FEMALE ACHIEVEMENT CONFLICT RELATED TO PARENTAL SEXvTYPING AND IDENTIFICATION Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY MARY FAABORG LARSEN 1969 thfiIS IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII L O yd . i. . '- This is to certify that the thesis entitled FEMALE ACHIEVEMENT CONFLICL fiELALED £0 PARENLAL SbX-TYPING ANJ IJESLIFICALIUN presented by bary Eaaborg Larsen has been accepted towards fulfillment of the requirements for Ph.D. Psychology degree in fizz/4 Major prof sor Date j/é/é 7 0-169 "DAG & GSUNS’ 800K BINDERY INC. LIBRARY BINDERS I II- ABSTRACT FEMALE ACHIEVEMENT CONFLICT RELNTED TO PARENTAL SEX-TYPING AND IDENTIFICATION by Mary Faaborg Larsen Previous research has suggested that females see academic achievement as incompatible with traditional feminine sex role expectations. Since parental sex-typing and identification are widely adknowledged as important sources of feminine sex role expectations, the present study attempted to demonstrate that female achievement con- flict is related to these two variables. Specifically, it was prOposed that coeds strongly (5) identified with mothers whose sex-typed behaviors are feminine in the traditional (T) sense are more conflicted about academic achievement than coeds strongly (S) identi- fied with mothers whose sex-typed behaviors are not tradi- tionally (NT) feminine. Conversely, it was hypothesized that coeds weakly (w) identified with traditional (T) mothers are less conflicted about achievement than coeds weakly (w) identified with non-traditional (NT) mothers. Hypotheses that need for achievement as well as paternal sex—typing and identification are related to female achievement conflict were also investigated. Mary Faaborg Larsen 100 female freshman and saphomore volunteers were administered a Biographical Information Questionnaire, the Parent Trait Inventory, a specially develOped series of 3 Incomplete Stories, the Adjective Check List, and the EPPS Achievement Scale. Completions to the Incomplete Story Instrument, which depicted coeds who were outstanding in their academic achievement, were coded for evidence and degree of achievement conflict. General findings indicated that a large number of coeds (58 to 81% of the sample on a given story) are con- flicted about academic achievement. Of those who experience achievement conflict, a majority see achievement as a threat to their interpersonal relationships, particularly heterosexual relationships when their achievement exceeds that of the male. ‘gs were grouped on the basis of maternal sex-typing (T vs. NT) and identification (8 vs. W) and compared in terms of the achievement conflict revealed in their story completions. Analyses by Fisher's exact probability test revealed no statistically significant relationships when ST, SNT, WNT, and WT gs were compared on each story separately. When ST+WNT gs were compared to WT+SNT gs, two of the nine Chi-squares were statistically significant and in the predicted direction. When each file set of three story completions was classified according to degree of achievement conflict and ST+WNT gs were compared to Mary Faaborg Larsen WT+SNT gs, the obtained Chi-square was statistically signi- ficant and the data were in the predicted direction. These data support the inference that a higher prOportion of ST+WNT gs are conflicted about academic achievement than wr+sur gs. When gs were grouped on the basis of need for achievement (High vs. Low) and compared in terms of story completion achievement conflict, 2 of the 9 comparisons were statistically significant, and both were in the pre~ dicted direction. Of 4 near-significant comparisons, 2 were in the predicted direction and 2 were in the opposite direction. These findings provide some support for the inference that a higher prOportion of gs low in need for achievement are conflicted about academic achievement than those high in need for achievement. Finally, gs were grouped on the basis of paternal sex-typing (T vs. NT) and identification (8 vs. W) and com- pared in terms of story completion achievement conflict. While none of the comparisons based on individual stories was statistically significant, the comparison based on completion sets was near-significant (p (.10). These find- ings suggest that a higher proportion of WT+SNT gs may be conflicted about academic achievement than ST+WNT gs. The findings on the paternal and maternal variables are consistent. gs strongly identified with a “feminine“ Mary Faaborg Larsen parent are more likely to experience intense achievement conflict than gs strongly identified with a “masculine“ parent. The inconsistent near-significant achievement need findings are discussed in terms of a defensive denial of achievement need by some kinds of gs. Suggestions for future research, counseling and the education of women are offered. Approved ”ézagé;éz; Chainman ,7 Date 5/44? Faculty Committees John R. Hurley Bill L. Kell Mary Leichty Dozier W. Thornton FEMALE ACHIEVEMENT CONFLICT RELATED TO PARENTAL SEXPTYPING AND IDENTIFICATION BY I, Sax. u; MaryIFaaborg Larsen A.THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Psychology 1969 DEDICNTION To Dick, my husband and colleague and To Oliver and Edith raaborg, my traditional father and non-traditional mother. 11 ACKNOWLEDGEMENTS The author greatly appreciates the many hours of guidance and support which she received from her committee chairman, Dr. John Hurley, during the preparation of this thesis. The author also wishes to acknowledge the contri- bution of Dr. Mary Leichty. Her insights into the problems of the achievement-oriented woman contributed immeasurably to the author's personal growth and to the development of this research project. Special thanks are due Drs. Bill Kell and Dozier Thornton for their contribution to the author's personal and professional growth, and to Miss Karen Sue Kamerschen whose sensitive coding of the story completions facilitated the establishment of intercoder reliability. 111 TABLE OF CONTENTS UE‘DICAT ION O O O O O O O O O O O O O O O ACKNO‘VL EDGEMENT s O O O O O O O O O O O 0 LIST OF TABLES C O C O O C O C O O O O 0 LIST OF Chapter I. II. III. IV. APPENDICES O O O O O O O O O O O P ROBLEM O O O O I O O O O O O 0 Purpose of the Study . . Review of the Literature Theoretical Definitions . Hypotheses . . . . . . . METHOD 0 O O O O O O O O O O O Designeeeeeeeeeee sampleeeeeee Instruments and Scoring Procedures Summary of Operational Definitions Procedure . . . . . . . . . . RESLILTS Q C O O O O O O O O O 0 Female Achievement Conflict Revealed in the Story Completions . . . Female Achievement Conflict as Related to Maternal Sex-Typing and Identification Female Achievement Conflict as Related to Need for Achievement . . Female Achievement Conflict as Related to Paternal Sex-Typing and Identification . . . . . . Summary of Results . . . . . JI SCUSSIOEE Q a O O O O O O O 0 Female Achievement Conflict Revealed in the Story Completions . Female Achievement Conflict as Related to Maternal Sex-Typing and Identification . . . . . . iv Page ii iii v1 viii 15 17 21 21 22 29 42 43 45 45 4a 54 58 63 66 66 69 TABLE OF CONTENTS (Continued) .... Female Achievement Conflict as Related to Paternal Sex-Typing and Identification . . . . . . Female Achievement Conflict as Related to Need for Achievement . . . . Limitations of the Present Study and Suggestions for Future Research . . dIBLIOGRApHY O O I O O O O O O O O O O O O O O O APPEIQDICES O O O O O O O O O O O O O O O O O O O Page 10. 11. 12. LIST OF TASLLS Demographic Characteristics of the Sample . . Relationship Between Socioeconomic Level and Four Major Variables . . . . . . . . . . . . . Fall Term gs Compared to dinter Term gs on your Major variables . e e e e e e e e e e e 0 Relationship Between Term Tested and hxtreme Identification Score Types Combined with Extreme Mother Model Score Types . . . . . . . Distribution of Parent Model Score Types in theSample...o.............o College Females: Test—Retest Correlations for 15 ACL scales 0 O O O O O O O O O O O O C Total Sample: Number of Completions Coded in Each Category for Each Coding Question, Story Held ConStant O O O O O I O O O O O O O O O C Total Sample: Number of Completions Coded in Each Sub-Category of Category 2A, Negative ReSponse to Success . . . . . . . . . . . . . Differences in Achievement Conflict for gs Grouped According to Maternal Sex-Typing and Identification . . . . . . . . . . . . . . . . Differences in Achievement Conflict for gs in Maternal Sex-Typing and Identification Groups Combined, With Story Held Constant . . Differences in Completion Set Types for gs in Maternal Sex-Typing and Identification GIOUPscombinedeeeeeeeeeeeeeee Differences in Achievement Conflict for gs in Achievement Need Groups, With Story Held ConStant O O O O O O O O O O O O O O O O O O 0 vi rage 25 26 27 45 47 49 51 .56 LIST OF TABLES (CONTINUED) . . . 0 Table 13. 14. Page Differences in Completion Set Types for gs in Achievement Need Groups . . . . . . . . . . . 57 Differences in Achievement Conflict for gs Grouped According to Paternal Sex-Typing and Identification, With Story Held Constant . . . . 59 15. Differences in Completion Set Types for gs Grouped According to Paternal Sex-Typing and Identification O O O O O O O O C O O O O O O 60 vii LIST OF APPENDICES Appendix Page A. Biographical Information Questionnaire . . . . 86 8. Parent Trait Inventory . . . . . . . . . . . . 88 C. Incomplete Stories . . . . . . . . . . . . . . 99 D. The Adjective Check List . . . . . . . . . . . 103 E. EPPS Scale . o . . . . . . o . . . . . . . . . 104 F. Coding Procedure for Incomplete Stories . . . 109 G. Differences in Completion Set Types (Stories I and II only) for gs in Maternal Sex-Typing and Identification Groups Combined. 114 H. 'Ibtal Sample-Summary Of Data 0 o o o o e o e o 115 viii Chapter 1 Problem Pugpose of the Study During the last decade, sex roles in American society have received much attention, both in papular periodicals and in the professional journals of psychology and sociology. One need only glance through current capies of women's magazines to see articles on the masculiniza- tion of the American female, the feminization of the American male, the virtues and/or frustrations of being a housewife, the satisfaction and/or guilt experienced by working mothers, etc., etc. Much comment and anxiety has been engendered by the tendency of today's adolescents to disregard the stereotyped cultural differences between the sexes. The most casual observer of the American scene can- not help but wonder what is going on and the psychologist should begin to have some answers. The general question, “What is going on?“, is too large to be investigated in any systematic way. An in- triguing sub-question which is more amenable to research is, “What is going on with the white, middle-class, American college femaleP'. Many social scientists have observed that today‘s coed faces a difficult situation. While cultural expectations traditionally define the feminine role 1 2 as characterized by nurturance, passivity, dependency, and self-sacrifice, educational institutions require the characteristics of achievement, competitiveness, independ- ence, and assertiveness from its students, regardless of sex. The girl who attempts totmeet the demands of the traditional feminine sex role as well as those of the student is faced with expectations which are conflictful and frequently antagonistic to each other. Katz and Kahn (1966) would say that the college girl is faced with interrole conflict. These authors have commented that interrole conflict exists as a conflict in the objective environment of the person, but that such con- flict also gives rise to psychological conflict of some kind and degree within the person (p.185). Kagan (1964) has stressed that sex role expectations encountered in the objective environment gradually become an internal standard in terms of which the individual defines hnmself as masculine or feminine. He has emphasized, further, that every child has a need to acquire a self-label, a sex role identity, that matches his biological sex. That the expectation of achievement which characterizes the student role can also become internalized is supported by psycho- logists' treatment of the need for achievement as a per- sonality trait, Operating independently of the particular demand characteristics of the immediate, external situation. In this sense, the objective, external conflict between 3 the traditional feminine role and the role of student is likely to be paralleled by an internal conflict, reflecting the antagonistic cultural expectations. The parallel between antagonistic cultural expecta- tions and internal conflict is not, however, exact. Cultural expectations surrounding sex role behavior are interpreted and communicated primarily through the family and thus, the content of internalized sex role standards may vary widely between individuals. Kagan has stressed the role of the family, the sex-typing of parental behaviors, and the process of identification to account for these individual differences in internalized sex role standards (p.149). The coed who strongly identifies with a.mother whose behavior exemplifies the traditional feminine sex role is likely to respond differently to the expectations associated with the student role than the coed who strongly identifies with a.mother whose sex role behavior isron- traditional. Therefore, it seems reasonable to expect that a girl's response to the feminine role-student role conflict is a function of her identification with her mother and the sex-typing of her mother‘s behavior. An additional vari- able, the girl's felt need for achievement, might reflect the salience of student role expectations and thus also influence her response to the feminine-student role conflict. The present study investigated coeds' responses to this conflict by having college females finish three 4 incomplete stories which depict a coed who has been out- standingly successful in her role as a student. If the assumption that the traditional feminine role and the student role are conflictful is correct, then coeds identifying with mothers who are feminine in the traditional sense should complete the stories as though the main character had violated the standards of feminity. In other words, such girls should write stories where academic achievement elicits stress and conflict for the main character. The need for achievement variable should also be related to achievement conflict in the story completions. Since the specific hypotheses investigated in this study were derived from research previously done in this area, a further clarification of these hypotheses follows the section entitled, Rgview of the Literature. Review of the §;terature Identification and the Fgminine Sex ggle. As Kagan (1964) has noted, the term identification has engendered much discussion and disagreement regarding its behavioral referents, its antecedents and consequences, and its general usefulness in explaining human development. In spite of its varying uses, the term has appeared again and again in the theoretical and experimental literature deal- ing with feminine sex role identity. Even when the term identification is not used, parental characteristics, atti- tudes, and interactions with the child have almost in- variably been seen as the major influences upon feminine 5 sex role identity and behavior. The fundamental assump- tion in the literature seems to have been that a little girl learns her first most important lessons in being female by emulating her mother and by contrasting herself with her father. In discussing the acquisition of a sex role identity, Kagan (1964) has stressed the importance of identification, which he has defined as, “a belief that some of the attributes of the model (parents, siblings, relatives, peers, and so on) belong to the self.“ (p.146). He has argued that the develOpment of an Optimally strong identification is related to: (1) the model's perceived nurturance: (2) the model's perceived power, task compe- tence, and love from others: and (3) perceived, objective similarity between the model and the child. Kagan has stressed that the sex-typing of the model's behavior may not influence the strength of the child's identification, but it does influence the extent to which a child's sex role behavior corresponds to cultural expectations. Kagan has further emphasized that the motive to match one's behavior to an internal sex role standard does not wax and wane like sexual or aggressive motives. The performance of feminine acts does not weaken or temporarily satisfy the desire to continue such behaviors. Thus, once a child's sex role identity is formed, it continues to influence his attitudes and behaviors. 6 The relationship between sex-typing of parental behaviors and sex role behavior has been supported by Beier and Ratzeburg (1953). Their study of college students utilized the MMPI M-F Scale and found a relationship be- tween the M-? scores of their female gs and the.M-F scores attributed by gs to their mothers. The authors suggested that femininity or masculinity in the mother is reflected in a similar pattern in the daughter. Rutherford (1964) also found a positive relation- ship between childrens' sex role behaviors and the sex- typing of their parents' behaviors. Furthermore, sex role preference for her second grade female gs was primarily related to maternal behaviors reflecting dominance and mastery in the home. This latter finding supports Kagan's notion that perceived power and task competence enhance a model's attractiveness and contribute to the deveIOpment of a strong identification. In 1966, Wright and Tuska studied the feminine feelings of a large number of college women. The feeling of being feminine, which Kagan would define as a girl's sex role identity, was measured via the Semantic Differential. Experiences with parents were investigated via the‘gs' nominations of the parent most important in 19 parent-child relationships. The authors reported that the women who felt most feminine nominated mother more often than father as the most important parent in the given parent-child 7 relationships. Furthermore, the results portrayed a more sympathetic relationship with an admired and influential mother for the “feminine“ women and a more frustrating, anti-pathic relationship with mother for "masculine” women. The notion that a girl learns about the feminine sex role from her mother has been supported by Lynn (1962). According to him, “...ma1es tend to identify with a cultural stereotype of the masculine role, whereas females tend to identify with aspects of their own mother's role specifically.“ (p.274). Hartup (1962) has reported highly similar observations. “...imitation of the like-sex parent plays a more extensive role in the socialization of girls than of boys in this particular culture.“ (p.94). While the studies cited above are only a part of the abundant literature underscoring the importance of maternal identification for the development of female sex role identity, feelings of femininity, and performance of sex-typed behaviors, some authors have questioned the relevance of the identification variable in research with ‘gs beyond childhood. Three studies using the Semantic Differential as a measure of inferred identification with parents have reported that college males tend to see them- selves as more like their fathers than do college females see themselves like their mothers (Lazowick, 1955: Shell et al., 1964: and Bruni, 1967). A fourth study (Jabury, 1967) used the Semantic Differential as a measure of 8 identification and found this variable to be unrelated to the sex roles adopted by adult women. However, as Lazowick has pointed out, the use of the Semantic Differential assumes that the presence of shared common meanings of concepts between a‘g and his parents is a valid measure of identification. This definition of identification is very different from that preposed by Kagan (1964), i.e., the belief that some of the attributes of the model belong to the self. There is reason to question whether these studies using the Semantic Differ- ential are actually measuring the same phenomena as the other studies of identification. Shell 35 5;.(1964) have questioned the use of this instrument as a measure of identification, suggesting that it might actually measure S's tendency to see himself as different from highly valued or “good“ concepts (p.548). Furthermore, even if the Semantic Differential does validly assess parental identification, it does not assess the kind of sex role model represented by the parents, i.e., the sex-typing of parental behaviors. In fact, none of the studies cited as questioning the relevance of identification assessed parental sex-typing. Kagan has emphasized the importance of parental sex-typing, perceived power, and task competence as well as perceived objective similarity between g,and model for measuring identification. Perhaps few mothers of college coeds provide adequate role models for their daughters, especially in the sense of 9 integrating intellectual competence and femininity. Furthermore, since many of today's college coeds are prob- ably better educated than their mothers, it would not be surprising if they failed to share common conceptual mean- ings with their mothers. This speculation received some support from a study by Tangri (1968). In her study of female role in- novators, i.e., women preparing for professions unusual for females, she found innovativeness to be associated with perceived similarity to father, or perceived dis- similarity to either parent. However, when she divided her sample according to mothers' ducational level, these trends were reversed and innovativeness was associated with perceived similarity to mother. Tangri's results underscore the relevance of maternal characteristics in studying female identification. In sum, the literature on identification and sex role reviewed here strongly supports the notion that both the strength of a girl's identification withmmother and the sex-typing of mother's behavior are relevant variables for a study of the feminine sex role. However, some authors have emphasized that father has an important in- fluence on the fonmation of his daughter's sex role identity. Johnson (1963) proposed that identification with the father, in the sense of internalizing a reciprocal role relationship with him, is crucial for the development of 10 apprOpriate sex role orientations by both males and females. Heilbrun (1965) suggested that females may tend to identify with both parents. These speculations suggested the value of obtaining information on the father in the present study's investigation of the feminine sex role. Thus, while the focus of the present investigation was on the mother-daughter dyad, the nature of the father-daughter dyad was considered in an exploratory phase of the project. MnmentAQnd the Faninine Sex Role. One area in which the traditional female sex role is at odds with the student role is the area of academic achievement and in- tellectual competence. Milton (1959) reported a low positive correlation between masculinity scores on the TermaneMiles Masculinity-Femininity Test and problem solv- ing scores for his adolescent and adult male and female gs. In other words, the female who adopted the traditional female interests performed less well on mathematical and geometric problems than the girl whose interests were not traditionally female. Moreover, if the problem dealt with feminine content, the girls scored better than if the prob- lem dealt with masculine content, even though the logical steps and computations were identical. These results suggest that problem solving achievement is inconsistent with feminine sex role interests and that differences in problem solving performances between males and females may be more a function of learned sex role differences than biologically-based sex differences. ll Douvan and Adelson (1966) have pointed to the importance of personal achievement in the self-concept of boys and of personal attractiveness and popularity to adolescent girls. They noted, however, that achievement is not simply less for girls, but that it is different. “Girls are not without their golden dreams, but these dreams are not of personal achievement or success: their personal goals are to attract and hold love." (p.519). Supporting this conclusion, McClelland gg‘gl. (1953) found that college males showed an increase in achievement motive scores when the arousal instructions were based on refer- ences to leadership and intelligence. For women, however, the effective arousal instruction was based upon social acceptability. Heilbrun (1963) found that while college women valued achievement, they did not act in accordance with this value. His male gs showed more value-behavior con- sistency in the area of achievement than did females. Be- cause achievement was the only area where males and females differed in value-behavior consistency, Heilbrun concluded that sex role confusion for females ”does not pervade a wide range of interpersonal behaviors, but rather is restricted to those behaviors relevant to achievement motivation.“ (p.489). Although Heilbrun found no significant relation- ship between achievement value-behavior consistency and feminine identification with mother, he noted in a later article (Heilbrun, 1965) that females may tend to identify 12 with both parents. Heilbrun's method of scoring maternal identification was such that his gs could not obtain high identification scores with both parents, i.e., they had to choose between mother and father. In future studies of parental identification, it might be useful to score maternal identification independently of paternal identi- fication. Horner (1968) has conceptualized and attempted to measure the ”motive to avoid success”, a motive which Operates to counteract achievement motivation. Horner found that the motive to avoid success was much stronger among college women than among college men and that the strength of this motive was related to the anticipation of negative interpersonal consequences following success. In other words, Horner's gs felt that success in intellectual activities would result in a failure in interpersonal relationships, particularly peer relationships. The notion that college women see personal academic success as conflicting with interpersonal success and papularity has been reported by Komarovsky as early as 1946. Forty percent of her female college aged gs admitted some difficulty in their relationships with men because of the conflict they experienced between being intellectually competent and being attractive to men. The commonly reported method of caping with this conflict was to “play dumb" with males. 13 In a follow-up study, Wallin (1960) replicated Komarovsky's findings in a different university setting. His findings, revealed that 43.2% of the sample pretended intellectual inferiority when relating to men. While wallin saw this difficulty as less serious than did Komarovsky, both authors support the notion that intellectual achievement is a behavior which has not yet been well in- tegrated into the feminine sex role. While “playing dumb“ may enable some girls to cOpe with the felt conflict between academic achievement and femininity, there is a limit as to how long a girl can hide her intelligence and achievements. Weiss (1962) reported that when a girl cannot hide her success from the male with whom she is competing, she tends to compensate for her achievement by becoming more feminine in the tradi- tional sense. Weiss found that following their success at a task culturally defined as masculine, college females tend to reassert their femininity in stereotyped ways. Terming this tendency “behavioral compromise“, Weiss des- cribed it as the regression to stereotypically apprOpriate sex role behaviors following a masculinized success experi- ence with a male. He suggested that such a success experi- ence is disruptive to the rules governing heterosexual relationships and that the resulting compromise is an attempt to moderate this disruption. In a study of married women, Hoffman (1963) reported a related finding. She compared 89 families with 14 working mothers to 89 families where the mother was not working. In the families with working mothers, there was more sharing of household tasks and activities between husband and wife. However, there was virtually no differ- ence between groups when the dependent variable was power, i.e., the extent to which one parent decides over the other's behavior. In further analyses, Hoffman compared the mother's working status with her score on the author's Male Dominance Ideology Scale. The most interesting result was found for working mothers who reservedly rejected male dominance. These mothers actually had less power in their families than their non-working counterparts. Hoffman speculated, whereas working may exert a pressure toward her in- creased power in the family, the male dominance ideology might lead her to become actually less dominant than before in order to compensate for the threat offered by the sheer fact of her employment. (p.228). Although Hoffman did not speak of achievement, per so, her sampled working mothers were, in fact, achieving in activi- ties outside the realm of home and family. Furthermore, if Heffman's speculation that they were compensating for the threat of their employment by becoming less dominant is valid, then these women were reacting in a way remarkably similar to Weiss's gs. In sum, the literature on achievement and the feminine sex role is consistent in suggesting that college 15 females experience the personal success and achievement, characteristic of the student role, to be antagonistic to the interpersonal success and popularity required for fulfillment of the traditional feminine sex role. The present study investigated the general hypothesis that female achievement conflict is related parental identifica- tion and sex-typing, two important sources of learned sex role expectations. Theoretical Definitions The folowing terms are used frequently in various sections of this report. Since similar terms have been used in other studies, it is useful to clarify the specific meaning of each term as it is used in this study. The following definitions are theoretical. For specification of Operational definitions, see p. 42. Traditional Mother Model. The kind of mother whose sex-typed behaviors conform to the traditional feminine sex role is called a traditional mother model. This term replaces Heilbrun's (1963) term, “appropriate role model“, as it applies to the mother. Since Heilbrun's research indicated that a college girl who identifies with an “appropriate role model“ learns some lessons (9.9., that achievement is not feminine) which are dysfunctional in a college setting, the word "traditional“ has been substi- tuted for the value-laden word “appropriate“. A tradition- al mother model is characterized by the traits traditionally 16 considered feminine, i.e., deference, affiliation, succor- ance, abasement, and nurturance. She is not characterized by traits traditionally considered masculine, i.e., achieve- ment, autonomy, dominance, and endurance. NondTraditional Mother Model. This term refers to the kind of mother whose sex-typed behaviors do not conform to the traditional definition of femininity. This term replaces Heilbrun's term, “inappropriate role model” as it applies to the mother. The non-traditional mother model is characterized by achievement, autonomy, dominance and endurance. She is not characterized by deference, affiliation, succorance, abasement, and nurturance. Identification. The present study used Kagan's (1964) theoretical definition of identification as, “a belief that some of the attributes of the model belong to the self“ (p.146). While Kagan emphasized that parents, siblings, relatives, etc., can all be models for identi- fication, the present study focused on parental identifi- cation. Consistent with Kagan's definition, perceived similarity to parent was used as the basis for measuring parental identification. Need for Achievgment. This term is used to des- cribe the manifest need for achievement characterized by Edwards (1959) as follows: To do one's best, to be successful, to accomplish tasks requiring skill and effort, to be a recog- nized authority, to accomplish something of great significance, to do a difficult job well, to solve difficult problems and puzzles, to be able 17 to do things better than others, to write a great novel or play. (p.11). Achievement Conflict. This term is based on Horner's (1968) term, “fear of success imagery“. The presence of achievement conflict is indicated when the main character (MC) in a g}s story completion does not own, enjoy, or act to continue her personal success. Instead, MC experiences emotional distress, conflicting needs, anticipates negative consequences as a result of her achievement, etc. Hypggheses Hypothesis I. For gs who are strongly (5) identified with their mothers, those with traditional (T) mothers show a greater tendency to write story com- pletions where the main character (MC) experiences achievement conflict than gs who have non-tradi- tional (NT) mothers. Hypothesis II. For gs who are weakly (W) identified with their mothers, those with NT mothers show a greater tendency to write completions where MC experiences achievement conflict than gs who have T mothers. Rationale. The studies reviewed in the section entitled, “Achievement and the Feminine Sex Role“ suggest that intellectual and/or academic achievement is conflictful with traditional feminine sex role interests and behavior. However, in each study some girls responded as if such a conflict did not exist for them. What accounts for this difference? One possibility is that some girls see achieve- ment as compatible with feminine sex role expectations. Both theory and research, as reviewed in the section on “Identification and the Feminine Sex Role“ point to 18 maternal sex-typing and identification as variables in- fluencing the content of learned female sex role expecta- tions. Hence, it was generally hypothesized that maternal sex-typing and identification are related to female achievement conflict. More specifically, ST girls are expected to have learned sex role expectations which are particularly in- compatible with outstanding achievement. SNT girls, on the other hand, are expected to have learned expectations which are compatible with outstanding achievement. In- terpreting weak identification as a rejection of mother's sex-typed characteristics and her sex role expectations, WT girls are expected to have accepted sex role expecta- tions similar to those learned by SNT girls. Hence, both WT and SNT girls are expected to reveal little achievement conflict in their story completions. Conversely, WNT girls, like ST girls are expected to have learned sex role expectations which are incompatible with achievement and are thus expected to reveal achievement conflict in their story completions. Hypothesis III. gs who obtain low need for achievement scores show a greater tendency to write completions where MC experiences achieve- ment conflict than gs who Obtain high need for achievement scores. Rationale, Heilbrun (1963) reported that while both males and females value achievement, females do not see themselves as characterized by a need for achievement, 19 while males do. Heilbrun suggests that this sex difference reflects the fact that achievement behavior is viewed an unfeminine in this culture. Horner (1968) found that females experience a motive to avoid success much stronger than that experienced by males. She hypothesized that such a motive may result in a defensive denial of the need for achievement. These studies, taken together, imply that many girls have learned to ignore, deny, or suppress their needs for achievement as a result of the view that achievement is unfeminine. When these girls are faced with achievement success situations such as those depicted by the present study's incomplete stories, they are expected to respond as if the story's MC had failed to meet feminine sex role expectations. Hence,‘gs low in need for achievement are expected to write completions reflecting achievement con- flict. Girls who allow themselves to experience a high need for achievement would seem to have less difficulty in dealing with achievement success situations. Hence, gs high in need for achievement are expected to write com- pletions revealing little or no achievement conflict. Hypothesis IV. There is a relationship between paternal sex-typing and identification and achieve— ment conflict as attributed to MC in story com- pletions. Rationale. This hypothesis is derived from theory (Lynn, 1962: Johnson, 1963) and research (Heilbrun, 1965: Wright and Tuska, 1966) suggesting that father, as well as mother, is an important communicator of female sex role 20 expectations. Hence, paternal sex-typing and identifica- tion are expected to be related to female achievement con- flict. Although previous researchers have pointed to the importance of paternal sex-typing and identification, the pointing has been 35,2225 $2252, in an attempt to reconcile inconsistent findings. None Of these studies gathered similar data on both parents and none of the authors suggested anything more specific than the note that father is probably important. Neither does theory offer any con- sistent predictions regarding father variables. Hence, Hypothesis IV is exploratory, predicting only the existence Of a relationship and not its direction. Chapter II Method Design This study was designed to test the hypotheses that parental sex-typing and identification among college females are related to conflicts about personal achievement, and that a coed's felt need for achievement is also re- lated to her conflict about personal achievement. Bio- graphical data (e.g.. birth order, parent's education and occupation, dating behavior, etc.,) relevant to the central hypotheses were gathered for control purposes (see Tables 1 and 2). The major variables of this study (i.e., parental sex-typing,identification, and need for achievement) were not readily amenable to experimental manipulation, and thus a descriptive design was employed. Parental sex-typing, identification, need for achievement, and achievement conflict were assessed at a given point in time. Subjects were grouped on the basis of a given major variable or combination of variables and between-group comparisons were made in terms of the other variables. The Chi-square technique and Fisher's exact probability test assessed the statistical significance of the predicted relationships. 21 22 Results of statistical tests yielding values of p (.10 were considered worthy Of attention and discussion. Although this procedure departed from the convention of considering 2.. .05 as the crucial value separating signi- ficant from non-significant results, the exploratory nature of the present study, the number of variables included in the hypotheses, the consequently small gfs involved in some comparisons, and the crudeness of the instruments available tolmeasure these variables seemed to justify the higher value of p. In the study's tables, 4» indicates p( .10, * indicates 2.<’.05 and ** indicates p,( .02. Subjects completed a packet of materials which con- tained: a Biographical Infonmation Questionnaire (BIC). designed by the author: the Parent Trait Inventory (PTI): the dough-Heilbrun Adjective Check List (ACL): three In- complete Stories scored for achievement conflict: and the Achievement Scale of the Edwards Personal Preference Schedule (EPPS). Data pertaining to the sex-typing of parental behaviors were obtained from the PTI, while the PTI and ACL together provided the measure of parental identification. Data on achievement conflict were obtained from the completions to the three Incomplete Stories. The ACL and EPPS Achievement Scales provided data on the need for achievement. me; I Four recitation instructors, assisting in Intro- ductory Psychology courses at Michigan State University, 23 agreed to help obtain volunteer gs during the Fall and Winter terms of the 1968-9 academic year. The instructors read the following statement to their classes: Psychologists today know little about the female personality. A study on the psychology of women is now being conducted in the Psychology Department. The study is Open to any female enrolled in this class. It involves taking a personality test and completing some paper and pencil tasks. The whole study takes about 15 to 2 hours to complete and Offers four half- hours Of research credit to each volunteer. Although the tests will be taken anonymously, any girl who wishes an individual interpreta- tion of her tests can have one by notifying the expernmenter at the time Of the experiment. Sign-up sheets were passed around and 120 girls (66 in the fall and 54 in the winter) volunteered for the study. All 120 girls filled out the test materials, but 20 were excluded from the final study for failing tOtmOOt one or more of the following criteria: 1. All of the test materials must be completed according to the instructions. Five volunteers failed to finish their tests. 2. To insure comparability on the identifi- cation variable, gs must have come from intact families and must have lived with both parents until entering college. Eight gs failed to meet this criterion. 3. gs must be white, freshmen or sOphcmores enrolled in Introductory Psychology at MSU. Three Negro and four junior girls failed to meet this criterion and were thus ex- cluded from the final sample. With these 20 volunteers excluded on the basis of the above criteria, the final sample consisted of 100 gs. Demo- graphic data characterizing the sample are presented in Table l. 24 The sex role expectations of middle class parents are thought to differ from the sex role expectations of working class parents (Kagan, 1964). For this reason, information on socioeconomic level was obtained for control purposes. While a number of factors have been used as indices of socioeconomic level, father's occupation alone has been shown to account for a large amount of the vari- ance in socioeconomic level and is thus a simple and reasonably accurate measure of this variable (Kohl and Davis, 1955). Father's occupation, as obtained from the Bio- graphical Information Questionnaire, was classified in one of two groups, based on the 0.8. Census Bureau Occupation- al Classification (U.S. Bureau of Census, l950). Census Bureau occupational levels 0 thru 4 were called “white collar“ and levels 5 thru 9 were called “blue collar“. ‘gs whose fathers' occupadons were called “white collar“ were then compared to “blue collar“ gs on four major vari- ables investigated in the present study. Table 2 reports these comparisons and the results as assessed by the Chi- square technique. 25 Table 1. Demographic Characteristics of the Sample Variable Range Mean Age 17-21 years 18.14 years Class Presh.-Soph. Fresh. (mode) Father's education Grade Schl. to 14.4 years Ph.D. Mother's education None to M.A. 13.3 years Socioeconomic level, Level 0 to 9 Level 2.53 (Mean) based on 0.8. Census Level 0 (mode) Bureau Classification Level 2 (median) Variable Response Category Total 1st Born 2nd Born 3rd Born or later Birth order 40 42 18 100 Married Engaged Pinned Steady Dating Around Dating status 0 3 2 23 72 100 None One Two Three FourZMore Av.Dates/Wk. 7 24 39 15 15 100 A .21 B B- 0+ Highschool 13 34 32 18 3 100 G.P.A. Very Dis- very Similar Similar Sfmilar Dissimilar Rated Similarity to mother 19 56 19 6 100 Rated Similarity to father 22 59 17 2 100 26 Table 2. Relationship Between Socioeconomic Level and Four Major Variables Variable Socioeconomic Level Chi- Blue Collar" White Collarb square df N z;. N 5 Mother Model Traditional 13 42 27 39 Medium 13 42 27 39 .41 2 Non-traditional 5 16 15 22 Maternal Identification Strong 10 32 23 33 Medium 11 35 23 33 .03 2 Weak 10 32 23 33 Maternal Sex- Typing plus Identification (Extremes) ST+WNTC 5 41 17 55 WT+SNT 7 59 14 45 .91 l Achievement Conflict (Completion Set Tynes) Type Id 14 4s 25 36 Type II 7 23 18 26 .69 2 Type III 10 32 26 38 a. Blue Collar a US Census Bureau Occupational Levels b. C. 5 thru 9. White Collar 8 US Census Bureau Occupational Levels 0 thru 4. ST¥WNT 8 Se strongly identified with traditional mothers pIus gs weakly identified with non-traditional mothers. Type I 8 no conflict on at least one completion, medium on rest. Type II 8 medium conflict on all three completions. Type III8 intense conflict on at least one completion. As Table 2 shows, socioeconomic level was not sig- nificantly related to either’mother model, maternal identification, maternal sex-typing plus identification, or achievement conflict as reflected in the sample's 27 completion set types. Because of this finding, no further attempt to control socioeconomic level was made in testing the present study's hypotheses. Because some gs were obtained during the Fall term and others during the Winter, some question arose as to whether the sample represented a single pOpulation. For this reason, Fall teem gs were compared to Winter term gs on four major variables used in this study. The Chi-square technique assessed the existence of any dependency between the academic term during which g volunteered and.maternal sex-typing, paternal sex-typing, maternal identification, and paternal identification. The results of these com- parisons are presented in Table 3. Table 3. Fall Teem gs Compared to Winter Term gs on Four Major Variables Variable Fall Term Winter Term Chi- g; sqgare Mother Model Traditional 18 22 3.00 2 Medium 26 14 Non-traditional 13 7 Father Model Traditional 29 18 1.11 2 Medium 23 19 Non-traditional 5 6 Mother Identification Strong 25 8 8.26* 2 Medium 14 20 Weak 18 15 Father Identification Strong 19 14 1.25 2 Medium 17 17 Weak 21 12 *2 < ~05- 28 The discovery of one significant difference between Fall and.Winter term gs (on the maternal identification variable, see Table 3) raised the question of whether gs were, in fact, drawn from the same pOpulation. However, the hypotheses presented in Chapter I concerned.maternal identification (strong and weak only) in relationship to mother model (traditional and non-traditional only). Hypotheses I and II together predict that ST+WNT gs show a greater tendency to write completions where MC experiences achievement conflict than do»WT+SNT gs. Hence, Fall and Winter term gs were compared in terms of the twotmother ‘model plus identification combinations (ST+WNT vs. WT+SNT) expected to differ on achievement conflict. Table 4 presents the result of this comparison as assessed by the Chi-square technique. Table 4. Relationship Between Term Tested and Extreme Identification Score Types Combined with Extreme Mother Model Score Types Term Tested s'rmn'ra wr+snwb Chi-square 9; Fall term 15 11 1.11 2 Winter term 7 10 égs strongly identified with traditional mothers plus gs weakly identified with non-traditional mothers. b ‘gs weakly identified with traditional mothers plus gs strongly identified with non-traditional mothers. Inspection of Table 4 reveals that the relationship between term tested and extreme identification score type plus extreme mother model score type is not statistically 29 significant. Since the non-significant comparison reported in Table 4 is muchumore relevant to the present study than the significant comparison reported in Table 3, the legitimacy oftreating Fall and Winter term gs as a sample from a single pOpulation is supported. Instruments and Scoring ngcedure Biographical Information Questionnaire. This in- strument (see Appendix A) was designed by the author to Obtain demographic data on the sample. Aside from the in- formation on class and socioeconomic level which were use- ful for control purposes, the 310 information was gathered for exploratory purposes rather than for hypothesis testing. A summary of the BIO information is presented in Table 1. The Parenta Sex- in nstrument The Parent Trgit Inventogy. The Parent Trait Inventory (PTI) (see Appendix B) is a variation of the instrument used by Heilbrun (1963) to assess the sex-typing of parental be- havior. The PTI consists Of descriptions of the 15 EPPS traits plus an additional trait designed by the author. gs characterized their parents in terms of these 16 trait descriptions. On the basis of results from a normative sample of 400 college age gs, Heilbrun (1963) reported that nine of the 15 EPPS traits are sex-typed. Heilbrun's gs viewed Achievement, Autonomy, Dominance, and Endurance as masculine and Deference, Affiliation, Succorance, Abasement, and Nurturance as feminine. By counting the number Of sex-typed 30 traits which g attributed to the apprOpriate parent, Heilbrun obtained parent model scores, representing the sex-typing of parent behaviors. However, in presenting the 15 EPPS trait descrip- tions to his gs, Heilbrun required them to make forced- choice relative ratings, i.e., to rate whether a given trait better typified mother or father. One result of the forced-choice foremat was that only one parent could be characterized as “nurturant” or “achievement-oriented“. Furthermore, attributing feminine sex-typed traits to mother automatically gave father credit for masculine traits, because the absence of feminine traits was con- sidered apprOpriate sex-typing for a male. In this way, Heilbrun's instructions for forced-choice relative ratings made mother's femininity dependent on father's masculinity and vice versa, and Heilbrun's parent model scores could have been an artifact of his scoring procedure and instruc- tions. For this reason, the present study departed from the forced-choice relative rating foremat of Heilbrun's instrument. The PTI, used in the present research, required ‘gs to first rate each trait as characteristic or un- characteristic of mother and then do the same for father. The addition of a 16th trait description (see Appendix B-S) called “parental self-acceptance“, to the list of 15 EPPS traits represented the second amendment to 31 Heilbrun's instrument and resulted in the PTI as used in the present study. Several theorists have asserted that self-acceptance is a fundamental pre-requisite to the acceptance of others. Studying normal mothers and children, Medinnus and Curtis (1967) found that maternal self- acceptance was significantly and positively related to child acceptance. The importance of child acceptance has been established in the research on parental identification. For this reason, it seemed plausible that parental self- acceptance is related to parental identification and thus, the parental self-acceptance trait was included in the PTI. Since the PTI was adapted especially for this study, there is no information on its reliability or validity in its present form. garental sex-Typing scoring grocedureI The garent Mode; Scores. Heilbrun (1963) described a method of obtaining parent model scores using an instrument from which the PTI was derived. His method of obtaining parent model scores was used in the present study. As noted pre- viously, of the 15 EPPs-based PTI traits, nine can be called sex-typed, i.e., four masculine and five feminine. Mother model scores were obtained by counting the number of feminine PTI traits ranked as “Characteristic of my mother.” This number, ranging from 0 to 5, was then added to the number of masculine PTI traits ranked as “Not characteristic of my mother.“ This sum, ranging from O to 9, 32 comprised the mother model score. gs who obtained mother model scores ranging from o to 3 were said to have non- traditional (NT) mothers. gs who obtained mother model scores ranging from 6 to 9 were said to have traditional (T) mothers. Mother model scores of 5 or 4 were called medium. Father model scores were obtained and interpreted in similar fashion. The number of masculine PTI traits g ranked as “Characteristic of my father“ was added to the number of feminine PTI traits § ranked as “Not character- istic of my father”. This number, ranging from 0 to 9, comprised the father model score. Subjects obtaining father model scores ranging from O to 3 were said to have non-traditional (NT) fathers, while those obtaining scores from 6 to 9 were said to have traditional (T) fathers. Father model scores ranging from 4 to 5 were called medium. Table 5 presents the distribution of mother and father model scores for the total sample. Table 5. Distribution of Parent Model Score Types in the Sample Parent Parent Model Score Types Traditional Medium Non-traditional Father (Naloo) 47 42 11 Mother (N=100) 4O 4O 20 Table 5 reveals that there are more NT'mothers than NT fathers in the sample. This observation raised the 33 question of whether female sex roles are in greater transi- tion than male sex roles. To answer this question, a paired g_test was performed on the parent model score data to see if mother model scores were significantly lower (i.e., more non-traditional) than father model scores. The result (tD- -1.21, 23,8 99) revealed that the difference is not statistically significant. For the present study's sample, then, female sex roles are not necessarily in greater transition than male sex roles. Parent Identification Instruments, the PTI and the Adjective Check List. In order to measure the extent of parent-daughter perceived similarity, two independent measures, one for perceived parent traits and one for daughter's self-perception, were needed. The PTI provided a measure of perceived parent traits while daughter's self- perception was assessed by the ACL. The ACL (Gough and Heilbrun, 1965) (see Appendix D) is a 300 item instrument from which scores on 24 experi- mental scales can be derived. Fifteen of the scales represent personality variables which are identical to those Edwards (1959) used in constructing the EPPS and, thus, are identical to the first 15 variables used in the PTI. gs were instructed to check those adjectives which described their own behavior. Test-retest reliability of the act'- 15 apps-based scales for college women tested 10 weeks apart seemed sufficiently high to justify using the ACL in the present 34 research. Although more extensive data on AOL test-retest reliability are available (Gough and Heilbrun, 1965) only the particularly relevant data for college females are re- printed in Table 6. Table 6: College Females (N323): Test-Retest Correlations for 15 ACL Scales at 10 Wk. Interval ACL Scale Correlation ACL Scale Correlation l. Achievement .74 9. Bxhibitioniem .85 2. Dominance .79 lO. Autonomy .81 3. Endurance .47 ll. Aggression .90 4. Order .57 12. Change .78 5. Intraception .46 13. Succorance .45 6. Nurturance .84 14. Abasement .69 7. Affiliation .84 15. Deference .83 8. Heterosexuality .75 aReprinted from Cough and Heilbrun, 1965. The validity of the ACL Scales is less clear in that “there is rarely a single and simple variable which may be taken as a criterion for any one scale.“ (p.14, Ag; Manual). However, the research studies attempting to assess the validity of the ACL Scales have generally been positive. A 1959 study (neilbrun) reported the Achievement, Nurturance, Affiliation, Bxhibitionism, and Abasement scales to be significantly related to independent, non-test measures of the same variables. An additional study (Heilbrun, 1962a) showed the ACL superior to the BPPS in accurately predict- ing the achievement status of male and female college students. The validity of the ACL Order Scale (Heilbrun, 1962b) has been supported in a study relating scores on the Order Scale to independent, non-test measures of the same 35 variable. Thus, the literature on the ACL supports the validity of six of the 15 ACL Scales used in the present research. These positive findings plus the absence of studies reporting negative findings support the appropri- ateness of the ACL for use in the present study. Parental Identification Scoring Procedure, the Similarity-to-garent Scores. Heilbrun's (1963) method of obtaining shmilarity-to-parent scores was used in the present research. Although the ACL provides 24 experi- mental scales, only the 15 BPPS-based scales were used to compute similarity-to-parent scores. Similarity-to-mother scores were computed in the following manner. From the 15 PTI traits, those traits ranked as ”Characteristic of my mother“ were compared to gfs own scores on the parallel ACL traits. g was given positive credits for each point that her own ACL T score fell above the mean on a trait she ranked as "Characterb istic of my mother.” Then, the PTI traits g ranked as ”Not characteristic of my mother“ were compared to gfs own T scores on the parallel ACL traits. §_was given positive credits for each point below the mean she obtained on a trait she viewed as “Not characteristic of my mother.” Negative credits were given for (a) each ACL T score point above the mean on a PTI trait ranked as “Not characteristic of my mother,” and (b) for each ACL T score point below the mean on a trait ranked as “Characteristic of my mother'I on 36 the PTI. Positive and negative credits were summed over the 15 traits to form similarity-to-mother scores. In the present study, similarity-to-mother scores ranged from +178 to -162. The sample was divided into thirds on the basis of these scores with those‘gs in the top third (scores ranging from +178 to +17) called “strong mother identification“ gs and those in the bottom third (scores ranging from -30 to -162) called “weak mother identification“ gs. Similarity-to-father scores were obtained in a parallel manner and ranged from +125 to -l48. The sample was also divided into thirds on the basis of these scores. Those gs in the top third (scores ranging from +125 to +13) were called “strong father identification“ gs and those in the bottom third (scores ranging from -23 to -l48) were called “weak father identification“ gs. Although some researchers (Heilbrun, 1965) have emphasized that girls tend to identify with both parents, theorists have generally agreed that identification with the same sexed parent is usually stronger than with the opposite sexed parent. When the'maternal identification scores obtained by the present study's‘gs were compared to their paternal identification scores (tne5.35, 33,- 99, p < .05) the above theoretical prediction was supported. In other words, gs saw themselves as more like their mothers than like their fathers. 37 The Achievement Conflict Instrument, The_;ggggplggg Stories. Horner (1968) reported the usefulness of in- complete stories in eliciting “fear of success imagery“ from college coeds. Horner's term, “fear of success imagery“ corresponds to the term, “achievement conflict“ used in the present study. Horner's investigation used only one incomplete story to elicit “fear of success imagery“. The present study used the following three stories, the first designed by Horner and the remaining two written by the present author. Stogy Description 1: When the first term grades are poste , Karen in s out that she is at the head of her class in medical school. Stogy Description 2; Gail has just learned that she is the on y res an to be admitted to Honors College at M. S. 0. Sta Descri tion 3: Beth and her husband are both graduate students in mathematics. They have each just taken the final exam for the Ph.D. degree. When the results are announced, Beth finds out that she has passed but her husband has not. Each story depicts a young coed who has just received in- formation that her academic achievement is outstanding. In Story 3, MC is married and her achievement has exceeded that of her husband. But aside from this difference, the stories are essentially the same. Each g was asked to write a completion to each story, guided by the following questions: (1) What led up to this situation?: (2) How does MC feel about this news?: and (3) What does MC do? What will happen? 38 Egggg Study. To insure that the Incomplete Story Instrument would elicit idiosyncratically rich responses, a pilot study was carried out during Fall term 1968. Twenty-five female volunteers were obtained from Intro- ductory Psychology classes at M.S.U. Test packets includ- ing the BIO, PTI, EPPS, and the Incomplete Story Instrument were distributed to gs, who took the materials home and completed them in their spare time. By the following week, 24 test packets were com- pleted and returned to the author. The small size of the pilot sample rendered statistical analysis of the data inapprOpriate. However, the length and apparent ego- involvement in the gs' story completions assured the author that the Incomplete Story Instrument was an apprOpriate elicitor of idiosyncratic, codable completions. The same Incomplete Story Instrument was thus used in the final study. However, the order of the stories was changed, placing the story of the married coed last in the series, instead of second. This change was made to avoid system- atic carry over from the married girl story to those follow- ing it. Aside from the order change, the Incomplete Story Instrument was left unaltered for its use in the final study. The Achievement Conflict ScoringI The Coding Pro- cedure for Incomplgge Stories. A standard Coding Procedure for Incomplete Stories (see Appendix F) was designed by the 39 author for coding the story completions. After reading a given completion, coders answered the following questions: (1) “Is the main character's (MC's) success depicted as a positive experience in any sense?“1 (2) “Is MC's success depicted as a negative experience in any sense?”: (3) “To what extent does MC experience conflict about her success?“: and (4) “To what extent is MC's conflict about success resolved7“. Answers to the first two questions were based on a simple present-absent coding procedure used by Horner (1968). A positive response to success was coded as present or absent according to criteria derived from Horner's findings. These criteria were grouped into four content coding sub-categories: (a) Positive Affect: (b) Positive Consequences: (c) Positive Instrumental Be- havior: and (d) Positive Characteristics. A negative res- ponse to success was also coded as present or absent, based on four analagous content coding sub-categories; (a) Negative Affect: (b) Negative Consequences; (c) Negative Instrumental Behavior: and (d) Negative Characteristics. For further specification of all content coding categories, see Appendix F. Questions 3 and 4 about the degree and resolution of achievement conflict were designed by the author as Horner did not look at these aspects of her gs' completions. 4O Reliabilitygof Coding:§tory_Completions. All com— pletions used in the final study were originally coded by the author according to the Coding Procedure for Incomplete Stories. To assess the reliability of coding, a random sample of 15 gs was drawn from the total sample of 100 gs. All three completions of these 15 gs were then coded in- dependently by one of the author's colleagues, an advanced doctoral candidate in clinical psychology at MSU. These same completions were also recoded by the author, eight weeks after the original coding was completed. Percent 2x of items on which coders a ree x 100) Tota # 0 items c e by both c ers between the author's original coding and that of her agreement ( colleague was 85. Percent agreement between the author's original coding and coding done eight weeks later was 89. These figures suggest that The Coding Procedure for In- complete Stories was sufficiently clear to permit reliable coding of the completions used in the present study. The Need for Agggevement Instruments ACL and BPPS. The Achievement Scale of the ACL provided the main measure of need for achievement. The AOL was scored by National Computer Systems according to the instructions for computer scoring designed by Cough. gs obtaining T scores of less than 47 (which correspond to percentile scores less than 40) on the ACL Achievement Scale were called the ACL low group. gs obtaining T scores greater than 53 (which corres- pond to percentile scores greater than 60) were called the ACL high group. 41 In addition to the ACL, the Achievement Scale of the EPPS was excerpted from that instrument, printed separately, and included in the test packet completed by gs. The correlation of the ACL Achievement scale with the EPPS Achievement Scale has been reported at‘5?.01 (Cough and Heilbrun, 1965, p.14). Hence, the two achievement scales can be said to have little relationship to each other. The predictive validity of the EPPS Achievement Scale has recently been questioned (Heilbrun, 1962a) al- though some studies have cited support for its usefulness (Krug, 1959: Bendig, 1958). Mitchell (1961) has reported factor analytic studies suggesting that achievement moti- vation is not a unitary construct. Since it is possible that the ACL and EPPS measure different aspects of achieve- ment need, both of which might be related to achievement conflict, both scales were included in the present study. gs were presented the 28 item Achievement Scale from the EPPS and asked to indicate whether an achievement or a non-achievement item was more descriptive of them- selves. The number of achievement items (0 to 28), chosen as self-descriptive, was determined for each g and provided the basis for the percentile scores obtained. The percentile scores were derived from female college student norms published by Edwards in the gggggl for the Edwards Personal Preference Schedulg. gs whose EPPS percentile scores were greater than 60 were called the BPPS high group while those 42 whose percentile scores were less than 40 were called the EPPS low group. Summagy of Operational Definitions 1. Traditional mother model. A g who obtained a PTI mother madeI score from 6 to 9 was said to have a traditional mother'model. 2. Traditional father model. A g who obtained a PTI father model score from 6 to 9 was said to have a traditional father model. 3. Non-traditional mother model. A g who obtained a PTI mother m53e1 score from 0 to 3 was said to have a non- traditional mother model 4. Non-traditional father model. A‘g who obtained a PTI father madeI score from O to 3 was said to have a non- traditional father model. 5. Strong mother identification. When the sample was divided into thirds on the basis of perceived similarity- to-mother scores, gs whose scores fell into the tap third were called strong mother identification gs. 6. Strongifather identification. When the sample was dividéHVInto thirds on the basis of perceived similarity- to-father scores, gs whose scores fell into the top third were called strong father identification gs. 7. Weak mother identification. When the sample was divided into thirds on the basis of perceived similarity-to- mother scores, gs whose scores fell into the bottom third were called weak mother identification gs. 8. Weak father identification. When the sample was divided into thirds on the basis of perceived similarity-to- father scores, gs whose scores fell into the bottom third were called weak father identification gs. 9. Need for achievement. gs whose T scores on the ACL Achievement ScaIe were greater than 53 were called ACL high achievement need gs. gs whose T scores on the ACL Achievement Scale were ”less than 47 were called ACL low achievement need gs. gs whose percentile scores on the EPPS Achievement Scale were greater than 60 were called EPPS high achievement need gs. gs whose per- centile scores on the EPPS Achievement Scale were less than 40 were called BPPS low achievement need gs. 43 10. Achievement conflict. Three of the four coding questions making up the Coding Procedure for Incomplete Stories apply to achievement conflict. Question 2 pertains to the presence or absence of a negative response to success on the part of MC. If the completion is coded as indicating that a negative response to success is present, then that completion is said to contain evi- dence of achievement conflict. Question 3 pertains to the intensity of conflict about success revealed by MC. If the completion is coded in category 38, conflict present, but not intense, or in category 3C, intense conflict, then that completion is said to contain evidence of achievement conflict. Question 4 pertains to the resolution of conflict on MC's part. If the completion is coded in category 48, resolution away from success or in category 4C, unresolved, then that com- pletion is said to contain evidence of achievement con- flict. Procedure gs were tested in groups of 15 to 20 at a time and test materials were passed out in the following orders (1) BIG: (2) PTI: (3) Incomplete Stories; (4) AOL: and (5) EPPS Achievement Scale. The following general instruc- tions were read to gs before they began. Before you start, let me say a few words about this experiment. As your 151 instructor prob- ably told you, this experiment is specifically aimed at learning more about the characteristics of college females and is generally concerned with contributing to a psychology of female per- ‘OnalitYe Your participation in this project consists of filling out a questionnaire and completing some paper and pencil tasks. They will take you about two hours. Some of the questions may seem per- sonal and so we have provided that your answers will remain anonymous. There is no need for you to write your name anywhere on any of the pages before you. Furthermore, your anonymous answers will be used for research purposes only. With these safeguards, I hope you will feel free to be as frank as possible with your answers. 44 The specific directions for each section of the experument are spelled out in the pages before you. When you have completed the experiment, return the padket of papers to me and I'll sign your experiment credit card. If you want feed- back about this project or about your particular answers, be sure to tell me before you leave. Are there any questions? lgs completed the test materials in 13 to 2 hours and returned their tests when finished. Chapter III Results Female Achievement Confgggt Reveaged in the Story Completions Each of the 100 gs in the sample wrote three story completions which were, in turn, coded for achievement conflict (see Coding Procedure for Incomplete Stories, Appendix F). Four questions, each of which contained two or three muturally exclusive and exhaustive content coding categories, provided the basis of coding the completions. Each completion was coded in one and only one content cod- ing category for each of the four questions. Table 7 presents, separately for each story, the number of com- pletions coded in each category of each question. Table 7. Total Samples Nunber of Completions Coded in Bach Category for Each Coding Quesdon, Story Held Constant Story Question 1 Question 2 Question 3 Question 4 Pos.Res- Neg. Res- Degree of Resolution ppnse pgnse Conflict __p ___ Pre- Ab- Pre- Ab- No Med. In-JTo Suc. W/O Unr. sent sent sent sent __ tens_ Suc. Story I 96 4 58 42 41 49 10 7O 17 13 Story II 87 13 79 21 20 7O 10 57 27 16 Story III 53 47 87 13 ll 66 23 ' 67 2O 13 45 46 The most prominent result revealed by Table 7 is that over 50%|of the sample wrote completions depicting success as a partially or wholly negative experience for MC. Further, this percentage increased across the three stories, with 87% of the sample depicting success as nega- tive in Story III. This finding supports the validity of the assumption underlying this research, namely, that many college females are conflicted about academic achievement, particularly when their achievement is superior to that of a male (Story III). This result is further clarified by looking at the sub-categories which comprise Category 2A, presence of negative response to success. The four sub-categories which comprise Category 2A are: (2a) negative affect, e.g.. anxiety, fear, embarassment: (2b) negative consequences, e.g.. friends are jealous, males reject her, MC is lonely: (2c) negative behavior, e.g., MC studies less, quits school, moves to more traditional female work: and (2d) negative characteristics, e.g., MC is a cheat, is a book- wonm, is big-headed. (For further specifications of these sub-categories, see Appendix F.) The sub-categories listed above are not mutually exclusive, but a story completion must have been coded in at least one of them in order to have been coded in Category 2A. The sub-categories were devised in order to differentiate types of negative response to success. Table 8 presents the number of completions coded in each 47 negative response sub-category, with Story held constant. Subjects whose completions were coded in Category 28, negative response absent, appear in the “Absent“ columns of each sub-category as reported in Table 8. Table 8. Total Sample: Number of Completions Coded in Bach Sub-Category of Category 2A, Negative Response to Success Story Negative Response Sub-Categories Affect Conse uence Behavior Characteristic Pre- Abs. Pre- AEs. Pre- 553. Pre- 35s. sent sent sent sent Story I 24 76 47 53 23 77 14 86 Story II 32 68 57 43 34 66 23 77 Story III 58 42 6o 40 19 81 4 96 Table 8 reports that more completions were coded in sub-category 2b, negative consequences, than in any other sub-category. On Story I, nearly half (47%) of the total sample wrote completions where MC experienced nega- tive consequences, primarily of an interpersonal nature, as a result of her achievement. On Story III, where MC experienced success while her husband did not, 60% of the completions depicted MC as the recipient of negative con- sequences, and 15% of the completions depicted divorce as the final result of MC's achievement. These findings suggest that for a large prOportion of the sample, academic achievement was perceived as threatening to interpersonal relationships. The fact that Story III, in which MC is married, elicited the highest 48 number of completions coded in sub-category 2b, suggests that gs see academic success as particularly threatening to male-female relationships when the female's success ex- ceeds that of the male. Female Achievement Conflict as Related to Maternal Sex- Typing and Identification Hypothesis I. For gs who are strongly (s) identi— fied with their mothers, those with traditional (T) mothers show a greater tendency to write story completions where the main character (MC) experi- ences achievement conflict than gs who have non- traditional (NT mothers. Hypothesis II. For gs who are weakly (w) identified with their mothers, those with (NT) mothers show a greater tendency to write completions wherein MC experiences achievement conflict than gs who have T mothers. The first approach used in testing the above hypotheses was to divide gs into strong, medium, and weak mother identification groups, according to similarity-to- mother scores. The strong and weak mother identification groups were then further divided into mother model type sub-groups, i.e., traditional, medium, and non-traditional. By drOpping out gs with medium mother models, four g groups remained. (For data on medium gs, see Appendix H). These four g groups, strong—traditional (ST), strong-non- traditional (SNT), weak-traditional (WT), and weak-non- traditional (WNT) were then compared to each other in terms of their story completions. Three of the four coding questions were pertinent to Hypotheses I and II. Hence, the four g groups were 49 compared in terms of Question 2, negative response: Question 3, degree of conflict: and Question 4, resolution of conflict, with story held constant. The Fisher exact probability test, an alternative to Chi-square when ex- pected cell frequencies are less than S, was used to assess the statistical significance of relationships. Since the Fisher test is only applicable to the two-by-two case, conflict categories were combined where indicated by the presence of + between two numbers. Table 9 presents the results of these comparisons. Table 9. Differences in Achievement Conflict for gs Grouped According to Maternal Sex-Typing and Identification V L f Subject Question 2 Question 3 Question 4 Group Negative Res- Degree of Con- Resolution onse flict Present Absent No Medium Intense to w7o Un- __ Success Succ. res. Story I ST 10 5 5 8 + 2 10 1 + 4 SNT 3 4 3 3 + 1 6 0 + 1 WT 9 5 5 7 + 2 9 3 + 2 WNT 3 4 4 1 + 2 5 2 + 0 Story II ST 12 3 3 10 + 2 9 5 + l SNT 7 0 O 5 + 2 4 1 + 2 WT 10 4 3 10 + 1 10 3 + l WNT 5 2 2 4 + l 6 l + 0 Story III ST 12 3 3 8 + 4 8 5 + 2 SNT 6 l l 6 + O 5 2 + 0 WT 13 1 1 11 + 2 12 1 + l WNT 6 l l 2 + 4 3 l + 3 50 Table 9 reveals that when gs are separated into ST, SNT, WT, and WNT groups, no statistically significant relationships between mother model type and achievement conflict are obtained for given mother identification groups. However, when Hypotheses I and II are considered together, they reflect the underlying assumption that 2252 ST and WNT gs are predicted to show more achievement con- flict in their completions than pppp WT and SNT gs. By combining ST and WNT gs and comparing them to WT gs com- bined with SNT gs, expected cell frequencies were large enough to permit using the Chi-square technique in favor of the more conservative Fisher test, and the results presented in Table 10 were obtained. Table 10 reports that only one of the nine compari- sons is statistically significant. However when the com- parison on Story III, Question 3 is inspected further and Medium Conflict gs are compared to Intense Conflict‘gs, the obtained Chi-square (18:3.29, dfal) is significant at the .05 level. This comparison together with the significant comparison on Story III, Question 4, suggests that maternal sex-typing and identification are related to intensity of conflict and resolution of conflict as revealed in Story III completions. Although Chi-square does not assess directionality of results, inspection of Table 10 reveals that a higher prOportion of ST+WNT gs show intense conflict than do WT+SNT gs. Similarly, a smaller prcportion of 51 . .osvacnuou oussvnlaco on» no nusoeswasvow aucmououu aaou one uses on pecaneoo one: scenaoo muons nousUHUca oneness 03» coozuon + no eocoaoua ease mooJV.N s emmtm A + M NH AH. N + NH AH. N ma Hzm+93 m + 0 HA m + Ca V ma 923+Bm HHH macaw v0. m + v vH HA. m + ma 00. v 5H BZm+B3 H + 0 ma m + VA m be Bzz+Bm HH macaw do. m + m ma do. m + Ca mo. 0 NH BZm+93 v + n ma v n+ m m ma ezz+em H mucum Jm..eouco .ousn mmfl enouosm 0» mm. oncouca soaooz II uconn< ucoeoum II N scammmouom v codenoso audaucoo NO 00H 00 m sodunoso onco mom o>dus z N no.“ unoao msouo unannom 'l' 'l unouncoo seam auoum can: .ounaneoo anyone coauoouueunoou one mcaaaalxom Huguenot as am uOu uoaausoo ucoeo>oanu¢ ca neocowouuan oOH manna 52 ST+WNT gs show resolutions of conflict which incorporate success than do WT+SNT gs. Hence, Hypotheses I and II receive some support from these results. Hypotheses I and II were tested in a third way. Each g wrote a set of three completions and thus, three separate indices of achievement conflict were available for each g. Although the coding procedure did not penmit an arithmetic summation of coded responses across a gfs set of completions, a grouping of completion sets by types was possible. Completion sets were divided into three types on the following basis: T e I: No evidence at all of achievement conflict on at least one completion and no evidence of intense conflict on any completion. Completion sets described as Type I con- tained at least one completion coded as follows: 23, negative response absent: 3A, no conflict: 4A, conflict resolved toward success. The remaining two completions were coded in Category 3 as either 3A or 38, conflict present, but not intense. No Type I set contained a com- pletion coded 3C, intense conflict. Type II: Evidence of conflict present, but not intense, on all three completions. Completion sets described as Type II contained three completions, all of which were coded as 33, conflict present, but not intense. Type III: Evidence of intense achievement conflict on at least one completion. Any completion set containing at least one completion coded as 3C, intense conflict, was called a Type III completion set, regardless of the codings received by the other two completions. Completion sets classified as Type I reflect less conflict across the three completions than do sets classi- fied as Type II or III. Completion sets classified as Type III reflect more conflict across the three completions 53 than do Types I and II. In terms of Hypotheses I and II, ST+WNT gs would be expected to write more completion sets classified as Type III than WT+SNT gs. Table ll presents the results of a comparison between g groups based on maternal sex-typing plus identification and completion set types. The Chi- square technique assessed the statistical significance of the relationship. Table ll. Differences in Completion Set Types for gs in Maternal Sex—Typing and Identification Groups Combined Subject Group Completion Set Types TYPE I Type II Type III Chi-square g; ST+WNT 9 l 12 6.74* 2 WT+SNT 8 7 6 *2 (.05 Results reported in Table ll support the inference that there is a relationship between g groups based on maternal sex-typing and identification combined and com- pletion set types based on achievement conflict. Inspec- tion of these data reveal that a higher proportion of ST+WNT gs wrote completion sets where at least one comple- tion revealed intense achievement conflict than did WT+SNT gs. Only one g in the ST+WNT group wrote a completion set in which all three completions revealed medium achievement conflict as compared to seven gs in the WT+SNT group. 54 These findings are consistent with the relationships pre- dicted in Hypotheses I and II. Female Achievement Conflict as Related to Need for Achievement Hypothesis III: {gs wholobtain low need for achievement scores show a greater tendency to write completions where MC experiences achievement conflict than gs who obtain high need for achievement scores. Two measures of need for achievement were obtained in this study. gs completed the entire ACL and T scores on the ACL Achievement Scale were determined by National Computer Systems. The items of the EPPS Achievement Scale were administered to gs according to the directions in the EPPS Manual (Edwards, 1959), using that instrument's forced- choice foremat. When gs' T scores on the ACL Achievement Scale were correlated with gs' T scores on the EPPS Achievement Scale, _r_ = .35 (p (.01) was obtained. Although this correlation is notably higher than that reported by Cough and Heilbrun, (1965), it still supports the statement that the two scales are not very highly correlated, and the possibility still exists that the two scales measure differ- ent aspects of need for achievement. gs were first divided into three groups according to their T scores on the ACL Achievement Scale. gs obtain- ing T scores of less than 47 were placed in the ACL Low group while those whose scores were greater than 53 were placed in the ACL High group. gs whose EPPS percentile scores were less than 40 were placed in the EPPS low group and those whose scores were greater than 60 were placed in 55 the EPPS High group. ‘gs in the ACL High and ACL Low groups were then compared in terms of their coded story comple- tions, with story held constant. gs in the EPPS High and EPPS Low groups were also compared in terms of their coded story completions, with story held constant. The Chi- square technique assessed the results of these comparisons as presented in Table 12. Table 12 reports that comparisons between EPPS- based need for achievement groups yielded two near-significant (p (.10) differences in terms of achievement conflict. 0n Story I, Question 3, the trend of the data was in the opposite direction to that predicted in Hypothesis III. However, in Story III, Question 4, all data trends were in the same direction as predicted by Hypothesis III. Out of nine comparisons between ACL-based need for achievement groups and achievement conflict, two significant (2 < .05) and two near-significant (p < .10) differences were obtained. The two significant ACL-based comparisons were both obtained from Story III completions and both yielded data consistent with Hypothesis III. 0f the two near-significant comparisons, the trend of the data obtained from Story III completions was consistent with Hypothesis III, while the trend of the Story II, Question 3 data was in the Opposite direction. Hence, while the statistically significant comparisons presented in Table 12 provide support for Hypothesis III, the near-significant comparisons 56 0:» .ouesvnuanu no nucoeouasoou mosesvouu Haou nose on osswneoo one: ecsoaoo muons noueoaocw chooses osu coosuoo + no ooconouo 0:96 mo.vma ao.n.Vm+ +~m.~ o + v ma «me.» n me n .om.v n ma seem so: m + ma em nu mm m h an zoo out man macaw ov. m + e as +on.m m + ma a nv.~ m ow seam sue s + on an m + pm we as av son not He anoun so. v m we mm. m an m mm. m «a seem due 5 ma mm v on «N mm mm sou not H muoum +mm.v a m an «m. h on m mm. m nu roam mass m m hm AH om v 5 mm sou menu HHH Susan mm. m m as om.H v + mm m mm. n on team name 0 ea mm v + mm «a ma mm 304 name HH above em. v 5 am oH.m m + ma oa om.~ Ha Hm team name m o «n v n+ ma mm m~ mu sou mans H macaw m. .nouco .05m 0 3 .05m 09 .mm. onsoucu endow: mm MM ucomme anemone m oncomnom oeauemoz ocuuoHOnom v codunoso uoaaummo uo common m codenooo N COAUOOflO @993 you neon I uetuncoo eaom muoum nude .naoouo ooez ucoeu>oanu¢ c« an Haw audaucou ucmeo>ouso¢ cw neocoueuuuo .NH 0 Anna. 57 were divided, with two supporting Hypothesis III and two not. It should be noted that all comparisons, significant and near-significant, supporting Hypothesis III were obtained from Story III completions. ‘ Hypothesis III was tested in a second way, using completion set types as the index of achievement conflict (see p. 52 for definitions of completion set types). gs in the ACL High group were compared to gs in the ACL Low group in terms of the types of completion sets written. Similarly, gs in the EPPS High group were compared to gs in the EPPS Low group in terms of the types of completion sets written. Table 13 presents the results of these two comparisons as assessed by the Chi-square technique. Table 13. Differences in Completion Set Types for gs in Achievement Need Groups Subject Group Completion Set Type Type I Type II Type III Chi- g; gquare ACL High 8 7 7 AC1. Low 23 13 22 .25 2 EPPS High 10 12 10 EPPS Low 19 9 17 2.91 2 Inspection of Table 13 reveals that neither Chi- square was statistically significant. Thus, out of the twenty comparisons reported in Tables 12 and 13, only two were statistically significant and presented data supporting Hypothesis III. Four comparisons were near-significant, 58 but only two of these revealed a trend in the predicted direction. All comparisons, significant and near-significant, supporting Hypothesis III were obtained from Story III data. Female Achievement anflict as Related to Paternal Sex- Eyeing and Identification Hypothesis IV: There is a relationship between paternal sex-typing and identification and achievement conflict as attributed to MC in story completions. Hypothesis IV was an exploratory hypothesis which predicted the existence of a relationship but not its direction. The two approaches used in testing this hypo- thesis parallel the first and third approaches used in testing Hypotheses I and II. First, gs were divided into paternal identification groups (S,M, and w). gs in the S and w identification groups were further divided into sub- groups (T,M, and NT) based on paternal sex-typing. By drapping out gs with medium fathers, four g groups, ST, WT, SNT, and WNT, remained. In the first assessment of Hypothesis Iv, these four g groups were compared to each other in terms of the achievement conflict revealed in their coded story completions. Table 14 presents the results of these comparisons as tested by the Fisher exact probability test. Since the Fisher test is applicable to the 2x2 contingency table only, frequencies were combined where indicated by +‘s in the table. 59 o + o N o + N o o N azz o + a Ca N. + m N N ma 8? N + A m v + N o o 0 82m a + m m o + oa N N CA am HHH huoum o + a a o + N o o N 923 a + N ea 0 + an m m AH 93 a + e a m + N a H m Bzm v + m m N + m a a NH am HH Nuoum o + a a o + N o o N 923 N + a va N + o s 5 ca 93 o + m m N + m a a m Bzm m + a m a + m o n m 9m H Nuoum .nouc: "05m an: .uom Ou oncoucH seams: mm assume uconoum casuoaonsm boaauooo uo osumoo oncomnom oeausmez e nodumeoo m nodumooo N cauunooa asouo unannom useumcou pamm macaw cue: .eOAusuHuaueopH Masseuse on mcuououud ooaoouo mm ecu boaaucoo someoeoasoc use mcaahelxum ca mmucmuouuao .va wanes 60 None of the eighteen comparisons presented in Table 14 was statistically significant. However, low expected cell frequencies required the use of the Fisher exact probability test, a conservative test of significance. Since combining ST+WNT gs into one group and WT+SNT gs into a second group proved fruitful in testing Hypotheses I and II and since it resulted in larger cell frequencies, the same procedure was followed in the second test of Hypothesis IV. Completion set types (see p. 52 for definitions) were used as the measure of achievement con- flict, with Type I completion sets representing the least conflict across completions and Type III the most. The comparison between g groups based on paternal sex-typing plus identification and completion set types is presented in Table 15, as tested by the Chi-square technique. Table 15. Differences in Completion Set Types for gs Grouped According to Paternal Sex-Typing and Identification Story Set Type Type I Type II Type III Chi- g; Subject Group sguare ST+WNT 5 6 3 5.43+ 2 WT+SNT 8 3 12 +2 ( .10 Table 15 reveals a near-significant relationship between g groups based on paternal sex-typing plus identi- fication and completion set types based on achievement conflict. 61 Inspection of Table 15 suggests that the WT+SNT group may have contained a higher proportion of Type III completion set writers and a smaller proportion of Type II completion set writers than did the ST+WNT group. Additional Findgpg§_of Interest A No-Conflict Trio. Out of the total sample of 100 gs, only three gs gave no evidence of achievement con- flict on any of their story completions. Each of these three unusual gs had a non-traditional mother, a medium father, and her similarity-toumother score was greater than her similarity-to-father score. Two of the three were 3rd born children whose father's occupations were classified as “white collar“. The other girl was a first born child whose father's occupation was "blue collar“. The trio showed no consistency on achievement need, with one girl in each of the three ACL-based achievement need groups. Although these gs were highly unusual in their consistent 1aCK of achievement conflict and their small number rendered statistical analysis inappropriate, their similarity in terms of maternal sex—typing, paternal sex- typing, and identification makes them a fascinating trio. Maternal and paternal identification compared. As noted in Chapter II, theorists generally agree that identi- fication with the same sexed parent is usually stronger than with the Opposite sexed parent. When the maternal identification scores obtained in the present study were 62 compared to paternal identification scores (gD=5.35, ggsss, p < .05) the above prediction was supported. In other words, gs saw themselves as more like their mothers than like their fathers. gpgher model and father model scores campgred. Inspection of Table 5 revealed that the sample contained more non-traditional mothers than non-traditional fathers. In view of the common observation that female sex roles are in greater transition than male sex roles, the obtained mother model scores were compared to the obtained father model scores. The result (gD=-l.21, 95399) revealed that the difference is not statistically significant. For the present study, then, female sex roles do not appear to be in greater transition than male sex roles. Egrental self-accepgance and parental identificatgpp. Item 16 on the PTI was called “parental self-acceptance”. Item 16 was included in the PTI for exploratory purposes and to investigate the hunch that parental self-acceptance is an important variable mediating the strength of parental identification. However, this hunch was not supported in the present study. Chi-square analysis of the relation- ships between maternal self-acceptance and maternal identi- fication and between paternal self-acceptance and paternal identification were neither statistically significant, nor were any trends in the data apparent. 63 gem order zed mew. Data on gfs birth order were obtained from Blue for exploratory purposes. Heilbrun and Fromme (1965) found birth order to be related to maternal identification for their female college student gs. For the present study's female gs, a similar relationship proved statistically significant (x2=9.51, 95:4, p < .05). As in the Heilbrun and Fromme study, a greater proportion of only, first, and second born daughters were strongly identified with mother than daughters born third or later. Thus, only, first, and second born girls, who have the opportunity of relating to mother when she has the time to give them relatively ex- clusive attention and close interaction, tend to establish a stronger identification with mother, which endures through late adolescence and early adulthood, than do later born girls. Summagy of Results Hypothesis I: For gs who are strongly (S) identified with their mothers, those with traditional (T) mothers show a greater tendency to write completions where MC experiences achievement conflict than gs who have non-traditional (NT) mothers. Hypothesis II: For gs who are weakly (W) identified with their mothers, those with non-traditional (NT) mothers show a greater tendency to write completions where MC experiences achievement conflict than gs who have traditional (T) mothers. When ST, SNT, WNT, and WT gs were compared, separately for each story, analyses by Fisher's exact prob- ability test revealed no statistically significant relation- ships between g groups and story completion achievement 64 conflict. When STWWNT gs were compared to WT+SNT gs, two of the obtained Chi-squares were statistically significant and in the predicted direction. When ST+WNT and WTWSNT gs were compared in terms of completion set types, the obtained Chi-square was statistically significant. In- spection of these data revealed that a higher proportion of STWWNT gs than WT+SNT gs wrote Type III completion sets in which at least one completion revealed intense achieve- ment conflict. Hypotheses I and II receive some support from these findings. Hypothesis III: gs who obtain low need for achievement scores show a greater tendency to write completions where MC experiences achieve- ment conflict than g who obtain high need for achievement scores. When high achievement need gs were compared to low ‘gs in terms of story completion achievement conflict, two of the obtained Chi-squares were statistically significant and in the predicted direction. 0f four near-significant comparisons (p < .10), two were in the predicted direction and two were in the opposite direction. Hypothesis III receives some support from these findings, but the incon- sistent findings need explanation. Hypothesis IV: There is a relationship between paternal sex-typing and identification and achieve- ment conflict attributed to MC in story completions. When ST, WT, WNT, and SNT gs were compared in terms of story completion achievement conflict, the relationships as analyzed by Fisher's exact probability test were not 65 statistically significant. However, when ST+WNT and WT+SNT gs were compared in terms of completion set types, the obtained Chi-square was near-significant (p,( .10) and offered some support for Hypothesis IV. These data revealed that a higher proportion of WT+SNT gs than ST+WNT gs wrote Type III completion sets in which at least one completion revealed intense achievement conflict. Chapter IV Discussion Female Achievement Conflict Revealed in the StoryACompletions Considering the Incomplete Story Instrument as a projective technique on which gs' attributed their own feelings and attitudes to the MC, the results reported in Tables 7 and 8 suggested the following about the present study's sample of young college coeds. 1) While almost all the coeds saw academic achievement as a positive experience, a large proportion of them (58 to 87% on a given story) saw it as negative as well (an indication of achievement conflict). The follow- ing story completion (with underlining added by g) was selected from the sample because it was particularly illus- trative of the above point. Karen is the daughter of a prominent physician. She has always wanted to become a doctor like her father. Karen's mother was not a college graduate and Karen felt her mother was insignificant in com- parison to her father. Karen was determined to become something worthwhile and not just a mother and wife. Thus, she studied diligently in school and obtained excellent grades. Upon finding that she is at the head of her class, Karen is ecstatic. She is successful and feels superior to the men in her class. She has now overcome the inferiority that she imagined her mother felt in relationship to her father. Karen will graduate from medical school with many honors. She will have a tough time with her internship and residence because she will constantly feel aware of the superiority of the male in the medical field. 66 67 Karen may marry, but she will either marry some one lower than she in education or someone on par. She will always have the hang-up about the male superiority in our society. It is doubtful that Karen would be a good mother because she will constantly be attempting to prove herself as good as the next man. Then she would not have the time for the simple but rewarding joys of womanhood. Undoubtedly, Karen will never be a completgly happy individual. 2) A large prOportion of the coeds (47 to 60% on a given story) expected negative interpersonal consequences to follow such achievement. 3) This proportion was particularly high (60%) when the female's achievement excelled that of her husband (Story III). In the most extreme case, 15%»of the sample expected that divorce would follow the wife's outstanding achievement. The following story completion was selected from the sample as particularly illustrative of the above point. Beth loves her husband very much, in fact she worships him. But she had always felt off and on that sometimes he didn't love her. Beth is not happy about receiving her Ph.D. because her husband didn't. She tries to minimize her achievement and give him confidence. No matter How 53rd Beth tries she notices her husband change and become sullen and pouty. Beth realizes her husband is doing this deliberately. She thinks her husband is a rational human being and it would be better if she confronted him with the fact that she knew he was acting that way on purpose. She was hoping to relieve the tension. She confronts him with it, he becomes very angry, knocks her around, and walks out. She never sees him a ain and becomes vegy de ressed and guilty because she knows it was her ault and she still loves him and wants him to come back. ’ 68 The fact that Story III elicited the greatest prOportion of achievement conflict stories suggests that women see male-female relationships as particularly threatened when their own achievement is superior to that of the male. Previous studies (Horner, 1968: Komarovsky, 1946: Wallin, 1960: and Weiss, 1962) have suggested that college women are unlikely to actualize their potential when they are placed in direct competition with a male. The results of the present study suggest that it may not be the fact of competition but the possibility that the female might prove superior to the male which is distressing. Only three gs wrote story completion sets contain- ing no evidence of achievement conflict at all. Although none of their individual completions appeared to depict success as any more positive than other individual “no conflict“ completions, the trio was highly unusual in their consistent lack of conflict across all three completions. Consistent with Hypothesis I, each girl had a non- traditional mother, a medium father, and perceived herself as more smmilar towmother than father. The trio did not show consistency on birth order, socioeconomic status, dating behavior, or achievement need. The following story was written by a member of the "no conflict“ trio and was chosen as illustrative of a “no conflict“ completion to Story II. Gail eagerly scans the letter that admits her to the Honors College at M.S.U. She is so excited she nearly drops her books as she walks down the 69 hallway of Central High. Quickly she dashes to the counseling service where she finds Mrs. Dimiz, the head counselor. As the words pour quickly out of her mouth, Mrs. Dimiz smiles knowingly. Gail has an extremely high 1.0. and Mrs. Dimiz has had a good idea this was coming. Gail thought about the exciting new challenge of college and shook eagerly. The last bell rang and Gail quickly runs home to tell her parents of the great news. All turns out well, as Gail wins a scholar- ship and eventually makes many new friends and is very happy with college life. For some coeds, academic achievement appears to be quite compatible with the feminine sex role, while for others it is incompatible. If this assumption is valid, then female achievement conflict should be related to selected parental variables, since parents, particularly mothers, are the widely acknowledged primary source of learned female sex role expectations. Female Achievement Conflict as Related to Maternal Sex- gyping and Identification Hypothesis I: For gs who are strongly (S) identi- fied with their mothers, those with traditional (T) mothers show a greater tendency to write story completions where the main character (MC) experi- ences achievement conflict than gs who have non- traditional (NT) mothers. Hypothesis II: For gs who are weakly (W) identified with their mothers, those with NT mothers show a greater tendency to write completions where MC experiences achievement conflict than gs who have T mot hers. When Stories I, II, and III were considered separately, the relationships between achievement conflict and maternal sex-typing plus identification were not 70 statistically significant. When gs hypothesized to reveal achievement conflict (ST+WNT gs) were combined and compared separately for each story, to gs hypothesized not reveal achievement conflict (WT+SNT gs), only Story III revealed statistically significant relationships between achievement conflict and maternal sex-typing plus identification. How- ever, when completion sets (a completion set = completions to Stories I, II, and III by a given g) were classified in terms of achievement conflict, more STWWNT gs wrote sets revealing intense conflict than did WT+SNT gs. This result supported Hypotheses I and II, although somewhat indirectly, and permitted the inference that achievement conflict among young college coeds is related to maternal sex-typing plus identification. Why did the comparisons based on completions to individual stories fail to reach statistical significance, while the completion set comparison did succeed? Two ex- planations for this discrepancy seem plausible. First, the set of these completions for each g_may have provided greater latitude for responses than did completions for any single story. Secondly, Story III, which was the only individual story revealing a significant relationship between the variables, may have contributed more to the significance of the completion set comparison than did Stories I and II. The plausibility of this interpretation is supported by the finding (see Appendix G) that, when only Stories I and II were considered, the relationship 71 between completion set types and achievement conflict was not statistically significant, nor were there any apparent trends in these data. If Story III completions contributed more to the significance of the completion set comparison than did Stories I and II, the interpretation of these findings must be amended. The amended interpretation could be phrased as follows. Maternal sex-typing and identification are significantly related to female achievement conflict when the female's achievement exceeds that of an important sale. In 1968, Horner reported a related finding and suggested that, "women, especially those high in motive to avoid success will explore their intellectual potential only when they are in a non-competitive situation and least of all when they are competing against men“ (p.67). Similarly, Weiss (1962) found that his college age female ‘gs tended to perform at a lower level when competing against males than when competing with other females. Al- though neither Horner nor Weiss investigated parental vari- ables, both authors reported results which would predict Story III to be a particularly potent elicitor of female achievement conflict. Furthermore, this study's findings suggest that it is not simply the act of competition, but rather the possibility of female superiority which proves distressing. 72 Girls who experience this type of achievement con- flict are unlikely to explore their intellectual potential in a co-educational setting, lest they prove superior to their male colleagues. Since the process of identification and the model's sex-typing are related to such achievement conflict, it seems reasonable that the same variables would be relevant in attempting to help females resolve achieve- ment conflict in a constructive manner. The availability of feminine, achievement-oriented role models (e.g., professors, administrators, etc.) with whom coed can identify, would seem to be important in any institution where the education of women is taken at all seriously. For coeds whose achievement conflict is so intense that they seek therapeutic help, a female counselor who could provide a feminine, achievement-oriented role model for the coed might be indicated. Female Achievement Conflict as Related to Paternal Sex— gyping and Identification Hypothesis IV: There is a relationship between paternal sex-typing and identification and achievement conflict attributed to MC in story completions. when Stories I, II, and III were considered separately, the relationships between achievement conflict and paternal sex-typing plus identification were not statistically significant. However, when gs were compared in terms of completion set types, the resulting Chi-square (p (1.10) fell just below the conventional level of signifi- cance . 73 This finding suggests that ST+WNT gs may be less likely to experience achievement conflict than WT+SNT gs. The findings on the maternal variables appear to be just the opposite in that WT+SNT gs are less likely to experi- ence achievement conflict than ST+WNT gs. Remembering that the PTI traits which define a traditional father are the same as those which define a non-traditional mother, reconciles these findings and points to their consistency. If g is highly identified with a parent characterized by the PTI “masculine“ traits or it weakly identified with a parent characterized by the PTI “feminine“ traits, then that g,is less likely to experience intense achievement conflict than a g whose parental sex-typing and identifica- tion reflects either of the two Opposite patterns. This finding, however, should not automatically be interpreted as indicating that gs' identified with parent traits in such a way that parent's sex was irrelevant. Such an in- terpretation would run counter to almost all psychological theories which utilize the concept of identification. Although the present study did not obtain data de- signed to differentiate between T fathers and NT mothers in terms of the kind of contribution each parent made to gs' feelings about female achievement, some speculation about this issue could provide hypotheses for future research. The NT’mother, by her behavior, is probably communicating that it is 0.x. for a woman to be achievement-oriented and 74 that a women need not be too anxious about occasionally besting a male. The T father, on the other hand, while demonstrating that it is 0.x. for a man to be achievement- oriented, may or may not extend this approval to female achievement. Perhaps the identification variable enters in here with ST father gs having had the 0.x. for male 223 female achievement from father, while WT father gs have had only the 0.x. for male achievement. If this is the case, then the education of women would also be facilitated by the presence of achievement-oriented males who allow and encourage females to explore their intellectual potential. Certainly, future studies in this area would need to obtain more information on parents in order to clarify the above issue. Female Achievement Conflict as Related to Need for Achievement Hypothesis III: gs who obtain low need for achievement scores show a greater tendency to write completions where MC experiences achieve- ment conflict than gs who obtain high need for achievement scores. The results reported in Tables 12 and 13 present two significant and four near-significant relationships (out of 20 tested) between need for achievement and achievement conflict. Although both significant relation- ships and two of the near-significant relationships were in the predicted direction, two near-significant relationships were in the opposite direction. The data supporting Hypothesis III were all derived from Story III completions, while the contrary evidence stemmed only from Story I and 75 II completions. To account for this discrepancy, a suggestion from Horner seemed useful. Horner (1968) used McClelland's TAT measure of g Ach and found no significant relationship between this measure of need for achievement and fear of success imagery as revealed in her story completions. To account for this finding, Horner reasoned that her “motive to avoid success" variable may have influenced performance on the measure of need for achievement, itself. In other words, some kinds of gs experiencing achievement conflict, could have defensively suppressed or denied their own needs for achievement. Such defensive gs might have had a higher threshold for stimuli eliciting achievement conflict. Thus, while such defensive gs might not have revealed conflict in their completions to Stories I or II, they might have been unable to deny the conflict eliciting properties of Story III. However, neither Horner's study nor the present study had any way of differentiating between defensively low need achievement gs and gs whose low achievement need scores were non-defensive. In a sense, this issue represents the chicken-egg problem, i.e., does achievement conflict result in a defensively lowered need for achieve- ment or is achievement 3 simply a more conflictful ex- perience for gs whose need for achievement is low? Some suggestions for future research relevant to this question are discussed in the following section. 76 Limitations of the Present Study_and Suggestions for gpgpre Research While the use of a projective technique such as the Incomplete Story Instrument is advantageous in eliciting qualitatively rich data, the problem of treating such data quantitatively is always difficult. The Coding Procedure for Incomplete Stories was designed to provide a crude scale in terms of which degree of achievement conflict could be assessed. Although this coding pro- cedure moved well beyond the simple present-absent system used by Horner, the procedure needs to be extended much further before statistical techniques other than Chi-square can be used appropriately. Further refining of the coding procedure would have the additional advantage of allowing a meaningful test of the Incomplete Story Instrument's reliability. When Stories I and II were considered as alternate forms and reliability coefficients were computed on the coded completions, the within sample variance was so restricted by the coding procedure that the coefficient was meaning- lessly small. The present study was exploratory in nature and did not focus principally on methodological issues. Additional research, atmed at develOping a cod- ing procedure capable of making finer discriminations in the data would be an fmportant next step in this area of work. 77 In addition to the limitations of the Coding Pro- cedure for Incomplete Stories, the problems surrounding the ACL and EPPS Achievement Scales should also be noted. As referenced in the section entitled, “Instruments“, the validity of the EPPS Achievement Scale has recently been questioned, while the validity of the ACL's Scale has received more consistent research support. Even though the correlation between the obtained BPPS and ACL Achievement Scale scores was notably higher (5 = .35) than that pre- viously reported (5" .01 Gough and Heilbrun, 1965) the ACL-based Achievement need groups yielded more statistically significant relationships with achievement conflict than did the EPPS-based groups. This finding is consistent with previous research suggesting that the ACL may be a more use- ful measure of achievement need than the EPPS. As previously noted, both the ACL and EPPS may have been vulnerable to the confounding effects of defensive denial or suppression of achievement need by some gs. Heilbrun (1963) reported a method of determining the degree of consistency between a person's values regarding achieve- ment and his manifest achievement needs or behavior. Heilbrun found that college females show a greater degree of achievement value-behavior/need inconsistency than do college males. This achievement value-behavior/need con- sistency index may be reflecting the suppression of achieve- ment needs which has been suggested as characteristic of some college coeds. Heilbrun's method could be used to test 78 the hypothesis that coeds who suppress their achievement needs (i.e.,low achievement value-hehavior/need consistency) have a higher threshold for achievement conflict and, thus, reveal less achievement conflict on completions to Stories I and II than do coeds who do not suppress their achievement needs (i.e., high achievement value behavior need consist- ency). 0n the hunch that Story III is a more potent achievement conflict stimulus, the hypothesis for Story III completions would be reversed with achievement need suppressors expected to reveal more achievement conflict than non-suppressors. Heilbrun's method has the potential advantage of differentiating between gs whose low achievement need scores accurately reflect their needs and those whose scores reflect a defensive suppression of need because the experi- ence of that need is so distressing. The present study did not include any instruments or methods capable of making such a differentiation. Future researchers might take heed and profit from this hindsight. The measure of parental identification used in the present study was a perceived similarity measure, based on the similarity between g's self-description and her per- ception of each parent, in terms of 15 ACL personality trait scales. Nine of the 15 traits provided the measure of parental sex-typing. Hence, saying that g was highly identified with a parent characterized by a particular group 79 of sex-typed traits was almost tantamount to saying that g was characterized by that same group of sex-typed traits, herself. However, six of the 15 trait scales comprising the identification measure were non-sex-typed traits and g could have been so highly similar to her parent on these six trait scales that her identification would have been considered strong even though she was not very similar to her parent on the sex-typed traits. The fact that the identification measure included additional non-sex-typed traits prevented the present study's Operational definitions of parental identification and sex—typing from collapsing into meaningless pseudo-variables. An important empirical question, however, remains unanswered. Is it necessary to inVOKe the concepts of identification and sex-typing to account for individual differences in achievement conflict? Perhaps placing gs into sex-typed groups, based on their own self-descriptions alone, is sufficient to account for such individual differ- ences. The value of the present study's identification approach lies in the fact that isolating relevant “antece- dent“ variables frequently offers suggestions for construc- tive resolution of the problem as wells suggestions for its prevention. Yet, future researchers might want to com- pare the identification approach to the direct g sex-typing approach, in order to assess which variables offer greater predictive accuracy with respect to achievement conflict. 80 Having discussed the problems of coding, instruments and variables, the problem of sampling is en- countered next. The present study excluded non-white female volunteers from it's final sample. This exclusion seemed justified because only three Negro girls volunteered, a number too small to attempt to control for possible interracial differences in sex role expectations. Psycho- logists investigating the feminine sex role have consist- ently ignored the Negro woman. As the proportion of Negro girls enrolled in American universities increases every year, so does the importance of understanding the problems of the Negro coed. A replication of the present study, investigating the relationship between achievement conflict, parental sex-typing, and identification in a sample of Negro coeds, must be carried out before the present study's findings can be generalized to all college coeds. The finding that first term gs were more highly identified with their mothers than second term gs raises an additional sampling issue. Are first term freshnan coeds the most appropriate gs for a study of female achievement conflict? The first term in college is a hectic one, to say the least. For most girls, it is the first time they have lived away from home. Dependence-independence con- flicts arise, old values and attitudes are challenged, academic self-doubts are frequent, and loneliness and intense anxiety are not uncommon among freshmen. In the 81 midst of all this, expecting first term freshmen women to meaningfully sort out their parental and self-perceptions may be somewhat unrealistic. Furthermore, decisions on marriage and/or career are distant for freshmen and the Incomplete Stories may be less relevant to them than they would be to older girls. A modified replication of the present study, using coeds all sampled during the beginning of their senior year in college would permit some interest- ing comparisons with the present study. In any event, future researchers might make an effort to obtain all of their gs at one time and after the first term of the fresh- man year. The present study's findings which point to the importance of parental sex-typing and identification in relation to female achievement conflict suggest additional areas worthy of investigation. Certainly, dividing all mothers into three basic types, traditional, medium, and non-traditional obscures many subtle, but important within- type differences. Why do ST+WNT mother gs reveal more con- flict on Story III than WT+SNT gs, but fail to reveal such differences on Stories I and II? Perhaps traditional mothers somehow communicate the message, “Beware of ex- celling your husband, lest he be displeased and leave you." An in-depth study of T and NT mother gs utilizing a semi- structural clinical interview approach might provide useful insights into the mother-daughter communications which 82 result in Story III achievement conflict. Such a study could contribute importantly in clarifying the relevant variables and designing appropriate measuring instruments. A study of parent pairs based on sex-typing and identification would necessitate a much larger sample and a coding procedure designed to make finer discriminations in degree and type of achievement conflict. Such a study might gather additional parent information, such as a ranking of traits according to “My father's ideal woman“ and “My mother's ideal woman". Such information might get at father's approval of achievement and whether it is solely directed at males or at females as well. In any such study, the inclusion of male-female incomplete stories might be crucial in eliciting differentiated achievement conflict responses from gs grouped on parental pair variables. BIBLIOGRAPHY Beier, E.G. and Ratzeburg, F. The parental identification of male and female college students. J, abnorm. socgyngchol., 1953, fig, 569-572. Bendig, A.W. Objective measures of needs and course achievement in introductory psycholOgy. J, general Psychol., 1958, g2, 51-57. Bruni, E. Age and sex trends in assumed similarity to the same sexed parent as a function of the development of identity. Unpublished doctoral dissertation. Michigan State University, 1967. Douvan, E.A. and Adelson, J. Adolescent Experience, New York: Wiley, 1966. Edwards, A.L. Edwards Personal Preference Schedule. New York: Psychological Corp.,—1953. . Manual for the Edwards Personal Preference Schedule. (Rev. Ed.) New York: Psychological Corp., 19 9. Gough, H.G. The Adjective List. California: Consulting Psychologists Press, 1952. , and Heilbrun, A.B. The Adjective Check List Manual. California: ons ting Psyc o ogis s Press, 1965. Hartup, W.W. Some correlates of parental imitation in young children. Child Developg., 1962, 33, 85-96. Heilbrun, A.B. Validation of a need scaling technique for the Adjective Check List. J. Consult. Psychol., 1959, 3;, 347-351. . Social desirability and the relative validities of achievement scales. J.Aconsu;g._Psychol., 1962, 39, 317-”20. (a). . Further validation of the need scales: the Order Scale. 4. consult. Psychogg, 1962, 2g, 478 (b). . Sex-role identity and achievement motivation. Psychol. Rep;, 1963, £2, 483-490. 53 3 84 Heilbrun, A.B. Sex differences in identification learning. J. Genetic Psychol., 1965, 106, 185-193. , and Fromme, D.K. Parental identification of late adolescents and level of adjustment: The importance of parent-model attributes, ordinal position and sex of the child. J, Genetic ggychol., 1965, £21, 49-59. Hoffman, L.W. Parental power relations and the division of household tasks. In Nye, F.I. and Hoffman, L.W. (eds.) The Employed Mother in America. Chicago: Rand McNally, 1963, 215-230. Horner, M. Women's anxiety about success. A paper read at the convention of the American Psychol. Assn., San Francisco, September,l968. Jabury, D.E. Identity diffusion as a function of sex-roles in adult women. Unpublished doctoral dissertation.. Michigan State University, 1967. Johnson, M.M. Sex role learning in the nuclear family. Child Develpm., 1963, gg, 319-333. Kagan, J. Acquisition and significance of sex-typing and sex-role identity. In Hoffman, M. and Hoffman, L.W (eds. ) Review of Child Development Research: Vol 1. New York: Russel Sage Foundation, w“"1964, 13 -1670 Katz, D. and Kahn, R.L. The Social Psycholggy of Organi- zations. New York: John Wiley and Sons, Inc., 1966. Kohl, J.A. and Davis, J.A. A comparison of indexes of socioeconomic status. Ameri sociol Rev,, 1955, 29, 317-326. Komarovsky, M. Cultural and contradictions and sex roles. Amer. J. Sociol., 1946, g3, 184-189. Krug, R.E. Over- and underachievement and the Edwards Personal Preference Schedule. J, Appl. Psychol,, 1959, 3;, 133-136. Lazowick, L.M. On the nature of identification. J. abnorml soc1 Psychol., 1955, g;, 175-183. Lynn, D.B. Sex-role and parental identification. Child Develmu 1962. 23, 555-564. Medinnus, G.R. and Curtis, F.J. The relation between mater- nal self-acceptance and child acceptance. In Medinnus, G.R. (ed.) Readings in the ngchology of Parent Child Relatggns, New York: Wiley, 1967. 85 McClelland, D.C., Atkinson, J.M., Clark, R. and Lowell, R.L. The Achievement Motive., New York: Appleton- Century-Crofts, 1953. Milton, G.A. Sex differences in problem solving as a function of the role appropriateness of the prob- lem content. Psychol. Rep.. 1959, g, 705-708. Mitchell, J.V. Jr. An analysis of the factorial dimensions of the achievement motivation construct. J. eds Psychol., 1961, g;, 179-187. Rutherford, E.E. Familial antecedents of sex role development in young children. Unpublished doctoral dissertation, University of California, Berkeley, 1964. Shell, S.A. O'Mally, J.M. and Johnsgard, K.W. The Semantic Differential and inferred identification. Psychol. Rep,, 1964, 547-558. Tangri, 8. Role innovators. A paper read at the convention of the American Psychol. Assn., San Francisco, September, 1968. U.S. Bureau of Census. Classified index of occupations and industries. U.S. Gov't Printing Office, 1950. Wallin, P. Cultural contradictions and sex roles: a repeat study. In, J.M. Seidman (ed.) The Adolescent - A Book of Readin s, New York: Holt, Rinehart and Winston, 1960, 282-293. Weiss, P. Some aspects of femininity. Unpublished doctoral dissertation, University of Colorado, 1962. Wright, B. and Tuska, S. The nature and origin of feeling feminine. Brit. JLClinL Psychol., 1966, g, 140-149e APPENDIX A Biggraphical Infonmationiguestionnaire Directions: Please answer all of these questions. Do not write your name on this form. All information will be treated confidentially and will be used for research pur- poses only. Your age: Your class at M.S.U.:(Circle one) Fr. So. Jr. Sr. Your father's education: Your father's occupation: Your mother's education: Your mother's occupation: If you have any brothers, what are their ages? If you have any sisters, what are their ages? Did you live with your parents until you started college? Yes NO If you did not live with your parents, with whom did you live and for how long? What is your present dating status? (Circle one) Married, Engaged, Pinned, Going Steady, Dating around. On the average, about how many times a week do you date? __ What was your overall highschool grade alerage? (Circle one) A B+ B B- C+ C What is your major at M.S.U.? What are your career plans following graduation? In ten years, what would you like to be doing? __ 86 87 APPENDIX A (Continued ....) Compared to other girls your age, how similar are you to your mother? (Circle one) Very Similar Similar Dissimilar very Dissimilar. Compared to other girls your age, how similar are you to your father? (Circle one) Very Similar Similar Dissimilar Very Dissimilar APPENDIX B-l Parent Trait Inventogy Directions: On the following pages, we have described 16 personality traits. We would like you to read each trait description, decide whether it is characteristic or uncharacteristic of your mother, and then answer by check- ing the apprOpriate statement following the trait descrip- tion. There may be instances in which it is hard to decide whether the trait is characteristic or uncharacteristic of your mother. But we would like you to make a decision on the basis of which statement is more appropriate. Please complete all 16 traits and do not omit any. You may now turn the page and begin. 88 89 APPENDIX 3 (Continued ....) Trait Description 1: To do one's best, to be successful, to accomplish tasts requiring skill and effort, to be a recognized authority, to accomplish something of great significance, to do a difficult job well, to solve difficult problems and puzzles, to be able to do things better than others, to write a great play or novel. (Check one) This description is characteristic of my mother This description is not characteristic of my mother. ggait Description 2: To get suggestions from others, to find out what others think, to follow instructions and do what is expected, to praise others, to tell others that they have done a good job, to accept the leadership of others, to read about great men, to conform to custom and avoid the unconventional, to let others make decisions. (Check one) This description is characteristic of my mother This description is not characteristic of my mother. Trait Description 3: To have written work neat and organ- ized, to make plans before starting on a difficult task, to have things organized, to keep things neat and orderly, to make advance plans when taking a trip, to organize details of work, to keep letters and files according to some system, to have meals organized and a definite time for eating, to have things arranged so that they run smoothly without change. (Cheek one) This description is characteristic of my mother This description is not characteristic of my mother. Trait Description 4: To say witty and clever things, to tell amusing jokes and stories, to talk about personal adventures and experiences, to have others notice and comment on one's appearance, to say things just to see what effect it will have on others, to talk about personal achievements, to be the center of attention, to use words that others do not know the meaning of, to ask questions others cannot answer. (Cheek one) 90 This description is characteristic of my mother This description is Not characteristic of my mother. Trait Descri tion 5: To be able to come and go as desired, to say what one thinks about things, to be independent of others in making decisions, to feel free to do what one wants, to do things that are unconventional, to avoid situations where one is expected to conform, to do things without regard to what others may think, to criticize those in positions of authority, to avoid responsibilities and obligations. ‘ (Check one) This description is characteristic of my mother This description is not characteristic of my mother. Trait Description 6: To be loyal to friends, to partici- pate in friendly groups, to do things for friends, to form new friendships, to make as many friends as possible, to share things with friends, to do things with friends rather than alone, to form strong attachments, to write letters to friends. (Check one) This description is characteristic of my mother This description is not characteristic of my mother. Trait Description 1: To analyze one's motives and feelings, to observe others, to understand how others feel about problems, to put one's self in another's place, to judge people by why they do things rather than by what they do, to analyze the behavior of others, to analyze the motives of others, to predict how others will act. (Check one) This description is characteristic of my mother This description is not characteristic of my mother. Trait Description 8: To have others provide help when in trouble, to seek encouragement from others, to have others be kindly, to have others be sympathetic and understanding about personal problems, to receive a great deal of affection 91 from others, to have others do favors cheerfully, to be helped by others when depressed, to have others feel sorry when one is sick, to have a fuss made over one when hurt. (Check one) This description is characteristic of my mother This description is not characteristic of my 'mother. Trait Description 9: To argue for one's point of view, to be a leader in groups to which one belongs, to be regarded by others as a leader, to be elected or appointed chairman of committees, to make group decisions, to settle arguments and disputes between others, to persuade and influence others to do what one wants, to supervise and direct the actions of others, to tell others how to do their jobs. (Check one) This description is characteristic of my mother This description is not characteristic of my mot her. Trait Description 10: To feel guilty when one does some- thing wrong,to accept blame when things do not go right, to feel that personal pain and misery suffered does more good than harm, to feel the need for punishment for wrong doing, to feel better when giving in and avoiding a fight than when having one's own way, to feel the need for con- fession of errors, to feel depressed by inability to handle situations, to feel timid in the presence of superiors, to feel inferior to others in most respects. (Check one) This description is characteristic ofmy mother This description is not characteristic of my mother. Trait Description 11: To help friends when they are in trouble, to assist others less fortunate, to treat others with kindness and sympathy, to forgive others, to do small favors for others, to be generous with others, to sympathize with others who are hurt or siCk, to show a great deal of affection toward others, to have others confide in one about personal problems. (CheCKone) This description is characteristic of my mother This description is not characteristic of my mot her. 92 Trait Description 12: To do new and different things, to travel, to meet new people, to experience novelty and change in daily routine, to experiment and try new things, to eat in new and different places, to try new and different jobs, to move about the country and live in different places, to participate in new fade and fashions. (Check one) This description is characteristic of my mother This description is not characteristic of my mot her. Trait Description 13: To keep at a job until it is finished, to complete any job undertaken, to work hard at a task, to keep at a puzzle until it is solved, to work at a single job before taking on others, to stay up late working in order to get a job done, to put in long hours of work without distraction, to stiCk at a problem even though it may seem as if no progress is being made, to avoid being interrupted while at work. (Check one) This description is characteristic of my mother This description is not characteristic of my mot her. Trait Description 14: To go out with members of the Opposite sex, to engage in social activities with someone of the Opposite sex, to be in love with someone of the Opposite sex, to kiss those of the Opposite sex, to be regarded as physically attractive by those of the Opposite sex, to participate in discussions about sex, to read books and plays involving sex, to listen to or to tell jOkes involving sex, to become sexually excited. (Check one) This description is characteristic of my mother This description is not characteristic of my mother. Trait Descri tion 15: To attack contrary points of view, to tell others what one thingd about them, to criticize others publicly, to make fun of others, to tell others off when disagreeing with them, to get revenge for insults, to become angry, to blame others when things go wrong,to read newspaper accountsof violence. (Check one) 93 This description is characteristic of my mother This description is not characteristic of my mother. Trait Descri tion 16: To feel good about oneself most of the time, to consider one's contributions valuable and important, to be happy in one's daily activities, to feel effective and competent as a person, to feel self- confident, to be generally satisfied with oneself and one's lot in life. (Check one) This description is characteristic of my mother This description is not characteristic of my mother. Directions: You have just completed the Parent Trait Inventory for your mother. Now we would like you to do the same for your father. On the following pages you will find descriptions of 16 personality traits. We would like you to read each description, decide whether it is characteristic or not characteristic of your father, and then check the apprOpriate statement following each trait description. Continue until you have finished all 16 trait descriptions and please do not omit any. Now you may turn the page and begin. 94 Trait Description 1: To do one's best, to be successful, to accomplish tasks requiring skill and effort, to be a recognized authority, to accomplish something of great significance, to do a difficult job well, to solve difficult problems and puzzles, to be able to do things better than others, to write a great novel or play. (Check one) . I This description is characteristic of my father ‘ fr: i This description is not characteristic of my ii father. ;i Tragt Description 2: To get suggestions from others, to Iii find out what others think, to follow instructions and do : 5} what is expected, to praise others, to tell others, that they have done a good job, to accept the leadership of others, to read about great men, to conform to custom and avoid the unconventional, to let others make decisions. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 3: To have written work neat and organ- ized, to make plans before starting on a difficult task, to have things organized, to keep things neat and orderly, to make advance plans when taking a trip, to organize ddtails of work, to keep letters and files according to some system, to have meals organized, to have a definite timeibr eating, to have things arranged so that they run smoothly without change. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 4: To say witty and clever things, to tell amusing jokes and stories, to talk about personal adventures and experiences, to have others notice and comment upon one's appearance, to say things just to see what effect it will have on others, to talk about personal achievements, to be the center of attention, to use words that others do not know the meaning of, to ask questions others cannot answer. (Check one) 95 This description is characteristic of my father This description is not characteristic of my father. Trait Description 5: To be able to come and go as desired, to say what one thinks about things, to be independent of others in making a decision, to feel free to do what one wants, to do things that are unconventional, to avoid situations where one is expected to conform, to do things without regard to what others may think, to criti- cize those in positions of authority, to avoid responsibi- lities and Obligations. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Descri tion 6: To be loyal to friends, to partici- pate in friendly groups, to do things for friends, to form new friendships, to make as many friends as possible, to share things with friends, to do things with friends rather than alone, to form strong attachments, to write letters to friends. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Descri tion 7 To analyze one's motives and feelings, to ohserve ohhers, to understand how others feel about problems, to put one's self in another's place, to judge people by why they do things rather than by what they do to analyze the behavior of others, to analyze the motives of others, to predict how others will act. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 8: To have others provide help when in trouble, to seek encouragement from others, to have others be kindly, to have others be sympathetic and understanding about personal problems, to receive a great deal of affection from others, to have others do favors cheerfully, 96 to be helped by others when depressed, to have others feel sorry when one is sick, to have a fuss made over one when hurt. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 9: To argue for one's point of view, to e a lea er in groups to which one belongs, to be regarded by others as a leader, to be elected or appointed chairman of committees, to make group decisions, to settle arguments and disputes between others, to persuade and influence others to do what one wants, to supervise and direct the actions of others, to tell others how to do their jobs. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 10: To feel guilty when one does some- thing wrong, to accept blame when things do not go right, to feel that personal pain and misery suffered does more good than harm, to feel the need for punishment for wrong doing, to feel better when giving in and avoiding a fight than when having one's own way, to feel the need for confession of errors, to feel depressed by inability to handle situations, to feel timid in the presence of superiors, to feel inferior to others in most respects. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Descri tion 11: To help friends when they are in trthIe, to assIst others less fortunate, to treat Others with kindness and sympathy, to forgive others, to do small favors for others, to be generous with others, to sym- pathize with others who are hurt or sick, to show a great deal of affection toward others, to have others confide in one about personal problems. (Check one) 97 This description is characteristic of my father This description is not characteristic of my father Trait Description 12: To do new and different things, to travel, to meet new peOple, to experience novelty and change in daily routine, to experiment and try new things, to eat in new and different places, to try new and different jobs, to move about the country and live in different places, to participate in new fads and fashions. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 13: To keep at a job until it is finished, to complete any job undertaken, to work hard at a task, to keep at a puzzle or problem until it is solved, to work at a single job before taking on others, to stay up late working in order to get a job done, to put in long hours of work without distraction, to stick at a problem even though it may seem as if no progress is being made, to avoid being interrupted while at work. (Check one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 14: To go out with members of the Opposite sex, to engage in social activities with someone of the Opposite sex, to be in love with someone of the Opposite sex, to kiss those of the Opposite sex, to be regarded as physically attractive by those of the Opposite sex, to participate in discussions about sex, to read books and plays involving sex, to listen to or to tell jokes involving sex, to become sexually excited. (Check one) This description is characteristic of my father This description is not characteristic of my father. Tgait Description 15: To attack contrary points of view, to tell others what one thinks about them, to criticize others publicly, to make fun of others, to tell others off 98 when disagreeing with them, to get revenge for insults, to become angry, to blame others when things go wrong, to read newspaper accounts of violence. (Cheek one) This description is characteristic of my father This description is not characteristic of my father. Trait Description 16: To feel good about oneself most of the time, to consider one's contributions valuable and important, to be happy in one's daily activities, to feel effective and competent as a person, to feel self- confident, to be generally satisfied with oneself and one's lot in life. (Check one) This description is characteristic of my father This description is not characteristic of my father. APPENDIX C Incomplete Stories Directions: On each of the following pages you will find a brief description about a girl who has just received some news. We would like you to write a story about each girl. In writing your stories, please use the following questions as guidelines; 1) What led up to this situation? 2) How does the main character feel about the news she has just received? What does she think about it? 3) What does the main character do? What will happen to her? Obviously, there are no right or wrong stories, so feel free to use your imagination and make up any kind of story which our description suggests to you. Just be sure to use the three questions listed above as a guide. When you have finished writing one story, go on to the next until you have finished all three. Spend about 15 minutes writing each story, so that all three take you about 45 minutes. You may now turn the page and begin. 99 ioo StoryDescription 1: When the first term grades are posted, Karen finds out that she is at the head of her class in medical school. Remember to include: (1) What led up to this situation? (2) How does Karen feel about this news? ‘ (3) What does Karen do? What happens to her? 101 Story Description 2; Gail has just learned that she is the only freshman to be admitted Remember to include: (1) (2) (3) to Honors College at M.S.U. What led up to this situation? How does Gail feel about this news? What does Gail do? What will happen to her? 102 Sto Descri tion 3: Beth and her husband are both graduate stuéents in the mathematics department. They have each just taken the final exam for the Ph.D. degree. When the test results are announced, Beth finds out that she has passed but her husband has not. Remember to include: (1) What led up to this situation? (2) How does Beth feel about this news? (3) What does Beth do? What will happen to her? .43.:r ’GCC ‘..C‘r.c..0 Cat-an‘ fi‘ )C" C) _ ” Urnccr .. _ .. . ..JJ ... \J .J. \J .\.J .. . . . .(. . . J 1 10.000) J . J. J.M.. - O. J..... 0 ......K. .. u m 29 >2mimm mxmmq mom osmodoz... «on 8:8 28 >22? mzmma J . . J . \..JJ. \JJJJ. \.J. U... ....). \U ......JJJ. \U 41m >Uhmn._._wm_moz O. 00:01 2:an moo a.mnro: 5 9a 985 32% non... ooo <9. 56:3 8352 . . .J. . .. .D ._ U. .,..U. KJ..._.,U ... J U Q 0 8 co 3.332.229 0o so" 22:. woos 32.3223... 83.8.2.8? - J \ .. ...U. .mJ. U U U «J..... U AU 0 .J moo mo 33:. to... no.9... man no no. «82. 3o sen: 23o o: 2:. com J. \.K J U ....J. U. .....U ..U. m U Q 0. AU 0 003:6? .omm 3 1233: C. Decor. ..uzb. 3.62.5. ...2 3 an 5:? man ...: :5 98.2.. 3. :6 3.0228 23.2.. . . . -H. U .../:1. .J.,.K,U_,\ ._,\JK ... .J. O r32. .2 ..., .135... .. w....i..:..... ammonoo <2. on «o: Ss.... o3. so" mm <9. .29.... ER 8 oo. mm mcmm . ... . H ..J . ., WK ... J ..) w .MJ .JA .. . . 3 do .252 41m 26m o3m 03.0” _: 3m 0925 J .m .. 3:79.“; am. an"... ... .3... um]... 1...... ...... .om. ....un.....g.w03m. .me... 535.334 . . J . . . . . J J o . o .J). . _ v.4 .rJ .. .29.. .J. .1 ... ...F x . moo_l 000mm . . u .. 1: mo 0.. .. 0: mo K . . ..o . \ Io... . . J . , . . ... ..- _ ACMG Qua—K NM Q-«anmh: “on znm ._ Nd .. r..+.,., Md. SOC. .J.< .._% ma J 0 J. firs. . «JJ dad .. 70:-.JaC. ‘5‘ ..(v .QN< 'Jv 4| I‘ll-.. \. I-.. | 1:]. n .J . av _ . . nu W... as... . _ n13: . 37.3. .5 ......Smrczn .. .. 33:3. . _ Emm 02:. ._ -J. S r 3. . :o _ - J .3... _ .J. r - J J ILJI . J.V. + .J -..-.. J.. nu . . 7.5.37... mu. .mcs .J... mu. ...... so... ..u. .. scamm. :99. amino. ... . . .J J . -.. ..JJ ..- . .J. . . .. . J... . J . . . .J - . ..-/J _ -. K... . wk... J. -.J.._.. .../..K... J. (.../-... n ...K, MA. ._ we“... ... mu ..., 3.3.1.2.. m.» .. 7.... .. .. 3n... ... :9, .. ....J...u.._m .A9K _oco J J J ..J .x .J JJ x. . J. _ .. .. . . . . .. . .. . . . . L .. ..rfoJU Jxefkka «. Omxu . . _. K. . um ._ no.3 um . . 3.07:0 mm. .. .34... :9 .3c50n0Cm .Aur. _O..03 Goon 2.6.0.0. Q 03 mEoCoW Agog 52.0. Ooom .0350 002 3:3 Goon FE: Omen 55303 Oman 0.9. 08m m:.v.mmm.05¢cm_a Cat 5505;23 Oman 3ft: «U non mDEm Oman 9::7: OVEN Eamofia AVR— 023 Goon .330305 0 con 3m 00mm 30.30. Ooom _o.c0_q Oom— 0E0m0.0;3 «Umon gmaosf Omen K507 Ummn m_n..m:00m0._ Oman 83:539.. Omn— xELKK, muvom 307.50... flv von .0059? Ovmu _3+0050mo._ Oven E23300 Own. 4003 .K....J now 095. \J mom 0.00:5 0mg 0030mm. 0 non mcim>0momq On: in; mung FEoEoEaEm. Snow 0_QE_m flwmmn Etcmmw. Omen 6.3qu On: E5.» .K Sn 0.1.9.1: ...U Sm .cmtm .Hlmn 039.0. WK... 8m 03000000 0 :— mtzhz; 5.00m $.0qu WJoom Kim ......Jomm 00x30. .Uoom 20:00 Go: 0,).._,.._..K........J Comm .330. «NJ. own 0.30:7 Hana 02.0010. mug— mcjnmeDQ. ...“.woo— 0:223 ...M .mwm ..J 62.00%? Gama $0.397 ..-..mmw 30.0.00. ..J......mo_ coxogmgo Qwe— Lf..._.J.K;.3 USN 4.30.0...me ..K..;nm 30...»? .....HKNN 30.69,: .38— 030930 mano— m:0.3.u.;.z.....co .1. 0mm {7.115.6qu ..Kf..omm m......t..>.0.0:.m ..K....me 050c0mco. moo. _0c_m:o roo— ulm..00.:5 .....J.mmm 7.53 «.....mnm $0.9? Human 2.3.00. Uh: 082090 on: w:_x_ca_ «.....va c. aimeconm .../gnu xxom .w.vmn 105050.th 0K... 2: 029E300 .Uvo. 2;...0..:.0...:.3 .K.. .mmm airipfiaw ..-...mmm 0.3.0.. ....flmuw 06040. 0 no. 83525000 a.me— wofniczi ..-,mmn Soon. .m ...K....mnm mnoiox. Juan 9.5.30 ..(J. «0— 00.05.9900 «Uno— .»_.3..0:._:5 A. Sn 95.? _,,.... Sm €203.53 K..—mu .050 ..H... 2.— maoiofio «(... :2 0301323 “moon Two? ....onn m»...t.....:0m Comm 403.0 003 ma_@_.0_0 no: .ULO_.,..(...cU..K. ...,oum .K.....JJ...n .. ova #395,)» ../..0pm .00).. fluow— >m.oC ..,.J....om_. ......rzn...:....:.3 J mum :02 .. mvm .J...J.mum-...0m ..-.mpm .n.....0m.0:030 rum? n...0....0c ....K mn— 0..t.vc...c.;c_.5 URN to... .nvm m.....__J.n_cna-f.om .....wnpn ”7.63.0 0..in .0530: ...K.. n2 7...:0 Eu...c._.vo.cj .J.,.....onm 0.03.... .ovn .0. 25.0....an «,wa 0>_mm0.ooa F.J. of or: .moc ..JJom— _ 0....Esn...:c3 ...”.mnn ..K, .....35. mvm m6 K2730 tam mum—m 190300005 ...K,J mm” 3.00:. .../Unm— _ ...».c:_,.........,__:3. _. in ”......o ..J.._..J...0K. ... vvm ..r._J._J.J...:..KJJ.u..:.uw “UV—N 30%;.05 mm v2 7.0.09». ....JJ.._vm_ _ $0.02.:H...:3 .. mun 30.0.0 ......mvm EcrflEou tam jun—m 05.005 0.8— 0.0.0on Omn— mcimnl amnnm ......J.t.c~...am hmmvm muraEmufic... ......mpm 9.3.0.0 «(Jum— m30>0.c.0m_E «JUN...— r.0.J_0_. . Km 09005f200m ..JKJJ SN 8100:; .02” 32.005 flim— _0.“_E www.3— .J._.... .o ... ...... ...... um; U... ad 0 03.”. $7.91.... $6.... 6 for... ......J. 02...... o .......%E $1020.... 0 :95... Stow .o ..m .02 0m: o _ APPENDIX B EPPS SCALE Directions: This scale consists of a number of pair of state- ments about things that you may or may not like. Look at the example below. A. I like to talk about myself to others. B. I like to work toward some goal that I have set for myself. Which of these two statements is more characteris- tic of what you like? If you like “talking about yourself to others“ more than you like "working toward some goal that you have set for yourself,“ then you should choose A or B. If you like "working toward some goal that you have set for yourself" more than you like “talking about your- self to others,“ then you should choose B over A. You may like both A and B. In this case, you would have to choose between the two and you should choose the one that you like better. If you dislike both A and B, then you should choose the one that you dislike less. Your choice, in each instance, should be in terms of what you like at the present time, and not in terms of what you think you should like. This is not a test. There 104 105 are no right or wrong answers. Your choices should be a description of your own personal likes. Make a choice for every pair of statements: do not skip any. The pairs of statements on the following pages are similar to the examples given above. Read each pair of statements and pick out the one statement that better des- cribes what you like. Circle the letter beside the state- ment you choose. You may now turn the page and begin. 6. 10 11 12 C050)? 3 U3 3' 03:» 1133’ 3' (I) m 3' CD)! CD 79 I!) r 3 106 EPPS SCALE I like to help my friends when they are in trouble. I like to do’my very best in whatever I undertake. I like to find out what great men have thought about various problems in which I am interested. I would like to accomplish something of great signi- ficance. Any written work that I do I like to have precise, neat, and well organized. I would like to be a recognized authority in some job, profession, or field of specialization. I like to tell amusing stories and jokes at parties. I would like to write a great novel or play. I like to be able to come and go as I want to. I like to be able to say that I have done a difficult job well. I like to solve puzzles and problems that other people have difficulty with. I like to follow instructions and to do what is ex- pected of me. I would like to be a recognized authority in some job, profession, or field of specialization. I like to have my work organized and planned before beginning it. I like to be able to do things better than other peeple can. I like to tell amusing stories and jokes at parties. I like to accomplish tasks that others recognize as requiring skill and effort. I like to be able to come and go as I want to. I like to be successful in things undertaken. I like to form new friendships. I like to solve puzzles and problems that other peOple have difficulty with. I like to judge people by why they do something not by what they actually do. I like to accomplish tasks that others recognize as requiring skill and effort. I like my friends to encourage me when I meet with failures 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. m y m 3 ID v w» CD 3’ m , m 3' my (D? >' 107 I would like to write a great novel or play. When serving on a committee, I like to be appointed or elected Chairman. I would like to be a recognized authority in some job, profession, or field of specialization. I feel guilty whenever I have done something I know is wrong. I like to do my very best in whatever I undertake. I like to help other peOple who are less fortunate than I am. I like to be able to do things better than other peOple can. I like to eat in new and strange restaurants. I like to be able to say that I have done a diffi- cult job well. I like to work hard at any job I undertake. I would like to accomplish something of great sig- nificance. I like to kiss attractive persons of the Opposite sex. I like to be loyal to my friends. I like to do my best in whatever I undertake. I like to observe how another individual feels in a given situation. I like to be able to say that I have done a difficult job well. I like my friends to encourage me when I meet with failure. I like to be successful in things undertaken. I like to be one of the leaders in the organizations and groups to which I belong. I like to be able to do things better than other peOpls can. When things go wrong for me, I feel that I am more to blame than anyone else. I like to solve puzzles and problems that other people have difficulty with. I like to help my friends when they are in trouble. I like to do my very best in whatever I undertake. 25. 26. 27. 28. 108 I like to travel and to see the country. I like to accomplish tasks that others recognize as requiring skill and effort. I like to work hard at any Job I undertake. I would like to accomplish something of great sig- nificance. I like to go out with attractive persons of the Opposite sex. I like to be successful in things undertaken. I like to read newspaper accounts of murders and other forms of violence. I would like to write a great novel or play. APPENDIX E Coding Procedure for Incomplete Stories General Instructions: After reading a story please answer the following four questions about it. 1. Is the main character's (MC's) success depicted as a positive experience in 221 sense? Indicate whether a positive response to success was present or absent from the story. A positive response to success is defined in terms of the four content coding categories listed below. If a story meets the criteria of at least one of the content coding categories, consider a positive reSponse to success as present in the story. Then indicate which category or categories were applicable to the story. If more than one category applies, check more than one. If the story does not meet the criteria of any one content coding category, then consider a positive response to success as absent from the story. Categorypla. Positive Affect. MC experiences posi- tive affect because of her success. Eor example, MC feels proud, is happy, is relieved, excited, honored, delighted, etc. Category 19. Positive Consequences. MC experiences or anticipates positive consequences because of her success. For example, others respond positively to MC's success, parents are proud, friends are happy for her, MC receives a scholarship or good job because of her success. In this category, MC is the recipient of positive consequences. Differenti- ate this from Category lC where MC is the agent of positive instrumental behavior following success. Category lc. Positive Instrumental Behavior. MC engages in instrumental behavior toward present and/or future success. MC engages in positive, self- enhancing behavior which incorporates her intelligence and success. For example, she continues studying, goes on to further successes, has a happy life, makes valuable contributions in the future, etc. If MC must move to more traditional female vocations such as secondary school teaching, social work, 109 110 nursing, etc., or must move away from her pro- fession entirely to find happiness, consider this as contra-indicating instrumental behavior toward success. Category ld. Positive Characteristics Attributed to MC by Author. In the course of the story, the author attributes positive characteristics to MC, characteristics which reveal the author's valuation of a successful girl. For example, MC is pretty, nice, friendly, feminine, hard working, deserving of success, etc. If author states that MC is intelligent, this may or may not be a positive characteristic in the eyes of the author. If “intelligent" is the only positive characteristic attributed to MC, this should generally be con- sidered as inadequate evidence for the story to be coded in this category. Is MC's success depicted as a negative experience in 222 sense? First, Judge whether a negative response tosuccess was present or absent from the story. A negative response to success is defined in terms of the four content coding categories listed below. If a story meets the criteria of at least one of the con- tent coding categories, consider a negative response to success as present in the story. Then, indicate which category or categories were applicable to the story. If more than one category applies, check more than one. If a story does not meet the criteria of any one of the content coding categories, then consider a negative response to success as absent from the story. Catego§¥ 2a. Negative Affect. MC experiences nega- tive a ect because of her success. Differentiate this from affect because of her husband's failure as in Story II. This category considers MC's affect because of her own success. For example, MC ex- periences anxiety, worry, fear, embarrassment, or disturbance because of her success. Categogy 2b. Negative Consequences. MC experiences or anticipates negative consequences because of her success. In this category, MC is the recipient of negative consequences. Differentiate this from Category 2C where NC is the agent of negative in- strumental behavior. For example, others respond negatively to her success, friends are jealous, males reject her, MC is lonely or isolated. If MC keeps success a secret, tries to pretend intelligence is not a part of her or does not own her success, 111 infer that she anticipates negative consequences. For example, MC knew that her success was sheer luck. Also, if she tries to protect her husband from knowing that she succeeded or worries about his response to her success, infer that she anti- cipates negative consequences. Try to differentiate consequences due to her success from consequences due to his failure. Consider only the former in this category. Category 2c. Negative Instrumental Behavior. MC engages in negative, self-limiting, success- deterring behaviors which deny her intelligence or limit or undo her success. For example, MC studies less, sluffs off, drops out of school, moves to more traditional female work such as nursing, social work, secondary education, gives up career to be married, etc. Category 2d. Negative Characteristics Attributed to MC y Author. In the course of the story, the author attributes negative characteristics to MC, characteristics which reveal the author's valuation of a successful girl. For example, MC isugly, is a boOKworm, is selfish, is big-headed, is masculine, is a cheat, is undeserving of success, etc. To what extent does MC experience conflict about her success? Look for indications that MC considers per- sonal success to be incompatible with other needs, goals, or expectations. If, in answering question #2, you found evidence of a negative reaponse to success, infer that MC experiences some degree of conflict and code the extent of conflict in either Category BB or 3C, which ever is more appropriate. Categgry 3;. No Conflict. MC experiences her success positively and owns it unambivalently, indicating that she feels her success to be compat- ible with other personal needs. A story referring to the hard work and sacrifice required of a doctor or other professional may be appropriately coded as “No Conflict“ unless that sacrifice refers to giving up fulfillment of needs for affection, interpersonal closeness, etc. If, in answering question #2, this story was coded as indicating a negative response to success, then this story does 925 meet the criteria of Category 3A, “No Conflict.“ Category BB. Conflict Present but Not Intense. MC experiences success as somewhat conflictful with other personal needs. For example, MC's studies 112 leave her social life empty, MC wonders if she hasn't missed out on some fun at school. If MC does not Own her success, but attributes it to luck, then infer some conflict present. If MC experiences mildly distressful affect about success, infer Category 33. MC worries, has mixed feelings, is somewhat nervous etc., are examples of mildly distressful affect and “Con- flict Present but Not Intense". If MC antici- pates or experiences moderately negative conse- quences, e.g., she tends to become unpOpular. she withdraws so others won't ask how well she did on the exam, she has trouble finding dates, then code the story in this category. Cate or 3C. Intense Conflict. This category is different from Category 3B only in degree. MC experiences success as highly conflictful with other personal needs. For example, MC's interpersonal relations are severely hampered, MC will never be able to find a man who will accept her, MC is warped forever and can't do anything about it. MC experiences intensely distressful affect because Of success. For ex- ample, is terrified, grieves many long hours, goes crazy, commits suicide, etc. MC antici- pates or experiences highly negative conse- quences due to her success. For example, she be- comes divorced, etc. MC goes tO elaborate lengths to undo or deny her success. For example, she fabricates a reason to see her test and changes her answers so that she won‘t be number one any more. To what extent is MC's conflict about success resolved? This question is best answered by looking at how the story ends. Is the ending happy and Optimistic or is it pessimistic? If you coded the story as indicating “NO Conflict“ in response to question #3, then also code this story in Category 4A, “Conflict Resolved Toward Success. If the story ends on a neutral note, without being Optimistic or pessimistic, give the author the benefit Of the doubt and code the conflict as resolved. Now answer question #4 by choosing the single most apprOpriate content coding category from those listed below. Cate or 4A. Conflict Resolved Toward Success. The confgict resulting from MC's success seems to be resolved by the end of the story (or the author suggests that it will be resolved in the future) in a way that incorporates MC's intelligence and success. For example, MC gets a better job, stays 113 in Honors College, becomes a famous doctor, MC becomes a math professor, MC hOpes that her success will benefit her career, etc. Cate O 4B. Conflict Resolved Away From Success. The con¥IIct resulting from MC's success seems to be resolved by the end Of the story (or the author suggests that it will be resolved in the future) in a way that ignores, denies, or does not in- corporate MC's intelligence and/or success. Eor example, MC quits college and finds real happiness with the man she loves, MC leaves medical school, MC ends up as an average student and stays there, etc. Categogy 4C. Conflict Unresolved. The story ends on a note Of pessimism Of resignation. MC cannot meet both her achievement needs and her other personal needs, so she stays in conflict. For example, MC realizes that she's missed something in life, MC will find it harder and harder to make friends, MC will always be lonely, MC is warped and it's too late to do anything about it, etc. APPENDIX G Differences in Completion Set Types (Stories I and II only) for gs in Maternal SexdTyping and Identification Groups Combined Subject Completion Set Types Group Type I Type II Type III Chi- Q2. _i __ gguare ST+WNT ll 5 6 1.70 2 WT+SNT 8 8 5 114 115 HHH 4 4 4 4 4 O 4 4 4 4 4 4 oH 44 4H 4 mm 4 H4 HHH 4 4 4 4 4 4 4 4 O O 4 4 4 44 m: s 44H 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 mm mm 44 a 44 m 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 4H 4H nHHu 4 4H 4 44 HHH 4 4 4 4 4 4 4 4 O O 4 4 4H 44 om 4 44 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 em: 4 44 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 OH. 4 44 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 44- k 4 4 H4 HHH 4 O 4 4 4 O 4 4 4 O 4 4 4H 44 pH. 4 He- 4 cm HH 4 4 4 4 O 4 4 4 4 4 4 4 4 44 m 4 an 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 4H: m 44. 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 44 4 4H 4 e4 HHH O O 4 4 O 4 4 4 4 4 4 4 OH 44 44H: 4 4H 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4 44 44: a 44 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 HH 44 cm 4 N4: 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 NH om 4H 4 HH 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4 44 e4- 4 e4 4 H4 H 4444 4.444 O444 4H 44 R- 4 H- 4 04 H 4 4 4 n 4 4 4 4 4 4 4 4 4 44 pH 4 44 4 mm HHH 4 O 4 4 4 4 4 4 4 4 4 4 4H 44 HmHu e H4Hu 4 44 HHH 4 4 4 4 4 O 4 4 4 O 4 4 4H 44 44 o 44: 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 44- s 4H 4 44 HH 4 4 4 4H O 4 4 4 4 4 4 4 4H 44 44s 4 4n 4 44 HHH 4 4 4 4 O O 4 4 4 4 4 4 HH 44 44 a 04 m 44 HHH 4O O 4 4 4 4 4 4 4 4 4 4 OH 44 4. 4 4m: 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 OH «4 4H: 4 44 4 H4 HH 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 4H- s 44- 4 mm H 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 44: 4 H4 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4 mm 44H- 4 44 s 44 H 4 4 4 4 4 4 4 4 4 4 4 4 HH 44 HHn 4 «4r 4 mm ‘1 4 m N H v m N H 4 m m H Ouoom muoom ouoom mwoom ououm ououm seas 444 coHumoso coHummso coHumusO .4O4.4O4 4HucoOH H4402 4H4444H H440: AOOHqu coHumHasoo H 44044 4.4444 .4O4 Hocuom 442444 usnuoz 44440: nonesz it ll OHanus> 0600 4004454 sumo no kHMEEOmIOHaEsm Hmuoa m anznmmd 116 HHH 4 O 4 4 O 4 4 4 4 4 4 4 4H 44 44 4 om 4 40H HH 4 4 4 4 4 4 4 4 4 4 4 4 4 44 m 4 44- 4 4oH HHH 4 O 4 4 4 4 4 4 4 4 4 4 4H 4H 4HH- 4 HH 4 moH HHH O O 4 4 4 4 4 4 4 4 4 4 HH mm 44- 4 44- 4 «OH HHH 4 4 4 4 O 4 4 4 O O 4 4 «H 44 4H 4 4H- 4 HoH H 4 4 4 4 4 4 4 4 4 4 4 4 NH 44 4H- 4 44 4 ooH H 4 4 4 4 4 4 4 4 4 4 4 4 4 44 4H- 4 4 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4 04 44 4 44- 4 44 H 4 4 4 4 O 4 4 4 4 4 4 4 4H 04 HH- 4 H- 4 44 HHH 4 O 4 4 4 4 4 4 4 O 4 4 NH 44 OH 4 44- m 44 HHH 4 4 4 4 4 4 4 4 O O 4 4 HH N4 44- 4 mm 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4 44 HH- 4 4H m 44 H 4 4 4 4 O 4 4 4 4 4 4 4 4 N4 44- 4 4 4 44 HHH O O 4 4 4 4 4 4 4 4 4 4 4 44 H4- 4 44H- 4 44 HHH 4 4 4 4 O O 4 4 4 4 4 4 4H 44 HHH 4 4 4 H4 HH 4 4 4 4 O 4 4 4 4 4 4 4 4H 44 44H 4 44 4 cm HHH O O 4 4 4 4 4 4 O O 4 4 4H 44 44- H o 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 NH 04 4H- 4 HH 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 mm 44 4H 4 4 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 oH 44 44 H 44 4 44 HHH 4 4 4 4 4 O 4 4 4 4 4 4 4 44 44 4 44 4 44 HHH 4 4 4 4 O O 4 4 O 4 4 4 4H 44 44- 4 4- 4 44 HHH O O 4 4 4 4 4 4 O 4 4 4 4H 44 4- 4 44 4 mm HHH 4 O 4 4 4 4 4 4 4 4 4 4 4H 44 HH- 4 4- 4 H4 H 4 4 4 4 4 4 4 4 4 4 4 4 ow 44 44- 4 44H- 4 44 HH 4 4 4 4 4 4 4 4 O 4 4 4 4 O4 44 4 44- 4 4» HHH O O 4 4 4 4 4 4 4 4 4 4 «H 44 44- 4 04H 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 HH 44 4H 4 4- N 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 44- 4 44- 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 0H 44 44 4 H4 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 44 4 04- 4 as H 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 «HH- 4 4oH- 4 H4 HHH O O 4 4 4 4 4 4 4 4 4 4 HH 44 H4- 4 44- H on H 4 4 4 4 4 4 4 4 4 4 4 4 4H 44 4- 4 m 4 44 HHH O O 4 4 4 4 4 4 4 4 4 4 4 44 44 H 44- m 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4 44 44 4 44 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 NH 44 pm 4 4H 4 44 H 4 4 4 4 4 4 4 4 4 4 4 4 4 mm 44- 4 HH- 4 44 HHH 4 4 4 4 4 4 4 4 O O 4 4 0H 44 H H 44- 4 44 HH 4 4 4 4 4 4 4 4 4 4 4 4 4 [Mm 44H- 4 44- 4 44 4 m N H v m m H 4 m N H muoom muoom muoom ouoom muoom ououm 4449 444 coHumwao coHummao coHuumso .404 .404.4H4444H H440: uHucmOH HmoozHOOHuzv coHuuHaeoO H 44044 4.4444 .4O4 444444 Honuom Hmsuoz Hugues Honesz anmHun> 448 84344 117 MOHOUm 3MH 0H0 mflHOOm mmmm§i nflHOUW 9 0H“ mflhoum ‘54 O HHH 4 0 4 4 0 4 4 4 u 4 4 4 44 44 4: 4 44 4 444 HH 0 4 4 4 0 4 4 4 0 4 4 4 4 44 44 4 44: 4 044 H 4 4 4 4 4 4 4 4 4 4 4 4 44 44 04: 4 44: 4 444 444 0 0 4 4 4 4 4 4 4 4 4 4 4 44 44: 4 44: 4 444. H 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44: 4 4N: 4 444 H 4 4 4 4 4 4 4 4 4 4 4 4 4 04 44 4 44 4 444 HHH 4 4 4 4 0 0 4 4 4 4 4 4 44 44 44 4 44: 4 444 HH 4 4 4 4 4 4 4 4 0 4 4 4 44 44 44 4 444: 4 444 444440444 4444 44 44 44 4 44: 4 444 444 4 4 4 4 4 0 4 4 4 4 4 4 44 44 44: 4 4: 4 044 H44 0 o 4 4 4 4 4 4 4 4 4 4 44 44 04: 4 44: 4 444 44 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44: 4 44 4 444 HH 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44: 4 4m: 4 444 HHH 4 0 4 4 4 4 4 4 4 4 4 4 44 44 4 4 44: 4 444 44 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44 4 4: 4 444 HHH 4 0 4 4 4 4 4 4 4 4 4 4 4 44 44: 4 04 4 444 H 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44: 4 44: 4 444 H 4 4 4 4 4 4 4 4 4 4 4 4 4 44 44: 4 44: 4 044 H 4 4 4 4 4 4 4 4 4 4 4 4 4 44 4 4 44: 4 444 H 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44 4 44 4 444 44H 4 0 4 4 4 4 4 4 4 4 4 4 4 44 44 4 44: 4 444 HHH 0 0 4 4 0 0 4 4 4 0 4 4 4 44 44 4 44: 4 444 H 4 4 4 4 4 4 4 4 4 4 4 4 44 04 44 4 44: 4 444 HHH 4 0 4 4 4 0 4 4 4 4 4 4 44 44 04 4 444 4 444 HH 4 4 4 4 4 4 4 4 4 4 4 4 44 44 04: 4 44: 4 444 HH 4 4 4 4 4 4 4 4 4 4 4 4 44 44 4: 4 4 4 044 4 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44 4 4 4 404 4H 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44: 4 44: 4 404 H 4 4 4 4 4 4 4 4 4 4 4 4 44 44 44: 4 404: 4 404 HH 4 4 4 4 4 4 4 4 4 4 4 4 4 44 4 4 44 4 404 4 m N 4 4 m N 4 v m N 4 04004 04004 wuoum uuoum ououm ououm 4449 444 40444000 40444440 40444440 .404 .404.u444004 44002 444440H 40002 4004nz. 4044444500 4 44044 4.4444 .404 444444 444444 44440: 44440: 444252 24:42, uowwmmm .... Acmacfiucoov m xHszmm< "‘Wffllfifliflflflmj‘iflmfifi‘lflflflflfimflfi