's class at the time.) The coordinators were instructed in the adminis- tration of the Inventory, and the Inventories were distributed. All students were assured by the instructor that there was absolute anonymity and that they should answer each question to the best of their ability. If there was a question that they could not answer honestly, tflmnr could leave it blank. They were told to mark the ethnic group to which they felt they belonged. 1See Appendix A. 36 The average time for completion was 20 minutes, with the exception of the English as a Second Language class, which took the full period. After completing and returning the Inventory to the instructor, the Inventory could be discussed. The instructors expressed extremely favorable impressions concerning the discussion originated by the students regarding the Inventory. Appendix B lists a cross-section of the randomly selected views written by the students upon completion of the Inventory. Sample The sample population of this study consisted of 2,508 stu- dents enrolled in nine public high schools and one parochial school. The subjects being studied were all in the spring semester, 1973, driver education programs at their respective schools. Table 3.1 presents the frequency distribution of the males and females in each of the five ethnic groups used in this investigation. Because of the proximity Of the schools to one another and comprehensive cross— section of ethnic and socio—economic similarity in each school, it was decided to compare them on a basis of cultural background and sex. Although driver education was normally a sophomore class, age range was caused by schedule differences, moving from school to school, and personal choice. The frequency distribution of the sample population in percentage according to age by ethnic group and sex is shown in Table 3.2. There was a shortage in the age tabulation because 28 (24 percent) Black-American males and 20 (22 percent) Black-American females failed to answer this question on the question- naire. The reason is unknown and because of the anonymity asked for by the principals, even the school is unknown. Table 3.1.--The frequency distribution of the sample population 37 classified according to ethnic group and sex. Ethnic Group Males Females Total Percent . . a a American Indian 39 Al 39 A2 78 3.1 Black-American 92 B1 88 BZ 180 7.1 Mexican-American 152 M1 172 M2 324 12.9 Oriental-American 102 01 90 02 194 7.7 White-American 708 W1 694 W2 1402 55.9 Other 168 T1 164 T2 332 13.2 Total 1261 1247 2508 aSymbol to be used later to designate the ethnic groups and sex: Al is American Indian male A2 is American Indian female B1 is Black-American male 82 is Black-American female M1 is Mexican-American male M2 is Mexican-American female 01 is Oriental-American male 02 is Oriental-American female W1 is White-American male W2 is White-American female T1 is Other male T2 is Other female 38 Table 3.2.--Frequency distribution of the sample population classified by percentage according to age. Ethnic a b Under Over S Group ex Symbol 15 15 l6 17 17 American M A1 5.1 43. 30.8 17.9 2 6 Indian F A2 .0 46. 41.0 12.8 0 Black- M Bl 2.2 16. 41.3 12.8 3 3 American F B2 2.3 52. 14.8 8.0 0 Mexican- M M1 .0 34. 44.7 17.1 3.9 American F M2 4.1 36. 41.9 16.9 1.2 Oriental- M 01 2.9 56. 32.4 5.9 2.0 American F 02 .0 53. 37.8 8.9 0 White- M Wl .8 52. 39.1 7.2 .6 American F W2 1.0 57. 35.3 6.5 1 Other M T1 .0 50. 44.6 4.8 .6 F T2 .6 50. 41.5 6.1 1.8 Average M 1.0 47. 39.9 8.2 1.3 by Sex F 1.4 52. 35.9 8.3 .2 Average 1.2 49. 37.9 8.3 .8 a M males; F = females. b Symbol to be used later to designate the ethnic group and sex: Oriental-American male Al is American Indian male A2 is American Indian female B1 is Black-American male 82 is Black-American female M1 is Mexican-American male M2 is Mexican-American female 01 02 W1 W2 T1 T2 is is is is is is Oriental-American female White-American male White—American female Other male Other female CThere were 24 percent Black-American males and 22 percent Black-American females that did not respond to this question. 39 Students of Monterey County were selected because of: (l) ethnic group composition; (2) similar one-semester, regular school day driver education programs, (3) interchange of students--same athletic leagues, school and social pursuits; (4) geographic location--all schools were within a 30-mile radius and accessible by one highway to the north and south, (5) communities were similar in character--1iving in one area, but commuting within other communities for business and pleasure, and (6) availability of students and instructors. Table 3.3 shows a comparison of population percentages used in this study, in Monterey County, and in the state of California. This study is very close to the average percentage in the tenth grades of the state of California in both Black-American and Mexican-American popula- tion, but light in White Americans and heavy with Oriental-Americans. Questions 4, 5, and 6 were considered together, because of their similarities. Table 3.4 shows the frequency distribution in per- centage of the sample population according to the yearly income of the family, as answered in question 4. Note that 77.7 percent of the Mexican- Americans had a yearly income of less than $15,000, compared with 52.3 percent of the Black-Americans and 48.3 percent of the White Americans earning less than this amount. In addition, the information concerning parents' schooling presented in Table 3.5 (father's formal schooling) and Table 3.6 (mother's formal schooling) shows that 65.3 percent of the fathers and 69.4 percent of the mothers of Mexican-Americans did ppt complete high school. Also, only 5.8 percent of the fathers and 3.6 percent of the mothers of Mexican-Americans completed college. When comparing these 4O H.m o.v N.m N.MH nonuo H.mm m.mm m.mo m.mm n.h© m.mm smeaumEE -muwas m.v m.m o.m m.m m.m n.h cmoauwad Iamucmfluo v.m m.m o.oa N.va 0.5H m.ma cmoflww8< ncmowxmz m.v o.m m.mH n.m m.h H.> cmoflwmsd IxomHm e. m. H.m cmflch cmoaumfid masHOMAHMO wacHOMHHMO MHCHOMHHMU MACHOMHHMO .OO xmuwucoz >©5um msouu .ammmmmHHoo no sawmum>wca mmemuo Ada momue auoa mange cues. mane oacaum .mflcuOLAHmo as mommaaoo pcm .MAGHOMAHmU mo auflmum>ac3 .macuowflamu mo wumum .xussoo >mumucoz mo mam>wa Hmcoflumospw pwuowamm 0cm meEmm mnu Ca mmmucwoumm >D mmsoum Dengue mo coflusnauumwp wocmskum mnall.m.m magma 41 Table 3.4.--The frequency distribution of the sample population classi— fied by percentage according to the yearly income of the family. Between Between Et ' a b Grgfigc Sex Symbol gnggg 5,000- 15,000- ngggo ' 15,000 25,000 ' American M A1 5.1 51.3 33.3 10.3 Indian F A2 5.1 38.5 38.5 17.9 Black- M Bl 7.6 39.1 39.1 14.1 American F B2 13.6 44.3 30.7 11.4 Mexican- M Ml 23.7 57.9 17.1 1.3 American F M2 31.4 42.4 19.8 6.4 Oriental- M 01 4.9 57.8 26.5 10.8 American F 02 6.6 61.1 27.8 4.4 White- M W1 2.5 43.9 38.0 15.5 American F W2 4.2 46 O 37.5 12 4 Other M T1 8.3 50 6 31.5 9.5 F T2 6.7 51 8 29 3 12 2 Subtotal M 6.5 47.5 33.6 12.4 F 9.1 47.0 32.8 11.0 Average 7.8 47.2 32.2 11.7 a M = males; F = females bSymbol used to designate the ethnic group and sex: A1 is American Indian male 01 is Oriental-American male. A2 is American Indian female 02 is oriental-American female Bl is Black-American male W1 is White-American male B2 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 42 percentages with the Black-Americans and White-Americans, there was a marked difference. Table 3.5.--The frequency distribution of the sample population classi- fied by percentage according to the father's formal schooling. ' St d C d Ethnic oppe omplete Completed Completed Completed Group, Before 8th High Junior C 11 Sex 8th Grade School College 0 ege A1 7.7 25.6 48.7 12.8 5.1 A2 5.1 15.4 38.5 10.3 30.8 Bl 2.2 6.5 53.3 17.4 20.6 B2 5.7 11.4 52.3 11.4 19.3 M1 42.1 21.7 25.7 6.6 3.9 M2 45.3 21.5 22.7 2.9 7.6 01 7.8 10.8 43.1 17.6 20.6 02 7.8 11.1 50.0 14.4 16.7 W1 2.7 12.0 33 3 13.7 38.3 W2 3.0 13.0 34.6 13.4 36.0 T1 7.1 11.3 40.5 15.5 25.6 T2 9.1 15.9 39.0 9.1 26.8 Sub- 8.6 13.0 36.0 13.6 28.7 total 10.3 14.4 36.0 11.2 28.1 Average 9.4 13.7 36.0 12.4 28.4 Key: 'Al is American Indian male A2 is American Indian female B1 is Black-American male B2 is Black—American female M1 is Mexican-American male M2 is Mexican-American female 01 is Oriental—American male 02 is Oriental—American female W1 is White-American male W2 is White-American female T1 is Other male T2 is Other female 43 Table 3.6.--The frequency distribution of the sample population classi- fied by percentage according to the mother's formal schooling. Ethnic Stopped Completed Completed Completed . . Completed Group, Before 8th High Junior C 11 Sex 8th Grade School College 0 ege A1 7.7 28 2 41.0 7 7 15 4 A2 2.6 20 5 35.9 17 9 23 1 B1 2 2 15.2 44.6 12.0 26.1 B2 1 1 14.8 55 7 17.0 11.4 M1 43.4 25.7 22.4 6.6 2.0 M2 45.9 23.8 23.3 2.3 5.2 01 3.9 9.8 51.0 11.8 24.5 02 13.3 7.7 48.9 12.2 17.7 W1 1.4 7.1 48.7 16.7 26.1 W2 1.3 10.8 46.0 17.3 24.6 T1 4.8 11.9 51.8 14.9 17.3 T2 11.6 18.9 42.7 11.6 15.2 Sub- 7.4 11.4 45.4 14.1 21.6 total 9.7 14.0 43.0 14.1 19.2 Average 8.5 12.7 44.2 14.1 20.4 Key: Al is American Indian male A2 is American Indian female Bl is Black—American male B2 is Black-American female M1 is Mexican-American male M2 is Mexican-American female 01 is Oriental-American male 02 is Oriental-American female W1 is White-American male W2 is White-American female T1 is Other male T2 is Other female 44 The Test Instrument The Mann Inventory is a personality inventory consisting of 63 items designed to reflect an individual's feelings toward himself, others, and socially established mores. Reactions to the items in the Mann Inventory are shown by checking one of five responses: (a) always, (b) usually, (c) sometimes, (d) rarely, and (e) never. (See Appendix A.) A progressive assignment of points for each response deviat- ing from the established accepted response gives a total score for each individual. A cut—off score signifies those that are average and extreme in degree of personal adjustment. Selected items in the Mann Inventory are used to establish the criteria for identifying four behavioral categories: (1) over— controlled, (2) under-controlled, (3) both under- and over-controlled, and (4) normal. The assignment of points results in subscores that indicate the individual has characterized himself as belonging to one of the above classifications. The reliability of the Mann Inventory was established by Kenel as follows: The reliability of the Mann Inventory was determined by applica- tion of product moment coefficient of correlation to two sep- arate administrations of the instrument. Correlation values of .697 - .986 were derived. With 63 degrees of freedom, these values indicate a high to very high correlation with a marked or dependable relationship.2 2F. Kenel, "The Effectiveness of the Mann Inventory in Classify- ing Young Drivers Into Behavioral Categories and Its Relationship to Subsequent Driver Performance" (unpublished Ph.D. dissertation, Michigan State University, 1967). 45 O'Leary,3 in a follow-up investigation over a five-year period, substantiated Kenel's findings concerning behavioral grouping and future driving violations. Quane4 and Covert5 added to the reliable methodology of grouping individuals into over-controlled, under- controlled, and average behavioral categories with the use of the Mann Inventory. Validity in the relationship to instructor-observed behavior and responses to items in the Mann Inventory was established by Kenel6 and Covert.7 Sinkoff,8 using the Mann Inventory, found significant differ- ences between the personal adjustment of inner-City Blacks and White parochial high school students. This and previously cited research has shown that the Mann Inventory will sufficiently discriminate for the purposes of this investigation. The Mann Inventory form used by this researcher is comparable to the forms used in the research noted above. 3 . O'Leary, op. Cit. 4L. Quane, "The Relationship of Visual Perceptual Capabili- ties as Measured by the Perception of Traffic Hazards Test and Beha- vioral categories as Measured by the Mann Inventory (unpublished Ph.D. dissertation, Michigan State University, 1970). 5W. Covert, "Relationships Between Self-Concepts of the Young Driver and Ratings of Behavior by Driver Education Instructors and the Mann Inventory" (unpublished Ph.D. dissertation, Michigan State University, 1972). . 7 . 6Kenel, op. Cit. Covert, op. Cit. 8A. Sinkoff, "A Comparison of Two Cultural Groups Through the Use of the Mann Inventory" (unpublished Ph.D. dissertation, Michigan State University, 1969). 46 Procedure for Analysis Sixty—five Inventories were hand scored for use as a reference and check of instrument scoring accuracy. Responses to the Inventory were machine punched onto data collection cards for use in a 1700 Burroughs operated by the Data Instruction Faculty of Monterey Peninsula Community College. Forms, procedures, and data processing techniques were further developed by Michigan State University's College of Education Data Processing Department for instrument scoring. Means and percentage analysis for the various classifications were compiled at HumRRO's West Coast facility. The Inventories were diVided into homogeneous groups by sex and ethnic group Classification, then machine scored. This resulted in 12 sets of individual and group test scores to be used for iden- tification purposes. They are identified as: Al--American Indian Male A2--American Indian Female Bl--Black American Male BZ--Black-American Female M1--Mexican-American Male M2--Mexican-American Female Ol--Orienta1-American Male 02--Oriental-American Female W1--White-American Male W2--White-American Female T1--Other Male T2--Other Female Three procedures were utilized in the analysis of the data: (1) two-way ANOVA, (2) chi-square test of significance, and (3) the t-test of significance. 47 The two-way ANOVA was employed to determine the relationship among students of various ethnic groups' personal adjustment as mead sured by the total scores of the Mann Inventory according to the Clas- sifications: 1. Male vs. male (different ethnic group) 2. Female vs. female (different ethnic group) 3. Male vs. female (same ethnic group) The chi-square test of significance was utilized to determine the difference between students' personal adjustment (over— and/or under-controlled) as measured by the subscores in the Mann Inventory according to the Classifications: 1. Male vs. male (different ethnic group) 2. Female vs. female (different ethnic group) 3. Male vs. female (same ethnic group) The t-test of significance was used to determine the differ- ences of responses to individual items in the Mann Inventory according to the classifications: 1. Male vs. male (different ethnic group) 2. Female vs. female (different ethnic group) 3. Male vs. female (same ethnic group) The .05 level of significance was established as the criterion for accepting or rejecting all hypotheses. In Chapter III the methodology was explained, the sample des- cribed, and the test instrument examined. An analysis of the data covering the questionnaire and the three research hypotheses is found in Chapter IV. CHAPTER IV ANALYSIS OF THE DATA In Chapter III the methodology, the sample, and the test instru- ment were described. The procedure for analysis was explained. An analysis of the data is presented in this Chapter. The first six questions contained demographic material showing (1) sex, (2) age, (3) ethnic group, (4) family income, (5) father's formal schooling, and (6) mother's formal schooling. Questions 7 through 69 were concerned with the Mann Inventory (Appendix A). The data analysis will be covered by the three research hypotheses given in Chapter III. There was a fairly even distribution of males (1261) and females (1247), with 87.7 percent in the 15 and 16 age bracket. The ethnic groups were divided Closely to the state of California's tenth grade percentages, with a greater number of Oriental-Americans. The average family income was between $5,000 and $25,000 (79.4 percent), but 77 percent of the Mexican-Americans had a yearly income of less than $15,000. The parents' formal schooling also showed the Mexican- Americans to be greatly different than the other ethnic groups, with 65.3 percent of the fathers and 69.4 percent of the mothers pet. finishing high school, while the average of all groups showed 76.8 percent having completed high school. 48 49 Hypothesis 1 The first research hypothesis stated: There will be significant differences of the means in the personal adjustment of five ethnic groups and sex within ethnic groups as measured by the total scores on the Mann Inventory. Table 4.1 presents the mean total scores of the Mann Inventory by ethnic group and sex. The .05 level will be used for acceptance. This table shows the White-American female to have the lowest mean score with 29.46, the Oriental-American female to follow Closely with 30.66, and the Mexican-American female to have the highest with 36.98, closely followed by the Black-American female with 36.73. The males in all ethnic groups were higher than the respective females, with the White-Americans having the largest spread in total mean scores (5.08 points). When tested by a two-way analysis of variance, the following results were shown: Dependent Measure: Weighted Total Score on Mann Inventory. Independent Variables: Ethnic Group and Sex. Sources of Variation d.f. M.S. F p less than Sex (S) 1 7794.01 43.41 0.0001 Ethnic Group (E) 5 2538.57 14.14 0.0001 S-E Interaction 5 386.41 2.15 0.0568 Error (within) 2441 179.55 The two—way ANOVA showed a significant difference at the .0001 level for the sex variable and the ethnic group variable. The univariate analysis concerning sex-ethnic groups showed p less than 0.0568. There- fore, the first research hypothesis must be rejected. This means there was not a significant difference of the means in the personal adjustment 50 Table 4.1.--Comparison of means based on total scores of the Mann Inventory by ethnic group and sex. . -- Ethnic Sex Symbol Mean Standard Group DeViation American M A1 35.90 15.02 Indian F A2 35.21 14.56 B1ack- M B1 37.23 15.15 American F 82 36.73 14.08 Mexican- M M1 39.13 13.66 American F M2 36.98 12.08 Oriental- M 01 32.59 12.06 American F 02 30.66 11.91 White- M W1 34.54 15.07 American F W2 29.46 11.54 Other M Tl 35.10 14.43 F T2 33.41 12.47 Key: A1 is American Indian male A2 is American Indian female Bl is Black-American male B2 is Black-American female M1 is Mexican-American male M2 is Mexican-American female 01 is Oriental-American male 02 is Oriental-American female W1 is White-American male W2 is White-American female T1 is Other male T2 is Other female 51 of five ethnic groups and by sex within ethnic group as measured by the total scores on the Mann Inventory. Hypothesis 2 The second research hypothesis stated: There will be significant differences in degree of self-control among five ethnic groups and sex within ethnic groups as shown by the subscores on the Mann Inventory. The Chi—square test of significance was used to test Hypothesis 2 with a .05 level of significant difference. Table 4.2 presents the chi-square comparison of ethnic groups classified in the normal category by the subscores on the Mann Inventory. Table 4.2.--Chi-square Comparison of ethnic groups Classified in the normal category by the subscores on the Mann Inventory. Black- Mexican- Oriental White- American American American American American Indian 10.052** 4.844* 2.263 2.670 Black- American 2.808 32.970*** 52.923*** Mexican- American 26.771*** 58.923*** Oriental- American 0.033 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. 52 Table 4.2 indicates that the Mexican-Americans were signif- icantly different than the American Indians (.05), the Oriental- Americans (.001), and the White-Americans (.001). The Black-Americans were significantly different than the American Indians (.01), the Oriental-Americans (.001), and the White-Americans (.001). This shows that the rank order from highest to lowest in the normal category by the subscores on the Mann Inventory was: White—American, Oriental- American, American Indian, Black-American, and Mexican-American. Table 4.3 shows the Black-American males were significantly different than the Oriental—American males (.05) and the White-American males (.05). The White-American females were significantly different than the American Indian females (.05), the Black-American females (.001), and the Mexican-American females (.001). The Oriental-American females were significantly different than the Black-American females (.05) and the Mexican-American females (.001). The White American females scored much higher and were significantly different than the White-American males (.001). The rank order from highest to lowest in the normal category between sex on the subscores on the Mann Inventory was the same as mentioned above. Table 4.4 presents the chi-square comparison of ethnic groups and by sex within ethnic groups Classified in the under-controlled category as measured by the subscores on the Mann Inventory. 53 Table 4.3.--Comparison of ethnic groups by sex classified in the normal category as measured by the subscores on the Mann Inventory. Male to Male Bl M1 01 W1 Al 1.024 2.565 0.475 0.056 Bl 0.499 5.010* 4.465* M1 10.401** 13.341*** 01 0.716 Male to Female A1 B1 M1 01 W1 A2 0.000 B2 0.348 M2 0.027 02 1.123 W2 32.298*** Female to Female A2 82 M2 02 82 0.301 M2 2.297 1.543 02 2.235 6.543* 17.235*** W2 4.889* l7.511*** 55.033*** 0.305 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental—American male A2 is American Indian female 02 is Oriental-American female B1 is Black-American male W1 is White-American male B2 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 54 Table 4.4.--Chi-square comparison of ethnic groups and sex within ethnic groups classified in the under-controlled category as measured by the subscores on the Mann Inventory. Group to Group Black- Mexican- Oriental- White- American American American American American Indian 0.012 4.909* 4.972* 1.324 Black- American 8.178** 7.622** 2.269 Mexican- American 0.046 5.762* Oriental- American 4.767* Male to Male B1 M1 01 W1 Al 0.497 3.546 2.170 1.729 Bl 2.349 0.982 0.540 M1 0.221 1.847 01 0.331 Female to Female A2 B2 M2 02 82 0.389 M2 1.720 7.153** 02 2.789 8.706** 0.459 W2 0.079 2.064 5.129* 6.483* *Significant at .05 level. **Significant at .01 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female Bl is Black-American male W1 is White-American male 82 is Black—American female W2 is White—American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 55 Table 4.4 shows that Mexican-Americans were significantly dif- ferent than American Indians (.05), Black-Americans (.01), and White- Americans (.05). Also, the Oriental-Americans were significantly dif- ferent than American Indians (.05), Black—Americans (.01), and White- Americans (.05) when comparing ethnic groups in the under-controlled category as measured by the subscores on the Mann Inventory. In rank order from the most under-controlled to the least under-controlled by percentage were: Oriental-American, Mexican-American, White-American, Black-American, and American Indian. There were no significant differences when comparing the males in the under-controlled category. The Black-American females showed a significant difference when compared with Mexican-American females (.01) and Oriental-American females (.01). The White-American females also showed a significant difference when compared with the Mexican-American females (.05) and the Oriental-American females (.05). The rank order of males in the under-controlled category from the most under-controlled to the least was: Mexican-American, Oriental- American, White-American, Black-American, and American Indian. The rank order for the females in the under-controlled category was: Mexican-American, Oriental-American, American Indian, White-American, and Black-American. Table 4.5 shows the chi-square comparison of ethnic groups and by sex within ethnic groups in the over-controlled category as measured by the subscores on the Mann Inventory. There was only one significant difference, at the .05 1eve1--that between the Mexican-American and the Black-American ethnic groups. 56 Table 4.5.--Chi-square comparison of ethnic groups and sex within ethnic groups classified in the over-controlled category as measured by the sub- ' scores on the Mann Inventory. Group to Group Black- Mexican- Oriental- White American American American American American Indian 0.320 0.311 0.292 0.247 Black- American 6.460* 1.868 2.439 Mexican- American 0.000 0.042 Oriental- American 0.037 Male to Male Bl M1 01 W1 Al 0.416 0.065 0.227 0.437 Bl 0.328 0.049 0.010 M1 0.106 0.431 01 0.036 Female to Female A2 B2 M2 02 B2 0.307 M2 0.130 1.565 02 0.154 1.361 0.007 W2 0.004 0.988 0.370 0.307 *Significant at .05 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female Bl is Black-American male W1 is White-American male B2 is Black-American female wz is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 57 The rank order of ethnic groups, when compared from most over- controlled to least, was: Black-American, White-American, Oriental- American, American Indian, and Mexican-American. The rank order of males in the over-controlled category was: American Indian, White-American, Black-American, Mexican-American, and Oriental-American. The rank order of females in the over-controlled category was: Black-American, White—American, Oriental-American, American Indian, and Mexican-American. A distribution of the numbers and percentages of males and females from five ethnic groups classified into normal, under-controlled, and over—controlled categories from the Mann Inventory subscores is shown in Table 4.6. There were six significant differences when comparing ethnic groups classified in the normal category by the chi-square test of sig— nificance. When comparing ethnic groups by sex classified in the normal category there were 11 significant differences. In the under- controlled category there were ten significant differences and only one in the over-controlled category when using the chi-square comparison of ethnic groups and sex within ethnic groups as measured by the sub- scores on the Mann Inventory. Therefore, Hypothesis 2 was accepted. Hypothesis 3 The third research hypothesis stated: There will be significant differences between the five ethnic groups and sex within ethnic groups in responses to individual items on the Mann Inventory. 58 Table 4.6.--A distribution of numbers and percentages of males and females from five ethnic groups classified into normal, under-controlled, and over-controlled categories on the Mann Inventory subscores.a Ethnic Under— Over- Std Gr N 1 ° 522p, orma Controlled Controlled Total Mean Dev. Al N 23 14 2 39 1.46 .60 P 58.97 35.90 5.13 A2 N 23 11 5 39 1.59 .82 P 58.97 28.20 12.82 B1 N 47 38 7 92 1.57 .63 P 51.09 41.30 7.61 B2 N 58 21 9 88 1.44 .68 P 65.91 23.86 10.23 M1 N 65 80 7 152 1.63 .61 P 42.76 52.63 4.61 M2 N 83 67 22 172 1.74 .86 P 48.26 38.95 12.79 01 N 46 50 6 102 1.65 .68 P 45.10 49.02 5.88 02 N 40 39 11 90 1.70 .73 P 44.44 43.33 12.22 W1 N 337 323 48 708 1.60 .64 P 47.60 45.62 6.78 W2 N 395 210 89 694 1.57 .74 P 56.92 30.26 12.82 T1 N 81 65 19 165 1.64 .71 P 49.09 39.40 11.52 T2 N 103 49 12 164 1.45 .63 P 62.80 29.88 7.32 N 1301 967 237 2505 1.59 .70 P 51.94 37.68 9.46 aVariables: Ethnic-Sex down, Mann behavior categories across. Key: A1 is American Indian male 01 is Oriental—American male A2 is American Indian female 02 is Oriental—American female Bl is Black-American male W1 is White-American male B2 is Black-American female w2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female N is Number P is Percent 59 The t-test of significance at the .05 level was used to test Hypothesis 3. The t-test was considered to be more conservative since the assumption of equal variances between the sample groups was not made. Tables 4.7 through 4.69 present the comparison of ethnic groups and by sex within ethnic group using the t-test of significance on responses to individual items on the Mann Inventory. The raw data showing number and percent are presented in Appendix H. 60 Table 4.7.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 7: I like to take part in organized extra-curricular activities in school. Male to Male B1 M1 01 W1 A1 0.844 0.732 1.374 0.292 Bl 2.400** 0.688 1.072 M1 3.572*** 2.350** 01 2.297* Male to Female A1 B1 M1 01 W1 A2 0.713 B2 0.997 M2 1.207 02 1.161 W2 0.000 Female to Female A2 B2 M2 02 B2 0.088 M2 0.281 0.249 02 0.811 0.933 0.782 W2 0.722 0.722 0.736 0.322 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental—American male A2 is American Indian female 02 is Oriental-American female B1 is Black-American male W1 is White-American male B2 is Black-American female w2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican—American female T2 is Other female 61 Table 4.7 shows that in response to Item 7: "I like to take part in organized extra-curricular activities in school,"tflmafollowing significant differences were noted: Males to Males: A1 B1 M1 01 W1 Mean Scores: 3.05 2.85 3.21 2.74 2.99 B1 is significantly (.01) lower than M1. 01 is significantly (.001) lower than M1. W1 is significantly (.01) lower than M1. 01 is significantly (.05) lower than W1. Females to Females: A2 B2 M2 02 W2 Mean Scores: 2.82 2.71 3.23 2.87 2.99 No significant differences Males to Females Within Ethnic Group: No significant differences The rank order of answering toward "Always" or "1" is: Males 01 B1 W1 Al Ml Females B2 A2 02 W2 M2 62 Table 4.8.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 8: Young people are much better drivers than middle-aged people. Male to Male B1 M1 01 W1 A1 1.315 0.065 0.849 0.352 B1 2.148* 0.795 1.930* M1 1.528 0.838 01 1.158 Male to Female A1 B1 M1 01 W1 A2 0.713 B2 0.997 M2 1.207 02 1.161 W2 0.000 Female to Female A2 B2 M2 02 BZ 0.088 M2 0.281 0.249 02 0.811 0.933 0.782 W2 0.722 0.722 0.736 0.322 *Significant at .05. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female Bl is Black-American male W1 is White-American male B2 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 63 Table 4.8 shows that in response to Item 8: "Young people are better drivers than middle-aged people," the following significant differences were noted: Males to Males: A1 B1 M1 01 W1 Mean Scores: 2.97 2.76 2.98 2.84 2.92 B1 is significantly (.05) lower than M1. Bl is significantly (.05) lower than W1. A2 B2 M2 02 W2 Females to Females: Mean Scores: 2.85 2.86 2.88 No significant differences Males to Females Within Ethnic Group: No significant differences The rank order of answering toward "Always" or "1" 15 Males El 01 w1 A1 M1 82 M2 W2 02 Females A2 64 Table 4.9.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 9: Policemen are sincere in enforcing the laws. Male to Male B1 M1 01 W1 Al 1.031 1.067 0.333 0.381 Bl 0.067 0.928 2.110* M1 1.003 2.604** 01 1.206 Pigle to Female A1 B1 M1 01 W1 A2 0.372 82 1.449 M2 0.339 02 1.072 W2 0.672 Finale to Female A2 B2 M2 02 82 0.562 M2 0.415 1.396 02 0.887 0.409 2.026* W2 1.109 0.706 2.938“ 0.243 *Significant at .05 level. **Significant at .01 level. .Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female B1 is Black-American male W1 is White-American male B2 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 65 Table 4.9 shows that in response to Item 9: "Policemen are sincere in enforcing the laws," the following significant differences were noted: Males to Males: A1 Bl M1 01 W1 Mean Scores: 2.38 2.58 2.57 2.44 2.32 W1 is significantly (.05) lower than B1. W1 is significantly (.01) lower than M1. Females to Females: A2 B2 M2 DZ W1 Mean Scores: 2.46 2.36 2.53 2.31 2.29 02 is significantly (.05) lower than M2. W2 is significantly (.01) lower than M2. Males to Females Within Ethnic Group: No significant differences The rank order of answering toward "Always" or "1" is: Males W1 Al 01 M1 B1 Females W2 02 B2 A2 M2 66 Table 4.10.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 10: My parents are reasonable in their relations with me. Male to Male B1 M1 01 W1 A1 0.107 1.022 1.020 0.628 Bl 1.505 1.501 1.095 Ml 0.000 0.888 01 0.883 Male to Female A1 B1 M1 01 W1 A2 0.424 B2 0.376 M2 1.161 02 1.785* W2 1.445 Female to Female A2 82 M2 02 B2 0.279 M2 0.303 0.000 02 0.739 0.576 0.685 W2 0.387 1.032 1.389 1.389 *Significant at .05 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female B1 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 67 Table 4.10 shows that in response to Item 10: "My parents are reasonable in their relations with me," the following significant differences were noted: Males to Males: A1 B1 M1 01 W1 Mean ScoreS: 2.18 2.20 2.00 2.00 2.08 No significant difference Females to Females: A2 B2 M2 02 W2 Mean Scores: 2.08 2.14 2.14 2.23 2.01 W2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group: 01 is significantly lower than 02. The rank order of answering toward "Always" or "1" is: Males M1 01 W1 A1 B1 Females W2 A2 B2 M2 02 68 Table 4.ll.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 11: My community is a happy place to live. Male to Male Bl M1 01 W1 Al 2.062* 0.869 0.838 0.684 Bl 1.713* 1.616 2.484** M1 0.000 0.491 01 0.435 Male to Female Al Bl M1 01 W1 A2 1.291 B2 0.458 M2 0.981 02 0.331 W2 2.720** Female to Female A2 B2 M2 O2 82 0.189 M2 0.108 0.401 02 0.454 0.784 0.534 W2 1.922* 2.792** 3.641*** 2.163* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female Bl is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 69 Table 4.11 shows that in response to Item 11: "My community is a happy place to live," the following significant differences were noted : Males to Males: A1 81 M1 01 W1 Mean Scores: 2.18 2.61 2.35 2.35 2.30 Al is significantly (.05) lower than 81. M1 is significantly (.05) lower than 81. W1 is significantly (.01) lower than 81. Females to Females: A2 82 M2 02 W2 Mean scores: 2.49 2.53 2.47 2.40 2.16 W2 is significantly (.05) lower than A2. W2 is significantly (.01) lower than 82. W2 is significantly (.001) lower than M2. W2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group: W2 is significantly (.01) lower than W1. TTNe rank order of answering toward "Always" or "1" is: Males A1 W1 M1 01 81 Females w2 02 M2 A2 32 70 Table 4.12.-—The tstest of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 12: I put off until tomorrow things I should do today. Male to Male 81 M1 01 W1 A1 0.403 1.655* 0.119 1.214 81 1.620 0.689 1.068 M1 ‘ 2.495** 1.072 01 2.124* Male to Female A1 81 M1 01 W1 A2 1.336 82 0.516 M2 1.850* 02 2.276* W2 2.759** Female to Female A2 82 M2 02 82 2.345* M2 2.056* 0.574 02 3.086** 0.935 1.646 W2 2.123* 0.899 0.241 2.279* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental—American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 71 Table 4.12 shows that in response to Item 12: "I put off until tomorrow things I should do today," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 3.03 2.96 2.76 3.05 2.85 M1 is significantly (.05) lower than A1. M1 is significantly (.01) lower than 01. W1 is significantly (.05) lower than 01. Females to Females 82 M2 02 W2 Mean Scores: 3.31 2.89 2.96 2.77 2.98 Male to 82 M2 02 W2 02 is is is is is significantly significantly significantly significantly significantly (.05) lower (.05) (.01) (.05) (.05) lower lower lower lower Female Within Ethnic Group: M1 is significantly (.05) lower 02 is significantly (.05) lower W1 is significantly (.01) lower than than than than than than than than A2. A2. A2. A2. W2. M2. 01. W2. The rank order of answering toward "Always" or "1" is: Males Females Ml W1 81 A1 01 82 M2 W2 01 A2 72 Table 4.13.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 13: I like to daydream. Male to Male 81 M1 01 W1 A1 1.474 1.515 1.064 0.870 81 0.135 0.626 1.243 M1 0.602 1.502 01 0.543 Male to Female Al 81 M1 01 W1 A2 1.153 82 1.726* M2 1.984* 02 0.921 W2 3.450*** Female to Female A2 82 M2 02 82 1.336 M2 1.696* 0.317 02 1.701* 0.406 0.141 W2 1.375 0.292 0.950 0.933 *Significant at .05. 8*Significant at .01. ***Significant at .001. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 73 Table 4.13 shows that in response to Item 13: "I like to day- dream," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.72 3.04 3.02 2.94 2.88 No significant differences Females to Females: A2 82 M2 02 W2 Mean Scores: 2.41 2.73 2.78 2.80 2.69 A2 is significantly (.05) lower than M2. A2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group: 82 is significantly (.05) lower than 81. M2 is significantly (.05) lower than M1. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males Al W1 01 M1 81 Females A2 W2 82 M2 02 74 Table 4.14.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 14: I feel full of pep when I get behind the wheel of an automobile. Male to Male 81 M1 01 W1 Al 1.227 0.046 1.765* 0.742 81 1.731* 0.639 1.012 M1 2.651** 1.327 01 2.067* Male to Female A1 81 M1 01 W1 A2 1.595 82 0.997 M2 0.216 02 1.196 W2 1.870* Female to Female A2 82 M2 02 82 1.431 M2 2.109* 0.699 02 1.046 0.538 1.372 W2 0.858 1.166 2.614** 0.531 *Significant at .05 level. **Significant at .01 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 75 Table 4.14 shows that in response to Item 14: "I feel full of pep when I get behind the wheel of an automobile," the following sig- nificant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 3.10 2.81 3.09 2.70 2.95 81 is significantly (.05) lower than M1. 01 is significantly (.05) lower than Al. 01 is significantly (.01) lower than M1. 01 is significantly (.05) lower than W1. Females to Females A2 82 M2 02 W2 Mean Scores: 2.66 3.00 3.12 2.90 2.83 A2 is significantly (.05) lower than M2. W2 is significantly (.01) lower than M2. Males to Females Within Ethnic Group: W2 is significantly (.05) lower than W1. The rank order of answering toward "Always" or "1" is: Males Ol 81 W1 M1 A1 Females A2 W2 02 82 M2 76 Table 4.15.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 15: I live in a home that is happy. Male to Male 81 M1 01 W1 A1 0.866 0.055 0.053 0.292 81 4.809*** 1.355 1.126 M1 0.000 0.761 01 0.649 Male to Female Al 81 M1 01 W1 A2 1.048 82 0.128 M2 0.568 02 1.585 W2 3.115** Female to Female A2 82 M2 02 82 0.321 M2 1.058 0.985 02 0.288 0.064 1.179 W2 1.938* 2.340* 1.762* 2.818** *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is WhiteHAmerican male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 77 Table 4.15 shows that in response to Item 15: "I live in a home that is happy," the following significant differences were noted: Males to Males; Al 81 M1 01 W1 Mean Scores: 2.10 2.27 2.09 2.09 2.15 01 is significantly (.001) lower than 81. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.36 2.29 2.15 2.30 2.00 W2 is significantly (.05) lower than A2. W2 is significantly (.05) lower than 82. W2 is significantly (.05) lower than M2. W2 is significantly (.01) lower than 02. Males to Females Within Ethnic Group: W2 is significantly (.01) lower than W1. The rank order of answering toward "Always" or "1" is" Males M1 01 A1 W1 81 Females W2 M2 02 82 A2 78 Table 4.16.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 16: If-I see a police officer, I am more careful. Male to Male 81 M1 01 W1 A1 1.962* 0.051 0.191 0.167 81 2.719** 2.247* 2 967** M1 0.209 0.208 01 0.081 Male to Female Al 81 M1 01 W1 A2 0.766 82 1.441 M2 0.516 02 0.818 W2 0.498 Female to Female A2 82 M2 02 82 0.201 M2 1.153 1.374 02 0.122 0.110 1.542 W2 0.975 1.163 0.563 1.348 *Significant at .05 level. **Significant at .01 level. Key: A1 is American Indian male 01 is Oriental—American male A2 is American Indian female 02 is Oriental—American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White—American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 79 Table 4.16 shows that in response to Item 16: "If I see a police officer, I am more careful," the following significant differ- ences were noted: Males to Males: A1 81 M1 Mean Scores: 1.92 2.34 1.93 Al is significantly (.05) lower than M1 is significantly (.01) lower than 01 is significantly (.05) lower than W1 is significantly (.01) lower than Females to Females: A2 82 M2 Mean Scores: 2.13 2.08 1.87 No significant differences Males to Females Within Ethnic Group: No significant differences 01 W1 Bl. El. 02 W2 The rank order of answering toward "Always" or "1" is: Males A1 Ml W1 Females M2 W2 82 Ol Bl 02 A2 80 Table 4.17.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 17: Over-careful drivers cause more accidents than the so-called reckless ones. Male to Male 81 M1 01 W1 Al 0.355 0.660 1.847* 1.277 81 0.293 1.610 0.950 M1 1.570 0.789 01 1.241 Male to Female Al Bl M1 01 W1 A2 0.267 82 1.383 M2 0.742 02 0.848 W2 0.212 Female to Female A2 82 M2 02 82 0.543 M2 0.455 1.359 02 1.427 2.517** 1.436 W2 1.646 3.246*** 2.070* 0.000 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White—American male 82 is Black-American female W2 is White-American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female 81 Table 4.17 shows that in response to Item 17: "Over—careful drivers cause more accidents than the so-called reckless ones," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 3.13 3.19 3.23 3.41 3.30 Al is significantly (.05) lower than .01. Females to Females: A2 82 M2 02 W2 Mean Scores: 3.08 2.99 3.15 3.31 3.31 82 is significantly (.01) lower than 02. 82 is significantly (.001) lower than W2. M2 is significantly (.05) lower than W2. Males to Females Within Ethnic Group: No significant difference The rank order of answering toward "Always" or "1" is: Males A1 81 M1 W1 01 Females 82 A2 M2 02 W2 82 Table 4.18.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 18: I enjoy being out late at night and sleeping mornings. Male to Male 81 M1 01 W1 A1 0.172 1.820* 0.484 0.553 81 2.171* 0.854 1.096 Ml 3.232** 4.509*** 01 0.000 Male to Female A1 Bl M1 01 W1 A2 0.623 82 1.576 M2 0.478 02 1.880* W2 1.611 Female to Female A2 82 M2 02 82 2.031* M2 2.730** 0.749 02 1.580 0.701 1.628 W2 0.137 3.765*** 6.082*** 3.250*** *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black—American male W1 is White—American male 82 is Black—American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican—American female T2 is Other female 83 Table 4.18 shows that in response to Item 18: "I enjoy being out late at night and sleeping mornings," the following significant differences were noted: Males to Males: A1 Bl M1 01 W1 Mean Scores: 2.46 2.50 2.86 2.35 2.35 A1 is significantly (.05) lower than M1. 81 is significantly (.05) lower than M1. 01 is significantly (.01) lower than M1. W1 is significantly (.001) lower than Ml. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.28 2.80 2.93 2.67 2.25 A2 is significantly (.05) lower than 82. A2 is significantly (.01) lower than M2. W2 is significantly (.001) lower than 82. W2 is significantly (.001) lower than M2. W2 is significantly (.001) lower than 02. Males to Females Within Ethnic Group 01 is significantly (.05) lower than 02. The rank order of answering toward "Always" or "1" is: Males 01 W1 Al 81 M1 Females W2 A2 02 82 M2 84 Table 4.19.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 19: I get a feeling of real power when driving a car. Male to Male Bl M1 01 W1 Al 0.143 0.157 1.255 0.173 81 0.000 1.314 0.451 M1 1.516 0.598 01 2.678** Male to Female Al 81 M1 01 W1 A2 0.042 82 0.000 M2 0.992 02 1.868* W2 1.030 Female to Female A2 82 M2 02 82 0.195 M2 0.470 0.860 02 0.198 0.488 0.340 W2 0.465 0.956 0.098 .331 *Significant at .05 level. **Significant at .01 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican—American female T2 is Other female 85 Table 4.19 shows that in response to Item 19: "I get a feel- ing of real power when driving a car," the following significant dif- ferences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores 3.46 3.43 3.43 3.20 3.49 01 is significantly (.01) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 3.47 3.43 3.56 3.51 3.55 No significant difference Malestx>Fema1es Within Ethnic Group: 01 is significantly (.05) lower than 02. The rank order of answering toward "Always" or "1" is: Males 01 81 M1 A1 W1 Females 82 A2 02 W2 M2 86 Table 4.20.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 20: Courses in school are set up to meet the needs and interests of the student. Male to Male 81 M1 01 W1 Al 2.001* 0.991 ‘ 2.414** 1 771* 81 1.546 0.566 0 814 Ml 2.194* 1.244 01 1.645 Male to Female Al 81 M1 01 W1 A2 1.494 82 0.602 M2 1.342 02 0.144 W2 0.382 Female to Female A2 82 M2 02 82 0.865 M2 0.117 1.039 02 0.718 0.204 0.851 W2 0.000 1.410 0.226 1.216 *Significant at .05 level. **Significant at .01 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black—American male W1 is White—American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.20 shows that in response to Item 20: 87 "Courses in school are set up to meet the needs and interests of the student," the following significant differences were noted: Males to Males: Mean Scores: 81 is 01 is W1 is 01 is Females to Females: Mean Scores: Al 2.95 significantly significantly significantly significantly A2 2.59 81 2.52 (.05) (.01) (.05) (.05) 82 2.43 Ml 2.74 lower than lower than lower than lower than M2 No significant differences Males to Females Within Ethnic Group: No significant differences The rank order of answering toward "Always" or "1" is: Males Ol 81 W1 Females B2 02 M2 01 W1 2 44 2.61 A1. Al. Al. M1. 02 W2 2 46 2.59 M1 Al W2 A2 88 Table 4.21.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 21: I am concerned about the way my clothes look. Male to Male Bl M1 01 W1 A1 1.700* 0.491 0.892 0.750 81 2.765** 1.158 1.714* M1 1.887* 2.001* 01 0.410 Male to Female A1 81 M1 01 W1 A2 1.800* 82 3.195** M2 6.832*** 02 0.909 W2 12.067*** Female to Female A2 82 M2 02 82 2.006* M2 1.679* 0.684 02 0.675 3.991*** 3.690*** W2 1.716* 0.948 0.141 4.151*** *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male ' A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.21 shows that in response to Item 21: 89 "I am concerned about the way my clothes look," the following significant differences were noted: Males to Males: Mean Scores: 81 is 81 is 81 is 01 is W1 is Females to Females: Mean"Scores: 82 is 82 is M2 is M2 is W2 is W2 is Al 2.26 significantly significantly significantly significantly significantly A2 1.85 significantly significantly significantly significantly significantly significantly 81 1.93 (.05) (.01) (.05) (.05) (.05) 82 1.48 M1 lower lower lower lower lower M l. .35 than than than than than 2 55 (.05) lower than A2. ( .001) lower than 02. (.05) lower than A2. (.001) lower than 02. (.05) lower than A2. (.001) lower than 02. Males to Females Within Ethnic Group: A2 is B2 is M2 is W2 is The rank order of answering Males Females significantly significantly significantly significantly 81 82 (.05) lower than Al. (.01) lower than 81. (.001) lower than M1. (.001) lower than W1. toward "Always" or "1" is: 01 M2 W1 W2 01 W1 2 10 2.14 Al. M1. W1. M1. M1. 02 W2 1.98 1.56 A1 Ml A2 02 90 Table 4.22.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 22: Slow drivers should be kept off the highways. Male to Male 81 M1 01 W1 A1 1.111 0.443 0.045 0 581 81 1.027 1.644 1.104 M1 0.650 0.182 01 1 049 Male to Female A1 81 M1 01 W1 A2 2.311* 82 2.101* M2 1.051 02 2.290* W2 0.494 Female to Female A2 82 M2 02 82 0.046 M2 3.348*** 4.279*** 02 1.283 1.619 2.717** W2 2.588** 3.517*** 1.969* 1.648* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican—American female T2 is Other female Table 4.22 shows that in response to Item 22: "Slow drivers should be kept off the highways," the following significant differences were noted: Males to Males: Al 81 Mean Scores: 2.67 2.93 No significant differences Females to Females: A2 82 Mean Scores: 3.29 3.30 M2 is significantly (.001) lower than A2. M2 is significantly (.001) lower than 82. M2 is significantly (.01) lower than 02. M2 is significantly (.05) lower than W2. W2 is significantly (.01) lower than A2. W2 is significantly (.001) lower than 82. W2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group: A1 is significantly (.05) lower than A2. 81 is significantly (.05) lower than 82. 01 is significantly (.05) lower than 02. The rank order of answering toward "Always" or "1" is: Males A1 01 Females M2 W2 Ml W1 81 02 A2 82 92 Table 4.23.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 23: All new drivers should be required to take a course in driver education. Male to Male 81 M1 01 W1 Al 1.082 0.192 0.974 0.946 81 2.150* 0.174 0.468 M1 0.064 2.260* 01 0.222 Male to Female A1 81 M1 01 W1 A2 0.682 82 0.558 M2 1.085 02 1.231 W2 1.106 Female to Female A2 82 M2 02 82 0.058 M2 0.436 0.482 02 0.696 0.791 0.398 W2 0.485 0.781 1.681* 1.828* *Significant at .05 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black—American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 93 Table 4.23 shows that in response to Item 23: "All new drivers should be required to take a course in driver education," the following significant differences were noted: Males to Males A1 81 M1 01 W1 Mean Scores: 1.62 1.40 1.66 1.42 1.44 81 is significantly (.05) lower than A1. W1 is significantly (.05) lower than Ml. Females to Females A2 82 M2 02 W2 Mean Scores: 1.46 1.47 1.53 1.58 1.39 W2 is significantly (.05) lower than M2. W2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group: No significant difference The rank order of answering toward "Always" or "1" is: Males 81 01 W1 M1 A1 Females W2 A2 82 M2 02 94 Table 4.24.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 24: Unsafe drivers should be deprived of the right to drive. Male to Male 81 M1 01 W1 Al 0.916 1.183 0.841 0.104 81 0.243 0.109 1.336 Ml 0.376 2.153* 01 1.273 Male to Female Al 81 M1 01 W1 A2 1.097 82 0.000 M2 0.734 02 0.346 W2 0.000 Female to Female A2 82 M2 02 82 0.352 M2 0.669 0.373 02 0.723 0.454 0.131 W2 1.413 1.393 1.254 0.872 *Significant at .05 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White—American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 95 Table 4.24 shows that in response to Item 24: "Unsafe drivers should be deprived of the right to drive," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.05 2.26 2.30 2.24 2.07 W1 is significantly (.05) lower than Ml. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.34 2.26 2.20 2.18 2.07 No significant difference Males to Females Within Ethnic Group No significant difference The rank order of answering toward "Always" or "1" is: Males Al W1 Ol 81 M1 Females W2 02 M2 82 A2 96 Table 4.25.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 25: Accidents don't just happen; they are caused. Male to Male 81 M1 01 W1 A1 1.435 0.333 2.326* 1.469 81 0.323 1.426 0.195 Ml 1.887* 0.229 01 2.088* Male to Female Al 81 M1 01 W1 A2 0.766 82 2.009* M2 0.262 02 0.838 W2 0.943 Female to Female A2 82 M2 02 82 0.969 M2 0.206 1.640 02 0.873 2.327* 1.022 W2 0.223 1.883 0.000 1.219 *Significant at .05 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental—American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White—American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female 97 Table 4.25 shows that in response to Item 25: "Accidents don't just happen; they are caused," the following significant differ- ences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.28 1.97 2.01 1.78 1.99 01 is significantly (.05) lower than Al. 01 is significantly (.05) lower than M1. 01 is significantly (.05) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.08 2.29 2.04 1.90 2.04 02 is significantly (.05) lower than 82. Males to Females Within Ethnic Group 81 is significantly (.05) lower than 82. The rank order of answering toward "Always" or "1" is: Males Ol 81 W1 M1 A1 Females 02 M2 W2 A2 82 98 Table 4.26.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 26: I like to get everything out of a car that it has in it. Male to Male 81 M1 01 W1 Al 1.594 0.046 0.000 0.050 81 2.323* 2.180* 2.561** Ml 0.069 0.189 01 0.086 Male to Female A1 81 M1 01 W1 A2 0.790 82 3.571*** M2 2.619** 02 1.105 W2 6.548*** Female to Female A2 82 MZ 02 82 0.335 M2 0.638 0.064 02 0.220 0.756 1.318 W2 0.836 0.651 0.295 1.862* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 99 Table 4.26 shows that in response to Item 26: "I like to get everything out of a car that it has in it," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 3.37 2.99 3.38 3.37 3.36 81 is significantly (.05) lower than M1. 81 is significantly (.05) lower than Ol. 81 is significantly (.01) lower than W1. -Females to Females A2 82 M2 02 W2 Mean Scores: 2.59 3.67 3.73 3.54 3.76 02 is significantly (.05) lower than W2. Males to Females Within Ethnic Group 81 is significantly (.001) lower than 82. M1 is significantly (.01) lower than M2. W1 is significantly (.001) lower than W2. The rank order of answering toward "Always" or "1" is: Males 81 W1 A1 01 M1 Females A2 02 82 M2 W2 100 Table 4.27.-—The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 27: Male to Male The chief work of most policemen should be traffic control. 81 M1 01 W1 Al 0.048 1.147 0.000 0.546 81 1.561 0.070 0.959 Ml 0.769 3.398*** 01 0.990 Male to Female Al 81 M1 01 W1 A2 0.838 82 0.538 M2 0.733 02 0.845 W2 1.165 Female to Female A2 82 M2 02 82 1.384 M2 0.337 1.445 02 0.496 1.219 0.244 W2 2.230* 0.605 3.298*** 2.785** *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black—American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 101 Table 4.27 shows that in response to Item 27: "The chief work of most policemen should be traffic control," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 3.28 3.27 3.05 3.28 3.38 M1 is significantly (.001) lower than W1. Females to Females A2 82 M2 02 W2 Mean Scores: 3.08 3.36 3.14 3.17 3.44 A2 is significantly (.05) lower than W2. M2 is significantly (.001) lower than W2. 02 is significantly (.01) lower than W2. Males to Females Within Ethnic Group No significant difference The rank order of answering toward "Always" or "1" is: Males M1 81 Al 01 W1 Females A2 M2 02 82 W2 102 Table 4.28.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 28: My parents exert too much control over me. Male to Male 81 M1 01 W1 Al 1.335 1.775* 0.681 1.408 81 0.457 0.957 0.234 M1 1.617 0.983 01 1.121 Male to Female Al 81 M1 01 W1 A2 1.170 82 0.221 M2 1.449 02 1.997* W2 1.205 Female to Female A2 82 M2 02 82 0.155 M2 1.244 1.369 02 0.652 0.628 0.789 W2 0.588 1.050 3.369*** 2.077* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 103 Table 4.28 shows that in response to Item 28: "My parents exert too much control over me," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 3.45 3.16 3.09 3.31 3.19 M1 is significantly (.05) lower than A1. Females to Females: A2 82 M2 02 W2 Mean Scores: 3.15 3.12 2.89 3.01 3.26 M2 is significantly (.001) lower than W2. 02 is significantly (.05) lower than W2. Males to Females Within Ethnic Group 02 is significantly (.05) lower than 01. The rank order of answering toward "Always" or "1" is: Males M1 81 W1 01 Al Females M2 02 82 A2 W2 104 Table 4.29.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 29: The people in my community want all traffic laws enforced. Male to Male 81 M1 01 W1 A1 0.916 0.256 1.271 1.011 81 2.952** 3.105** 3.199** M1 0.442 0.206 01 0.716 Male to Female Al 81 M1 01 W1 A2 0.989 82 0.746 M2 1.114 02 1.407 W2 0.342 Female to Female A2 82 M2 02 82 1.574 M2 0.898 1.033 02 0.908 0.916 0.071 W2 0.175 2.161* 1.418 1.305 *Significant at .05 level. **Significant at .01 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 105 Table 4.29 shows that in response to Item 29: "The people in my community want all traffic laws enforced," the following significant differences were noted: Males to Males: A1 B1 M1 01 W1 Mean Scores: 3.00 3.22 2.77 2.71 2.79 M1 is significantly (.01) lower than Bl. 01 is significantly (.01) lower than Bl. W1 is significantly (.01) lower than Bl. Females to Females A2 82 M2 02 W2 Mean Scores: 2.74 ' 3.08 2.91 2.92 2.77 W2 is significantly (.05) lower than B2. Males to Females Within Ethnic Group No significant differences The rank order of answering toward "Always" or "1" is: Males 01 Ml W1 A1 Bl Females A2 W2 M2 02 BZ 106 Table 4.30.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 30: I have been TEMPTED to cheat on a test. Male to Male B1 M1 01 W1 A1 1.418 1.100 1.334 1.870 Bl 0.483 0.132 0.256 M1 0.354 0.975 01 0.445 Male to Female A1 Bl M1 01 W1 A2 1.446 82 1.204 M2 2.484** 02 0.277 W2 1.470 Female to Female A2 B2 M2 02 82 2.212* M2 3.379*** 1.398 02 1.644 0.865 2.494** W2 1.794* 1.178 3.574*** 0.095 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female B1 is Black-American male W1 is White-American male B2 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 107 Table 4.30 shows that in response to Item 30: "I have been TEMPTED to cheat on a test," the following significant differences were noted: Males to Males: A1 B1 M1 01 W1 Mean Scores: 3.18 2.91 2.98 2.93 2.88 No significant difference Females to Females: A2 BZ M2 02 W2 Mean Scores: 2.64 3.10 3.30 2.97 2.96 A2 is significantly (.05) lower than B2. A2 is significantly (.001) lower than M2. A2 is significantly (.05) lower than W2. 02 is significantly (.01) lower than M2. W2 is significantly (.001) lower than M2. Males to Females Within Ethnic Group M1 is significantly (.01) lower than M2. The rank order of answering toward "Always" or "1" is: Males W1 B1 01 M1 Al Females A2 W2 02 B2 M2 108 Table 4.31.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 31: I get impatient in heavy traffic. Male to Male B1 M1 01 W1 A1 0.452 0.539 1.758* 1.703* B1 0.065 1.536 1.497 Ml 1.643 1.719* 01 0.509 Male to Female A1 B1 M1 01 W1 A2 0.457 BZ 1.416 M2 1.522 02 0.260 W2 0.682 Female to Female A2 B2 M2 02 82 1.197 M2 0.969 2.954** 02 0.903 2.795** 0.068 W2 1.132 3.708*** 0.093 0.174 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female Bl is Black-American male W1 is White-American male BZ is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 109 Table 4.31 shows that in response to Item 31: "I get impatient in heavy traffic," the following significant differences were noted: Males to Males: A1 Bl M1 01 W1 Mean Scores: 3.42 3.33 3.32 3.08 3.14 W1 is significantly (.05) lower than Al. W1 is significantly (.05) lower than M1. 01 is significantly (.05) lower than Al. Females to Females A2 82 M2 02 W2 Mean Scores: 3.31 3.57 3:11 3.12 3.10 M2 is significantly (.01) lower than BZ. 02 is significantly (.01) lower than B2. W2 is significantly (.001) lower than 82. Males to Females Within Ethnic Group No significant difference The rank order of answering toward "Always" or "1" is: Males 01 W1 M1 El Al Females W2 M2 02 A2 BZ 110 Table 4.32.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 32: There are times when it seems like everyone is against me. Male to Male. Bl M1 01 W1 A1 2.192* 3.840*** 2.332*** 2.924*** Bl 2.235* 0.152 0.688 Ml 2.145* 2.403** 01 0.517 Male to Female A1 Bl M1 01 W1 A2 2.998** BZ 0.126 M2 0.459 02 0.488 W2 0.437 Female to Female A2 82 M2 02 B2 1.228 M2 0.341 2.128* 02 1.053 0.398 2.252* W2 1.104 0.540 13-015** 0.113 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female B1 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 111 Table 4.32 shows that in response to Item 32: "There are times when it seems like everyone is against me," the following sig- nificant differences were noted: Males to Males: A1 B1 M1 01 W1 Mean Scores: 3.68 3.27 2.99 3.25 3.20 M1 is significantly (.001) lower than A1. M1 is significantly (.05) lower than B1. M1 is significantly (.05) lower than 01. M1 is significantly (.01) lower than W1. 01 is significantly (.001) loWer than A1. B1 is significantly (.05) lower than Al. W1 is significantly (.001) lower than A1. Females to Females: A2 B2 M2 02 W2 Mean Scores: 3.00 3.25 2.94 3.19 3.18 M2 is significantly (.05) lower than B2. M2 is significantly (.05) lower than 02. M2 is significantly (.01) lower than W2. Males to Females Within Ethnic Group A2 is significantly (.01) lower than Al. The rank order of answering toward "Always" or "1" is: Males Ml W1 01 Bl Al Females M2 A2 W2 02 B2 ll 2 Table 4.33.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 33: Old, defective cars should be kept off the road. Male to Male B1 M1 01 W1 A1 1.612 2.631** 0.450 1.430 Bl 1.371 1.598 0.643 M1 3.024** 2.515** 01 1.472 Male to Female A1 Bl M1 01 W1 A2 1.804* 82 0.574 M2 0.203 02 1.184 W2 l.653* Female to Female A2 B2 M2 02 82 0.167 M2 0.224 0.554 02 0.845 0.889 1.578 W2 1.559 2.059* 3.494*** 0.853 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female B1 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 113 Table 4.33 shows that in response to Item 33: "Old, defective cars should be kept off the road," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 1.92 2.28 2.50 2.02 2.20 A1 is significantly (.01) lower than M1. 01 is significantly (.01) lower than M1. W1 is significantly (.01) lower than M1. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.42 2.38 2.47 2.22 2.10 W2 is significantly (.05) lower than 82. W2 is significantly (.001) lower than M2. Males to Females Within Ethnic Group A1 is significantly (.05) lower than A2. W2 is significantly (.05) lower than W1. The rank order of answering toward "Always" or "1" is: Males Al 01 W1 81 Ml Females W2 02 82 A2 M2 114 Table 4.34.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 34: Drivers should be given more freedom in obeying traffic signs. Male to Male 81 M1 01 W1 A1 1.348 0.959 0.585 0.087 81 0.647 1.119 2.404** M1 0.546 1.855* 01 0.993 Male to Female A1 81 M1 01 W1 A2 0.948 82 . 0.870 M2 1.013 02 0.363 W2 4.837*** Female to Female A2 82 M2 02 82 0.996 M2 0.510 0.735 02 0.859 2.345* 2.018* W2 2.813** 5.215*** 6.170*** 3.063** *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.34 shows that in response to Item 34: 115 "Drivers should be given more freedom in obeying traffic signs," the following signifi— cant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 3.57 3.22 3.33 3.42 3.55 81 is significantly (.01) lower than W1. M1 is significantly (.05) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 3.29 3.05 3.18 3.48 3.84 82 is significantly (.05) lower than 02. M2 is significantly (.05) lower than 02. A2 is significantly (.01) lower than W2. 82 is significantly (.001) lower than W2. M2 is significantly (.001) lower than W2. 02 is significantly (.01) lower than W2. Males to Females Within Ethnic Group W1 is significantly (.001) lower than W2. The rank order of answering toward "Always" or "1" is: Males 81 M1 01 W1 Al Females 82 M2 A2 02 W2 116 Table 4.35.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 35: People should drive when they are angry. Male to Male 81 M1 01 W1 A1 0.116 0.985 1.317 0.838 81 1.646 2.008* 1.715* M1 0.538 0.452 01 1.035 Male to Female A1 B1 M1 01 W1 A2 0.442 82 0.594 M2 3.040** 02 3.962*** W2 5.036*** Female to Female A2 82 M2 02 82 0.000 M2 0.273 0.394 02 0.824 1.198 1.061 W2 0.072 0.112 0.829 2.246* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male Wlsis White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 117 Table 4.35 shows that in response to Item 35: "People should drive when they are angry," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 4.53 4.55 4.36 4.29 4.40 01 is significantly (.05) lower than 81. W1 is significantly (.05) lower than 81. Females to Females A2 82 M2 02 W2 Mean Scores: 4.62 4.62 4.66 4.74 4.61 W2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group M1 is significantly (.01) lower than M2. 01 is significantly (.001) lower than 02. W1 is significantly (.001) lower than W2. The rank order of answering toward "Always" or "1" is: Males 01 M1 W1 Al Bl Females W2 A2 82 M2 02 118 Table 4.36.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 36: Passing on hills and curves is exceedingly dangerous. Male to Male 81 M1 01 W1 A1 0.360 0.219 0.860 0.422 81 0.222 0.647 1.254 M1 0.934 1.236 01 2.060* Male to Female A1 81 M1 01 W1 A2 1.227 82 1.413 M2 1.739* 02 1.035 W2 2.598** Female to Female A2 82 M2 02 82 3.440*** M2 3.753*** 0.331 02 1.910* 1.822* 1.805* W2 0.517 5.216*** 4.672*** 2.081* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 119 Table 4.36 shows that in response to Item 36: "Passing on hills and curves is exceedingly dangerous," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores 1.46 1.53 1.50 1.63 1.39 W1 is significantly (.05) lower than 01. Females to Females: A2 82 M2 02 W2 Mean Scores: 1.23 1.76 1.71 1.48 1.28 A2 is significantly (.001) lower than 82. A2 is significantly (.001) lower than M2. A2 is significantly (.05) lower than 02. W2 is significantly (.001) lower than 82. W2 is significantly (.001) lower than M2. W2 is significantly (.05) lower than 02. 02 is significantly (.05) lower than 82. 02 is significantly (.05) lower than M2. Males to Females Within Ethnic Group M1 is significantly (.05) lower than M2. W2 is significantly (.01) lower than W1. The rank order of answering toward "Always" or "1" is: Males W1 A1 M1 81 Ol Females A2 W2 02 M2 82 120 Table 4.37.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 37: It is necessary to stop at "stop" signs if no other cars are in sight. Male to Male 81 M1 01 W1 A1 0.452 0.122 0.479 0.541 81 0.761 1.182 0.000 M1 0.511 1.137 01 1.705* Male to Female A1 B1 M1 01 W1 A2 1.856* 82 0.420 M2 0.956 02 0.000 W2 4.180*** Female to Female A2 B2 M2 02 82 2.597** M2 1.778* 1.179 02 1.874* 0.753 0.355 W2 2.221* 1.341 0.000 0.421 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female 121 Table 4.37 shows that in response to Item 37: "It is neces— sary to stop at "stop" signs if no other cars are in sight," the fol- lowing significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: ' 1.43 1.51 1.41 1.35 1.51 01 is significantly (.05) lower than W1. Females to Females A2 82 M2 02 W2 Mean Scores: 1.13 1.45 1.31 1.35 1.31 A2 is significantly (.01) lower than 82. A2 is significantly (.05) lower than M2. A2 is significantly (.05) lower than 02. A2 is significantly (.05) lower than W2. Males to Females Within Ethnic Group A2 is significantly (.05) lower than A1. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males 01 M1 A1 81 W1 Females A2 M2 W2 02 82 122 Table 4.38.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 38: I like to put extras on my car to attract attention. Male to Male 81 M1 01 W1 A1 0.742 0.844 0.494 1.890* 81 2.202* 0.376 1.453 Ml 2.030* 5.348*** 01 2.265* Male to Female A1 Bl M1 01 W1 A2 2.857** 82 2.615** M2 6.224*** 02 5.050*** W2 8.825*** Female to Female A2 B2 M2 02 82 0.479 M2 0.615 0.122 02 0.595 1.394 1.773* W2 0.729 1.820* 2.608** 0.085 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female 123 Table 4.38 shows that in response to Item 38: "I like to put extras on my car to attract attention," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 3.19 3.38 2.99 3.31 3.60 M1 is signifcantly (.05) lower than 81. M1 is significantly (.05) lower than 01. M1 is significantly (.001) lower than W1. A1 is signifcantly (.05) lower than W1. 01 is significantly (.05) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 4.00 3.89 3.87 4.13 4.14 M2 is significantly (.05) lower than 02. M2 is significantly (.01) lower than W2. 82 is significantly (.05) lower than W2. Males to Females Within Ethnic Group A1 is significantly (.01) lower than A2. 81 is significantly (.01) lower than 82. M1 is significantly (.001) lower than M2. 01 is significantly (.001) lower than 02. W1 is significantly (.001) lower than W2. The rank order answering toward "Always" or "1" is Males M1 A1 01 81 W1 Females M2 82 A2 02 W2 124 Table 4.39.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 39: I am good at talking myself out of trouble. Male to Male B1 M1 01 W1 Al 1.201 0.333 0.000 0.721 81 1.331 1.735* 1.026 M1 0.522 0.707 01 1.310 Male to Female A1 81 M1 01 W1 A2 0.352 82 3.095** M2 0.328 02 0.358 W2 2.429** Female to Female A2 82 M2 02 82 1.447 M2 0.044 2.512** 02 0.643 1.304 1.248 W2 0.464 2.007* 1.198 0.468 *Significant at .05 level. **Significant at .01 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is oriental-American female 81 is Black—American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 125 Table 4.39 shows that in response to Item 39: "I am good at talking myself out of trouble," the following significant differ- ences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.89 2.62 2.82 2.89 2.75 81 is significantly (.05) lower than 01. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.79 3.14 2.78 2.94 2.89 M2 is significantly (.01) lower than 82. W2 is significantly (.05) lower than 82. Males to Females Within Ethnic Group 81 is significantly (.01) lower than 82. W1 is significantly (.01) lower than W2. The rank order of answering toward "Always" or "1" is: Males 81 W1 Ml A1 01 Females M2 A2 W2 02 82 126 Table 4.40.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 40: Strong discipline in practice makes a better team. Male to Male 81 M1 01 W1 A1 0.792 0.302 1.081 0.598 81 1.774* 0.454 1.858* M1 2.213* 1.858* 01 1.078 Male to Female Al 81 M1 01 W1 A2 0.625 82 1.500 M2 01346 02 1.421 W2 2.367** Female to Female A2 82 M2 02 82 0.525 M2 0.282 0.377 02 0.897 0.472 0.916 W2 0.863 0.359 1.035 0.274 *Significant at .05 level. **Significant at .01 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican—American female T2 is Other female 127 Table 4.40 shows that in response to Item 40: "Strong dis- cipline in practice makes a better team," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.08 1.92 2.14 1.86 1.97 81 is significantly (.05) lower than M1. 01 is significantly (.05) lower than M1. W1 is significantly (.05) lower than M1. 81 is significantly (.05) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.23 2.13 2.18 2.06 2.09 No significant differences Males to Females Within Ethnic Group W1 is significantly (.01) lower than W2. The rank order of answering toward "Always" or "1" is: Males Ol 81 W1 A1 M1 Females 02 W2 82 M2 A2 128 Table 4.41.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 41: I am popular with most of the students in my class. Male to Male 81 M1 01 W1 Al 1.467 1.783* 0.779 0.244 81 4.634*** 1.080 2.236* M1 4.102*** 4.215*** 01 1.168 Male to Female A1 81 M1 01 W1 A2 1.525 82 0.731 M2 0.853 02 1.498 W2 0.000 Female to Female A2 B2 M2 02 82 0.898 M2 3.169** 2.456** 02 2.119* 1.226 1.784* W2 1.909* 0.909 2.835** 0.767 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 129 Table 4.41 shows that in response to Item 41: "I am popular with most of the students in my class," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.76 2.48 3.08 2.62 2.72 A1 is significantly (.05) lower than M1. 81 is significantly (.001) lower than M1. 01 is significantly (.001) lower than M1. W1 is significantly (.001) lower than M1. 81 is significantly (.05) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.42 2.60 2.98 2.78 2.72 A2 is significantly (.01) lower than M2. A2 is significantly (.05) lower than 02. A2 is significantly (.05) lower than W2. 82 is significantly (.01) lower than M2. 02 is significantly (.05) lower than M2. W2 is significantly (.01) lower than M2. Males to Females Within Ethnic Group No significant differences The rank order of answering toward "Always" or "1" is: Males Bl 01 W1 A1 M1 Females A2 82 W2 02 M2 130 Table 4.42.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 42: Police officers are rougher on teen-agers than on adults. Male to Male 81 M1 01 W1 Al 1.740* 2.928** 0.945 0.994 81 1.571 1.178 1.566 Ml 2.969** 4.075*** 01 0.096 Male to Female A1 81 M1 01 W1 A2 1.255 82 2.019* M2 1.253 02 0.440 W2 0.757 Female to Female A2 82 M2 02 82 1.303 M2 0.476 2.733** 02 0.368 1.405 1.436 W2 0.961 0.862 3.351*** 1.069 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White—American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 131 Table 4.42 shows that in response to Item 42: "Police officers are rougher on teen—agers than on adults," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.72 2.36 2.14 2.53 2.54 81 is significantly (.05) lower than A1. M1 is significantly (.01) lower than A1. M1 is significantly (.01) lower than 01. M1 is significantly (.001) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.39 2.69 2.29 2.47 2.58 M2 is significantly (.01) lower than 82. M2 is significantly (.001) lower than W2. Males to Females Within Ethnic Group 81 is significantly (.05) lower than 82. The rank order of answering toward "Always" or "1" is: Males M1 81 01 W1 Al Females M2 A2 02 W2 82 132 Table 4.43.—-The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 43: Teachers want to help students with their problems. Male to Male 81 M1 01 W1 A1 0.441 0.700 1.464 0.833 81 1.658* 1.471 0.556 M1 3.317*** 2.924** 01 1.459 Male to Female Al 81 M1 01 W1 A2 0.162 82 0.898 M2 1.061 02 2.028* W2 5.346*** Female to Female A2 82 M2 02 82 0.048 M2 0.158 0.283 02 0.415 0.621 0.432 W2 0.397 0.490 1.162 1.641 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 133 Table 4.43 shows that in response to Item 43: "Teachers want to help students with their problems," the following significant dif- ferences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.83 2.74 2.97 2.54 2.68 81 is significantly (.05) lower than M1. 01 is significantly (.001) lower than M1. W1 is significantly (.01) lower than Ml. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.87 2.88 2.84 2.79 2.94 No significant differences Males to Females Within Ethnic Group 01 is significantly (.05) lower than 02. W1 is significantly (.001) lower than W2. The rank order of answering toward "Always" or "1" is: Males 01 W1 81 A1 M1 Females 02 M2 A2 82 W2 134 Table 4.44.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 44: The principal driver in my family gets traffic tickets for moving violations. Male to Male ' 81 M1 01 W1 Al 1.098 1.270 1.209 1.405 81 0.139 0.068 0.244 M1 0.082 0.109 01 0.205 Male to Female A1 81 M1 01 W1 A2 1.085 82 1.451 M2 1.857* 02 2.552** W2 - 5.270*** Female to Female A2 82 M2 02 82 1.100 M2 1.188 0.000 02 1.687* 0.732 0.882 W2 1.718* 0.691 0.939 0.244 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female 135 Table 4.44 shows that in response to Item 44: "The principal driver in my family gets traffic tickets for moving violations," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 3.91 4.16 4.18 4.17 4.19 No significant difference Females to Females: A2 82 M2 02 W2 Mean Scores: 4.18 4.38 4.38 4.47 4.45 A2 is significantly (.05) lower than 02. A2 is significantly (.05) lower than W2. Males to Females Within Ethnic Group M1 is significantly (.05) lower than M2. 01 is significantly (.01) lower than 02. W1 is significantly (.001) lower than W2. The rank order of answering toward "Always" or "1" is: Males A1 B1 01 M1 W1 Females A2 82 M2 W2 02 136 Table 4.45.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 45: I have as good table manners at home as when I eat out. Male to Male Bl M1 01 W1 A1 0.045 0.337 0.809 0.794 81 0.498 1.098 1.179 Ml 0.708 8.569*** 01 0.178 Male to Female A1 B1 M1 01 W1 A2 1.568 82 1.415 M2 1.798* 02 1.831* W2 2.492** Female to Female A2 B2 M2 02 82 0.695 M2 1.225 0.678 02 1.440 0.991 0.446 W2 2.044* 1.922* 1.584 0.780 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White—American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 137 Table 4.45 shows that in response to Item 45: "I have as good table manners at home as when I eat out," the following signifi- cant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.39 2.38 2.46 2.56 2.54 No significant difference Females to Females: A2 82 M2 02 W2 Mean Scores: 1.97 2.13 2.23 2.29 2.38 A2 is significantly (.05) lower than W2. 82 is significantly (.05) lower than W2. Males to Females Within Ethnic Group M2 is significantly (.05) lower than M1. 02 is significantly (.05) lower than 01. W2 is significantly (.01) lower than W1. The rank order answering toward "Always" or "1" is: Males 81 A1 M1 W1 01 Females A2 82 M2 02 W2 138 Table 4.46.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 46: I have been wrong in an argument but wouldn't admit it to my opponent. Male to Male B1 M1 01 W1 A1 0.841 0.796 0.110 0.855 81 0.209 0.995 0.234 M1 1.062 0.000 01 1.293 Male to Female A1 81 M1 01 W1 A2 0.481 82 1.625 M2 0.000 02 1.494 W2 5.358*** Female to Female A2 82 M2 02 82 0.000 M2 1.362 1.707* 02 1.360 0.341 2.525** W2 0.060 0.080 2.874** 0.440 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 139 Table 4.46 shows that in response to Item 46: "I have been wrong in an argument but wouldn't admit it to my Opponent," the follow— ing significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 3.33 3.16 3.19 3.31 3.19 No significant difference Females to Females A2 82 M2 02 W2 Mean Scores: 3.44 3.44 3.19 3.49 3.45 M2 is significantly (.05) lower than 82. M2 is significantly (.01) lower than 02. M2 is significantly (.01) lower than W2. Males to Females Within Ethnic Group W1 is significantly (.001) lower than W2. The rank order answering toward "Always" or "1" is: Males 81 M1 W1 01 A1 Females M2 A2 82 W2 02 140 Table 4.47.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 47: Society should have the right to question the way I drive. Male to Male 81 M1 01 W1 A1 0.897 0.859 0.122 0.276 81 0.127 1.428 2.101* Ml 1.468 2.404** 01 0.226 Male to Female A1 81 M1 01 W1 A2 0.170 82 1.062 M2 0.293 02 2.006* W2 0.000 Female to Female A2 82 M2 02 82 1.904* M2 0.928 1.551 02 1.550 0.505 1.021 W2 0.048 3.436*** 2.054* 2.889** *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 141 Table 4.47 shows that in response to Item 47: "Society should have the right to question the way I drive," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.92 3.14 3.12 2.89 2.86 W1 is significantly (.05) lower than 81. W1 is significantly (.01) lower than M1. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.87 3.33 3.08 3.24 2.86 A2 is significantly (.05) lower than 82. W2 is significantly (.001) lower than 82. W2 is significantly (.05) lower than M2. W2 is significantly (.01) lower than 02. Males to Females Within Ethnic Group 01 is significantly (.05) lower than 02. The rank order of answering toward "Always" or "1" is: Males W1 01 A1 M1 81 Females W2 A2 M2 02 82 142 Table 4.48.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 48: I like to razz a team when it is losing. Male to Male B1 M1 01 W1 A1 1.204 1.041 0.466 0.562 81 0.356 1.081 1.247 M1 0.878 1.101 01 0.084 Male to Female Al 81 M1 01 W1 A2 0.419 82 1.369 M2 3.157** 02 1.758* W2 7.886*** Female to Female A2 82 M2 02 82 0.371 M2 1.391 1.251 02 1.335 1.163 0.122 W2 2.533** 2.818** 2.101* 1.313 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 143 Table 4.48 shows that in response to Item 48: "I like to razz a team when it is losing," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 3.25 2.95 3.01 3.14 3.13 No significant difference Females to Females: A2 82 M2 02 W2 Mean Scores: 3.13 3.22 3.43 3.48 3.64 A2 is significantly (.01) lower than W2. 82 is significantly (.01) lower than W2. M2 is significantly (.05) lower than W2. Males to Females Within Ethnic Group M1 is significantly (.01) lower than M2. 01 is significantly (.05) lower than 02. W1 is significantly (.001) lower than W2. The rank order of answering toward "Always" or "1" is: Males 81 M1 W1 01 A1 Females A2 82 M2 02 W2 144 Table 4.49.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 49: I am proud of my reputation in the community. Male to Male 81 M1 01 W1 A1 0.773 0.042 0.042 0.407 81 1.244 1.332 0.837 Ml 0.150 0.820 01 0.947 Male to Female Al 81 M1 01 W1 A2 2.229* 82 0.666 M2 2.093* 02 1.392 W2 5.985*** Female to Female A2 82 M2 02 82 1.513 M2 1.928* 0.279 02 2.407** 0.888 0.784 W2 1.171 0.875 1.721* 2.614** *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 145 Table 4.49 shows that in response to Item 49: "I am proud of my reputation in the community," the following significant differ- ences were noted: Males to Males: A1 81 Ml Mean Scores: 2.57 2.38 2.56 Females No significant difference to Females: A2 82 M2 Mean Scores: 1.97 2.27 2.3 A2 is significantly (.05) lower A2 is significantly (.01) lower W2 is significantly (.05) lower W2 is significantly (.01) lower Males to Females Within Ethnic Group A2 is significantly (.05) lower M2 is significantly (.05) lower 1 than than than than than than 01 W1 02 W2 M2. 02. M2. 02. A1. M1. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males Females Bl W1 M1 A2 W2 B2 A1 01 M2 02 146 Table 4.50.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 50: I am considered a friendly person. Male to Male 81 M1 01 W1 A1 0.467 0.389 0.379 0.304 81 1.215 1.160 0.365 Ml 0.000 1.412 01 1.272 Male to Female A1 81 M1 01 W1 A2 1.511 82 0.983 M2 2.021* 02 1.574 W2 4.917*** Female to Female A2 82 M2 02 82 0.466 M2 1.198 0.767 02 1.275 0.874 0.189 W2 0.423 0.201 1.521 1.518 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental—American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 147 Table 4.50 shows that in response to Item 50: "I am con—“ sidered a friendly person," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.25 2.16 2.32 2.32 2.20 No significant difference Females to Females: A2 82 M2 02 W2 Mean Scores: 1.95 2.02 2.11 2.13 2.00 No significant difference Males to Females Within Ethnic Group M2 is significantly (.05) lower than Ml. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males 81 W1 A1 M1 01 Females A2 W2 82 M2 02 148 Table 4.51.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 51: I like most of my work. Male to Male Bl M1 01 W1 A1 0.541 1.304 0.634 0.706 81 0.929 1.553 0.099 M1 2.945** 1.339 01 2.407** Male to Female A1 B1 M1 01 W1 A2 0.435 82 0.631 M2 1.408 02 0.949 W2 4.120*** Female to Female A2 82 M2 02 82 0.588 M2 0.998 0.490 02 0.590 0.000 0.494 W2 0.000 0.990 1.919* 1.001 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.51 shows that in response to Item 51: 149 "I like most of my work," the following significant differences were noted: Males to Males: A1 81 Mean Scores: 2.50 2.60 01 is significantly (.01) 01 is significantly (.01) Females to Females: A2 82 Mean Scores: 2.41 2.51 W2 is significantly lower Males to Females Within Ethnic Group W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males 01 A1 Females A2 W2 M1 01 W1 2.72 2.39 2.61 lower than M1. lower than W1. M2 02 W2 2.57 2.51 2.41 than M2. 81 W1 M1 82 02 M2 150 Table 4.52.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 52: Our family spends a great deal of time together. Male to Male Bl M1 01 W1 A1 0.614 0.958 1.564 0.779 81 0.489 1.428 0.161 M1 1.159 0.545 01 1.853* Male to Female A1 81 M1 01 W1 A2 0.650 82 0.226 M2 2.083* 02 1.339 W2 1.176 Female to Female A2 82 M2 02 82 0.335 M2 1.320 2.280* 02 0.045 0.421 2.179* W2 0.246 0.933 2.319* 0.547 *Significant at .05 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.52 shows that in response to Item 52: 151 "Our family spends a great deal of time together," the following significant differences were noted: Males to Males: A1 81 Mean Scores: 3.06 2.91 01 is significantly (.05) Females to Females: A2 82 Mean Scores: 2.87 2.95 M2 is significantly (.05) M2 is significantly (.05) M2 is significantly (.05) M 2. lower M lower lower lower Males to Females Within Ethnic Group M2 is significantly (.05) lower 1 84 than 2 .58 than than than than The rank order of answering toward "Always" or "1" is: Males 01 Ml Females M2 W2 W1 A2 01 W1 2 69 2.89 W1. 02 W2 2.88 2.82 82. 02. W2. M1. Bl A1 02 82 152 Table 4.53.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 53: Attitudes toward driving are more important than ability to handle a car. Male to Male 81 M1 01 W1 Al 1.366 1.821* 2.519** 1.605 81 0.736 1.952* 0.245 M1 1.353 0.760 01 2.428** Male to Female A1 81 M1 01 W1 A2 1.972* 82 2.252* M2 1.511 02 1.488 W2 0.000 Female to Female A2 82 M2 02 82 0.656 M2 0.243 0.588 02 0.708 1.851* 6.244*** W2 1.092 2.650** 2.984** 0.572 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental—American male A2 is American Indian female 02 is Oriental-American female 81 is Black—American male W1 is White-American male 82 is Black—American female W2 is White—American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.53 shows that in response to Item 53: 153 "Attitudes toward driving are more important than ability to handle a car," the following significant differences Males to Males: Mean Scores: M1 is 01 is 01 is 01 is Females to Females: Mean Scores: 82 is 82 is M2 is M2 is Al 3.06 significantly significantly significantly significantly A2 2.45 significantly significantly significantly significantly 81 (.05) (.01) (.05) (.01) 82 2.30 (.05) (.01) were noted: M1 2.58 lower than lower than lower than lower than M2 2.39 lower than lower than (.001) lower than 02. (.01) lower than W2. Males to Females Within Ethnic Group A2 is significantly (.05) lower than Al. 82 is significantly (.05) lower than 81. The rank order of answering toward "Always" or I'1" is: Males Females Ol 82 M1 M2 W1 A2 01 W1 2 39 2.66 A1. A1. 81. W1. 02 W2 2.60 2.66 02. W2. 81 A1 02 W2 154 Table 4.54.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 54: I like to take chances when I'm driving. Male to Male 81 M1 01 W1 Al 1.111 1.872* 1.253 1.484 81 0.812 0.073 0.176 Ml 0.845 1.013 01 0.108 Male to Female Al 81 M1 01 W1 A2 0.000 82 0.829 M2 3.492*** 02 2.260* W2 8.319*** Female to Female A2 82 M2 02 82 0.313 M2 0.383 0.821 02 0.419 0.825 0.089 W2 1.110 1.655* 1.359 0.956 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female 155 Table 4.54 shows that in response to Item 54: "I like to take chances when I'm driving," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 4.32 4.12 4.01 4.11 4.10 M1 is significantly (.05) lower than A1. Females to Females: A2 82 M2 02 W2 Mean Scores: 4.32 4.26 4.38 4.39 4.48 82 is significantly (.05) lower than W2. Males to Females Within Ethnic Group M1 is significantly (.001) lower than M2 01 is significantly (.05) lower than 02. W1 is significantly (.001) lower than W2. The rank order answering toward "Always" or "1" is: Males M1 W1 01 81 A1 Females 82 A2 M2 02 W2 156 Table 4.55.--The t—test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 55: Traffic laws are set up to promote safety. Male to Male 81 M1 01 W1 Al 1.124 1.178 2.053* 1 534 81 0.000 1.546 0.549 M1 1.866* 0.707 01 1 818* Male to Female A1 81 M1 01 W1 A2 2.022* 82 0.449 M2 0.554 02 0.331 W2 4.062*** Female to Female A2 82 M2 02 82 1.778* M2 1.150 0.949 02 0.400 1.745* 1.022 W2 0.091 2.463** 2.053* 0.878 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 157 Table 4.551shows that in response to Imam 55: "Traffic laws are set up to promote safety," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 1.83 1.57 1.57 1.38 1.51 01 is significantly (.05) lower than Al. 01 is significantly (.05) lower than M1. 01 is significantly (.05) lower than W1. Females to Females: A2 82 M2 02 , W2 Mean Scores: 1.36 1.64 1.51 1.41 1.35 A2 is significantly (.05) lower than 82. 02 is significantly (.05) lower than 82. W2 is significantly (.01) lower than 82. W2 is significantly (.05) lower than M2. Males to Females Within Ethnic Group A2 is significantly (.05) lower than A1. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males 01 W1 81 M1 A1 Females W2 A2 02 M2 82 158 Table 4.56.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 56: Courtesy toward other drivers is important. Male to Male 81 M1 01 W1 A1 0.047 0.554 1.251 1.115 81 0.805 1.904* 1.869* M1 1.381 1.308 01 0.504 Male to Female A1 81 M1 01 W1 A2 1.656* 82 0.717 M2 1.606 02 1.298 W2 7.751*** Female to Female A2 82 M2 02 82 1.510 M2 0.846 1.002 02 0.246 1.955* 1.413 W2 1.363 3.195** 3.711*** 1.551 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican—American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.56 shows that in response to Item 56: 159 "Courtesy toward other drivers is important," the following significant differ- ences were noted: Males to Males: A1 81 Mean Scores: 1.71 1.70 01 is significantly (.05) W1 is significantly (.05) 82 Females to Females: A2 Mean Scores: 1.36 1.59 02 is significantly (.05) W2 is significantly (.01) M1 1.60 lower than lower than M2 1.46 lower than 01 W1 1.46 1.50 81. 81. 02 W2 1.33 1.22 82. lower than 82. W2 is significantly (.001) lower than M2. Males to Females Within Ethnic Group A2 is significantly (.05) lower than A1. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males 01 W1 Females W2 02 M1 A2 81 Al M2 B2 160 Table 4.57.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 57: I like a great deal of freedom. Male to Male 81 M1 01 W1 A1 0.322 0.096 1.737* 1.279 81 0.704 2.301* 1.703* Ml 3.457*** 3.147** 01 1.324 Male to Female Al 81 M1 01 W1 A2 1.090 82 0.911 M2 1.327 02 2.059* W2 3.985*** Female to Female A2 82 M2 02 82 1.749* M2 2.508** 0.706 02 0.796 1.407 2.613** W2 1.317 1.072 2.622** 0.791 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental—American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 162 Table 4.58.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 58: I don't mind being told what to do. Male to Male 81 M1 01 W1 Al 1.596 0.298 0.443 1.493 81 2.084* 1.829* 0.533 Ml 0.255 2 484** 01 2 064* Male to Female A1 Bl M1 01 W1 A2 0.458 82 0.000 M2 1.629 02 0.581 W2 0.000 Female to Female A2 B2 M2 02 82 1.173 M2 0.800 0.609 02 0.319 1.044 0.585 W2 1.076 0.472 0.329 0.965 *Significant at .05 level. **Significant at .01 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White—American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 163 Table 4.58 shows that in response to Item 58: "I don't mind being told what to do," the following significant differences were noted: Males to Males: A1 81 Mean Scores: 2.74 3.08 M1 is significantly (.05) M1 is significantly (.01) 01 is significantly (.05) 01 is significantly (.05) Females to Females: A2 82 Mean Scores: 2.85 3.08 No significant difference Male to Female Within Ethnic Group No significant difference Ml 2.80 lower than lower than lower than lower than M2 2.99 01 W1 B1. Wl. Bl. W1. 02 W2 2.91 3.02 The rank order of answering toward "Always" or "1" is: Males A1 M1 Females A2 02 01 M2 W1 Bl W2 82 164 Table 4.59.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 59: My grades in school are a good indication of my ability. Male to Male 81 M1 01 W1 Al 1.148 2.405** 3.440*** 2.388** 81 1.504 2.864** 1.451 Ml 1.211 0.336 01 2.429** Male to Female A1 81 M1 01 W1 A2 1.887* 82 1.757* M2 0.636 02 0.132 W2 3.409*** Female to Female A2 82 M2 02 82 0.342 M2 0.369 0.000 02 1.068 0.959 1.102 W2 0.958 0.859 1.147 0.421 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 165 Table 4.59 shows that in response to Item 59: "My grades in school are a good indication of my ability," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 3.34 3.09 2.87 2.63 2.90 M1 is significantly (.01) lower than Al. 01 is significantly (.001) lower than A1. W1 is significantly (.01) lower than A1. 01 is significantly (.01) lower than 81. 01 is significantly (.01) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.87 2.80 2.80 2.65 2.70 No significant difference Males to Females Within Ethnic Group A2 is significantly (.05) lower than Al. 82 is significantly (.05) lower than 81. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males 01 Ml W1 81 A1 Females 02 W2 82 M2 A2 166 Table 4.60.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 60: I become concerned about what other people think of me. Male to Male 81 M1 01 W1 A1 0.326 0.050 0.392 0.378 81 0.556 1.006 1.144 M1 0.551 0.635 01 0.098 Male to Female Al 81 M1 01 W1 A2 1.002 82 2.838** M2 2.477** 02 0.718 W2 5.883*** Female to Female A2 82 M2 02 82 0.492 M2 0.088 0.700 02 0.423 1.402 0.921 W2 0.554 0.000 1.122 1.998* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: A1 is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican—American female T2 is Other female 167 Table 4.60 shows that in response to Item 60: "I become concerned about what other people think of me," the following sig- nificant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.54 2.61 2.53 2.46 2.47 No significant difference Females to Females: A2 82 M2 02 W2 Mean Scores: 2.26 2.14 2.24 2.36 2.14 W2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group 82 is significantly (.01) lower than 81. M2 is significantly (.01) lower than Ml. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males 01 W1 M1 A1 81 Females 82 W2 M2 A2 02 168 Table 4.61.-—The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 61: I find that older people tend to be too bossy. Male to Male 81 M1 01 W1 A1 2.122* 1.675* 1.154 0.605 81 0.816 1.518 2.957** M1 0.818 2.423** 01 1.251 Male to Female Al 81 M1 01 W1 A2 0.131 82 0.994 M2 0.973 02 0.933 W2 3.105** Female to Female A2 82 M2 02 82 1.446 M2 1.166 0.531 02 0.467 1.267 0.917 W2 0.472 2.934** 3.139** 1.525 *Significant at .05 level. **Significant at .01 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.61 shows that in response to Item 61: 169 "I find that older people tend to be too bossy," the following significant differ- ences were noted: Males to Males: Mean Scores: 81 is M1 is 81 is M1 is Females to Females: Mean Scores: Al 81 2.88 2.44 significantly (.05) significantly (.05) significantly (.01) significantly (.01) A2 82 2.85 2. 82 is significantly (.01) M2 is significantly (.01) Ml 2.55 lower than lower than lower than lower than lower than lower than Males to Females Within Ethnic Group W1 is significantly (.01) lower than The rank order of answering toward "Always" or "1" is: Males Females Bl Ml 82 M2 01 02 01 W1 2.65 2.77 A1. A1. W1 W1. 02 W2 2.77 2.92 W2. W2. W2. W1 A1 A2 W2 170 Table 4.62.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 62: I feel somewhat nervous when I drive a car. Male to Male 81 M1 01 W1 A1 0.265 0.000 1.158 0.377 81 0.345 1.788* 0.945 M1 1.555 0.582 01 1.443 Male to Female A1 81 M1 01 W1 A2 0.429 82 2.427** M2 2.743** 02 1.789* W2 4.697*** Female to Female A2 82 M2 02 82 2.326* M2 2.679** 0.198 02 3.052** 0.910 0.803 W2 2.831** 0.080 0.384 1.241 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental—American female 81 is Black-American male W1 is White-American male 82 is Black—American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female Table 4.62 shows that in response to Item 62: 171 "I feel some- what nervous when I drive a car," the following significant differences were noted: Males to Males: Mean Scores: A1 3.60 01 is significantly Females to Females: Mean Scores: 82 M2 02 W2 is is is is A2 3.69 significantly significantly significantly significantly 81 3.65 lower 82 (.05) (.01) (.01) (.01) M1 3.60 than 81. M2 lower lower lower lower Males to Females Within Ethnic Group 82 M2 02 W2 The rank order of answering Males Females is is is is significantly significantly significantly significantly 01 02 (.05) (.05) (.05) (.05) lower lower lower lower 3 than than than than than than than than 01 W1 3.39 3.54 02 W2 .27 A2. A2. A2. M1. 01. W1. toward "Always" or "1" is: W1 M2 A1 82 M1 81 W2 A2 172 Table 4.63.--The t—test of significance comparing ethnic groups by sex in respOnse to individual items on the Mann Inventory relevant to Item 63: I think courtesy towards others is a good reflection of a person's character. Male to Male 81 M1 01 W1 Al 0.895 0.312 2.399** 1.083 81 1.056 1.708* 0.181 M1 3.089** 1.831* 01 2.223* Male to Female Al 81 M1 01 W1 A2 1.623 82 2.162* M2 3.493*** 02 0.864 W2 7.973*** Female to Female A2 82 M2 02 82 0.822 M2 0.397 0.593 02 1.025 0.142 0.860 W2 1.428 0.350 1.569 0.326 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 173 Table 4.63 shows that in response to Item 63: "I think cour- tesy towards others is a good reflection of a person's character," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.37 2.16 2.30 1.92 2.14 01 is significantly (.01) lower than Al. 01 is significantly (.05) lower than 81. 01 is significantly (.01) lower than M1. 01 is significantly (.05) lower than W1. W1 is significantly (.05) lower than Ml. Females to Females: A2 82 M2 02 W2 Mean Scores: 1.97 1.83 1.91 1.81 1.78 No significant difference Males to Females Within Ethnic Group 82 is significantly (.05) lower than 81. M2 is significantly (.001) lower than M1. W2 is significantly (.001) lower than Wl. The rank order of answering toward "Always" or "1" is: Males 01 W1 81 Ml Al Females W2 02 82 M2 A2 174 Table 64.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 64: I get more fun out of driving a car than any other activity. Male to Male 81 M1 01 W1 A1 1.337 0.237 1.385 2.222* 81 1.564 0.000 1.066 M1 1.683* 3.351*** 01 1.204 Male to Female A1 81 M1 01 W1 A2 1.220 82 0.061 M2 1.211 02 2.216* W2 0.865 Female to Female A2 82 M2 02 82 0.130 M2 0.500 0.524 02 1.222 1.949* 2.762** W2 0.694 1.360 2.401** 1.226 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 175 Table 4.64 shows that in response to Item 64: "I get more fun out of driving a car than any other activity," the following signifi- cant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.91 3.20 2.96 3.20 3.33 M1 is significantly (.05) lower than 01. M1 is significantly (.001) lower than Wl. Al is significantly (.05) lower than W1. Females to Females: A2 82 M2 02 W2 Mean Scores: 3.24 3.21 3.13 3.51 3.38 M2 is significantly (.01) lower than 02. M2 is significantly (.01) lower than W2. 82 is significantly (.05) lower than 02. Males to Females Within Ethnic Group 01 is significantly (.05) lower than 02. The rank order of answering toward "Always" or "1" is: Males A1 M1 81 01 W1 Females M2 82 A2 W2 02 176 Table 4.65.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 65: are hired. The police are only trying to do the job for which they Male to Male 81 M1 01 W1 A1 1.527 2.261* 0.604 0.360 81 0.983 3.150** 2.220* Ml 4.395*** 3.763*** 01 1.926* Male to Female A1 81 M1 01 W1 A2 0.368 82 1.391 M2 1.090 02 1.582 W2 l.978* Female to Female A2 82 M2 02 82 0.056 M2 1.168 1.354 02 0.000 0.073 1.563 W2 0.748 1.095 3.196** 1.180 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 177 Table 4.65 shows that in response to Item 65: "The police are only trying to do the job for which they are hired," the following significant differences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.00 2.29 2.42 1.89 2.06 A1 is significantly (.05) lower than M1. 01 is significantly (.01) lower than 81. 01 is significantly (.001) lower than M1. 01 is significantly (.05) lower than W1. W1 is significantly (.05) lower than 81. W1 is significantly (.001) lower than Ml. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.08 2.09 2.28 2.08 1.97 W2 is significantly (.01) lower than M2. Males to Females Within Ethnic Group W2 is significantly (.05) lower than W1. The rank order of answering toward "Always" or "1" is: Males 01 A1 W1 81 Ml Females A2 02 82 W2 M2 178 Table 4.66.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 66: My folks insist that I spend most week-day evenings at home. Male to Male 81 M1 01 W1 Al 0.451 0.844 0.766 0.983 81 0.513 0.418 0.706 M1 0.064 0.090 01 0.157 Male to Female Al 81 M1 01 W1 A2 1.239 82 0.481 M2 1.855* 02 1.933* W2 1.820* Female to Female A2 82 M2 02 82 1.336 M2 0.450 2.470** 02 0.681 2.581** 0.383 W2 0.146 1.994* 1.210 1.445 *Significant at .05 level. **Significant at .01 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White—American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 179 Table 4.66 shows that in response to Item 66: "My folks insist that I spend most week-day evenings at home," the following significant differences were noted: Males to Males: Al 81 Ml Mean Scores: 3.11 3.01 2.93 No significant difference Females to Females: A2 82 M2 Mean Scores: 2.77 3.10 2.67 M2 is significantly (.01) lower than 02 is significantly (.01) lower than W2 is significantly (.05) lower than Males to Females Within Ethnic Group M2 is significantly (.05) lower than 02 is significantly (.05) lower than W2 is significantly (.05) lower than 01 W1 2.94 2.92 02 W2 2.61 2.80 82. 82. 82. M1. 01. W1. The rank order of answering toward "Always" or "1" is: Males W1 Ml Females 02 M2 01 A2 81 A1 W2 82 .‘(i'lll‘l 180 Table 4.67.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 67: I am considered a reliable person. Male to Male 81 M1 01 W1 A1 0.384 2.054* 0.119 0.390 81 2.200* 0.715 1.219 Ml 3.589*** 5.350*** 01 0.501 Male to Female Al 81 M1 01 W1 A2 0.000 82 0.854 M2 3.566*** 02 0.090 W2 2.980** Female to Female A2 82 M2 02 82 0.364 M2 0.000 0.426 02 0.078 0.313 0.093 W2 1.781* 1.300 2.513** 1.939* *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black—American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican—American female T2 is Other female 181 Table 4.67 shows that in response to Item 67: "I am considered a reliable person," the following significant differences were noted: Males to Males: Al 81 M1 01 W1 Mean Scores: 2.21 2.28 2.55 2.19 2.15 Al is significantly (.05) lower than M1. 81 is significantly (.05) lower than M1. 01 is significantly (.001) lower than Ml. W1 is significantly (.001) lower than Ml. Females to Females: A2 82 M2 02 W2 Mean Scores: 2.21 2.16 2.21 2.20 2.03 W2 is significantly (.05) lower than A2. W2 is significantly (.01) lower than M2. W2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group M2 is significantly (.001) lower than Ml. W2 is significantly (.01) lower than W1. The rank order of answering toward "Always" or "1" is: Males W1 01 Al 81 M1 Females W2 82 02 M2 A2 182 Table 4.68.-—The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 68: I like to help a person who is in trouble. Male to Male 81 M1 01 W1 Al 1.264 0.249 0.241 0.746 81 1.476 1.396 1.060 Ml 0.000 0.879 01 0.778 Male to Female A1 81 M1 01 W1 A2 2.377** 82 3.272*** M2 3.180** 02 1.638 W2 9.600*** Female to Female A2 82 M2 02 82 1.076 M2 1.199 0.075 02 1.907* 0.764 1.059 W2 1.107 0.343 0.397 1.606 *Significant at .05 level. **Significant at .01 level. ***Significant at .001 level. Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 183 Table 4.68 shows that in response to Item 68: "I like to help a person who is in trouble,” the following significant differ- ences were noted: Males to Males: A1 81 M1 01 W1 Mean Scores: 2.14 2.36 2.18 2.18 2.25 No significant difference Females to Females: A2 82 M2 02 W2 Mean Scores: 1.69 1.87 1.86 1.98 1.83 A2 is significantly (.05) lower than 02. Males to Females Within Ethnic Group A2 is significantly (.01) lower than A1. 82 is significantly (.001) lower than 81. M2 is significantly (.01) lower than M1. W2 is significantly (.001) lower than W1. The rank order of answering toward "Always" or "1" is: Males Al M1 01 W1 81 Females A2 W2 M2 82 02 184 Table 4.69.--The t-test of significance comparing ethnic groups by sex in response to individual items on the Mann Inventory relevant to Item 69: I am more courteous than the average driver. Male to Male 81 M1 01 W1 Al 0.392 1.220 0.067 0.324 81 0.902 0.523 0.193 M1 1.529 1.595 01 0.509 Male to Female Al 81 M1 01 W1 A2 0.597 82 0.276 M2 1.013 02 0.980 W2 0.653 Female to Female A2 82 M2 02 82 0.507 M2 0.311 0.299 02 0.000 0.668 0.440 W2 0.692 0.090 0.587 1.159 Key: Al is American Indian male 01 is Oriental-American male A2 is American Indian female 02 is Oriental-American female 81 is Black-American male W1 is White-American male 82 is Black-American female W2 is White-American female M1 is Mexican-American male T1 is Other male M2 is Mexican-American female T2 is Other female 185 Table 4.69 shows that in response to Item 69: "I am more courteous than the average driver," the following significant differ- ences were noted: Males to Males: Al 81 Ml Mean Scores: 2.65 2.71 2.82 No significant difference Females to Females: A2 82 M2 Mean Scores: 2.76 2.67 2.71 No significant difference Males to Females Within Ethnic Group No significant difference 01 W1 64 2.69 02 W2 .76 2.66 The rank order of answering toward "Always" or "1" is: Males 01 A1 W1 Females W2 82 M2 81 M1 A2 02 186 A summary of the significant differences on individual items according to sex within ethnic groups and ethnic groups on the Mann Inventory is shown in Table 4.70. Table 4.70.--Summary of significant differences on individual items on the Mann Inventory as compared by ethnic group and sex. Ethnic Group Sex Symbol Individual Item Number American Indian Black-American American Indian Mexican-American American Indian Oriental-American American Indian White-American Black-American Mexican-American Black-American Oriental—American Black-American White-American Mexican-American Oriental-American Mexican—American White-American Oriental-American White-American American Indian Black-American American Indian Mexican-American Male Male Male Male Male Male Male Male Male Male Male Male Male Male Male Male Male Male Male Male Female Female Female Female A1 81 A1 M1 A1 01 A1 W1 81 M1 81 01 81 W1 M1 01 M1 W1 01 W1 A2 82 A2 M2 11 16 20 21 32 42 61 12 13 18 28 32 33 41 42 53 54 59 61 65 67 12 13 17 20 25 31 32 53 55 57 59 63 20 31 32 38 59 63 7 8 11 14 15 16 18 21 23 26 29 32 38 4O 41 43 58 67 16 26 29 35 39 53 56 57 58 59 62 63 65 8 9 11 16 21 26 29 34 35 4O 41 46 56 61 65 7 12 14 18 20 21 25 32 33 38 4O 41 42 43 51 55 57 63 64 65 67 7 9 18 21 23 24 27 31 32 33 34 38 4O 41 42 43 45 47 57 58 61 63 64 65 67 7 12 14 19 25 36 37 38 51 52 53 55 58 59 63 65 12 18 21 3O 36 37 46 55 57 62 7 12 14 18 21 22 3O 36 37 41 49 51 62 ' Table 4.70.-—Continued. 187 Ethnic Group Sex Symbol Individual Item Number American Indian Oriental-American American Indian White-American Black-American Mexican-American Black-American Oriental-American Black-American White-American Mexican-American Oriental-American Mexican-American White—American Oriental-American White-American American Indian American Indian Black-American Black-American Mexican-American Mexican-American Oriental-American Oriental-American White-American White-American Female Female Female Female Female Female Female Female Female Female Female Female Female Female Female Female Male Female Male Female Male Female Male Female Male Female A2 01 A2 W2 82 M2 82 02 82 W2 M2 02 M2 W2 02 W2 A1 A2 81 82 M1 M2 01 02 W1 W2 12 36 37 41 44 49 62 68 11 12 15 21 22 27 3O 34 37 41 44 45 48 62 67 7 22 31 32 39 41 42 45 46 52 66 17 21 25 31 34 36 53 55 56 64 66 11 15 17 18 22 29 31 33 34 36 38 39 47 48 52 53 54 55 61 66 7 9 21 22 3O 32 34 36 38 41 46 52 53 57 64 7 9 ll 14 15 17 18 22 23 27 28 3O 32 33 34 36 38 41 42 46 47 48 49 51 52 53 55 56 57 6O 61 64 65 67 10 11 12 15 18 21 23 26 27 28 34 35 36 47 49 67 21 22 32 33 37 38 49 53 55 56 59 68 13 21 22 25 26 38 39 42 53 59 6O 62 63 68 12 13 21 26 3O 35 36 38 44 45 48 49 50 52 54 6O 62 63 66 67 68 10 12 18 19 22 28 35 38 43 44 45 47 48 54 57 62 64 66 11 12 13 14 15 21 26 33 34 35 36 37 38 39 4O 43 44 45 46 48 49 50 51 54 55 56 57 59 6O 61 62 63 65 66 67 68 188 With 147 significant differences between males of different ethnic groups, 153 significant differences between females of differ- ent ethnic groups, and 101 significant differences based on sex within the same ethnic group, the third hypothesis was accepted. Summaries of statistical and graphical information in this chapter are further discussed in Chapter V, along with conclusions, recommendations, and suggestions for further research. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Data analysis of the questionnaire was compiled and the three research hypotheses were examined in Chapter IV. The concluding chap- ter of this investigation summarizes the results of the data compiled in previous chapters, draws conclusions, and makes recommendations for future research. Summary The purpose of this study was to help instructors recognize differences in attitudes of various cultural groups in relation to their self-concepts. An instructor must be aware of general character- istics of a student's ethnic background in order to understand the individual behavior in relation to the student's needs. This problem was investigated by administering the Mann Inventory to 2,508 driver education students from the high schools in Monterey County, California. Five ethnic groups--American Indian, Black-American, Mexican- American, Oriental—American, and White-American--consisting of 1,261 males and 1,247 females were classified into normal, under—controlled, and over-controlled categories according to the personal attitudes they expressed on the Mann Inventory; then they were compared. 189 190 Testing the significant differences of mean total scores, the interaction of sex-ethnic groups with the largest difference occur- ring within the White-American male-female comparison, and the close- ness of the other four ethnic groups caused Hypothesis 1 to be rejected at the .0568 level. When comparing ethnic groups and by sex within ethnic groups in the normal category, there were 16 significant differences. The Black-American and the Mexican-American ethnic groups were signifi- cantly different (lower) than the three other ethnic groups. Although there were more White-American females (72.77 percent) in the normal category, the Oriental-American males (62.75 percent) and females (70.00 percent) combined for the highest ethnic group average with 66.38 percent. The White-American females were significantly different (higher) from American Indian females, Black-American females, Mexican- American females, and also White-American males. Comparisons were not made between males and females of different ethnic groups. When comparing ethnic groups and by sex within ethnic groups in the under-controlled category, there were ten significant differ- ences. The Mexican-Americans were significantly different (higher) than American Indians, Black-Americans, and White-Americans. The Oriental-Americans were also significantly different (higher) than the same three groups in the under-controlled category as measured by the subscores on the Mann Inventory. Although there were no signifi- cant differences in the male comparisons, the Mexican-American females and the Oriental-American females were significantly different (higher) than both White-American females and Black-American females. 191 In the over-controlled category there was only one significant difference; the Black-American was much higher than the Mexican- American ethnic group. Therefore Hypothesis 2 was accepted. When considering significant differences on individual items in the Mann Inventory, the White-American females were the highest, with significant differences on 36 items when compared with White- American males, and 34 items when compared with Mexican-American females. A succinct examination of ethnic groups by sex responses on individual items revealed the following attitudes when compared to other ethnic groups: American Indian males: do not believe courses in school are set up to meet the needs of students (Item 20). do not believe grades in school are a good indication of ability (Item 59). American Indian females: believe it is necessary to always stop at "stop" signs (Item 37). do not feel nervous when driving a car (Item 62). Black-American males: are not more careful when they see a police officer (Item 16). do not think community is a happy place to live (Item 11). like to get everything out of a car (Item 26). do not think courtesy toward other drivers is important (Item 56). Black-American females: are concerned about the way their clothes look (Item 21). do not get impatient in heavy traffic (Item 31). do not believe traffic laws are set up to improve traffic safety (Item 55). do not think their folks insist they stay at home on week-day evenings (Item 66). 192 Mexican-American males: do not think they are popular with students in their class (Item 41). believe police officers are rougher on teenagers (Item 42). do not consider themselves to be reliable persons (Item 67). feel there are times when everyone is against them (Item 32). Mexican—American females: feel slow drivers should be kept off the highways (Item 22). do not feel popular with the students in their class (Item 41). feel they have been wrong but would not admit it to opponent (Item 46). feel family spends a great deal of time together (Item 52). do not like a great deal of freedom (Item 57). believe there are times when everyone is against them (Item 32). Oriental-American males: believe attitudes are more important to driving than ability (Item 53). believe traffic laws are to promote safety (Item 55). think courtesy is a reflection of a person's character (Item 63). Oriental-American females: are not concerned about the way their clothes look (Item 21). do not get more fun out of driving a car than anything else (Item 64). White-American males: do not like to put extras on their cars to attract attention (Item 38). do not mind being told what to do (Item 58). do not get more fun out of driving a car than any other thing (Item 64). White-American females: feel their community is a happy place txblive (Item 11). live in a home that is happy (Item 15). do not believe that drivers should be given more freedom (Item 34). consider themselves reliable persons (Item 67). All females: are more concerned about the way their clothes look than males are (Item 21). do not like to get everything out of a car as much as males do (Item 26). do not like to put extras on cars as much as males do (Item 38).° 193 are prouder of their reputations in the community than males are (Item 49). feel more nervous when driving a car than males feel (Item 62). like to help people in trouble more than males do (Item 68). The summary of significant differences on individual items in the Mann Inventory as compared by ethnic group and sex is presented in Table 5.1. Hypothesis 3 was accepted. Conclusions The Black-Americans in this study showed a marked difference from Sinkoff'sl study with inner—city Blacks. The location of a mili- tary base with which many parents of the Black-Americans in this study were connected may be the reason for the higher income and greater schooling. The results of this study indicated that these Black- Americans will soon be equal in all respects, since they have similar goals, expectations, and desires as the White-Americans. This study has shown that it is possible to identify groups and individuals with personal adjustment problems. The Mexican-American has a poor self-concept and feels others do not like him as a person. The Mexican-American ethnic group is significantly different than all other ethnic groups in this study. The Oriental-Americans in this study have acculturated com- pletely to compare "normally" as an ethnic group and as individuals with White-Americans. lAaron Sinkoff, "A Comparison of Two Cultural Groups Through the Use of the Mann Inventory" (unpublished Ph.D. dissertation, ‘ Michigan State University, 1969). 194 Table 5.1.—-Summary of significant differences on individual items in the Mann Inventory as compared by ethnic group and sex. Ethnic Signifi::::lD::ference Group, Total Sex .05 .01 .001 A1 - 81 7 0 0 7 A1 - M1 10 3 1 14 A1 - 01 7 3 2 12 A1 - w1 4 2 0 6 B1 - M1 12 4 2 18 81 - 01 10 3 0 13 81 — WI 9 6 O 15 Ml - 01 8 7 6 21 M1 - w1 7 9 9 25 01 - w1 12 4 0 16 A2 - 82 8 l l 10 A2 - M2 6 4 3 13 A2 — 02 5 3 O 8 A2 - w2 11 4 O 15 B2 - M2 4 5 2 11 B2 - 02 7 3 1 11 B2 - w2 7 6 7 20 M2 - 02 7 6 2 15 M2 - w2 11 13 10 34 02 - w2 9 5 2 16 Al - A2 9 3 O 12 81 - B2 7 5 2 14 M1 — M2 9 7 5 21 01 - 02 15 1 2 18 w1 - w2 4 9 23 36 195 The major difference within an ethnic group in this study was between the White-American males and females. The White-American males had more problems with their personal adjustment. The White— American females had more significant differences with all_other groups compared in this study. This study has shown that there are differences and similari- ties among and within ethnic groups. Instructors should recognize these characteristics and develop a curriculum and select a methodology that would be effective for each individual, regardless of or because of the student's cultural background. The driver education instructor has a particularly difficult job: to recognize the personality differ- ences the student brings into the car and to blend them into a uniform, nonaccident traffic pattern. Discussion Based on the findings of this study, it appears that students will express views of their personality characteristics when given a paper and pencil test on the Mann Personal Attitude Survey. In this researcher's opinion, the self—concept of students would be clarified if the Mann Inventory were given to high school seniors, since many sophomores lack behind-the-wheel experience to answer the driving questions with authority. Because of family and religious pressures, the Mexican-American appears to be resisting acculturation. He is truly torn between two worlds, that in which he is living and that in which he must learn and earn a living. There is a question about whether the 196 Mexican-American really wants to change his way of life, since in the area of this study there have been many chances. The Oriental-American has shown that he has the philosophy to acculturate into any country, regardless of set-backs, while never losing his identity and self-concept. It will be interesting to see a possible change in succeeding generations. Whether the elders can maintain their control or the young will tend to adopt the family relationships of the dominant culture is an unanswered question. Although this study has increased our knowledge of ethnic dif- ferences, it has also raised many questions. What is the role of the White-American male and female? With the liberation of women into the unisex of the business world and the emergence of minority group studies, what is the self-concept of the White-American male in the United States in regard to nationalism and sex development? What of the "melting pot" of America and all_nationalities becoming Americans, not hyphenated Americans? Do minority studies and pride of ethnic background perpetuate differences among ethnic groups? This study has indicated that Oriental-Americans are as "normal" as White—Americans, that Black—Americans in the same area of opportunities are closely "normal" with White-Americans. Yet the Mexican-American, with the dominant church and family enclosure, has resisted acculturation. The American Indian in this study has many similarities with the White—American. Is this because he is outside of the "reservation influence" and is living as and with White- Americans? 197 It seems that these questions raise many possibilities for future researchers. Recommendations for Further Research This study contributes to the research on cultural differences and their effect on the student in the classroom. Based on the find— ings of this research and the belief that a positive self-concept can achieve effective learning in traffic safety, the following recommendations are made: 1. A comparison should be made of the driving habits of different ethnic groups. A study comparing the behavior characteristics of White- American youngsters and other ethnic groups living in foreign countries should be made. A comparison of geographical and environmental influences on the self—concept of ethnic groups should be done. A study should be made comparing the economic effect on the personality adjustment of individuals and ethnic groups. Studies should be made to evaluate the competency of current driver education instructors to recognize personality prob- lems based on cultural background. APPENDICES 198 APPENDIX A MANN PERSONAL ATTITUDE SURVEY 199 39939999992”supernatant-autumnal» trcra'cro’crcra‘o-o‘a‘O’c‘o—c‘crcra‘crcrc'c’crcrcrcr nnnnnnnnnonnnnnnnnnnnnnnnn ammo.mamammmmmma—mmmmmmmmmmm C" 0" O‘U‘O’ O b 00 G C APPENDIX A MANN PERSONAL ATITI'UDE SURVEY This questionnaire has hopes of providing the most meanin ul school situation for you and your fellow students. There are no “right" or “wrong" answers. mess should be those that a: “correct" for you personally Please circle the letter on the left of the question that is most “correct to the best of your knowledge. 1 dc 2 def3 de 4 de 5 (l0 6 (t ’D . If you are a male mark a , if you are female mark “h”. . Mark the letter that matches your age at this time: a-under 15, b-lS, c-16, do17, e-over l7. . Mark the family origin that most a plies to you: a—American Indian, b-Black American. c-Mexican American. d-Oriental merican, e-White American, f-Other. c-between 15 and 25,000, d—ovcr $2 000. . Mark the yearly income that best fitsyour family: a-under 85,000, b-between 5 and 15,000; . Mark the formal schooling that best describes our father: a-stop ed before 8th grade, szompleted 8th grade, c-Completed High Sc ool, d-Complete jr. College, c-Completed College. . Mark the formal schooling that best describes our mother: a-stogped before 8th grade, bComplered 8th grade, c-Completed High SC 001, d-Completed r. College, e-Complcted College. For the following questions. mark the letters to the left in relation to the following key a- always b- usually c- sometimes d- rarely e- never 7. I like to take part in organized extra-curricular activities in school. 8. 9. H) II 12 13 14 15 000000000GCOOCOOOCCCCGCCCC lfi. l7. l8. 1‘). 20. 21. 22. 23. 24. 25. 2f). 27. 28. 29. 3‘). 3i. 32. Young people are much better drivers than middle-aged people. Policemen are sincere in enforcing the laws. . My parents are reasonable in their relations with me. . My community is a happy place to live. . I put off until tomorrow things I should do today. . I like to daydream. . I feel full of pep when I get behind the wheel of an automobile. . I live in a home that is happy. If I see a police officer, I am more careful. Over-careful drivers cause more accidents than the so-called reckless ones. I enjoy being out late at night and sleeping mornings. I get a feeling of real power when driving a car. Courses Ill school are set up to meet the needs and interests of the student. I am concerned about the way my clothes look. Slow drivers should be kept off the highways. All new drivers should be required to take a course in driver education. Unsafe drivers should be deprived of the right to drive. Accidents don’t just happen; they are caused. I like to get everything out of a car that it has in it. The chief work of most policemen should be traffic control. My parents exert too much control over me. The people in my community want all traffic laws enforced. l have been TEMPTED to cheat on a test. I get impatient in heavy traffic. There are times when it seems like everyone is against me. 200 wwwwwwwwwuvwwwwwwovwuwwmwmwwmwwwwwwwm O'U‘O‘O‘O"O‘O‘O"O’O‘O"O‘O‘O‘O‘O‘O‘O‘O‘O‘O‘O‘O‘O‘U‘O‘O‘O‘O‘O‘U‘O‘O‘O‘O‘CT‘O" OOOOOGOO00000000000OOOOOOGOOOOOOGOGOO 201 a- always b-usually c- sometimes d- rarely e- never O—O—O-O—D-Q-Onfl-Q-O-O-O‘D—O-D-D-Q-O-D-O-O—O-Q-O-O-D‘D—D-D-Q—O-O-GnO-oG-O-D- 0000GQGGGOOOOOQGOGGOGGQ'OGGGWOOQGGGQGO0 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. S4. 55. 56. 57. 58. S9. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. Old, defective cars should be kept off the road. Drivers should be given more freedom in obeying traffic signs. People should drive when they are angry. Passing on hills and curves is exceedingly dangerous. It is necessary to stop at “stop” signs if no other cars are in sight. I like to put extras on my car to attract attention. I am good at talking myself out of trouble. Strong discipline in practice makes a better team. I am popular with most of the students in my class. Police officers are rougher on teen-agers than on adults. Teachers want to help students with their problems. The principal driver in my family gets traffic tickets for moving violations. I have as good table manners at home as when I eat out. I have been wrong in an argument but wouldn’t admit it to my opponent. Society should have the right to question the way I drive. I like to razz a team when it is losing. I am proud of my reputation in the community. I am considered a friendly person. I like most of my work. Our family spends a great deal of time together. Attitudes toward driving are more important than ability to handle a car. I like to take chances when I’m driving. Traffic laws are set up to promote safety. Courtesy toward other drivers is important. I like a great deal of freedom. I don’t mind being told what to do. My grades in school are a good indication of my ability. I become concerned about what other people think of me. I find that older people tend to be too bossy. I feel somewhat nervous when I drive a car. I think courtesy towards others is a good reflection ofa person’s character. I get more fun out of driving a car than any other activity. The police are only trying to do the job for which they are hired. My folks insist that I spend most week-day evenings at home. I am considered a reliable person. I like to help a person who is in trouble. I am more courteous than the average driver. Tell us how you feel about the test in the space remaining. APPENDIX 8 STUDENTS' OPEN-ENDED RESPONSES TO QUESTIONNAIRE \‘ IV 0 \\ IV APPENDIX B STUDENTS' OPEN-ENDED RESPONSES TO QUESTIONNAIRE A random sampling of responses exactly as written in answer to the question: Tell us howgyou feel about the test in the space remaining. "Seemed kind of nosey 1J1 family questions." "I think that it was pretty dumb and they asked too many personal questions." "I thought it was very good--makes a person think. Have more like this!" "This test show some intelligence in trying to find out about the students ability and attitudes toward driving, school, manners." "I think this test is trying to tie together our attitudes toward life to the way we drive. There probably is a connection." "I think more people should tate it. it is a good test." "As a survey it was OK. It could have been better." "I thought it was sort of dumb." "I love to answer questions therefore I enjoyed it." "Makes me feel as if we are taking a Driver's Education test." "I think its weird." "This is a somewhat nosey test. Really!!" "The test asks to many question that don‘t mean anything." "I think its full of shit." "The answers don't go along with the questions." "I feel that it was trying to find out what kind of driver I am, and what kind of family life I have." "Unnecessary questions were asked." 203 204 "This test is irrelevant." "I feel that this test was finding out about our family attitude which may cause us emotional reflection upon our driving." "I thought the test inquired about a few things that were not anyone else's business." "This survey was dump!" "Asks to many personal questions." "I think the question were too personal and some of them were dumb." "It's to nosey but okay." "it was a good test and they ask to much questions." "The test was very interesting and I thing it is true all the thing that were in the teste." "The test reminded me of how I am and what I feel for others. It makes you think of yourself for a moment, and if you are sorry the way you are, you might want to change your way of living." "It makes you think about your self." "There is no reason for it and most of it is none of your business, it's my life and Ive' my own private business some questions are none of your business!" "I think that some of the questions they asked are too personal but othre wise its alright." "I don't see any sense in it." "It was OK But I don't think some of the questions should be asked." "This is a some what nosey test!" "Some questions didn't make sense and its none of your business." ”You sure are nosey!" "It isn't too bad, but it is really a bunch of nonsense!!" "Bye" "I think it is allright if you want to be nosey." 205 "I think this test is very good, but some of the questions I didn't like." "I think that the test is a pretty good one. It makes you think a lot." "It's such a put-on. I think it's a time wasting, useless thing." "What's the automobile got to do with a person's schooling?" "Simple, plain test." "I see no point in the test." "This test is probably written to bring the attention to us teen-agers about safety in driving. I does help, because it makes one realize how I am." "It was okay, kinda weird, it makes you think about things now days." "It was kind of fun. It was interesting." "There were a lote of things covord in this test." "I feel this test is alright just to find out if your awake." "It's a good test you find out more about yourself and likes and dis— likes finding out what people are like. Good test makes you think more about whats going on in life." "I don't own a car and I drive very little so I wouldn't know how accurate my answers are." "I think the test would be a good driving test." "You have a hang up on cars. You can't judge a person by the way they drive, they may be tired (so they drive slow) or in a hurry (so they drive fast)." "Who cares" "OK more about driving than anything else." "I think that this test is great because it makes you remember to help people and obey the rules that the government make." "The questions are not invasions of privacy, but I wish I knew what you're trying to find out. When I take test like this I always feel like giving all the weirest answers possible and freaking everyone out." "estupido" 206 "I think it a very good test probably the only one I'll pass (Ha!)." "I think it is stupid." "I found this test somewhat nosey and unnecessary, but not offensive. I could see no reason for it." "Some of the questions were kind of funny but that is the way people are I guess. But for one thing it is pretty complete. but I don't drive a car yet so what do you say to that." "All right not enough about feelings between teacher and students." "Some of the answers do not fit the questions." "Most of these questions on this test aren't important to ask." "Boo! on you, Sir." "It stinks" "Its all right, I guess." "I do not think this will help my fellow students. This test asked more question about driving then about the school. I do not think the first part of this test will help my fello students." "This test will be good because it will help to find out how most people about things. It will help to change things that need changing and improve on other things." "It was kinda dumb. But maybe after I know what is for it won't be so dumb." "The test is aimed at those people who drive a lot, (for fun) for those wo don't, the statements are impersonal." "I would like to know if driving a car has a little to do with your personality. Does the way a person drive a car show what type of person he is?" APPENDIX C BEHAVIOR DESCRIPTIONS USED IN THE MANN INVENTORY 207 APPENDIX C BEHAVIOR DESCRIPTIONS USED IN THE MANN INVENTORY Under-Controlled General: Behavior characterized by forceful, outgoing action or vigor- ous efforts to assert oneself over others, with little consid- eration of the results. Specific in the driver education context: Will try any skill with no fear of making a mistake or failure. Will attempt to answer any question--hand always up in responding to an oral question. Will Will Will Will full Will with Will Will Will attempt to argue and bargain to keep ahead. do wrong or doubtful act, then ask about doing it. be trying to communicate much more than expected. try many activities before told to do so, or before instructions given. insist or demand all that he or she feels is due—- no concern for the feelings of others involved. seem to be cool and calm most of the time. be impulsively lively, gay and enthusiastic. wish to drive much more and try any new experience. Over—Controlled General: Behavior characterized by withdrawal from communication with other persons with efforts to have everything under control so that they cannot be criticized by others. Specific in the driver education context: Will then Will try a skill after deliberation and full understanding-- only hesitatingly. not attempt to answer question if not sure with fear of being wrong in peer group. Will will Will will Will Will accept what is said by an instructor or peer and never argue for a point. ask about a task coming up, then when understood, try it. communicate when he feels it absolutely necessary. not move into any activity until told or given permission to do so. Will not demand or assert rights, but will accept what . is offered. 208 209 8. Will be upset and exhibit anxiety rather often. 9. Will be sober, prudent and serious. 10. Will not readily volunteer for more driving or new experiences without first considering them very care- fully. Normal General: Behavior characterized by well-adjusted interaction with persons and consistent with the norms of the society in which the individual lives, with the absence of tendencies toward extremes in personality. APPENDIX D RAW SCORES FOR DEMOGRAPHIC DATA 210 APPENDIX D RAW SCORES FOR DEMOGRAPHIC DATA Table D.1.--Frequency distribution of the sample population classified by number and percent according to age, ethnic group, and sex. Ethnic Under Over Group, 15 16 17 Total 15 17 Sex Al N 2 17 12 7 1 39 p 5.1 43.6 30.8 17.9 2.6 A2 N 0 18 16 5 0 39 p 0.0 46.2 41.0 12.8 0.0 ' 81 N 2 15 38 6 3 64a p 2.2 16.3 41.3 6.5 3.3 82 N 2 46 13 7 0 68a 9 2.3 52.3 14.8 8.0 0.0 Ml N 0 52 68 26 6 152 p 0.0 34.2 44.7 17.1 3.9 M2 N 7 62 72 29 2 172 p 4.1 36.0 41.9 16.9 1.2 01 N 3 58 33 6 2 102 p 2.9 56.9 32.4 5.9 2.0 02 N 0 48 34 8 0 90 P 0.0 53.3 37.8 8.9 0.0 W1 N 6 370 277 51 4 708 p 0.8 52.3 39.1 7.2 0.6 W2 N 7 396 245 34 1 694 p 1.0 57.1 35.3 6.5 0.1 T1 N 0 84 75 8 1 168 p 0.0 50.0 44.6 4.8 0.6 T2 N l 82 68 10 3 164 p 0.6 50.0 41.5 6.1 1.8 Total N 30 1248 951 208 19 2460 p 1.2 49.8 37.9 8.3 0.8 aThere were 28 (24 percent) Black-American males and 20 (22 percent) Black-American females who did not answer this question. Key: N = Number P = Percent 211 212 Table D.2.--Frequency distribution of the sample population classified by number and percent according to yearly income of family. Ethnic Between Between Under Over GrOUP' 5 000 5'000‘ 15'000' 25 000 Tot 1 Sex ' 15,000 25,000 ' 9 Al N 2 20 13 4 39 p 5.1 51.3 33.3 10.3 A2 N 2 15 15 7 39 p 5.1 38.5 33.3 17.9 B1 N 7 36 36 13 92 p 7.6 39.1 39.1 14.1 82 N 12 39 27 10 88 p 13.6 44.3 30.7 11.4 M1 N 36 88 26 2 152 p 23.7 57.9 17.1 1.3 M2 N 54 73 34 11 172 p 31.4 42.4 19.8 6.4 01 N 5 59 27 11 102 P 4.9 57.8 26.5 10.8 02 N 6 55 25 4 90 p 6.6 61.1 27.8 4.4 Ni N 18 311 269 110 708 p 2.5 43.9 39.0 15.5 w2 N 29 319 260 86 694 p 4.2 46.0 37.5 12.4 Tl N 14 85 53 16 168 p 8.3 50.6 31.5 9.5 T2 N 11 85 48 20 164 p 6.7 51.8 29.3 12.2 1 .N 196 1185 833 294 2508 T°ta P 7.8 47.2 33.2 11.7 213 Table D.3.--Father's Schooling. .c: '0’ a) 4.: r00 '60 68’ '6 CD CDT) a): ”H G) 'U “(U #0 UH HQ) 030) 01“ mm 0’0 00‘ ‘ 86 at” 3.4: 8.0 '73 "’ Ethnic 3’8 8'5 63 853 8.4 3 Group. Sex .03.!) 000 on: oo 88 59 American 39 7 7 2g 6 49 7 5 2 39 Indian . . 8. 12.8 5.1 (78) F 2 6 15 4 12 39 39 5 1 15.4 38.5 10.3 30.8 M 2 6 49 16 19 92 Black- American 92 2.2 6.5 53.3 17.4 20.6 (180) F 5 10 46 10 17 88 88 5.7 11.4 52.3 11.4 19.3 . M 64 33 39 10 6 152 M — eX15an 152 42.1 21.7 25.7 6.6 3.9 American (324) F 78 37 39 5 13 172 172 45.3 21.5 22.7 2 9 7.6 . M 8 11 44 18 21 102 O t 1- rle? a 102 7.8 10.8 43.1 17.6 20.6 American (192) F 7 10 45 13 15 9O 90 7.8 11.1 50.0 14.4 16.7 White_ M 19 85 236 97 271 708 . 708 2.7 12.0 33.3 13.7 38.3 American (1402) F 21 90 240 93 250 694 694 3.0 13.0 34.6 13.4 36.0 M 12 19 68 26 43 168 Other 168 7.1 11.3 40.5 15.5 25.6 (332) F 15 26 64 15 44 164 164 9.1 15.9 39.0 9.1 26.8 M 108 164 455 172 362 1261 . . . 1 . 28.7 Subtotal 1261 8 6 13 0 36 O 3 6 F 128 179 449 140 352 1247 1247 10.3 14.4 36.0 11.2 28.1 4 4 312 714 2508 Total All 236 3 3 90 . 2508 9.4 13.7 36.0 12.4 28.4 Table D.4.--Mother's schooling. -» 214 H o .C! O U‘ u U o 'o o p o p m 0'0 0 S 0.4 m U u o u U u H u m o o o H o m o o o m as 8°“ '3... a.“ as H Ethnic 8’8 5 5 6 9 E g E H 3 Group Sex U) .Q U 00 U :1: 8 '7 8 8 E9 American 3: 7 28 2 4: 0 7 7 g 39 Indian ° ° - . l .4 (78) F 1 8 l4 7 9 39 39 2.6 20.5 35.9 17.9 23.1 Black- M 2 14 41 ll 24 92 . 92 2.2 15.2 44.6 12.0 26.1 American (180) F l 13 49 15 10 88 88 1. 14.8 55.7 17.0 11.4 Mexican- M 66 39 34 10 3 152 . 43.4 25. 22.4 6.6 2.0 American (324) F 79 41 40 4 9 173 172 45.9 23.8 23.3 2.3 5.2 Oriental- M 4 10 52 12 25 103 . 102 3.9 9.8 51.0 11.8 24.5 American (192) F 12 7 44 ll 16 90 9O 13 7.7 48.9 12.2 17.7 . M 10 50 345 118 185 708 Whlt97 1.4 7. 48.7 16.7 26.1 American (1402) F 9 75 319 120 171 694 694 1. 10.8 46.0 17.3 24.6 M 8 20 87 24 29 168 . . .8 14. 17.3 Other 168 4 8 ll 9 51 9 (332) F 19 31 7O 19 25 164 164 11.6 18.9 42.7 11.6 15.2 M 93 144 575 178 272 1261 7. . 45.4 14.1 21.6 Subtotal 1261 4 ll 4 F 121 175 534 176 240 1247 1247 9. 14.0 43.0 14.1 19.2 T t 1 All 214 319 1111 352 512 2508 O a 2508 8. 12.7 44.2 14.1 20.4 [It'll] I. Ililliltl l I ‘ll III APPENDIX E RAW SCORES FOR INDIVIDUAL ITEMS ON MANN INVENTORY 215 APPENDIX E RAW SCORES FOR INDIVIDUAL ITEMS ON MANN INVENTORY Table E.1.--Item 7: I like to take part in organized extra-curricular activities. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 6 6 12 10 5 39 3.05 1.26 P 15.38 15.38 30.77 25.64 12.82 A2 N 4 10 17 5 3 39 2.82 1.05 P 10.26 25.64 43.59 12.82 7.69 81 N 16 15 38 13 10 92 2.85 1.19 P 17.39 16.30 41.30 14.13 10.87 82 N 10 24 39 7 6 86 2.71 1.02 P 11.63 27.91 45.35 8.14 6.98 M1 N 11 19 66 39 17 152 3.21 1.04 P 7.24 12.50 43.42 25.66 11.18 M2 N 12 24 69 46 21 172 3.23 1.06 P 6.98 13.95 40.12 26.74 12.21 01 N 12 28 43 13 6 102 2.74 1.02 P 11.76 27.45 42.16 12.75 5.88 02 N 7 15 52 15 1 90 2.97 .82 P 7.78 16.67 57.78 16.67 1.11 W1 N 67 157 255 172 56 707 2.99 1.08 P 9.48 22.21 36.07 24.33 7.92 W2 N 53 146 295 150 47 691 2.99 1.00 P 7.67 21.13 42.69 21.71 6.80 Tl N 14 36 61 37 17 165 3.04 1.10 P 8.48 21.82 36.97 22.42 10.30 T2 N 28 32 69 25 9 163 2.72 1.09 P 17.18 19.63 42.33 15.34 5.52 T t 1 N 240 512 1016 532 198 2498 2.97 1.06 o a p . 9.61 20.50 40.67 21.30 7.93 216 Table E.2.-—Item 8: 217 Young people are much better drivers than middle- aged people. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 3 5 22 8 l 39 2.97 .87 P 7.69 12.82 56.41 20.51 2.56 A2 N 1 7 28 3 0 39 2.85 .59 2.56 17.95 71.79 7.69 0.00 81 N. 7 18 57 10 0 92 2.76 .75 P 7.61 19.57 61.96 10.87 0.00 82 N 2 16 62 8 0 88 2.86 .59 P 2.27 18.18 70.45 9.09 0.00 M1 N 6 25 93 18 8 150 2.98 .81 P 4.00 16.67 62.00 12.00 5.33 M2 N 4 34 111 20 l 130 2.88 .65 P 2.35 20.00 65.29 11.76 .59 01 N 4 17 73 7 1 102 2.84 .64 P 3.92 16.67 71.57 6.86 .98 02 N 1 13 65 10 0 90 2.94 .55 P 1.12 14.61 73.03 11.24 0.00 W1 N 39 96 456 107 5 703 2.92 .73 P 5.55 13.66 64.86 15.22 .71 W2 N 16 92 514 67 2 691 2.92 .57 P 2.32 13.31 74.38 9.70 .29 T1 N 11 28 98 25 2 164 2.87 .79 P 6.71 17.07 59.76 15.24 1.22 T2 N 3 19 127 11 2 162 2.94 .55 P 1.85 11.73 78.40 6.79 1.23 T t 1 N 97 370 1706 294 22 2489 2.91 .67 O a P 3.90 14.87 68.54 11.81 .88 Table E.3.--Item 9: 218 Policemen are sincere in enforcing the laws. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 4 24 4 6 1 39 2.38 .96 P 10.26 61.54 10.26 15.38 2.56 A2 N 4 19 12 2 2 39 2.46 .94 P 10.26 48.72 30.77 5.13 5.13 81 N 14 34 27 8 8 91 2-58 1.13 P 15.38 37.36 29.67 8.79 82 N 16 29 36 4 1 86 2.36 .88 P 18.60 53.72 41.86 4.65 1.16 M1 N 26 49 48 18 9 150 2.57 1.10 P 17.33 32.67 32.00 12.00 6.00 M2 N 28 54 57 27 2 168 2.53 .99 P 16.67 32.14 33.93 16.07 1.19 01 N 13 48 25 13 2 101 2.44 .94 P 12.87 47.52 24.75 12.87 1.98 02 N 8 49 25 5 0 87 2.31 .72 P 9.20 56.32 28.74 5.75 0.00 W1 N 105 349 186 41 21 702 2.32 .90 P 14.96 49.72 26.50 5.84 2.99 W2 N 70 396 185 27 10 688 2.29 .76 P 10.17 57.56 26.89 3.92 1.45 T1 N 23 79 48 10 4 164 2.35 .88 P 14.02 48.17 29.27 6.10 2.44 T2 N 24 58 57 16 6 161 2.52 .99 P 14.91 36.02 35.40 9.94 3.73 T t 1 N 335 1188 710 177 66 2476 2.37 .90 O a B 13.53 47.98 28.68 7.15 2.67 219 Table E.4.--Item 10: My parents are reasonable in their relations with me. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 9 18 10 0 2 39 2 18 97 P 23 08 46 15 25 64 0 00 5 13 A2 N 13 17 4 3 2 39 2.08 1.11 P 33.33 43.59 10.26 7.69 5.13 81 N 23 38 22 5 3 91 2.20 .99 P 25.27 41.76 24.18 5.49 3.30 82 N 29 30 15 7 4 85 2.14 1.12 P 34.12 35.29 17.65 8.24 4.71 M1 N 59 43 36 7 3 148 2.00 1.01 P 39.86 29.05 24.32 4.73 2.03 M2 N 65 46 35 19 5 170 2.14 1.14 P 38.24 27.06 20.59 11.18 2.94 01 N 27 53 17 2 2 101 2.00 .84 P 26.73 52.48 16.83 1.98 1.98 02 N 20 37 22 9 0 88 2 23 92 P 22 73 42 05 25.00 10 23 0 00 W1 N 188 337 129 32 18 704 2.08 .93 P 26 70 47 87 18 32 4 55 2 56 W2 N 194 355 100 30 14 693 2.01 .88 P 27 99 51 23 14 43 4 33 2 02 T1 N 42 64 42 9 5 162 2.20 .99 P 25 93 39 51 25 93 5 56 3 09 T2 N 49 60 33 17 5 164 2.20 1.07 P 29 88 36 59 20 12 10 37 3 05 N 718 1098 465 140 63 '2484 2.09 .96 Total Table E.5.--Item 11: 220 My community is a happy place to live. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D' ' Sex ev. Al N 11 16 8 2 2 39 2.18 1.07 P 28.21 41.03 20.51 5.13 5.13 A2 N 6 16 ll 4 2 39 2.49 1.05 P 15.38 41.03 28.21 10.26 5.13 81 N 12 38 26 6 10 92 2.61 1.14 P 13.04 41.30 28.26 6.52 10.87 82 N 19 27 27 6 9 88 2.53 1.20 P 21.59 30.68 30.68 6.82 10.23 M1 N 43 43 44 11 10 151 2.35 1.16 P 28.48 28.48 29.14 7.28 6.62 M2 N 33 52 67 13 7 172 2.47 1.02 P 19.19 30.23 38.95 7.56 4.07 01 N 24 37 26 9 5 101 2.35 1.09 P 23.76 36.63 25.74 8.91 4.95 02 N 16 37 25 9 3 90 2.40 1.00 P 17.78 41.11 27.78 10.00 3.33 W1 N 145 307 171 52 28 703 2.30 1.01 P 20.63 43.67 24.32 7.40 3.98 W2 N 161 328 149 39 14 691 2.16 .91 P 23.30 47.47 21.56 5.64 2.03 T1 N 36 75 34 14 6 165 2.27 1.01 P 21.82 45.45 20.61 8.48 3.64 T2 N 39 64 41 12 7 163 2.29 1.05 P 23.93 39.26 25.15 7.36 4.29 T t l N 545 1040 629 177 103 2494 2.30 1.02 ° 9 B 21.85 41.70 25.22 7.10 4.13 Table E.6.--Item 12: 221 I put off until tomorrow things I should do today. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 3 4 23 7 2 39 3.03 .90 P 7.69 10.26 58.97 17.95 5.13 A2 N l 6 16 12 4 39 3.31 .95 P 2.56 15.38 41.03 30.77 10.26 81 N 8 12 50 16 4 90 2.96 .92 P 8.89 13.33 55.56 17.78 4.44 82 N 7 16 48 14 3 88 2.89 .89 P 7.95 18.18 54.55 15.91 3.41 M1 N 15 36 72 20 5 148 2.76 .93 P 10.14 24.32 48.65 13.51 3.38 M2 N 16 30 79 36 10 171 2.96 1.00 P 9.36 17.54 46.20 21.05 5.85 01 N 5 15 57 18 6 101 3.05 .88 P 4.95 14.85 56.44 17.82 5.94 02 N 7 21 49 12 1 90 2.77 .82 P 7.78 23.33 54.44 13.33 1.11 Wl N 66 135 365 117 23 706 2.85 .92 P 9.35 19.12 51.70 16.57 3.26 w2 N 48 88 402 135 19 691 2.98 .84 P 6.95 12.74 58.18 19.54 2.60 Tl N 8 30 80 37 9 164 3.05 .91 P 4.88 18.29 48.78 22.56 5.49 T2 N 6 20 98 29 9 162 3.09 .82 P 3.70 12.35 60.49 17.90 5.56 T t 1 N 190 413 1339 453 94 2489 2.94 .89 O a p 7.63 16.59 53.80 18.20 3.78 222 Table E.7.--Item 13: I like to daydream. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 9 3 18 8 l 39 2.72 1.12 P 23.08 7.69 46.15 20.51 2.56 A2 N 13 6 l4 3 3 39 2.41 1.25 P 33.33 15.38 35.90 7.69 7.69 81 N ll 13 39 15 12 90 3.04 1.16 P 12.22 14.44 43.33 16.67 13.33 82 N 21 9 34 16 6 86 2.73 1.22 P 24.42 10.47 39.53 18.60 6.98 Ml N 15 19 77 26 13 150 3.02 1.03 P 10.00 12.67 51.33 17.33 8.67 M2 N 34 23 69 38 8 172 2.78 1.14 P 19.77 13.37 40.12 22.09 4.65 01 N 12 16 46 22 6 102 2.94 1.04 P 11.76 15.69 45.10 21.57 5.88 02 N 14 13 46 11 6 90 2 80 1 06 P 15.56 14.44 51.11 12.22 6.67 W1 N 110 92 303 175 27 707 2.88 1.07 P 15.56 13.01 42.86 24.75 3.82 W2 N 120 113 336 113 11 693 2.69 .99 P 17.32 16.31 48.48 16.31 1.59 T1 N 21 21 68 44 10 164 3.01 1.08 P 12.80 12.80 41.46 26.83 6.10 T2 N 40 27 67 26 4 164 2.55 1.10 P 24.39 16.46 40.85 15.85 2.44 T t 1 N 420 355 1117 497 107 2496 2.81 1.07 O a B 16.83 14.22 44.75 19.91 4.29 Table E.8.—-Item 14: 223 an automobile. I feel full of pep when I get behind the wheel of Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. A1 6 4 14 10 5 39 3.10 1.23 15.38 10.26 35.90 25.64 12.82 A2 7 11 ll 6 3 38 2.66 1.19 18.42 28.95 28.95 15.79 7.89 81 16 19 32 12 ll 90 2.81 1.24 17.78 21.11 35.56 13.33 12.22 82 12 17 28 13 14 84 3.00 1.27 14.29 20.24 33.33 15.48 16.67 M1 11 38 54 22 26 151 3.09 1.17 7.28 25.17 35.76 14.57 17.22 M2 23 31 54 24 37 169 3.12 1.32 13.61 18.34 31.95 14.20 21.89 01 18 2O 38 17 5 98 2.70 1.11 18.37 20.41 38.78 17.35 5.10 02 9 21 31 13 9 83 2.90 1.13 10.84 25.30 37.35 15.66 10.84 W1 87 147 232 183 77 676 2.95 1.18 12.87 21.75 34.32 19.67 11.39 W2 93 154 233 115 56 651 2.83 1.14 14.29 23.66 35.79 17.67 8.60 T1 31 39 52 16 17 155 2.67 1.12 20.00 25.16 33.55 10.32 10.97 T2 19 29 53 28 20 148 3.01 1.20 12.75 19.46 35.57 18.79 13.42 T t l 332 530 832 409 280 2383 2.91 1.19 O a 13.93 22.24 34.91 17.16 11.75 224 Table E.9.--Item 15: I live in a home that is happy. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 13 14 8 3 1 39 2.10 1.05 P 33.33 35.90 20.51 7.69 2.56 A2 N 8 l8 7 3 3 39 2.36 1.14 P 20.51 46.15 17.95 7.69 7.69 Bl N 18 44 20 7 3 92 2.27 .97 P 19.57 47.83 21.74 7.61 3.26 B2 N 25 28 21 10 3 87 2.29 1.11 P 28.74 32.18 24.14 11.49 3.45 M1 N 42 63 39 7 1 152 2.09 .88 P 27.63 41.45 25.66 4.61 66 M2 N 62 65 37 14 4 172 2.15 1.02 P 30.23 37.79 21.51 8.14 2.33 01 N 23 56 16 5 2 102 2.09 .87 P 22.55 54.90 15.69 4.90 1.96 02 N 17 39 24 7 2 89 2.30 .95 P 19.10 43.82 26.97 7.87 2.25 W1 N 159 346 150 38 12 705 2.15 .89 P 22.55 49.08 21.28 5.39 1.70 w2 N 211 328 106 36 12 693 2.00 .91 P 30.45 47.33 15.30 5.19 1.73 T1 N 48 69 34 5 9 165 2.14 1.05 P 29.09 41.82 20.61 3.03 5.45 T2 N 39 64 34 14 10 161 2.33 1.12 P 24.22 39.75 21.12 8.70 6.21 T t 1 N 655 1134 496 149 62 2496 2.13 .95 O a p 26.24 45.43 19.87 5.97 2.48 Table E.lO.--Item 16: If I see a police officer, I am more careful. 225 Ethnic Group, Always USUally Sometimes Rarely Never Total Mean Std. Sex ev. Al N 19 8 9 2 l 39 1.92 1.09 P 48.72 20.51 23.08 5.13 2.56 A2 N 16 13 3 3 4 39 2.13 1.32 P 41.03 33.33 7.69 7.69 10.26 Bl N 26 27 20 12 4 89 2.34 1.17 P 29.21 30.34 22.47 13.48 4.49 82 N 39 22 13 9 5 88 2.08 1.23 P 44.32 25.00 14.77 10.23 5.68 Ml N 64 50 24 6 6 150 1.93 1.05 P 42.67 33.33 16.00 4.00 4.00 M2 N 75 58 26 3 7 169 1.87 1.02 P 44.38 34.32 15.38 1.78 4.14 01 N 46 29 13 7 5 100 1.96 1.15 P 46.00 29.00 13.00 7.00 5.00 02 N 37 21 19 6 5 88 2.10 1.19 P 42.05 23.86 21.59 6.82 5.68 W1 N 332 186 100 47 34 699 1.95 1.15 P 47.50 26.61 14.31 6.72 4.86 W2 N 322 187 114 38 25 686 1.92 1.09 P 46.94 27.26 16.62 5.54 3.64 T1 N 68 49 27 14 4 162 1.99 1.08 P 41.98 30.25 16.67 8.64 2.47 T2 N 74 45 26 10 4 159 1.90 1.05 P 46.54 28.30 16.35 6.29 2.52 T t l N 118 695 394 157 104 2468 1.96 1.12 O a p 45.30 28.16 15.96 6.36 4.21 226 Table E.ll.——Item 17: Over-careful drivers cause more accidents than the so-called reckless ones. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N l 7 17 14 0 39 3.13 .80 P 2.56 17.95 43.59 35.90 0.00 A2 N 1 7 18 10 1 37 3.08 .83 P 2.70 18.92 48.65 27.03 2.70 81 N 7 11 42 20 11 91 3.19 1.05 P 7.69 12.09 46.15 21.98 12.09 82 N 4 15 47 14 4 84 2.99 .86 P 4.76 17.86 55.95 16.67 4.76 M1 N 7 18 73 30 18 146 3.23 .98 P 4.79 12.33 50.00 20.55 12.33 M2 N 9 23 85 41 13 171 3.15 .93 P 5.26 13.45 49.71 23.98 7.60 01 N 2 8 43 41 6 100 3.41 .81 P 2.00 8.00 43.00 41.00 5.00 02 N 2 7 45 28 5 87 3.31 .80 P 2.30 8.05 51.72 32.18 5.75 W1 N 37 69 298 229 61 694 3.30 .95 P 5.33 9.94 42.94 33.00 8.79 W2 N 12 62 355 210 42 681 3.31 .79 P 1.76 9.10 52.13 30.84 6.17 T1 N 8 18 63 47 24 160 3.38 1.03 P 5.00 11.25 39.37 29.37 15.00 T2 N 10 11 92 38 9 160 3.16 .87 P 6.25 6.87 57.50 23.75 5.62 N 100 256 1178 722 194 2450 3.27 .90 Total 4.08 10.45 48.08 29.47 7.92 Table E.12.--Item 18: 227 mornings. I enjoy being out late at night and sleeping Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 11 9 11 6 2 39 2.46 1.21 P 28.21 23.08 28.21 15.38 5.13 A2 N 17 4 11 4 3 39 2.28 1.34 P 43.59 10.26 28.21 10.26 7.69 81 N 26 19 29 11 7 92 2.50 1.24 P 28.26 20.65 31.52 11.96 7.61 B2 N 18 20 24 14 12 88 2.80 1.31 P 20.45 22.73 27.27 15.91 13.64 Ml N 32 19 60 20 21 152 2.86 1.28 P 21.05 12.50 39.47 13.16 13.82 M2 N 32 35 47 27 30 171 2.93 1.35 P 18.71 20.47 27.49 15.79 17.54 01 N 31 28 25 12 6 102 2.35 1.20 P 30.30 27.45 24.51 11.76 5.88 02 N 16 23 30 14 6 89 2.67 1.15 P 17.98 25.84 33.71 15.73 6.74 w1 N 227 162 196 81 38 704 2.35 1.19 P 32.24 23.01 27.84 11.51 5.40 w2 N 231 173 199 64 26 693 2.25 1.13 P 33.33 24.96 28.72 9.24 3.75 T1 N 47 28 59 16 13 163 2.51 1.23 P 28.83 17.18 36.20 9.82 7.98 T2 N 55 22 50 20 15 162 2.49 1.32 P 33.95 13.58 30.86 12.35 9.26 T t 1 N 743 542 741 289 179 2495 2.45 1.23 O a P 29.79 21.73 29.71 11.59 7.18 Table E.13.--Item 19: 228 I get a feeling of real power when driving a car. Ethnic d Group, Always Usually Sometimes Rarely Never Total Mean it ° Sex ev. N 2 4 l3 l4 6 39 3.46 1.06 Al P 5.13 10.26 33.33 35.90 15.38 A2 N 1 5 14 11 7 38 3.47 1.03 P 2.63 13.16 36.84 28.95 18.42 81 N 5 13 30 18 21 87 3.43 1.18 P 5.75 14.94 34.48 20.69 24.14 82 N 3 13 28 23 16 83 3.43 1.08 P 3.61 15.66 33.73 27.71 19.28 M1 N 9 20 46 47 28 150 3.43 1.12 P 6.00 13.33 30.67 31.33 18.67 M2 N 13 19 45 45 47 169 3.56 1.22 P 7.69 11.24 26.63 26.63 27.81 01 N 9 15 35 20 16 95 3.20 1.18 P 9.47 15.79 36.84 21.05 16.84 02 N 3 7 36 20 18 84 3.51 1.04 P 3.57 8.33 42.86 23.81 21.43 W1 N 36 69 226 219 125 675 3.49 1.07 P 5.33 10.22 33.48 32.44 185.2 W2 N 32 61 196 239 122 650 3.55 1.05 P 4.92 9.38 30.15 36.77 18.77 T1 N 13 21 50 42 28 154 3.33 1.17 P 8.44 13.64 32.47 27.27 18.18 T2 N 6 24 39 55 26 150 3.47 1.08 P 4.00 16.00 26.00 36.67 17.33 Total N 132 271 758 753 460 2374 3.48 1.10 P 5.56 11.42 31.93 31.72 19.38 Table E.14.--Item 20: 229 and interests of the student. Courses in school are set up to meet the needs Ethnic - Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 6 5 15 9 3 38 2.95 1.16 P 15.79 13.16 39.47 23.68 7.89 A2 N 3 18 11 6 1 39 2.59 .94 P 7.69 46.15 28.21 15.38 2.56 81 N 13 34 32 8 4 91 2.52 .99 P 14.29 37.36 35.16 8.79 4.40 82 N 18 28 30 10 2 88 2.43 1.01 P 20.45 31.82 34.09 11.36 2.27 M1 N 22 51 40 22 17 152 2.74 1.20 P 14.47 33.55 26.32 14.47 11.18 M2 N 31 51 53 32 4 171 2.57 1.06 P 18.13 29.82 30.99 18.71 2.34 01 N 13 48 29 7 5 102 2.44 .97 P 12.75 47.06 28.43 6.86 4.90 02 N 11 42 22 12 2 89 2.46 .95 P 12.36 47.19 24.72 13.48 2.25 W1 N 73 287 223 79 40 702 2.61 1.01 P 10.40 40.88 31.77 11.25 W2 N 68 275 238 85 23 689 2.59 .94 P 9.87 39.91 34.54 12.34 3.34 T1 N 20 58 44 30 11 163 2.72 1.11 P 12.27 35.58 26.99 18.40 6.75 T2 N 29 52 56 17 9 163 2.54 1.07 P 17.79 31.90 34.36 10.43 5.52 T t 1 N 307 949 793 317 121 2487 2.60 1.02 O a P 12.34 38.16 31.89 12.75 4.87 230 Table E.15.--Item 21: I am concerned about the way my clothes look. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 8 19 6 6 0 39 2.26 .97 P 20.51 48.72 15.38 15.38 0.00 A2 N 19 11 6 2 1 39 1.85 1.04 P 48.72 28.21 15.38 5.13 2.56 Bl N 44 20 20 3 4 91 1.93 1.11 P 48.35 21.98 21.98 3.30 4.40 82 N 57 19 10 l 0 87 1.48 .74 P 65.52 21.84 11.49 1.15 0.00 M1 N 44 44 42 8 13 151 2.35 1.20 P 29.14 29.14 27.81 5.30 8.61 M2 N 106 39 20 2 2 169 1.55 .84 P 62.72 23.08 11.83 1.18 1.18 01 N 26 47 22 4 2 101 2.10 .90 P 25.74 46.53 21.78 3.96 1.98 02 N 32 34 19 4 1 90 1.98 .92 P 35.56 37.78 21.11 4.44 1.11 W1 N 203 294 131 54 22 704 2.14 1.02 P 28.84 41.76 18.61 7.67 3.13 W2 N 397 229 50 14 4 694 1.56 .76 P 57.20 33.00 7.20 2.02 .58 T1 N 51 68 36 4 4 163 2.03 .93 P 31.29 41.72 22.09 2.45 2.45 T2 N 80 55 19 3 6 163 1.77 .98 P 49.08 33.74 11.66 1.84 3.68 N 1067 879 381 105 59 2491 1.88 .97 Total P 42.83 35.29 15.30 4.22 2.37 Table E.16.--Item 22: 231 Slow drivers should be kept off the highways. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 10 5 16 4 4 39 2.67 1.26 P 25.64 12.82 41.03 10.26 10.26 A2 N 3 3 18 8 6 38 3.29 1.09 P 7.89 7.89 47.37 21.05 15.79 81 N 13 10 45 12 9 89 2.93 1.12 P 14.61 11.24 50.56 13.48 10.11 82 N 11 5 37 17 18 88 3.30 1.22 P 12.50 5.68 42.09 19.32 20.45 M1 N 35 15 61 25 13 149 2.77 1.23 P 23.49 10.07 40.94 16.78 8.72 M2 N 41 22 77 22 9 171 2.63 1.14 P 23.98 12.87 45.03 12.87 5.26 01 N 14 21 51 11 3 100 2.68 .95 P 14.00 21.00 51.00 11.00 3.00 02 N 9 12 45 12 10 88 3.02 1.07 P 10.23 13.64 51.14 13.64 11.36 w1 N 133 113 292 97 68 703 2.79 1.18 P 18.92 16.07 41.54 13.80 9.67 w2 N 104 102 339 82 54 681 2.82 1.08 P 15.27 14.98 49.78 12.04 7.93 T1 N 27 33 62 30 11 163 2.79 1.13 P 16.56 20.25 38.04 18.40 6.75 T2 N 25 18 86 23 10 162 2.85 1.05 P 15.43 11.11 53.09 14.20 6.17 0th N 425 359 1129 343 215 2471 2.82 1.14 er P 17.20 14.53 45.69 13.88 8.70 232 Table E.17.--Item 23: All new drivers should be required to take a course in driver education. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean Std' Sex Dev. Al N 26 4 4 1 2 37 1.62 1.14 P 70.27 10.81 10.81 2.70 5.41 A2 N 29 4 4 2 0 39 1.46 .88 P 74.36 10.26 10.26 5.13 0.00 Bl N 65 12 10 1 0 88 1.40 .74 P 73.86 13.64 11.36 1.14 0.00 B2 N 64 11 7 4 1 87 1.47 .91 P 73.56 12.64 8.05 4.60 1.15 M1 N 100 25 13 6 8 152 1.66 1.13 P 65.79 16.45 8.55 3.95 5.26 M2 N 124 22 12 8 5 171 1.53 1.01 P 72.51 12.87 7.02 4.68 2.92 01 N 74 15 8 l 2 100 1.42 .84 P 74.00 15.00 8.00 1.00 2.00 02 N 57 17 9 4 1 88 1.58 .93 P 64.77 19.32 10.23 4.55 1.14 W1 N 517 103 58 13 14 706 1.44 .87 P 73.37 14.59 8.22 1.84 1.98 W2 N 526 90 56 9 11 692 1.39 .82 P 76.01 13.01 8.09 1.30 1.59 T1 N 117 21 18 2 6 164 1.53 .99 P 71.34 12.80 10.98 1.22 3.66 T2 N 105 24 23 8 2 162 1.63 .98 P 64.81 14.81 14.20 4.94 1.23 2 9 52 2486 1.47 .91 Other N 1305 348 22 5 P 72.61 14.00 8.93 2.37 2.09 Table E.18.--Item 24: 233 to drive. Unsafe drivers should be deprived of the right Ethinc Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 17 9 9 2 2 29 2.05 1.17 P 43.59 23.08 23.08 5.13 5.13 A2 N 13 5 15 4 1 38 2.34 1.15 P 34.21 13.16 39.47 10.53 2.63 81 N 33 18 24 7 6 88 2.26 1.24 P 37.50 20.45 27.27 7.95 6.82 82 N 32 13 28 7 4 84 2.26 1.19 P 38.10 15.48 33.33 8.33 4.76 Ml N 54 26 53 8 10 151 2.30 1.20 P 35.76 17.22 35.10 5.30 6.62 M2 N 70 29 44 16 9 168 2.20 1.23 P 41.67 17.26 26.19 9.52 5.36 01 N 40 21 23 10 7 101 2.24 1.27 P 39.60 20.79 22.77 9.90 6.93 02 N 31 21 26 6 3 87 2.18 1.11 P 35.63 24.14 29.89 6.90 3.45 W1 N 303 152 182 35 34 706 2.07 1.15 P 42.92 21.53 25.78 4.96 4.82 W2 N 290 135 201 40 19 685 2.07 1.09 P 42.34 19.71 29.34 5.84 2.77 Tl N 61 33 47 13 9 163 2.24 1.20 P 37.42 20.25 28.83 7.98 5.53 T2 N 65 28 49 7 10 159 2.18 1.20 P 40.88 17.61 30.82 4.40 6.29 Other N 1009 490 701 155 114 2469 2.14 1.16 P 40.87 19.85 28.39 6.28 4.62 Table E.19.--Item 25: Accidents don't just happen; they are caused. 234 Ethnic Group, Always Usually Sometimes Rarely Never Total Mean Std' Sex Dev. Al N 12 13 8 3 3 39 2.28 1.21 P 30.77 33.33 20.51 7.69 7.69 A2 N 15 9 11 2 1 38 2.08 1.08 P 39.47 23.68 28.95 5.26 2.63 81 N 35 28 24 4 0 91 1.97 .91 P 38.46 30.77 26.37 4.40 0.00 82 N 31 15 32 3 6 87 2.29 1.19 P 35.63 17.24 36.78 3.45 6.90 M1 N 57 48 39 5 3 152 2.01 .97 P 37.50 31.58 25.66 3.29 1.97 M2 N 70 47 36 13 5 171 2.04 1.09 P 40.94 27.49 21.05 7.60 2.92 01 N 52 25 21 3 1 102 1.78 .94 P 50.98 24.51 20.59 2.94 .98 02 N 40 25 17 4 2 88 1.90 1.02 P 45.45 28.41 19.32 4.55 2.27 W1 N 272 236 140 36 17 701 1.99 1.01 P 38.80 33.67 19.97 5.14 2.43 W2 N 244 231 173 33 12 693 2.04 .97 P 35.21 33.33 24.96 4.76 1.73 T1 N 55 48 46 7 4 160 2.11 1.01 _ P 34.38 30.00 28.75 4.37 2.50 T2 N 59 40 45 9 7 160 2.16 1.12 P 36.87 25.00 28.13 5.62 4.37 T t l N 942 765 592 122 61 2482 2.03 1.02 O a P 37.95 30.82 23.85 4.92 2.46 235 Table E.20.--Item 26: I like to get everything out of a car that it has in it. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 3 6 10 12 7 38 3.37 1.20 P 7.89 15.79 26.32 31.58 18.42 A2 N 3 4 7 14 9 37 3.59 1.21 P 8.11 10.81 18.92 37.84 24.32 Bl N 16 13 27 20 12 88 2.99 1.29 P 18.18 14.77 30.68 22.73 13.64 82 N 4 11 20 21 27 83 3.67 1.20 P 4.82 13.25 24.10 25.30 32.53 M1 N 13 16 53 37 31 150 3.38 1.18 P 8.67 10.67 35.33 24.67 20.67 M2 N 10 13 51 33 61 168 3.73 1.20 P 5.95 7.74 30.36 19.64 36.31 01 N 5 13 36 29 15 98 3.37 1.06 P 5.10 13.27 36.73 29.59 15.31 02 N 2 9 29 27 15 82' 3.54 1.00 P 2.44 10.98 35.37 32.93 18.29 W1 N 62 78 210 218 115 683 3.36 1.16 P 9.08 11.42 30.75 31.92 16.84 W2 N 26 54 153 235 182 650 3.76 1.07 P 4.00 8.31 23.54 36.15 28.00 T1 N 12 15 54 44 32 157 3.44 1.15 P 7.64 9.55 34.39 28.03 20.38 T2 N 11 15 47 47 28 148 3.45 1.13 P 7.43 10.14 31.76 31.76 18.92 T t 1 N 167 247 697 737 534 2382 3.51 1.15 O a P 7.01 10.37 29.26 30.94 22.42 Table E.21.--Item 27: 236 The chief work of most policemen should be traffic control. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean :td' Sex ev. Al N 2 7 15 8 7 39 3.28 1.12 P 5.13 17.95 38.46 20.51 17.95 A2 N 2 7 l8 8 3 38 3.08 .97 P 5.26 18.42 47.37 21.05 7.89 Bl N 5 9 47 15 14 90 3.27 1.03 P 5.56 10.00 52.22 16.67 15.56 82 N 6 12 32 17 19 86 3.36 1.18 P 6.68 13.95 37.21 19.77 22.09 M1 N 17 23 58 39 13 150 3.05 1.10 P 11.33 15.33 38.67 26.00 8.67 M2 N 14 24 81 27 24 170 3.14 1.09 P 8.24 14.12 47.65 15.88 14.12 01 N 4 13 45 30 10 102 3.28 .95 P 3.92 12.75 44.12 29.41 9.80 02 N 4 8 48 23 4 87 3.17 .84 P 4.60 9.20 55.17 26.44 4.60 W1 N 24 86 292 204 98 704 3.38 .98 P 3.41 12.22 41.48 28.98 13.92 W2 N 18 64 304 198 103 687 3.44 .94 P 2.62 9.32 44.25 28.82 14.99 Tl N 10 21 61 41 29 162 3.36 1.11 P 6.17 12.96 37.65 25.31 17.90 T2 N 5 24 76 34 19 158 3.24 .96 P 3.16 15.19 48.10 21.52 12.03 Tot 1 N 111 298 1077 644 343 2473 3.33 1.00 a P 4.49 12.05 43.55 26.04 13.87 Table E.22.--Item 28: 237 My parents exert too much control over me. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean :td' Sex ev. Al N 1 7 12 10 8 38 3.41 1.11 P 2.63 18.42 31.58 26.32 21.05 A2 N 5 3 16 11 4 39 3.15 1.14 P 12.82 7.69 41.03 28.21 10.26 81 N 11 11 31 28 10 91 3.16 1.16 P 12.09 12.09 34.07 30.77 10.99 B2 N 13 9 32 19 13 86 3.12 1.24 P 15.12 10 47 37.21 22.09 15.12 M1 N 18 19 66 29 20 152 3.09 1.15 P 11.84 12.50 43.42 19.08 13.16 M2 N 37 25 53 32 24 171 2.89 1.33 P 21.64 14.62 30.99 18.71 14.04 01 N 7 10 38 38 9 102 3.31 1.00 P 6.86 9.80 37.25 37.25 8.82 02 N 10 13 36 24 5 88 3.01 1.06 P 11.36 14.77 40.91 27.27 5.68 w1 N 63 100 251 223 68 705 3.19 1.08 P 8.94 14.18 35.60 31.63 9.65 w2 N 59 84 253 209 86 691 3.26 1.09 P 8.54 12.16 36.61 30.25 12.45 T1 N 20 15 72 37 20 164 3.13 1.13 P 12.20 9.15 43.90 22.56 12.20 T2 N 19 31 56 34 20 160 3.03 1.18 P 11.87 19.37 35.00 21.25 12.50 T t 1 N 263 327 916 694 287 2487 3.17 1.13 O a P 10.57 13.15 36.83 27.91 11.54 Table E.23.--Item 29: 238 The people in my community want all traffic laws enforced. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 6 5 ll 11 3 36 3.00 1.22 P 16.67 13.89 30.56 30.56 8.33 A2 N 4 13 13 7 2 39 2.74 1.04 P 10.26 33.33 33.33 17.95 5.13 Bl N 8 17 22 28 12 87 3.22 1.19 P 9.20 19.54 25.29 32.18 13.79 82 N 8 15 28 13 12 76 3.08 1.20 P 10.53 19.74 36.84 17.11 15.79 M1 22 32 60 28 7 149 2.77 1.07 P 14.77 21.48 40.27 18.79 4.70 M2 N 21 36 57 34 15 163 2.91 1.15 P 12.88 22.09 34.98 20.86 9.20 01 N 13 29 38 16 5 101 2.71 1.04 P 12.87 28.71 37.62 15.84 4.95 02 N 7 18 37 17 4 83 2.92 .98 P 8.43 21.69 44.58 20.48 4.82 W1 N 87 189 226 129 46 677 2.79 1.10 P 12.85 27.92 33.38 19.05 6.79 W2 N 73 185 239 119 31 648 2.77 1.03 P 11.27 28.70 36.88 18.36 4.78 T1 N 19 33 51 42 12 159 2.97 1.13 P 12.10 21.02 32.48 26.75 7.64 T2 N 17 30 68 28 10 153 2.90 1.04 P 11.11 19.61 44.44 18.30 6.54 T t 1 N 285 603 850 472 159 2369 2.84 1.09 O a P 12.03 25.45 35.88 19.92 6.71 239 Table E.24u--Item 30: I have been TEMPTED to cheat on a test. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 3 4 17 13 2 39 3.18 .97 P 7.69 10.26 43.59 33.33 5.13 A2 N 8 6 19 4 2 39 2.64 1.09 P 20.51 15.38 48.72 10.26 5.13 B1 N 12 13 42 19 5 91 2.91 1.05 P 13.19 14.29 46.15 20.88 5.49 82 N 8 11 43 16 10 88 3.10 1.06 P 9.09 12.50 48.86 18.18 11.36 M1 N 20 24 65 23 19 151 2.98 1.16 P 13.25 15.89 43.05 15.23 12.58 M2 N 10 28 66 32 33 169 3.30 1.14 P 5.92 16.57 39.05 18.93 19.53 01 N 13 15 47 20 7 102 2.93 1.06 P 12.75 14.71 46.08 19.61 6.86 02 N 8 12 50 15 5 90 2.97 .94 P 8.89 13.33 55.56 16.67 5.56 W1 N 95 103 344 108 51 701 2.88 1.06 P 13.55 14.69 49.07 15.41 7.28 W2 N 75 85 362 138 33 693 2.96 .97 P 10.82 12.27 52.24 19.91 4.76 T1 N 26 24 63 31 20 164 2.97 1.21 P 15.85 14.63 38.41 18.90 12.20 T2 N 27 18 73 30 14 162 2.91 1.14 P 16.67 11.11 45.06 18.52 8.64 Tot 1 N 305 343 1191 449 201 2489 2.96 1.06 a P 12.25 13.78 47.85 18.04 8.08 Table E.25.--Item 31: 240 I get impatient in heavy traffic. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean Dev. Sex ° Al N l S 14 13 5 38 3.42 .98 P 2.63 13.16 36.84 34.21 13.16 A2 N 4 3 14 13 5 39 3.31 1.13 P 10.26 7.69 35.90 33.33 12.82 81 N 7 9 37 20 16 89 3.33 1.13 P 7.87 10.11 41.57 22.47 17.98 82 N 4 5 33 19 20 81 3.57 1.08 P 4.94 6.17 40.74 23.46 24.69 M1 N 14 15 57 35 28 149 3.32 1.17 P 9.40 10.07 38.26 23.49 18.79 M2 N 27 24 48 44 26 169 3.11 1.29 P 15.98 14.20 28.40 26.04 15.38 01 N 8 17 41 19 11 96 3.08 1.08 P 8.33 17.71 42.71 19.79 11.46 02 N 7 10 40 22 6 85 3.12 .99 P 8.24 11.76 47.06 25.88 7.06 W1 N 51 127 268 146 91 683 3.14 1.10 P 7.47 18.59 39.24 21.38 13.32 w2 N 56 104 285 151 65 661 3.10 1.05 P 8.47 15.73 43.12 22.84 9.83 T1 N 12 18 66 37 24 157 3.27 1.10 P 7.64 11.46 42.04 23.57 15.29 T2 N 8 26 65 34 22 155 3.23 1.06 P 5.16 16.77 41.94 21.94 14.19 Total N 199 363 968 553 319 2402 3.18 1.10 P 8.28 15.11 40.30 23.02 13.28 Table E.26.--Item 32: 241 There are times when it seems like everyone is against me. Ethnic, Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N l 3 ll 15 8 38 3.68 .99 P 2.63 7.89 28.95 39.47 21.05 A2 N 4 5 l9 9 2 39 3.00 1.00 P 10.26 12.82 48.72 23.08 5.13 Bl N 6 4 48 27 7 92 3.27 .92 P 6.52 4.35 52.17 29.35 7.61 B2 N 11 4 35 23 12 85 3.25 1.16 P 12.94 4.71 41.18 27.06 14.12 M1 N 14 23 73 32 9 151 2.99 .99 P 9.27 15.23 48.34 21.19 5.96 M2 N 18 23 89 34 7 171 2.94 .96 P 10.53 13.45 52.05 19.88 4.09 01 N 4 13 45 32 7 101 3.25 .91 P 3.96 12.87 44.55 31.68 6.93 02 N 4 6 52 25 3 90 3.19 .79 P 4.44 6.67 57.78 27.78 3.33 W1 N 46 57 350 218 35 706 3.20 .90 P 6.52 8.07 49.58 30.88 4.96 W2 N 31 58 386 192 26 . 693 3.18 .81 P 4.47 8.37 55.70 27.71 3.75 T1 N 12 14 85 42 10 163 3.15 .93 P 7.36 8.59 52.15 25.77 6.13 T2 N 15 8 94 31 15 163 3.14 .98 P 9.20 4.91 57.67 19.02 9.20 Total N 166 218 1287 680 141 2492 3.17 .91 P 6.66 8.75 51.65 27.29 5.66 Table E.27.--Item 33: 242 Old, defective cars should be kept off the road. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean Etd° Sex ev. A1 20 6 5 6 0 37 1.92 1.16 54.05 16.22 13.51 16.22 0.00 A2 14 2 l6 4 2 38 2.42 1.24 36.84 5.26 42.11 10.53 5.26 81 29 17 32 8 2 88 2.28 1.09 32.95 19.32 36.36 9.09 2.27 82 31 10 32 10 4 87 2.38 1.21 35.63 11.49 36.78 11.49 4.60 M1 45 37 33 15 19 149 2.50 1.35 30.20 24.83 22.15 10.07 12.75 M2 55 25 56 20 13 169 2.47 1.27 32.54 14.79 33.14 11.83 7.69 01 46 23 23 5 5 . 102 2.02 1.15 45.10 22.55 4.90 4.90 4.90 02 33 18 26 7 4 88 2.22 1.17 37.50 20.45 29.55 7.95 4.55 W1 257 180 173 46 43 699 2.20 1.18 36.77 25.75 24.75 6.58 6.15 W2 256 189 179 41 21 686 2.10 1.07 37.32 27.55 26.09 5.98 3.06 T1 81 26 35 13 6 161 1.99 1.18 50.31 16.15 21.74 8.07 3.73 T2 59 27 55 8 8 157 2.23 1.16 37.58 17.20 35.03 5.10 5.10 926 560 665 183 127 2461 2.20 1.17 Total 37.63 22.75 27.02 7.44 5.16 243 Table E.28.--Item 34: traffic signs. Drivers should be given more freedom in obeying Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 4 3 8 9 11 35 3.57 1.33 P 11.43 8.57 22.86 25.71 31.43 A2 N 2 7 16 4 9 38 3.29 1.18 P 5.26 18.42 42.11 10.53 23.68 B1 N 8 13 37 10 19 87 3.22 1.21 P 9.20 14.94 42.53 11.49 21.84 82 N 14 13 30 9 18 84 3.05 1.34 P 16.67 15.48 35.71 10.71 21.43 M1 N 21 15 46 28 39 149 3.33 1.34 P 14.09 10.07 30.87 18.79 26.17 M2 N 20 29 51 33 33 166 3.18 1.28 P 12.05 17.47 30.72 19.88 19.88 01 N 9 11 34 21 25 100 3.42 1.23 P 9.00 11.00 34.00 21.00 25.00 02 N 2 10 35 21 17 85 3.48 1.02 P 2.35 11.76 41.18 24.71 20.00 W1 N 42 78 215 167 187 689 3.55 1.18 P 6.10 11.32 31.20 24.24 27.14 W2 N 19 33 209 191 222 674 3.84 1.03 P 2.82 4.90 31.01 28.34 32.94 Tl N 9 20 45 36 45 155 3.57 1.20 P 5.81 12.90 29.03 23.23 29.03 T2 N 20 10 55 28 39 152 3.37 1.30 P 13.16 6.58 36.18 18.42 25.66 T t 1 N 170 242 781 557 664 2414 3.54 1.19 O a P 7.04 10.02 32.35 23.07 27.51 Table 3.29.--Item 35: 244 People should drive when they are angry. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 1 l 1 8 25 36 .53 .91 P 2.78 2.78 2.78 22.22 69.44 A2 N 1 O 3 5 30 39 .62 .85 P 2.56 0.00 7.69 12.82 76.92 Bl N l 1 5 23 58 88 .55 .76 P 1.14 1.14 5.68 26.14 65.91 82 N 1 2 4 14 64 85 .62 p.79 P 1.18 2.35 4.71 16.47 75.29 M1 N 6 2 15 34 91 148 .36 1.00 P 4.05 1.35 10.14 22.97 61.49 M2 N 2 l 8 31 127 169 .66 .71 P 1.18 59 4.73 18.34 75.15 01 N 5 l 9 31 56 102 .29 1.02 P 4.90 80 8.82 30.39 54.90 02 N 0 0 2 19 68 89 .74 .49 P 0.00 0.00 2.25 21.35 76.40 W1 N 13 15 59 202 407 696 .40 .87 P 1.87 2.16 8.48 29.02 58.48 w2 N 5 3 35 170 476 689 .61 .67 P .73 .44 5.08 24.67 69.09 T1 N 1 3 ll 37 109 161 .55 .76 P .62 1.86 6.83 22.98 67.70 T2 N 0 0 5 31 123 159 .74 .51 P 0.00 0.00 3.14 19.50 77.36 N 36 29 157 605 1634 2461 .53 .79 Total P 1.46 1.18 6.38 24.58 66.40 Table E.30.--Item 36: 245 Passing on hills and curves is exceedingly dangerous. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean :td’ Sex ev. Al N 28 5 1 2 1 37 1.46 .99 P 75.68 13.51 2.70 5.41 2.70 A2 N 33 3 3 0 0 39 1.23 .58 P 84.62 7.69 7.69 0.00 0.00 Bl N 61 11 10 1 3 86 1.53 .99 P 70.93 12.79 11.63 1.16 3.49 B2 N 54 10 14 5 3 86 1.76 1.14 P 62.79 11.63 16.28 5.81 3.49 M1 N 109 22 9 2 7 149 1.50 1.01 P 73.15 14.77 6.04 1.34 4.70 M2 N 108 23 22 7 8 168 1.71 1.14 P 64.29 13.69 13.10 4.17 4.76 01 N 71 12 11 2 6 102 1.63 1.13 P 69.61 11.76 10.78 1.96 5.88 02 N 62 15 10 0 2 89 1.48 .87 P 69.66 16.85 11.24 0.00 2.25 W1 N 536 93 43 8 18 698 1.39 .86 P 76.79 13.32 6.16 1.15 2.58 w2 N 568 67 38 6 8 687 1.28 .71 P 82.68 9.75 5.53 .87 1.16 Tl N 117 23 12 4 3 159 1.45 .88 P 73.58 14.47 7.55 2.52 1.89 T2 N 113 17 18 8 2 158 1.54 .97 P 71.52 10.76 11.39 5.06 1.27 T t l N 1860 301 191 45 61 2458 1.43 .90 O a P 75.67 12.25 7.77 1.83 2.48 246 Table E.31.--Item 37: It is necessary to stOp at "stop" signs if no other cars are in sight. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 27 6 3 0 l 37 1.43 .87 P 72.97 16.22 8.11 0.00 2.70 A2 N 36 l 2 0 0 39 1.13 .47 P 92.31 2.56 5.13 0.00 0.00 81 N 64 ll 7 4 2 88 1.51 .98 P 72.73 12.50 7.95 4.55 2.27 82 N 66 9 7 4 l 87 1.45 .91 P 75.86 10.34 8.05 4.60 1.15 M1 N 119 13 7 3 6 148 1.41 .97 P 80.41 8.78 4.73 2.03 4.05 M2 N 145 10 5 4 5 169 1.31 .88 P 85.80 5.92 2.96 2.37 2.96 01 N 83 9 6 1 3 102 1.35 .87 P 81.37 8.82 5.88 .98 2.94 02 N 73 7 4 4 1 89 1.35 .85 P 82.02 7.87 4.49 4.49 1.12 W1 N 498 102 51 21 22 694 1.51 .98 P 71.76 14.70 7.35 3.03 3.17 W2 N 566 64 34 15 10 689 1.31 .79 P 82.15 9.29 4.93 2.18 1.45 T1 N 127 15 8 5 5 160 1.41 .95 P 79.37 9.38 5.00 3.13 3.13 T2 N 123 15 ll 3 4 156 1.40 .90 P 78.85 9.62 7.05 1.92 2.56 N 1927 262 145 64 60 2458 1.40 .90 Total P 78.40 10.66 5.90 2.60 2.44 Table E.32.--Item 38: 247 I like to put extras on my car to attract attention. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 6 4 9 13 5 37 3.19 1.29 P 16.22 10.81 24.32 35.14 13.51 A2 N 2 2 7 10 17 38 4.00 1.16 P 5.26 5.26 18.42 26.32 44.74 Bl N 11 9 28 14 25 87 3.38 1.34 P 12.64 10.34 32.18 16.09 28.74 82 N 3 9 15 20 33 80 3.89 1.18 P 3.75 11.25 18.75 25.00 41.25 M1 N 23 25 55 21 24 148 2.99 1.26 P 15.54 16.89 37.16 14.19 16.22 M2 N 12 10 37 35 72 166 3.87 1.24 P 7.23 6.02 22.29 21.08 43.37 01 N 9 13 29 31 15 97 3.31 1.17 P 9.28 13.40 29.90 31.96 15.46 02 N 2 4 10 30 34 80 4.13 .99 P 2.50 5.00 12.50 37.50 42.50 W1 N 49 71 179 163 200 662 3.60 1.23 P 7.40 10.73 27.04 24.62 30.21 W2 N 11 24 123 191 296 645 4.14 .97 P 1.71 3.72 19.07 29.61 45.89 T1 N 13 19 36 34 49 151 3.58 1.29 P 8.61 12.58 23.84 22.52 32.45 T2 N 2 8 43 38 55 146 3.93 1.01 P 1.37 5.48 29.45 26.03 37.67 T t 1 N 143 198 571 600 825 2337 3.76 1.19 O a P 6.12 8.47 24.43 25.67 35.30 Table E.33.--Item 39: 248 I am good at talking myself out of trouble. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 6 5 l4 9 2 36 2.89 1.14 P 16.67 13.89 38.89 25.00 5.56 A2 N 9 6 13 6 5 38 2.79 1.32 P 23.08 15.38 33.33 15.38 12.82 Bl N 19 17 32 16 3 87 2.62 1.12 P 21.84 19.54 36.78 18.39 3.45 B2 N 7 11 44 11 13 86 3.14 1.09 P 8.14 12.79 51.16 12.79 15.12 M1 N 24 23 66 25 10 148 2.82 1.10 P 16.22 15.54 44.59 16.89 6.76 M2 N 23 38 67 30 9 167 2.78 1.06 P 13.77 22.75 40.12 17.96 5.39 01 N 10 20 50 15 7 102 2.89 1.00 P 9.80 19.61 49.02 14.71 6.86 02 N 6 18 45 15 5 89 2.94 .93 P 6.74 20.22 50.56 16.85 5.62 W1 N 89 189 260 113 42 693 2.75 1.06 P 12.84 27.27 37.52 16.31 6.06 W2 N 76 161 263 133 53 686 2.89 1.08 P 11.08 23.47 38.34 19.39 7.73 T1 N 22 31 57 37 12 159 2.91 1.13 P 13.84 19.50 35.85 23.27 7.55 T2 N 25 30 64 26 12 157 2.81 1.13 P 15.92 19.11 40.76 16.56 7.64 T t 1 N 316 549 975 436 173 2449 2.84 1.08 O a P 12.90 22.42 39.81 17.80 7.06 249 Table E.34.--Item 40: Strong discipline in practice makes a better team. Ethnic , Std. Group, Always Usually Sometimes Rarely Never Total Mean D Sex ev. Al N 14 9 10 2 1 36 2.08 1.08 P 38.89 25.00 27.78 5.56 2.78 A2 N 9 17 9 3 l 39 2.23 .99 P 23.08 43.59 23.08 7.69 2.56 Bl N 33 32 20 3 0 88 1.92 .86 P 37.50 36.36 22.73 3.41 0.00 82 N 28 22 30 3 1 83 2.13 .97 P 33.33 26.19 35.71 3.57 1.19 M1 N 47 50 41 6 5 149 2.14 1.02 P 31.24 33.56 27.52 4.03 3.36 M2 N 51 51 45 13 3 163 2.18 1.02 P 31.29 31.29 27.61 7.98 1.84 01 N 48 23 24 5 0 100 1.86 .95 P 48.00 23.00 24.00 5.00 0.00 02 N 32 27 24 5 1 89 2.06 .98 P 35.96 30.34 26.97 5.62 1.12 W1 N 277 212 159 34 10 692 1.97 .98 P 40.03 30.64 22.98 4.91 1.45 W2 N 206 247 205 18 9 685 2.09 .90 P 30.07 36.06 29.93 2.63 1.31 T1 N 62 46 39 8 4 159 2.03 1.03 P 38.99 28.93 24.53 5.03 2.52 T2 N 60 42 48 6 3 159 2.06 1.00 P 37.74 26.42 30.19 3.77 1.89 T t l N 867 778 654 106 38 2443 2.05 .97 0 a P 35.49 31.85 26.77 4.34 1.56 llulllllllllll'lll‘1 111' ~-.—m 250 Table E.35.--Item 41: I am popular with most of the students in my class. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 3 12 15 5 2 37 2.76 .98 P 8.11 32.43 40.54 13.51 5.41 A2 N 6 15 13 3 l 38 2.42 .95 P 15.79 39.47 34.21 7.89 2.63 81 N 13 31 33 6 3 86 2.48 .95 P 15.12 36.05 38.37 6.98 3.49 82 N 17 28 18 18 5 86 2.60 1.19 P 19.77 32.56 20.93 20.93 5.81 M1 N 6 34 59 38 10 147 3.08 .96 P 4.08 23.13 40.14 25.85 6.80 M2 N 16 36 61 34 15 162 2.98 1.10 P 9.88 22.22 37.65 20.99 9.26 01 N 4 44 38 12 1 99 2.62 .79 P 4.04 44.44 38.38 12.12 1.0. 02 N 1 27 51 8 l 88 2.78 .67 P 1.14 30.68 57.95 9.09 1.14 W1 N 36 244 304 89 16 689 2.72 .84 P 5.22 35.41 44.12 12.92 2.32 W2 N 27 243 312 84 13 679 2.72 .80 P 3.98 35.79 45.95 12.37 1.91 T1 N 13 38 75 20 8 154 2.82 .95 P 8.44 24.68 48.70 12.99 5.19 T2 N 12 36 81 23 5 157 2.83 .89 P 7.64 22.93 51.59 14.65 3.18 T t 1 N 154 788 1060 340 80 2422 2.75 .89 O a P 6.36 32.54 43.77 14.04 3.30 Table E.36.--Item 42: 251 on adults. Police officers are rougher on teen—agers than Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 5 9 15 5 2 36 2.72 1.06 P 13.89 25.00 41.67 13.89 5.56 A2 N 12 7 13 4 2 38 2.39 1.20 P 31.58 18.42 34.21 10.53 5.26 81 N 21 24 36 4 3 88 2.36 1.01 P 23.86 27.27 40.91 4.55 3.41 82 N 19 ll 39 12 5 86 2.69 1.14 P 22.09 12.79 45.35 13.95 5.81 Ml N 59 27 48 11 3 148 2.14 1.09 P 39.86 18.24 32.43 7.43 2.03 M2 N 46 44 59 13 3 165 2.29 1.02 P 27.88 26.67 35.76 7.88 1.82 01 N 17 3O 41 12 2 102 2.53 .97 P 16.67 29.41 40.20 11.76 1.96 02 N 14 28 39 5 2 88 2.47 .91 P 15.91 31.82 44.32 5.68 2.27 W1 N 135 193 249 95 25 697 2.54 1.06 P 19.37 27.69 35.72 13.63 3.59 w2 N 99 174 335 68 9 685 2.58 .90 P 14.45 25.40 48.91 9.93 1.31 T1 N 33 30 75 15 7 160 2.58 1.05 P 20.62 18.75 46.88 9.38 4.37 T2 N 32 40 63 17 4 156 2.49 1.02 P 20.51 25.64 40.38 10.90 2.56 T t l N 492 617 1012 261 67 2449 2.51 1.01 O a P 20.09 25.19 41.32 10.66 2.74 252 Table E.37.——Item 43: Teachers want to help students with their problems. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D v. Sex e ° A1 3 12 ll 8 2 36 2.83 1.06 8.33 33.33 30.56 22.22 5.56 A2 3 13 12 8 3 39 2.87 1.08 7.69 33.33 30.77 20.51 7.69 Bl 9 24 40 ll 4 88 2.74 .96 10.23 27.27 45.45 12.50 4.55 B2 10 18 38 12 8 86 2.88 1.09 11.63 20.93 44.19 13.95 9.30 M1 16 32 57 26 17 148 2.97 1.14 10.81 21.62 38.51 17.57 11.49 M2 19 38 68 35 7 167 2.84 1.02 11.38 22.75 40.72 20.96 4.19 01 8 46 35 8 4 101 2.54 .90 7.92 45.54 34.65 7.92 3.96 02 3 26 47 8 3 87 2.79 .79 3.45 28.89 54.02 9.20 3.45 W1 53 253 281 85 25 697 2.68 .91 7.60 36.30 40.32 12.20 3.59 W2 31 173 318 136 30 688 2.94 .90 4.51 25.15 46.22 19.77 4.36 T1 17 48 61 23 11 160 2.77 1.06 10.62 30.00 38.12 14.37 6.87 T2 13 46 71 19 8 157 2.76 .95 8.28 29.30 45.22 12.10 5.10 185 729 1039 379 122 2454 2.81 .96 Total 7.54 29.71 42.34 15.44 4.97 1“ . I I. l.‘ . II_I_‘II. l III...‘\I= Ill: l II Table E.38.--Item 44: 253 The principal driver in my family gets traffic tickets for moving violations. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 2 3 2 16 ll 34 3.91 1.14 P 5.88 8.82 5.88 47.06 32.35 A2 N l l 5 l4 17 38 4.18 .95 P 2.63 2.63 13.16 36.84 44.74 Bl N 3 5 12 22 45 87 4.16 1.09 P 3.45 5.75 13.79 25.29 51.72 82 N l 2 11 21 50 85 4.38 .89 P 1.18 2.35 12.94 24.71 58.82 M1 N 4 7 21 43 74 149 4.18 1.02 P 2.68 4.70 14.09 28.86 49.66 M2 N 2 4 18 45 95 164 4.38 .87 P 1.22 2.44 10.98 27.44 57.93 01 N 1 4 15 38 43 101 4.17 .90 P .99 3.96 14.85 37.62 42.57 02 N 0 1 8 27 51 87 4.47 .71 P 0.00 1.15 9.20 31.03 58.62 W1 N 20 32 80 219 333 684 4.19 1.01 P 2.92 4.68 11.70 32.02 48.68 W2 N 7 15 44 213 400 679 4.45 .80 P 1.03 2.21 6.48 31.37 58.91 Tl N 3 6 18 51 77 155 4.25 .94 P 1.94 3.87 11.61 32.90 49.68 T2 N 1 10 19 52 71 153 4.19 .94 P .65 6.54 12.42 33.99 46.41 T t 1 45 90 253 761 1267 2416 O a 1.86 3.73 10.47 31.50 52.44 254 Table E.39.--Item 45: eat out. I have as good table manners at home as when I Ethnic . Std. Group, Always Usually Sometimes Rarely Never Total Mean D Sex ev. A1 7 15 10 1 3 36 2.39 1.10 19.44 41.67 27.78 2.78 8.33 A2 18 12 4 2 3 39 1.97 1.22 46.15 30.77 10.26 5.13 7.69 Bl 25 26 22 9 6 88 2.38 1.20 28.41 29.55 25.00 10.23 6.82 82 31 27 18 6 4 86 2.13 1.13 36.05 31.40 20.93 6.98 4.65 M1 35 45 45 9 13 147 2.46 1.18 23.81 30.61 30.61 6.12 8.84 M2 49 56 39 18 4 166 2.23 1.07 29.52 33.73 23.49 10.84 2.41 01 17 31 35 15 3 101 2.56 1.03 16.83 30.69 34.65 14.85 2.97 02 20 35 25 6 3 89 2.29 1.00 22.47 39.33 28.09 6.74 3.37 W1 140 240 160 94 55 689 2.54 1.19 20.32 34.83 23.22 13.64 7.98 W2 179 241 134 85 46 685 2.38 1.19 26.13 35.18 19.56 12.41 6.72 T1 41 55 39 13 10 158 2.34 1.14 25.95 34.81 24.68 8.23 6.33 T2 37 58 48 9 7 159 2.31 1.03 23.27 36.48 30.19 5.66 4.40 T t 1 599 841 579 267 157 2443 2.40 1.16 O a 24.52 34.42 23.70 10.93 6.43 Table E.40.--Item 46: 255 I have been wrong in an argument but wouldn't admit it to my opponent. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean Dev. Sex ' A1 2 2 18 10 4 36 3.33 .96 5.56 5.56 50.00 27.78 11.11 A2 2 3 16 12 6 39 3.44 1.02 5.13 7.69 41.03 30.77 15.38 81 11 6 36 22 10 85 3.16 1.14 12.94 7.06 42.35 25.88 11.76 82 5 11 29 25 17 87 3.44 1.12 5.75 12.64 33.33 28.74 19.54 M1 6 17 80 33 12 148 3.19 .89 ' 4.05 11.49 54.04 22.30 8.11 M2 15 18 75 37 21 166 3.19 1.08 9.04 10.84 45.18 22.29 12.65 01 4 8 49 34 7 102 3.31 .87 3.92 7.84 48.04 33.33 6.86 02 0 7 40 32 9 88 3.49 .79 0.00 7.95 45.45 36.36 10.23 W1 33 88 331 191 48 691 3.19 .91 4.78 12.74 47.90 27.64 6.95 W2 21 51 285 255 73 685 3.45 .89 3.07 7.45 41.61 37.23 10.66 T1 5 18 67 45 21 156 3.38 .97 3.21 11.54 42.95 28.85 13.46 T2 6 12 68 46 24 156 3.45 .97 3.85 7.69 43.59 29.49 15.38 110 241 1094 742 252 2439 3.32 .95 Total 4.51 9.88 44.85 30.42 10.33 256 Table E.4l.-—Item 47: Society should have the right to question the way I live. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean De ° Sex v. Al N 6 7 12 6 5 36 2.92 1.27 P 16.67 19.44 33.33 16.67 13.89 A2 N 7 6 15 5 5 38 2.87 1.26 P 18.42 15.79 39.47 13.16 13.16 Bl N 10 9 38 17 12 86 3.14 1.15 P 11.63 10.47 44.19 19.77 13.95 BZ N 6 9 36 12 18 81 3.33 1.16 P 7.41 11.11 44.44 14.81 22.22 Ml N 13 27 63 18 26 147 3.12 1.17 P 8.84 18.37 42.86 12.24 17.69 M2 N 25 18 67 27 27 164 3.08 1.24 P 15.24 10.98 40.85 16.46 16.46 01 N 14 22 33 15 12 96 2.89 1.21 P 14.58 22.92 34.38 15.63 12.50 02 N 10 5 40 18 14 87 3.24 1.15 P 11.49 5.75 45.98 20.69 16.09 W1 N 122 150 218 95 101 686 2.86 1.28 P 17.78 21.87 31.78 13.85 14.72 W2 N 114 116 263 114 69 676 2.86 1.19 P 16.86 17.16 38.91 16.86 10.21 Tl N 26 25 54 21 25 151 2.96 1.29 P 17.22 16.56 35.76 13.91 16.56 T2 N 20 15 57 30 27 149 3.19 1.24 P 13.42 10.07 38.26 20.13 18.12 Total N 373 409 896 378 341 2397 P 15.56 17.06 37.38 15.77 14.23 Table E. 42 . --Item 48 : 257 I like to razz a team when it is losing. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean Std' Dev. Sex Al N S 3 12 10 6 36 3.25 1.25 P 13.89 8.33 33.33 27.78 16.67 A2 N 6 2 16 9 5 38 3.13 1.21 P 15.79 5.26 42.11 23.58 13.16 Bl N 16 ll 29 19 10 85 2.95 1.26 P 18.82 12.94 34.12 22.35 11.76 82 N 14 5 32 16 18 85 3.22 1.31 P 16.47 5.88 37.65 18.82 21.18 M1 N 23 16 64 26 19 148 3.01 1.20 P 15.54 10.81 43.24 17.57 12.84 M2 N 10 19 61 37 36 163 3.43 1.14 P 6.13 11.66 37.42 22.70 22.09 01 N 11 14 35 32 9 101 3.14 1.11 P 10.89 13.86 34.65 31.68 8.91 02 N 11 5 28 21 23 88 3.48 1.29 P 12.50 5.68 31.82 23.86 26.14 W1 N 95 91 227 179 97 689 3.13 1.22 P 13.79 13.21 32.95 25.98 14.08 W2 N 49 51 181 211 185 677 3.64 1.17 P 7.24 7.53 26.74 31.17 24.33 T1 N 23 19 53 32 25 152 3.11 1.26 P 15.13 12.50 34.87 21.05 16.45 T2 N 13 14 SO 41 35 153 3.46 1.19 P 8.50 9.15 32.68 26.80 22.88 T t l N 276 250 788 633 468 2415 3.32 1.22 ° a P 11.43 10.35 32.63 26.21 19.38 258 Table E.43.--Item 49: I am proud of my reputation in the community. Ethnic . Std. Group, Always Usually Sometimes Rarely Never Total Mean D Sex ev. Al N 9 9 8 6 3 35 2.57 1.29 P 25.71 25.71 22.86 17.14 8.57 A2 N 13 15 7 1 l 37 1.97 .96 P 25.14 40.54 18.92 2.70 2.70 81 N 18 25 30 5 3 81 2.38 1.02 P 22.22 30.86 37.04 6.17 3.70 82 N 24 28 20 9 3 84 2.27 1.10 P 28.57 33.33 23.81 10.71 3.57 M1 N 28 40 55 16 8 147 2.56 1.09 P 19.05 27.21 37.41 10.88 5.44 M2 N 37 63 48 11 6 165 2.31 1.01 P 22.42 38.18 29.09 6.67 3.64 01 N 12 38 32 14 3 99 2.58 .98 P 12.12 38.38 32.32 14.14 3.03 02 N 12 34 38 5 0 89 2.40 .79 P 13.48 38.20 42.70 5.62 0.00 W1 N 117 224 252 64 22 679 2.48 .99 P 17.23 32.99 37.11 9.43 3.24 W2 N 191 238 190 32 14 665 2.16 .97 P 28.72 35.79 28.57 4.81 2.11 Tl N 36 44 50 15 7 152 2.43 1.10 P 23.68 28.95 32.89 9.87 4.61 T2 N 38 59 45 7 4 153 2.22 .96 P 24.84 38.56 29.41 4.58 2.61 N 535 817 775 185 74 2386 2.35 1.01 Total P 22.42 34.24 32.48 7.75 3.10 Table E.44.--Item 50: 259 I am considered a friendly person. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 7 18 7 3 1 36 2.25 .97 P 19.44 50.00 19.44 8.33 2.78 A2 N 11 19 9 0 0 39 1.95 .72 P 28.21 48.72 23.08 0.00 0.00 81 N 24 31 24 4 2 85 2.16 .97 P 28.24 36.47 28.24 4.71 2.35 82 N 27 31 24 1 l 84 2.02 .88 P 32.14 36.90 28.57 1.19 1.19 M1 N 27 64 44 6 6 147 2.32 .96 P 18.37 43.54 29.93 4.08 4.08 M2 N 44 69 47 5 2 167 2.11 .87 P 26.35 41.32 28.14 2.99 1.20 (31 N 14 53 27 4 4 102 2.32 .90 P 13.73 51.96 26.47 3.92 3.92 ()2 N 18 42 25 2 0 87 2.13 .76 P 20.69 48.28 28.74 2.30 0.00 ‘01 N 120 351 186 19 11 687 2.20 .81 P 17.47 51.00 27.07 2.77 1.60 902 N 151 385 137 7 1 681 2.00 .69 P 22.17 56.53 20.12 1.03 .15 1P1 N 27 72 51 3 4 157 2.27 .86 P 17.20 45.86 32.48 1.91 2.55 UD2 N 39 78 33 2 3 155 2.05 .83 P 25.16 50.32 21.29 1.29 1.94 That 1 N 509 1213 614 56 35 2427 2.13 .82 a P 20.97 49.98 25.30 2.31 1.44 Table E.45.--Item 51: I like most of my work. 260 Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean, D ' Sex ev. Al N 4 15 13 3 1 36 2.50 .91 P 11.11 41.67 36.11 8.33 2.78 A2 N 3 23 8 4 l 39 2.41 .88 P 7.69 58.97 20.51 10.26 2.56 81 N 11 27 34 9 3 84 2.60 .97 P 13.10 32.14 40.48 10.71 3.57 82 N 11 29 38 5 2 85 2.51 .88 P 12.94 34.12 44.71 5.88 2.35 Ml N 14 40 72 18 4 148 2.72 .90 P 9.46 27.03 48.65 12.16 2.70 M2 N 21 61 61 16 8 167 2.57 .99 P 12.57 36.53 36.53 9.58 4.79 01 N 11 50 34 4 3 102 2.39 .85 P 10.78 49.02 33.33 3.92 2.94 02 N 7 44 27 8 3 89 2.51 .89 P 7.87 49.44 30.34 8.99 3.37 W1 N 63 275 256 71 29 694 2.61 .94 P 9.08 39.63 36.89 10.23 4.18 W2 N 80 318 216 60 9 683 2.41 .86 P 11.71 46.56 31.63 8.78 1.32 T1 N 15 65 50 23 3 156 2.58 .92 P 9.62 41.67 32.05 14.74 1.92 T2 N 23 57 62 13 3 158 2.47 .91 P 14.56 36.08 39.24 8.23 1.90 Total N 263 1004 871 234 69 2441 2.53 .91 P 10.77 41.13 35.68 9.59 2.83 Table E.46.--Item 52: 261 Our family spends a great deal of time together. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean Std. Sex ev. Al N 4 8 9 8 5 34 3.06 1.25 P 11.76 23.53 26.47 23.53 14.71 A2 N 6 9 l3 6 5 39 2.87 1.24 P 15.38 23.08 33.33 15.38 12.82 Bl N 10 17 35 17 6 85 2.91 1.08 P 11.76 20.00 41.18 20.00 7.06 B2 N 14 14 28 20 9 85 2.95 1.22 P 16.47 16.47 32.94 23.53 10.59 M1 N 12 43 58 27 8 148 2.84 1.00 P 8.11 29.05 39.19 18.24 5.41 M2 N 39 42 46 28 11 166 2.58 1.21 P 23.49 25.30 27.71 16.87 6.63 01 N 13 30 39 16 4 102 2.69 1.01 P 12.75 29.41 38.24 15.69 3.92 02 N 5 30 26 27 l 89 2.88 .95 P 5.62 33.71 29.21 30.34 1.12 W1 N 70 180 244 155 45 694 2.89 1.07 P 10.09 25.94 35.16 22.33 6.48 w2 N 97 178 210 153 48 686 2.82 1.14 P 14.14 25.95 30.61 22.30 7.00 T1 N 23 49 47 24 13 156 2.71 1.15 P 14.74 31.41 30.13 15.38 8.33 T2 N 32 41 39 27 19 158 2.75 1.29 P 20.25 25.95 24.68 17.09 12.03 T t 1 N 325 641 794 508 174 2442 2.82 1.12 O a F 13.31 26.25 32.51 20.80 7.13 Table E. 47.--Item 53: 262 Attitudes toward driving are more important than ability to handle a car. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 7 4 8 8 6 33 3.06 1.41 P 21.21 12.12 24.24 24.24 18.18 A2 N 10 9 13 4 2 38 2.45 1.16 P 26.32 23.68 34.21 10.53 5.26 81 N 10 28 29 12 5 84 2.69 1.05 P 11.90 33.33 34.52 14.29 5.95 82 N 26 25 21 6 6 84 2.30 1.19 P 30.95 29.76 25.00 7.14 7.14 M1 N 33 33 53 17 10 146 2.58 1.16 P 22.60 22.60 36.30 11.64 6.85 M2 N 37 49 56 14 5 161 2.39 1.03 P 22.98 30.43 34.78 8.70 3.11 01 N 23 30 38 6 4 101 2.39 1.03 P 22.77 29.70 37.62 5.94 3.96 02 N 12 20 46 6 2 86 2.60 .90 P 13.95 23.26 53.49 6.98 2.33 W1 N 122 170 261 79 52 684 2.66 1.13 P 17.84 24.85 38.16 11.55 7.60 W2 N 112 144 315 71 35 677 2.66 1.04 P 16.54 21.27 46.53 10.49 5.17 T1 N 34 29 53 21 17 154 2.73 1.26 P 22.08 18.83 34.42 13.64 11.04 T2 N 26 39 58 19 9 151 2.64 1.09 P 17.22 25.83 38.41 12.58 5.96 T t 1 N 452 580 951 263 153 2399 2.62 1.10 O a F 18.84 24.18 39.64 10.96 6.38 Table E.48.--Item 54: 263 I like to take chances when I'm driving. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 0 l 5 10 18 34 4.32 .84 P 0.00 2.94 14.71 29.41 52.94 A2 N 0 2 4 12 20 38 4.32 .87 P 0.00 5.26 10.53 31.58 52.63 Bl N 1 3 21 19 40 84 4.12 .99 P 1.19 3.57 25.00 22.62 47.62 82 N 5 2 9 15 49 80 4.26 1.16 P 6.25 2.50 11.25 18.75 61.25 M1 N 4 7 25 58 53 147 4.01 .99 P 2.72 4.76 17.01 39.46 36.05 M2 N 3 3 16 50 94 166 4.38 .87 P 1.81 1.81 9.64 30.12 56.63 01 N l 2 17 41 35 96 4.11 .84 P 1.04 2.08 17.71 42.71 36.46 02 N l l 9 26 47 84 4.39 .82 P 1.19 1.19 10.71 30.95 55.95 W1 N 12 25 101 278 257 673 4.10 .91 P 1.78 3.71 15.01 41.31 38.19 W2 N 5 5 56 193 398 657 4.48 .75 P .76 .76 8.52 29.38 60.58 T1 N 1 5 23 40 83 152 4.31 .89 P .66 3.29 15.13 26.32 54.61 T2 N l 3 18 47 80 149 4.36 .82 P .67 2.01 12.08 31.54 53.69 T tal N 34 59 304 789 1174 2360 4.28 .88 O p 1.44 2.50 12.88 33.43 49.75 Table E.49.--Item 55: 264 Traffic laws are set up to promote safety. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 20 8 2 3 2 35 .83 1.22 P 57.14 22.86 5.71 8.57 5.71 A2 N 29 6 4 0 0 39 .36 .67 P 74.36 15.38 10.26 0.00 0.00 B1 N 56 14 10 2 2 84 .57 .96 'P 66.67 16.67 11.90 2.38 2.38 82 N 54 14 9 3 3 83 .64 1.05 P 65.06 16.87 10.84 3.61 3.61 Ml N 98 28 13 6 3 148 .57 .96 P 66.22 18.92 8.78 4.05 2.03 M2 N 114 24 14 6 3 161 .51 .94 P 70.81 14.91 8.70 3.73 1.86 01 N 71 24 6 l 0 102 .38 .65 P 69.61 23.53 5.88 .98 0.00 02 N 57 26 5 0 0 88 .41 .60 P 64.77 29.55 5.68 0.00 0.00 W1 N 447 174 53 8 12 694 .51 .82 P 64.61 25.07 7.64 1.15 1.73 W2 N 487 162 25 3 4 681 .35 .63 P 71.51 23.79 3.67 44 .59 T1 N 107 33 10 2 3 155 .46 .83 P 69.03 21.29 6.45 1.29 1.94 T2 N 110 29 14 2 1 156 .43 .76 P 70.51 18.59 8.97 1.28 .64 N 1650 542 165 36 33 2426 .46 .80 Total P 68.01 22.34 6.80 1.48 1.36 265 Table E.50.--Item 56: Courtesy toward other drivers is important. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean :td' Sex ev. Al N 21 8 2 3 1 35 1.71 1.10 P 60.00 22.86 5.71 8.57 2.86 A2 N 28 8 3 0 0 39 1.36 .63 P 71.79 20.51 7.69 0.00 0.00 Bl N 49 14 19 l 1 84 1.70 .94 P 58.33 16.67 22.62 1.19 1.19 82 N 57 11 10 2 3 83 1.59 1.04 P 68.67 13.25 12.05 2.41 3.61 M1 N 88 35 20 3 1 147 1.60 .85 P 59.86 23.81 13.61 2.04 .68 M2 N 112 33 15 3 1 164 1.46 .79 P 69.29 20.12 9.15 1.83 .61 01 N 68 23 9 2 0 102 1.46 .74 P 66.67 22.55 8.82 1.96 0.00 02 N 67 13 8 0 0 88 1.33 .64 P 76.14 14.77 9.09 0.00 0.00 W1 N 442 174 58 7 9 690 1.50 .80 P 64.06 25.22 8.41 1.01 1.30 W2 N 564 100 23 2 0 689 1.22 .51 P 81.86 14.51 3.34 .29 0.00 T1 N 100 39 15 1 1 156 1.49 .75 P 64.10 25.00 9.62 .64 .64 T2 N 113 25 13 0 1 152 1.36 .70 P 74.34 16.45 8.55 0.00 .66 N 1709 483 195 24 18 2429 1.42 .74 Total P 70.36 19.88 8.03 .99 .74 Table E.51.--Item 57: 266 I like a great deal of freedom. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean 0 ° Sex ev. Al N 14 10 8 1 2 35 2.06 1.14 P 40.00 28.57 22.86 2.86 5.71 A2 N 20 8 8 2 0 38 1.79 .96 P 52.63 21.05 21.05 5.26 0.00 81 N 31 27 23 2 1 84 1.99 .92 P 36.90 32.14 27.38 2.38 1.19 82 N 30 21 25 5 2 83 2.13 1.06 P 36.14 25.30 30.12 6.02 2.41 M1 N 52 39 50 4 2 147 2.08 .96 P 35.37 26.53 34.01 2.72 1.36 M2 N 49 51 48 14 4 166 2.23 1.04 P 29.52 30.72 28.92 8.43 2.41 01 N 49 36 16 1 0 102 1.70 .77 P 48.04 35.29 15.69 .98 0.00 02 N 28 40 20 1 0 89 1.93 .77 P 31.46 44.94 22.47 1.12 0.00 W1 N 307 232 134 13 6 692 1.81 .87 P 44.36 33.53 19.36 1.88 .87 w2 N 246 227 188 22 4 687 2.00 .90 P 35.81 33.04 27.37 3.20 58 T1 N 70 45 38 3 l 157 1.85 .90 P 44.59 28.66 24.20 1.91 .64 T2 N 70 35 50 2 0 157 1.90 .90 P 44.59 22.29 31.85 1.27 0.00 N 966 771 608 70 22 2437 1.94 .92 Total P 39.64 31.64 24.95 2.87 .90 267 Table E.52.--Item 58: I don't mind being told what to do. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean Std. Sex ev. Al N 6 5 l9 2 3 35 2.74 1.09 P 17.14 14.29 54.29 5.71 8.57 A2 N 3 9 21 3 3 39 2.85 .96 P 7.69 23.08 53.85 7.69 7.69 81 N 5 13 45 12 9 84 3.08 .98 P 5.95 15.48 53.57 14.29 10.71 82 N 7 14 39 11 12 83 3.08 1.11 P 8.43 16.87 46.99 13.25 14.46 M1 N 14 35 72 14 10 145 2.80 .98 P 9.66 24.14 49.66 9.66 6.90 M2 N 19 26 74 34 14 167 2.99 1.08 P 11.38 15.57 44.31 20.36 8.38 01 N 7 24 52 17 2 102 2.83 .86 P 6.86 23.53 50.98 16.67 1.96 02 N 7 22 39 14 7 89 2.91 1.02 P 7.87 24.72 43.82 15.73 7.87 W1 N 25 158 339 117 53 692 3.02 .92 P 3.61 22.83 48.99 16.91 7.66 w2 N 36 139 344 110 57 686 3.02 .95 P 5.25 20.26 50.15 16.03 8.31 Tl N 10 37 72 20 18 157 2.99 1.04 P 6.37 23.57 45.86 12.74 11.46 T2 N 8 34 79 22 15 158 3.01 .97 P 5.06 21.52 50.00 13.92 9.49 T t 1 N 147 516 1195 376 203 2437 2.99 .97 O a p 6.03 21.17 49.04 15.43 8.33 Table E.53.--Item 59: 268 My grades in school are a good indication of my ability. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean 0 ' Sex ev. Al N 1 7 11 11 5 35 3.34 1.06 P 2.86 20.00 31.43 31.43 14.29 A2 N 5 7 18 6 3 39 2.87 1.08 P 12.82 17.95 46.15 15.38 7.69 Bl N 10 10 38 16 11 85 3.09 1.14 P 11.76 11.76 44.71 18.82 12.94 82 N 8 21 36 13 4 82 2.80 .99 P 9.76 25.61 43.90 15.85 4.88 Ml N 13 29 74 22 7 145 2.87 .94 P 8.97 20.00 51.03 15.17 4.83 M2 N 16 43 71 24 9 163 2.80 .99 P 9.82 26.38 43.56 14.72 5.52 01 N 13 33 39 10 6 101 2.63 1.03 P 12.87 32.67 38.61 9.90 5.94 02 N 10 33 29 10 6 88 2.65 1.05 P 11.36 37.50 32.95 11.36 6.82 W1 N 74 189 224 137 64 688 2.90 1.13 P 10.76 27.47 32.56 19.91 9.30 w2 N 80 221 242 101 38 682 2.70 1.04 P 11.73 32.40 35.48 14.81 5.57 T1 N 24 38 51 26 17 156 2.83 1.20 P 15.38 24.36 32.69 16.67 10.90 T2 N 17 39 65 27 9 157 2.82 1.03 P 10.83 24.84 41.40 17.20 5.73 T t l N 271 670 898 403 179 2421 2.81 1.07 O a P 11.19 27.67 37.09 16.65 7.39 Table E.54.--Item 60: 269 think of me. I become concerned about what other people Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 1 7 11 11 5 35 2.54 1.07 P 17.14 34.29 28.57 17.14 2.86 A2 N 5 7 18 6 3 39 2.26 1.33 P 41.03 17.95 25.64 5.13 10.26 81 N 10 10 38 16 11 85 2.61 1.06 P 16.67 27.38 40.48 9.52 5.95 82 N 8 21 36 13 4 82 2.14 1.06 P 37.50 22.50 30.00 8.75 1.25 M1 N 13 29 74 22 7 145 2.53 1.03 P 16.55 33.10 35.86 9.66 4.83 M2 N 16 43 71 24 9 163 2.24 1.03 P 28.92 31.33 28.31 9.64 1.81 01 N 13 33 39 10 6 101 2.46 .95 P 17.65 31.37 40.20 8.82 1.96 02 N 10 33 29 10 6 88 2.36 .97 P 23.60 26.97 40.45 7.87 1.12 W1 N 74 189 224 137 64 688 2.47 1.05 P 20.17 31.06 34.11 10.74 3.92 W2 N 80 221 242 101 38 682 2.14 1.03 P 33.38 30.76 26.82 6.56 2.48 T1 N 24 38 51 26 17 156 2.36 1.08 P 24.84 32.68 27.45 11.76 3.27 T2 N 17 39 65 27 9 157 2.31 1.16 P 29.94 29.94 24.84 9.55 5.73 T t 1 N 271 670 898 403 179 2421 2.33 1.06 O a 8 25.98 30.43 31.09 9.11 3.38 270 Table E.55.--Item 61: I find that older people tend to be too bossy. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 3 9 13 7 2 34 2.88 1.04 P 8 82 26 47 38.24 20 59 5 88 A2 N 3 9 19 7 1 39 2 85 90 P 7.69 23.08 48.72 17.95 2.56 81 N 18 20 39 5 2 84 2.44 .97 P 21.43 23.81 46.43 5.95 2.38 82 N 13 22 36 10 2 83 2.59 .98 P 15.66 26.51 43.37 12.05 2.41 M1 N 23 46 56 15 6 146 2.55 1.01 P 15.75 31.51 38.36 10.27 4.11 M2 N 27 31 86 16 6 166 2.66 .98 P 16.27 18.67 51.81 9.64 3.61 01 N 11 31 44 15 1 102 2.65 .90 P 10.78 30.39 43.14 14.71 .98 02 N 8 21 42 17 0 88 2.77 .87 P 9 09 23 86 47.74 19 32 0 00 W1 N 75 147 349 96 21 688 2.77 .93 P 10.90 21.37 50.73 13.95 3.05 W2 N 57 99 388 128 15 687 2.92 .86 P 8 30 14 41 56.48 18 63 2 18 T1 N 24 34 65 26 5 154 2.70 1.03 P 15.58 22.08 42.21 16.88 3.25 T2 N 18 25 79 27 7 156 2.87 .98 P 11 54 16 03 50.64 17 31 4 49 N 280 494 1216 369 68 2427 2.77 .94 Total 11.54 20.35 50.10 15.20 2.80 "U 271 Table E.56.--Item 62: I feel somewhat nervous when I drive a car. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean 0 ° Sex ev. Al N 0 4 12 13 6 35 3 60 91 P 0.00 11.43 34.29 37.14 17.14 A2 N 0 3 14 14 8 39 3.69 .89 P 0.00 7.69 35.90 35.90 20.51 81 N 2 6 29 27 18 82 3 65 .99 P 2.44 7.32 35.37 32.93 21.95 82 N 6 5 41 15 11 78 3.26 1.04 P 7.69 6.41 52.56 19.23 14.10 M1 N 11 12 31 60 30 144 3.60 1.14 P 7.64 8.33 21.53 41.67 20.83 M2 N 17 30 44 46 28 165 3.23 1.23 P 10.30 18.18 26.67 27.88 16.97 01 N 2 13 39 30 12 96 3.39 .94 P 2.08 13.54 40.63 31.25 12.50 02 N 9 17 24 23 10 83 3 10 1 19 P 10.84 20.48 28.92 27.71 12.05 W1 N 19 74 235 199 134 661 3.54 1.03 P 2.87 11.20 35.55 30.11 20.27 W2 N 44 80 262 182 81 649 3.27 1.05 P 6.78 12.33 40.37 28.04 12.48 T1 N 6 14 53 44 33 150 3.56 1.06 P 4.00 9.33 35.33 29.33 22.00 T2 N 14 18 67 34 14 147 3.11 1.05 P 9.52 12.24 45.58 23.13 9.52 130 276 851 687 385 2329 3.40 1.07 Total '02 5.58 11.85 36.54 29.50 16.53 Table E.57.-—Item 63: 272 I think courtesy towards others is a good reflection of a person's character. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean ::3° Sex ’ Al N 10 12 5 6 2 35 2.37 1.24 P 28.57 34.29 14.29 17.14 5.71 A2 N 12 17 9 1 0 39 1.97 .81 P 30.77 43.59 23.08 2.56 0.00 81 N 25 26 27 4 1 83 2.16 .96 P 30.12 31.33 32.53 4.82 1.20 82 N 42 18 17 4 1 82 1.83 1.00 P 51.22 21.95 20.73 4.88 1.22 M1 N 30 61 38 13 3 145 2.30 .97 P 20.69 42.07 26.21 8.97 2.07 M2 N 73 45 37 6 3 164 1.91 .99 P 44.51 27.44 22.56 3.66 1.83 01 N 40 34 21 4 1 100 1.92 .93 P 40.00 34.00 21.00 4.00 1.00 02 N 38 32 17 2 0 89 1.81 .82 P 42.70 35.96 19.10 2.25 0.00 W1 N 172 300 182 24 12 690 2.14 .89 P 24.93 43.48 26.38 3.48 1.74 w2 N 283 286 101 10 3 683 1.78 .78 P 41.43 41.87 14.79 1.46 .44 T1 N 53 59 37 5 2 156 2.00 .91 P 33.97 37.82 23.72 3.21 1.28 T2 N 76 42 30 6 1 155 1.80 .93 P 49.03 27.10 19.35 3.87 .65 N 854 932 521 85 29 2421 1.97 .90 Total P 35.27 38.50 21.52 3.51 1.20 273 Table E.58.--Item 64: I get more fun out of driving a car than any other activity. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 5 6 12 11 1 35 2.91 1.09 , P 14.29 17.14 34.29 31.43 2.86 A2 N 4 5 14 8 7 38 3.24 1.22 P 10.53 13.16 36.84 21.05 18.42 81 N 7 8 40 19 10 84 3.20 1.05 P 8.33 9.52 47.62 22.62 11.90 82 N 8 5 38 20 9 80 3 21 1.06 P 10.00 6.25 47.50 25.00 11.25 M1 N 24 25 44 37 15 145 2.96 1.23 P 16.55 17.24 30.34 25.52 10.34 M2 N 22 25 56 36 27 166 3.13 1.24 P 13.25 15.06 33.73 21.69 16.27 01 N 5 13 44 24 9 95 3 20 .97 P 5.26 13.68 46.32 25.26 9.47 02 N 2 7 29 35 9 82 3.51 .89 p 2.44 8.54 35.37 42.68 10.98 W1 N 43 88 241 192 99 663 3.33 1.08 P 6.49 13.27 36.35 28.96 14.93 w2 N 38 61 243 225 79 646 3.38 1.01 P 5.88 9.44 37.62 34.83 12.23 T1 N 18 25 46 44 20 153 3.15 1.20 P 11.76 16.34 30.07 28.76 13.07 T2 N 13 15 59 45 12 144 3.19 1.04 P 9.03 10.42 40.97 31.25 8.33 N 189 283 866 696 297 2331 3.27 1.09 Total P 8.11 12.14 37.15 29.86 12.74 ll. '1'. 274 Table E.59.--Item 65: The police are only trying to do the job for which they are hired. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ° Sex ev. Al N 11 15 6 1 1 34 2.00 .95 P 32.35 44.12 17.65 2.94 2.94 A2 N 12 14 11 2 0 39 2.08 .90 P 30.77 35.90 28.21 5.13 0.00 81 N 19 28 32 6 0 85 2.29 .90 P 22.35 32.94 37.65 7.06 0.00 82 N 25 31 19 5 1 81 2.09 .95 P 30.86 38.27 23.46 6.17 1.23 M1 N 31 50 39 19 5 144 2.42 1.07 P 21.53 34.72 27.08 13.19 3.47 M2 N 49 57 31 15 11 163 2.28 1.18 P 30.06 34.97 19.02 9.20 6.75 01 N 37 42 20 3 0 102 1.89 .82 P 36.27 41.18 19.61 2.94 0.00 02 N 22 42 19 5 0 88 2.08 .83 P 25.00 47.73 21.59 5.68 0.00 W1 N 194 320 132 29 14 689 2.06 .91 P 28.16 46.44 19.16 4.21 2.03 W2 N 196 331 140 15 1 683 1.97 .77 P 28.70 48.46 20.50 2.20 .15 T1 N 54 54 30 10 7 155 2.11 1.10 P 34.84 34.84 19.35 6.45 4.52 T2 N 48 54 48 3 0 153 2.07 .90 P 31.37 35.29 28.10 5.23 0.00 Total N 698 1038 522 118 40 2416 2.07 .92 P 28.89 42.96 21.61 4.88 1.66 _.__ Table E.60.--Item 66: 275 My folks insist that I spend most week-day evenings at home. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean 0 ' Sex ev. Al N 3 7 11 ll 3 35 3.11 1.11 P 8.57 20.00 31.43 31.43 8.57 A2 N 6 12 11 5 5 39 2.77 1.25 P 15.38 30.77 28.21 12.82 12.82 81 N 7 18 33 17 8 83 3.01 1.08 P 8.43 21.69 39.76 20.48 9.64 82 N 12 15 23 17 15 82 3.10 1.31 P 14.63 18.29 28.05 20.73 18.29 M1 N 19 36 45 26 19 145 2.93 1.22 P 13.10 24.83 31.03 17.93 13.10 M2 N 33 45 46 23 17 164 2.67 1.24 P 20.12 27.44 28.05 14.02 10.87 01 N 15 20 31 26 9 101 2.94 1.19 P 14.85 19.80 30.69 25.74 8.91 02 N 14 34 22 11 8 89 2.61 1.16 P 15.73 38.20 24.72 12.36 8.99 W1 N 99 166 181 162 75 683 2.92 1.22 P 14.49 24.30 26.50 23.72 10.98 w2 N 119 172 187 143 65 686 2.80 1.22 P 17.35 25.07 27.26 20.85 9.48 T1 N 28 40 44 29 14 155 2.75 1.21 P 18.06 25.81 28.39 18.71 9.03 T2 N 39 38 47 19 12 155 2.53 1.21 P 25.16 24.52 30.32 12.26 7.74 T t 1 394 603 681 489 250 2417 2.83 1.22 O a 16.30 24.95 28.18 20.23 10.34 Table E.61.—-Item 67: 276 I am considered a reliable person. -——— -._.__. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D ' Sex ev. Al N 7 16 8 3 0 34 2.21 .88 P 20.59 47.06 23.53 8.82 0.00 A2 N 3 26 9 1 0 39 2.21 .61 P 7.69 66.67 23.08 2.56 0.00 81 N 14 41 21 1 4 83 2.28 .93 P 16.87 49.40 27.71 1.20 4.82 82 N 21 32 27 2 1 83 2.16 .88 P 25.30 38.55 32.53 2.41 1.20 M1 N 12 56 66 7 4 145 2.55 .82 P 8.28 38.62 45.5] 4.83 2.76 M2 N 35 72 49 9 l 166 2.21 .86 P 21.08 43.37 29.52 5.42 .60 01 N 16 53 30 1 l 101 2.19 .74 P 15.84 52.48 29.70 .99 .99 02 N 13 50 23 1 2 89 2.20 .79 P 14.61 56.18 25.84 1.12 2.25 W1 N 133 363 163 24 9 692 2.15 .81 P 19.22 52.46 23.55 3.47 1.30 W2 N 138 400 141 6 2 687 2.03 .68 P 20.09 58.22 20.52 .87 .29 T1 N 33 72 41 8 1 155 2.17 .85 P 21.29 46.45 26.45 5.16 .65 T2 N 35 71 42 2 2 152 2.11 .82 P 23.03 46.71 27.63 1.32 1.32 Total N 460 1252 622 65 27 2426 2.15 .79 P 18.96 51.61 25.64 2.68 1.11 ..u.'fl' I 4" .111 Table E.62.—-Item 68: 277 I like to help a person who is in trouble. Ethnic Group, Always Usually Sometimes Rarely Never Total Mean Sti° Sex e ' Al N 8 13 12 1 0 35 2.14 .85 P 25.71 37.14 34.29 2.85 0.00 A2 N 18 16 4 1 0 39 1.69 .77 P 46.15 41.03 10.26 2.56 0.00 Bl N 16 29 33 5 1 84 2.36 .90 P 19.05 34.52 39.29 5.95 1.19 82 N 37 29 12 1 4 83 1.87 1.03 P 44.58 34.94 14.46 1.20 4.82 Ml N 40 43 58 4 0 145 2.18 .87 P 27.59 29.66 40.00 2.76 0.00 M2 N 72 50 38 4 1 165 1.86 .90 P 43.64 30.30 23.03 2.42 .61 01 N 22 44 31 3 1 101 2.18 .84 P 21.78 43.56 30.69 2.97 .99 02 N 28 39 18 4 0 89 1.98 .84 P 31.46 43.82 20.22 4.49 0.00 W1 N 134 309 206 30 13 692 2.25 .88 P 19.36 44.65 29.77 4.34 1.88 w2 N 249 316 117 7 0 689 1.83 .74 P 36.14 45.86 16.98 1.02 0.00 Tl N 41 60 46 7 3 157 2.18 .94 P 26.11 38.22 29.30 4.46 1.91 T2 N 67 54 32 1 2 156 1.83 .87 P 42.95 34.62 20.51 .64 1.28 Tot l N 733 1002 607 68 25 2435 2.03 .87 a P 30.10 41.15 24.93 2.79 1.03 278 Table E.63.--Item 69: I am more courteous than the average driver. Ethnic Std Group, Always Usually Sometimes Rarely Never Total Mean D v. Sex e ' Al N 2 10 20 2 0 34 2 65 .69 P 5.88 29 41 58.82 5 88 0 00 A2 N 1 14 17 3 2 37 2.76 .86 P 2.70 37.84 45.95 8.11 5.41 81 N 9 15 49 4 3 80 2.71 .87 P 11.25 18.75 61.25 5.00 3.75 82 N 8 24 36 6 4 78 2.67 .95 P 10.26 30.77 46.15 7.69 5.13 M1 N 12 27 86 11 7 143 2.82 .88 P 8.39 18.88 60.14 7.69 4.90 M2 N 19 43 76 10 12 160 2.71 1.01 P 11.87 26.87 47.50 6.25 7.50 01 N 8 33 46 4 5 96 2.64 .90 P 8 33 34 38 47.92 4 17 5.21 02 N 2 23 49 2 3 79 2.76 .72 P 2.53 29.11 62.03 2.53 3.80 W1 N 60 191 336 42 32 661 2.69 .90 P 9.08 28.90 50.83 6.35 4.84 w2 N 35 204 354 29 15 637 2.66 .75 P 5.49 32.03 55.57 4.55 2.35 T1 N 22 46 69 9 5 151 2.53 .93 P 14.57 30.46 45.70 5.96 3.31 T2 N 13 42 76 9 4 144 2.65 .84 P 9 03 29 17 52.78 6 25 2 78 N 191 672 1214 131 92 2300 2.68 .86 Total 8.30 29.22 52.78 5.70 4.00 '0 BIBLIOGRAPHY 279 BIBLIOGRAPHY Aaron, James 8., and Strasser, Marland K. Driver and Traffic Safety Education. 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