ORGANIZAflONAL
SPONSORSHEP AND THE
LgCU-S OF FAMELY DECIS£ON
MAKENG- AMONG THIRD
CULTURE FAMEUES
maszs Foa THE DEGREE OF MA

EvfiiCH‘f‘Efii‘i STATE WZVERSW
ARTHUR A. COSTANTENO. JR.‘

£97i

N W “H l H mummmumuwmnmwm

l
3 1293 10304 8785

L
\

 

LIB R AR Y
Michigan Stat:
University

 

 

 

.b—Au. _.

kwéfiw
"v!.;.
a 55“”; ‘

APR25’8?AM?
166 n. 13

EUN 2 .
‘ ' " ""3“.-
0.. 3‘13,

 

 

ABSTRACT
ORGANIZATIONAL SPONSORSHIP AND THE

LOCUS OF FAMILY DECISION MAKING
AMONG THIRD CULTURE FAMILIES

BY

Arthur A. Costantino, Jr.

This study is concerned with family decision making in the
Third Culture setting. The study focuses on the children of American
parents abroad. The organizational sponsor of the family is seen as
the most significant factor in determining the locus of family
decision making within the Third Culture situation. The author indicates
that there is an especially close interaction between the occupational
and familial realms in the overseas situation and explains why this
is so. The major overseas organizational sponsors are examined in
relation to their impact on family decision making. Sex of offspring,
boarding school experience, number of years overseas, family size, and
birth order are also examined in relation to the locus of family
decision making. The sample of 157 students is described and the
distribution of responses for the major variables is presented along
with the respective chi square tests. The limitations of the study

are explained and suggestions for further research are offered.

ORGANIZATIONAL SPONSORSHIP AND THE
LOCUS OF FAMILY DECISION MAKING

AMONG THIRD CULTURE FAMILIES

By

Arthur A. Costantino, Jr.

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements

for the degree of

MASTER OF ARTS

Department of Sociology

r ,1

.’ ‘
L»

/ ""7 I, -' :2"

./ / 7 ,4"

‘ L?" l/

ACKNOWLEDGMENTS

I wish to thank Dr. Ruth Useem for her assistance in the
preparation of this thesis. If it had not been for her time and
many suggestions this thesis would not have been possible. I also
wish to thank Dr. Wilbur Brookover, my advisor, and Dr. Vince Salvo,

both of whom served on my thesis committee.

ii

II.

III.

IV.

V.

VI.

TABLE OF CONTENTS

IntrOduction I O O O O O O O O O O O O O O O I

Factors Related to Family Decision Making in the
Third Culture Setting . . . . . . . . . . .

Methods and Procedures . . . . . . . . . . . .
Results 0 O O O O O O O O O O O O O O O O O O 0
Discussion . . . . . . . . . . . . . . . . . .

Limitations and Suggestions for Further Research

BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O 0

APPENDIX

iii

Page

18
22
28
31

34

LIST OF TABLES

Foil Used to Determine Locus of Family Decision Making.

Percentile Distribution by Organization Sponsor and
by Locus of Final Decision Making within Family . . . .

Percentile Distribution by Locus of Final Decision
Making within Family and by Boarding Experience . . . .

Percentile Distribution by Locus of Final Decision
Making within Family and by Sex . . . . . . . . . . . .

Percentile Distribution by Locus of Final Decision
Making within Family and by Number of Years Overseas .

Percentile Distribution by Family Size (Number of
Children) and by Locus of Final Decision Making
W1 thin Fami 1y 0 O O O O O O O O O O O O O O O O O O O O

Percentile Distribution by Locus of Final Decision
Making within Family and by Birth Order . . . . . . . .

Frequency Distribution by Organizational Sponsorship,
by Locus of Final Decision Making within Family, and
by Boarding School Experience . . . . . . . . . . . , .

Frequency Distribution by Organizational Sponsorship,
by Locus of Final Decision Making within Family, and
Sex Of Child O O 0 O O O O O O O O O O O O 0

iv

Page

19

22

23

24

25

26

27

Appendix

Appendix

CHAPTER I

INTRODUCTION

The general focus of this study is upon the approximately three
hundred thousand American minor dependents living overseas. These are
children who spend most or part of their lives in societies other than
that of their citizenship. They and their families live and work
within a cultural context which differs from that of American society
and at the same time differs from that of the "host" nation. The
term Third Culture is used to describe the context in which they live
and has been defined as "the behavior patterns created, shaped, and
learned by men of different societies who are in the process of
relating their societies, or sections thereof, to each other."1

The majority of American dependent children overseas have
fathers connected with the United States Armed Forces. But there are
also children whose fathers are missionaries, businessmen, profes-
sionals, educators, or employees of the Federal Government. As of

1967, approximately two hundred thousand of these children were

attending overseas schools.2 The majority of these children attend

 

1John Useem, "Work Patterns of Americans in India," The

Annals of The American Academy of Political and Social Science.
Philadelphia, Vol. 368 (November 1966), p. 147.

2See Overseas School Directory, compiled by Mary R. Rainey
under the direction of Ted Ward, Human Learning Research Institute,

Michigan State University, Fall, 1968.

1

schools operated by the U. S. Department of Defense, church-related
schools, or American Community Schools. Generally, these students
have high scholarly achievement, are well read, and are committed to
participating in cross-cultural occupations.3

At the present time, little is known about the process of
decision making which takes place within Third Culture families and
it is to this specific concern that the following study is directed.
In viewing decision making, this study is primarily concerned with
the locus of decision making responsibility within the Third Culture
family. The concern is with who makes the final decisions within
these families. Theoretically, of course, it is possible to suggest
any number of potential decision makers, or combinations thereof.
But for the purposes of the present study, decision making will be
viewed in terms of whether it is the father who usually makes the
final decision, whether it is the mother, or whether a more egali-
tarian process exists in which at least the father and mother, or
possibly also the parents and children make the final decisions.

Admittedly such a focus taps only one dimension in the complex
area of family decision making. But it is an important dimension
because it suggests the degree to which the responsibility for deci-
sion making has become differentiated and the degree to which a situ-
ation of dominance in the decision making realm has occurred. It

would be expected that the person who is viewed by the child as the

 

3See Ruth H. Useem, "Third Cultural Factors in Educational
Change," article to be published in Cultural Challenges to Education,
edited by Cole S. Brembeck and Walker Hill (John Wiley and Sons, Inc.)
New York, 1972.

final decision maker occupies a privileged position with respect to
the resolution of issues in which family members could not reach con-
sensus and in the resolution of issues of special importance to the
family. The perceived existence of a final decision maker has impli-
cations for the development of self-direction on the part of other
family members and suggests the extent to which an egalitarian situ-

ation has in fact been instituted.

CHAPTER II

FACTORS RELATED TO FAMILY DECISION MAKING
IN THE THIRD CULTURE SETTING

A number of factors were examined in relation to family
decision making within the Third Culture setting. From the beginning
of the study it was felt that the occupation of the father constitutes
an important factor in terms of its effects upon the decision making
process within the family. In their study of graduating engineers,
Rapaport and Rapaport suggest that "at critical transition points in
work and family role systems, patterns of task accomplishment in one
sphere affect those in another."4 Miller and Swanson indicate that
middle class husbands whose occupations are of an entrepreneurial
nature value individualistic behavior on the part of their offspring.5
Similarly, Inkeles has argued that individuals who are treated with
dignity at work will tend to treat their families with dignity.6
These studies all seem to suggest an isomorphism between the occupa-

tional and familial realms.

 

4Robert Rapaport and Rhona Rapaport, "Work and Family in
Contemporary Society," American Sociological Review, Vol. 30, No. 3
(June, 1965), p. 393.

SDanial R. Miller and Guy E. Swanson, The Changing American
Parent: A Stggyhin the Detroit Area, John Wiley and Sons, Inc.,
New York, 1958.

6Alex Inkeles, Paper presented before the Society for Applied
Anthropology, San Juan, Puerto Rico, 1964.

4

Aberle and Naegele considered the work role of the middle class
male and his aims and concerns in the socialization of his children.
They sought to establish a connection between the particular satis-
factions and strains of the father's occupational setting and his
behavior in relation to his wife and children. They found that these
fathers evaluate their children's behavior in terms of the aggres-
siveness expected in the occupational realm despite their views that
these two realms should be kept distinct.7

Melvin L. Kohn's cross-cultural study of class, values, and
occupation provides further support for this position.8 Kohn is con-
cerned with class differences in the amount of self-direction, as
opposed to conformity, which parents value on the part of their off-
spring. Pointing to an interplay between occupation and parental
values, Kohn suggests that the experience of occupational self-
direction is conducive to valuing self-direction, off as well as on
the job, and to seeing the possibilities for self-direction in one's
family. Occupational self-direction is defined as "the use of initi—
ative, thought, and independent judgment in work."9 He indicates
that although many conditions of work are either conducive to or
deterrent of the exercise of occupational self-direction, three in

particular are critical:

 

7David F. Aberle and Kaspar D. Naegele, "Middle Class Father's
Occupational Role and Attitude Toward Children," American Journal of
Orthopsychiatr , Vol. 22 (1952), pp. 366-378.

8Melvin L. Kohn,Class and Conformity: A Study in Values,
The Dorsey Press, Homewood, Illinois, 1969.

91bid., p. 139.

First, a limiting condition: Men cannot exercise
occupational self-direction if they are closely super-
vised. Not being closely supervised, however, does
not necessarily mean that men are required--or even
free--to use initiative, thought, and indpendent judg-
ment; it depends on how complex and demanding is their
work.

A second and far more important condition for
occupational self-direction is that the work, in its
very substance, requires initiative, thought, and inde-
pendent judgment. Work with data or with people is
more likely to require initiative, thought, and judg-
ment than is work with things. Complex work with data
or with people--synthesizing or coordinating data,
teaching or negotiating with people--is especially
likely to require initiative, thought, and judgment.
Thus, occupational self-direction is most probable
when men spend some substantial amount of their
working time doing complex work with data or with
people.

’The third condition for occupational self-
direction is that the work allows a variety of
approaches; otherwise the possibilities for exercis-
ing initiative, thought, and judgment are seriously
limited. The organization of the work must be com-
plex; it must involve a variety of tasks that are in
themselves complexly structured.

In the Third Culture situation the interaction between the
occupational and familial realm is made especially pervasive. The
occupational realm in the overseas situation is best conceptualized
in terms of the organizational sponsorship of the family.11 The

organizational sponsorship refers to the support organization respon-

sible for the employment of the father and becomes an important factor

 

lolbid., p. 140.

11This term is not only suggestive of the type of work which
the primary employee does but also provides an indication of the
organizational influences to which he is subjected. The U. S. Census
area report of Americans overseas for 1960 is organized in part by
occupation of the sponsor of the family unit.

in the experience of the overseas child. As Ruth Useem indicates,

this is, in part, caused by the dependent status of overseas wives and

children:

Overseas wives--along with children, if any—- are
classified as dependents by husband's employers. This
is not an unknown pattern in American life--we have
long had dependents of armed forces personnel and
paternalistic 'company towns.‘ But for many of the
families and for most of the newer organizations in
cross-cultural enterprises, 'dependents' implies far
more extensive involvement for both families and
organizations than is customarily experienced in most
of the urbanized, industrialized Western world where
work roles and family roles (even within the same
person) are separated physically, socially, and
culturally.12

Moreover, in the United States, most of the services and facil-
ities needed by the family are acquired from sources separate from
those in which the individuals are employed. Overseas, especially
in non-Western nations, this is not always the case, as Useem, Useem,
and Donoghue indicate:

Americans in non-Western societies have fewer
and less readily available community resources
(public utilities, schools, religious institutions,
stores and markets) which they can activate and
utilize on their own initiative than they have in
the United States or in another Western society.
Many of the services, facilities, consumer goods,
houses, and schools which Americans at home arrange
for with public and private institutions other than
their employing organizational sponsor are, within
non-Western societies, funneled through the spon-
sor. This is not to say that there are no community
resources available to the American outside of those
provided through or controlled by sponsoring organ-
izations, but there are fewer. After all, this is

12Ruth Hill Useem, "The American Family in India," The Annals
of the American Acgdemy of Political and Social Science, Philadelphia,
Vol. 368 (November 1966), p. 134.

the crux of the difference between a country under-
going development and a highly developed country.13

Thus, especially in non-Western nations, we would expect the family to
be dependent and we would expect that the salience of the work situ-
ation in the individual's life space would be increased in this situ-
ation.

Finally, there is a "representational" status attached to
Americans overseas. American families overseas are viewed as living
examples of America in general and their sponsor in particular. Thus,
behavior which might be considered private in the United States is
viewed as "everyone's business" overseas, including the sponsoring
organization.14 Parents are held responsible for the behavior of
their offspring by the sponsor. A parent may in fact lose his job
because of the perceived misbehavior of a member of his family, or
suffer reassignment because of an incident involving his offspring.

The father overseas is the primary point of linkage between
the family and the sponsor. The father in such a situation occupies
an important position in the family vis-a—vis the sponsoring organiza-
tion. Because of his involvement in the employment sector he has
access to the norms and standards by which his family's behavior is
being evaluated. Mbreover, although new arrivals overseas may at

first reject the aid of "old hands," they usually learn to value the

 

13John Useem, Ruth Useem, and John Donoghue, "Men in the Middle
of the Third Culture: The Roles of Americans and Non-Western People
in Cross-Cultural Administration," Human Or anization, Vol. 22, No. 3,
Fall, 1963, p. 175.

14Ruth Hill Useem, op. cit., p. 139.

information of the more experienced members of the American community.
The father, because of his involvement in the employment sphere is in
a valuable position with respect to the communication of this informa-
tion which is so necessary for the continuation of the family's over—
seas stay. In the light of these conditions we would expect the
father to play an important part in family decisions. Certainly, his
suggestions concerning what is expected by the sponsoring organization
could hardly be overlooked by the family.

It is not sufficient to view decision making in the Third
Culture family solely in terms of the father's role. If the wife is
employed overseas, she, too, is able to provide information concern-
ing the expectations of organizations outside of the family. In many
countries there is a ban on the employment of dependent wives in host
country institutions. Consequently when the wife is employed, she is
usually employed in third cultural agencies or institutions. Even
when the wife is not employed, she may have responsibilities and
duties which are influenced by her husband's sponsorship, and her
effectiveness in fulfilling these responsibilities can be an important
factor in her husband's occupational advancement. The degree to which
wives participate in activities associated with the husband's sponsor-
ing agency is an important dimension. This dimension will be taken up
in the subsequent discussion of the sponsoring organizations.

There are five major organizational sponsors for Americans
living overseas. The following is an attempt to examine the different
organizational sponsors and their effects upon family decision making
in light of what has been suggested concerning the interaction between

familial and occupational realms.

10

1. Department of Defense

The Department of Defense is the largest overseas sponsoring
organization. Typically, the father is a member of the United States
Armed Forces and is often a "career" man. The family is usually
living within a military post environment under the direction of the
post commander.

The occupational realm of the father is characterized by a
clear hierarchical structure and stresses obedience to authority.

The occupational realm is oriented to the performance of what has been
typically a masculine role. On a daily basis the opportunities for
exercising self-direction are rare because of the close supervision
and emphasis on chain of command. The opportunity to experiment with
a variety of approaches to a task is limited because of the necessity
of obeying orders and conforming to established prescriptions of
behavior. We would expect Department of Defense families to be
characterized by a paternal decision making pattern in keeping with
the traditional authoritarian conception of the father's role. We
would expect the decision making pattern to be the least egalitarian

in these families.

2. Profession§l§,_Educators, and Advisors

This sponsorship group is composed largely of scholars,
teachers, professionals and advisers. Their overseas stay is typi-
cally a short one of two years or less and their usual affiliation
is with educational institutions, research organizations or various

foundations. Their work is often of a complex sort requiring the

11

use of independent thinking and self-direction. The professional
status of these individuals makes close supervision unlikely.

Largely because of their occupational positions, this group is
socialized to a cognitive style of life and a reliance upon rational
procedures in the solution of problems. In terms of decision making,
it would be expected that they would indicate a preference for infor-
mation rather than exhibiting dependence upon purely traditional solu-
tions. These men are usually evaluated on the basis of their accom-
plishments. We would expect these individuals to approach decision
making in their homes from a cognitive perspective, and we would
expect them to value self-direction in their own families. Their
family life would probably conform to an egalitarian decision making

pattern.

3. Federal Civilians

Federal Civilians overseas are usually attaches, U.S.I.S.
Officers, Foreign Service Officers or diplomats, and are most often
associated with the State Department. Since they often conduct the
business of the United States government in the host country, their
relationships with local people take on an inescapable official sig-
nificance. The fact that they work within a bureaucratic structure
and are acting as representatives of America overseas limits the
degree to which they can exercise self-direction. At the same time
their work involves interacting with people and requires the flexi-
bility associated with this work. Thus, as Glen H. Fisher suggests:

The Foreign Service Officers' overseas respon-

sibility is focused, of course, on conducting the
direct business between the government of the

12

United States and that of the host country; that is,

conducting the international relations familiar to

college textbooks, except that the FSO's international

relations are complicated by a multitude of day-to-

day matters which seldom attract the layman's atten-

tion, and by myriad relationships with real people

whose individual motivations and perceptions do not

show up in the abstracts taught in international law

or in a history of diplomacy.15

The wife of the Federal Civilian occupies an important posi-
tion with respect to her husband's occupation. Much of the Federal
Civilian's time is spent in social settings in which his wife is a
participant. The Federal Civilian and his wife often have respon-
sibilities for the entertainment of guests and their presence is often
required at dinners and embassy parties. The wife's possession of
the social skills required in this context becomes an important fac-
tor in her husband's advancement. The wife's involvement in the
social aspects of her husband's duties also provides her with an
opportunity to acquire information concerning the norms of behavior
appropriate to herself and her family.

The Federal Civilian's occupation probably exerts contradictory
pressures concerning the exercise of self-direction. At the same
time, his wife's role is at least conducive to the establishment of
an egalitarian decision making pattern. Thus, we would expect
decision making to be less completely dominated by the father than

among Department of Defense families but not as egalitarian as among

the Professionals, Educators, and Advisors.

15Glen H. Fisher, "The Foreign Service Officer," The Annals of

the American Academy of Political and Social Science, Philadelphia,
Vol. 368 (November 1966), p. 73.

l3

4. Business

In this situation the sponsorship organization of the father in
the overseas area is usually a large United States corporation such as
General Motors, Ford Motor Company, or Shell Oil. The father's occu-
pation may be that of an executive, manager, technician, or engineer.
Most of this work is performed for large bureaucratic organizations
under fairly close supervision. The work, however, often does
require self-direction. Engineers and, less often, technicians, may
deal with complex data. Executives and managers must be able to
successfully interact with and motivate people. As long as individual
behavior does not interfere with profit making a certain amount of
self-direction is tolerated. Thus, patterns of decision making
should be intermediate between those of the Department of Defense and

Professionals, Educators and Advisors.

5. Missionaries

The missionary families are sponsored by various denominations
with home offices in the United States. Mission boards often consti-
tute the primary authority for the fathers in the overseas area. 0f
the major sponsorship groups, missionaries are the most likely to
spend most or all of their lives overseas. The father's duties often
involve administration of a mission, educational responsibilities,
and the providing of medical services to members of the host popula-
tion. The wife of a missionary usually receives training similar to
that of her husband. Although she may perform household duties, she
is viewed as a missionary in the overseas area. Consequently, mis-

sionary wives are usually primary employees themselves.

14

On the basis of the type of work which the father performs
and the wife's role, we would expect an egalitarian decision making
pattern in the home. This, however, overlooks the importance of
Protestant beliefs in the authority structure of the missionary
family. Religious values and occupation become intermingled in the
case of missionary families. Many missionaries are associated with
traditionally-oriented religious faiths which urge that the father
assume his rightful place as head of the household. In terms of the
religious literature, it would appear that the degree of father
dominance is a function of the degree to which the teachings of St.
Paul concerning the husband's "God ordained" role as head of the
household are accepted and institutionalized. In such a situation,
women are supposed to be subservient to their husbands and adoles-
cents are expected to assume a secondary-obedient role in the making
of decisions. As Larson and Johannes suggest in their analysis of
religious perspective and the authority structure of the family:

"We would expect to find among fundamentalist families a pattern of
husband-father dominance."16

This religious perspective, especially in the case of the more
fundamentalist denominations, will probably move the decision making
pattern away from the egalitarian situation which we would expect
solely on the basis of the father's work and the mother's involvement
in the occupational realm, and toward a more "father-oriented"

decision making locus.

 

16Lyle E. Larson and Theodore B. Johannes, Jr., "Religious
Perspective and the Authority Structure of the Family," Pacific

Sociological Review, Vbl. 10, 1967, p. 13.

15

In summarizing the relationship between organizational sponsor-
ship and family decision making, it has been suggested that the spon-
sorship of the father constitutes the most significant factor in the
prediction of family decision making in the Third Culture situation.
Moreover, because of the importance of the father's position as the
primary point of interaction between the family and sponsor, we
would expect that "mother only" decision making patterns are a rare
occurrence in the Third Culture situation. Finally, it has been
predicted that Department of Defense families will be the most "father-
oriented" in terms of decision making, that Professionals, Educators,
and Advisors will be the most egalitarian, and that Missionary, Busi-
ness, and Federal Civilian families will constitute intermediate
situations.

Although it was felt that the sponsorship of the father would
constitute the most important variable, a number of other variables
were analyzed to determine whether they were significantly related to

the locus of family decision making in the Third Culture situation.

Boarding vs. Non—Boarding

Many Third Culture youth attend boarding school during their
teen years. The boarding school experience may contribute to a sense
of independence and living away from home may foster a feeling of
autonomy and self-reliance. The youth who has boarded may be granted
a larger voice in decision making because of such changes, thus

affecting the locus of family decision making.

16
Sex of Offspring

The sex of the child was examined to determine whether it was
significantly related to the locus of family decision making in the

Third Culture situation.

Number of Years Overseas

The number of years which a youth spent overseas during his
teen years was examined in light of its possible effects on the locus
of family decision making. It was felt that the change in the family
decision making pattern might prove to be a gradual one overseas, and
that families who were overseas for a short time might differ in terms
of the locus of family decision making from those who had been over-

seas longer.

Size of Family

The size of the family has been viewed as an important factor
in family decision making.17 The assumption is that as family size
increases, the father becomes increasingly directive because of prob-

lems of coordination and of reaching consensus. This variable was

examined for families in the Third Culture situation.

 

17See Glen H. Elder, Jr. and Charles E. Bowerman, "Family

Structure and Child Rearing Patterns: The Effect of Family Size and
Sex Composition," Ameriggngociolo ical Review, vol. 28, December,
1963, pp. 891-905.

17

Birth Order

Birth order was examined to determine if it was significantly

related to the locus of decision making in the Third Culture situation.

CHAPTER III

METHODS AND PROCEDURES

The data used in this study were drawn from a questionnaire
which was constructed as part of a long-term study of Third Culture
families presently being undertaken by the Institute for International
Studies in Education at Michigan State University. The names and
addresses of students with a year or more of overseas experience
during their teen years was obtained from the Michigan State Univer-
sity Student Directory and from the Wheaton College Student Directory.
The Michigan State University Campus was chosen because of the avail-
ability of large numbers of undergraduate students and because of the
active c00peration of University administrators. The Wheaton College
Campus was chosen primarily because it contains a larger population
of students whose parents are missionaries. In addition, these stu-
dents were asked to identify acquaintances who also had overseas
experience. Fifty students from a variety of institutions were
identified by this method and included in the study. Thus, the popu-
lation is not a random sample and this, of course, is a limitation
on the applicability of the results.

From a total population of three hundred and twenty-four stu-
dents who received the screening instrument (see Appendix), two hun-
dred and thirty-three, or seventy-two percent returned it. One hun-
dred and seventy of these students volunteered to participate further,

18

l9

and also met the criteria for inclusion in the study; i.e., they were
American citizens, lived one or more years overseas during grades
eight through thirteen, and were of dependent status. One hundred
and fifty-seven of these students returned the second survey (see
Appendix), and this group constitutes the sample used in the present

study.

Table l. Foil used to determine locus of family decision making

 

57. While growing up, who in your parental family really had the
final say about things concerning the children? Circle one
number.

1. almost entirely up to father

2. almost entirely up to mother

3. usually up to father

4. usually up to mother

5. decisions jointly made by mother and father

6. decisions jointly made by parents and children
7. other (specify)

 

Table l is a copy of the foil used to determine the locus of
the final decision maker in the family. The "almost entirely up to
father" and "usually up to father" conditions were combined into
category termed "father-oriented." The "almost entirely up to mother"
and "usually up to mother" conditions were combined into a category

entitled "mother-oriented." The "decisions jointly made by mother

and father" and the "decisions jointly made by parents and children"

20

conditions were combined into a category entitled "egalitarian."18

In three cases the "other" condition was selected and in each of the
three cases it was felt that from the description of the situation,
the response could be included within the "egalitarian" category.19
These combinations were necessitated by the small number of responses
in certain categories.

Organizational sponsorship was determined on the basis of the
organization and specific occupation of the head of the family during
the overseas stay.20 If a youth had lived at a boarding school in the
United States or overseas during the teen years, he or she was con-
sidered a "boarder." Years lived overseas, size of family, and
birth order were all taken directly from the questionnaire and are
self-explanatory.21 There was a natural break in terms of the number
of years a family lived overseas. Families usually spent less than
two years overseas or stayed for three or more years. Consequently,

the responses were collapsed into these two categories.

18There is, of course, an important qualitative difference be-

tween whether decisions are made "jointly by mother and father" or
"jointly made by parents and children." For the purposes of the pres-
ent study, however, it was felt that both these conditions point to
a more egalitarian situation than the "almost entirely up to father"
or "usually up to father" or the "almost entirely up to mother" or
"usually up to mother" conditions.

19In all three situations, respondents indicated that family
members had an equal say, but that decisions were never made because
consensus could never be reached.

20Seven cases were dropped from the analysis becuase there had
been a change in sponsorship overseas or because the sponsorship of
the father overseas could not be determined.

21See screening instrument items 15-19, 35 and 36, and 37
respectively.

21

Contingency tables were constructed for each of the variables
in relation to the locus of decision making within the family. The
Chi Square test was employed to determine the level of significance

when the number of cases was sufficient to warrant its use.

CHAPTER IV

RESULTS

The distribution of responses for organizational sponsorship
and the locus of decision making is given in Table 2. There are only
eight cases in which the family decision making is "mother-oriented."
A Chi Square test could not be computed because of the small number of
responses in the "mother-oriented" category. Dropping these from
the analysis, the chi square value is 15.91, df - 4. This is a sig-
nificant at the 0.01 level.

Table 2. Percentile distribution by organizational Sponsor and by
locus of final decision making within family

 

ORGANIZATIONAL SPONSORSHIP

 

 

 

 

Locus of Dept. Prof.

Final Deci- of Educ. Fed.

sion Maker Def. Advs. Civs. Bus. Miss.

Father-

oriented .53 .04 .25 .41 .38

Egalitarian .40 .92 .58 .56 .62

Mother-

oriented .07 .04 .17 .03 .00
Total 1.00 1.00 1.00 1.00 1.00

 

22

23

The distribution of responses follows the expected trend. The
Department of Defense families are the most "father-oriented" in terms
of who makes the final decision in the family. The Professionals,
Educators, and Advisors are clearly egalitarian in terms of who makes
the final decision. The Business, Federal Civilians, and Missionary
families are intermediate between these two extremes with the Federal
Civilian and Missionary distribution suggesting a slightly more ega-

litarian situation.

Boarding vs. Non-Boarding

The distribution of responses for boarding vs. non-boarding and
the locus of decision making in Third Culture families is given in
Table 3. There was a tendency on the part of families in which the
child boarded to be less "egalitarian." The tendency was not signifi-

cant . 21

Table 3. Percentile distribution by locus of final decision making
within family and by boarding experience

 

:LOCUS OF FINAL DECISION MAKING

 

 

 

 

 

 

Boarding Father- Mother-
Experience oriented Egalitarian oriented
Yes .43 .34 .38
No .57 .66 .62
Total 1.00 1.00 1.00
21

Chi square - 1.65, df - 2, significant at 0.20 level.

24

Sex

The distribution of the locus of decision making by sex of

child is given in Table 4. The sex of the child was not significantly

related to the locus of decision making in Third Culture families.22

Table 4. Percentile distribution by locus of final decision making
within family and by sex

 

LOCUS OF FINAL DECISION MAKING

 

 

Father- Mother-

Sex oriented Egalitarian oriented
Female .47 .58 .75
Male .53 .42 .25
Total 1.00 1.00 1.00

 

Years Overseas

The distribution for number of years overseas and the locus of
decision making is given in Table 5. Whether a family had spent less
than two years or three or more years overseas was not significantly

related to the locus of family decision making.23

 

22Chi square - 3.12, df . 2, significant at 0.30 level.

23Chi square - .215, df - 2, significant at 0.90 level.

25

Table 5. Percentile distribution by locus of final decision making
within family and by number of years overseas

 

LOCUS OF FINAL DECISION MAKING

 

 

 

Years Father- Mother-

Overseas oriented Egalitarian oriented

l to 2 years .30 .32 .25

3 years

and over .70 .68 .75
Total 1.00 1.00 1.00

Family Size

The distribution of responses for number of children and the
locus of decision making is given in Table 6. As the distribution
suggests, there is a tendency for larger families to be associated
with a "father-oriented" decision making pattern. The situation in
which there are four children does not conform to the trend. The

chi square value is not significant.24

Birth Order

The distribution of responses for birth order and the locus
of family decision making is given in Table 7. There was a tendency

for first and second-born children to be associated with a more

 

24Chi square - 6.94, df - 4, significant at 0.20 level.

egalitarian decision making pattern and for the decision making to

26

become more "father-oriented" with third births.

reach the level of significance.25

This trend did not

Table 6. Percentile distribution by family size (number of children)

and by locus of final decision making within family

 

FAMILY SIZE (NUMBER OF CHILDREN),

 

 

 

 

Locus of Final 5 or

Decision Making 1 2 3 4 more

Father-

oriented 0 .25 .37 .30 .47

Egalitarian 1.00 .69 .57 .67 .47

Mother-

oriented 0 .06 .06 .03 .06
Total 1.00 1.00 1.00 1.00 1.00

25

Chi square - 3.374, df - 2, significant at 0.20 level.

In the computation of this chi square, the "mother-oriented" decision
patterns had to be dropped from the analysis.

27

Table 7. Percentile distribution by locus of final decision making
within family and by birth order

 

LOCUS OF FINAL DECISION MAKING

 

 

Birth Father- Mother-

Order oriented Egalitarian oriented

First born .48 .51 .50

Second born .25 .34 .25

Third born

or later* .27 .15 .25
Total 1.00 1.00 1.00

 

*The questionnaire does not differentiate birth order beyond
the "third born or later" situation.

CHAPTER V

DISCUSSION

The results of this study suggest that the father's organiza-
tional sponsor constitutes the most significant factor in determining
the locus of decision making within the Third Culture family. More-
over, in all but eight cases, the father at least participated in the
making of family decisions. An analysis of these eight cases in
which there was a "mother-oriented" decision making situation was
made. In two of the cases, the parents of the child had been
divorced for a considerable length of time and the child was living
with the mother. In one of the remaining cases, the child indicated
that the father was away from home the majority of the time during
his youth.

It is possible to suggest reasons for the lack of a significant
relationship between boarding school experience and the locus of
family decision making. Parents may be selecting boarding schools
for their children which they feel will reinforce values nurtured in
the home. Thus, fathers who are committed to a military life may be
sending their sons to boarding schools which emphasize obedience to
authority and conformity. Missionaries often send their children to
schools which are committed to the religious values taught in the

home. The type of boarding school to which a child is sent may have

28

29

important implications for the child's development of an independent
attitude.

Moreover, the results concerning the boarding school experience
do not necessarily suggest that attending boarding school is not con-
ducive to the develOpment of an independent attitude. They only
suggest that the experience does not alter the decision making pattern
within the family. Thus, the boarding school experience may affect
the individual's later decision making which does not take place within
the family into which he was born. Impressionistic support for this
position was suggested by a past counselor in an overseas school who
indicated that, "Boarders were more independent when they had to be
but that this was not necessarily apparent within the family context."

The results concerning the relationship between years overseas
and the locus of family decision making may be criticized because the
range of years overseas was collapsed into two categories. However,
the distribution before the responses were collapsed did not suggest
the existence of a significant relationship. What is probably happen-
ing is that any alteration in the locus of family decision making is
completed within a short time. The influence of the new situation is
probably felt soon after the family arrives and the consequent adapta-
tion in terms of decision making is accomplished within a very short
time.

With respect to family size, it is likely that conditions which
exist overseas limit the applicability of findings obtained within
the United States. The existence of servants overseas may free

parents from the manual labor aspects of running a home and provide

30

them with the opportunity to develop more individualized relation-
ships with their offspring, even in large families. What is more
likely is that when approximately forty percent of the sample of
overseas children spent at least one year in a boarding school, the
effects of large families are less pronounced. A child may have four
brothers and sisters and still be the only one at home because his
siblings are attending boarding school. The following remarks made
by a student who lived overseas are indicative of the problem:
My three brothers and sisters were born a year

apart, and then I was born four years later. Mbst of

the time while I was growing up my brothers and sis-

ters were away at boarding school. I was treated

like an only child. I was really spoiled.

This condition is much more likely to occur overseas than it is

in the United States. In a similar manner, this situation will com-

plicate the results of birth order.

CHAPTER VI

LIMITATIONS AND SUGGESTIONS
FOR FURTHER RESEARCH

A major problem with the study is that the sample is not a
random sample of all Third Culture youth. The sample is chosen only
from those Third Culture youth who were attending college during the
time of the survey.

The sample size is another limitation of the study. It would
be interesting to know what effects sex, boarding school experience,
family size, birth order, and years overseas have within the major
sponsorship groupings. For instance, the boarding school experience
may have a different effect for children from Department of Defense
families than it does for children from Missionary families. With
a sample size of one hundred and fifty-seven, such information is
difficult to obtain.26

The survey instrument did not provide information on whether

or not the mother was employed while the family was overseas. This

would certainly constitute an important dimension to explore because

 

26Such an analysis was undertaken with respect to boarding

school experience and sex of child. The resulting frequency dis-
tributions (see Appendix) do not suggest that sex or boarding school
experience is significant within sponsorship groupings. However,

we must caution against drawing any conclusion because the sample
size makes such results largely impressionistic.

31

32

it has been suggested that families become more egalitarian as a
result of the wife's employment outside the house.27

There are certainly other dimensions of the family decision
making process which should be examined. The nature of the problem
which is to be decided may well influence who makes the decision.
The father may have responsibility for decision making in one area,
while the mother may have responsibility for decisions made in
another area. As one individual with overseas experience indicated:

My father made decisions about where we were

going to live. Mother made more of the decisions

about us, and about the servants, and about daily

finances.

Moreover, to indicate that a person makes the final decisions
within the family does not indicate how much information he or she
seeks in making the decision. This openness to new suggestions and
to others' opinions is an important dimension. The following is sug-
gestive of a family in which the father makes the final decisions,
but involves the family at the same time:

Dad usually had the final say in making deci-

sions but he almost always talked to Mother and me

even about little things. We would always have a

family discussion before a big decision was made.

It was like a gathering of the eagles.

The importance of these further dimensions of family decision

making suggests the necessity for the development of a more refined

index concerning decision making. Such an index would take into

 

27See Robert 0. Blood, Jr. and Robert L. Hamblin, "The Effect
of the Wife's Employment on the Family Power Structure," Social Forces,
Vol. 36, 1957-1958, pp. 347-352.

33

consideration not only who makes the final decisions, but also under
what conditions the decisions are made and what information is utilized

in the process.

BIBLIOGRAPHY

BIBLIOGRAPHY

Aberle, D. F. and Naegele, K. D., "Middle Class Father's Occupational
Role and Attitude Toward Children," Americgn Journal of
Orthopsychiatry, V61. 22, 1952, pp. 366—378.

Blood, R. O. and Hamblin, R. L. "The Effect of the Wife's Employment
on the Family Power Structure," Social Forces, Vol. 36,
1957-1958, pp. 347-352.

Elder, G. H. and Bowerman, C. E., "Family Structure and Child Rearing
Patterns: The Effect of Family Size and Sex Composition,"
American Sociological Review, Vbl. 28, 1963, pp. 891-905.

Fisher, G. H., "The Foreign Service Officer," The Annals of the

American Academy of Political and Social Science, Vol. 368,
November, 1966, pp. 71-82.

Gleason, T. P., "Social Adjustment Patterns and Manifestations of
WorldeMindedness of Overseas-Experienced American Youth,"
a Thesis, College of Education, Michigan State University.

Johnson, P. 0., Statistical Methods in Research, Prentice-Hall, Inc.,
New York, 1950.

 

Inkeles, A., A paper, delivered before the Society for Applied
Anthropology, San Juan, Puerto Rico, September, 1964.

Kohn, M. L., Class and Conformity: A Study in Values, the Dorsey
Press, Illinois, 1969.

Larson, L. E. and Johannis, T. B., Jr., "Religious Perspective and
the Authority Structure of the Family," The Pacific Socio-

logical Review, Spring, l967, pp. 13-29.

Latourette, K. S., "Missionaries Abroad," The Annals of the American
Academy of Political and Social Science, Vol. 368, November,
1966, pp. 21-30.

Middleton, R. and Snell, P., "Dominance in Decisions in the Family:

Race and Class Differences," American Journal of Sociology,
V61. 65, 1959-1960, pp. 605-609.

Miller, D. R. and Swanson, G. E., The Changing Ameriggn Parent: A
Study in the Detroit Area, (John Wiley and Sons, Inc.),
New York, 1958, pp. 135-180.

34

35

Papanel, M. L., "Authority and Sex Roles in the Family," Journal_of
Marriage and the Family, Vol. 31, February, 1969, pp. 88-96.

Rainey, M. R., Overseag School Directory, A compilation under the
direction of Ted Ward, Human Learning Research Institute,
Michigan State University, 1968.

Rapaport, R. and Rapaport, R., "Work and Family in Contemporary
Society," American Sociological Review, Vol. 30, June, 1965,
pp. 381-399.

Rubin, E. A., "Statistical Overview of Americans Abroad," The Annals
of the American Academy of Political and Social Science, Vol.
368, November, 1966, pp. 1-10.

Scanzoni, J., "Occupation and Family Differentiation," Sociological
Quarterly, Journal of the Midwest Sociological Society, Vbl. 8,
Spring, 1967, pp. 187-198.

Straus, M. A., "The Influence of Sex of Child and Social Class on
Instrumental and Expressive Family Roles in a Laboratory

Setting," Sociology and Social Research, VOl. 52, October,
1967.

Tarr, D. W., "The Military Abroad," The Annals of;the American Academy
of Political and Social Science, Vol. 368, November, 1966,
pp. 31-41.

Useem, J. "Work Patterns of Americans in India," The Annals of the
American Academy of Political and Social Science, Vol. 368,
November, 1966, pp. 146- 156.

Useem, J. and Useem R., "Conflict and Community in the International
System," The Journal of Social Issues, Vol. XXIII, No. 1,
January, 1967, pp. 130-143.

Useem, J., Useem, R., and Donoghue, J., "Men in the Middle of the
Third Culture: The Roles of People in Cross-Cultural
Administration," Human Organiggtion, Fall, 1963, pp. 169-179.

Useem, R. and Useem, J., "The Job: Stresses and Resources of Ameri-
cans at WOrk in the Third Culture," Prepared for the Twenty-
Second Annual Meeting of the Society for Applied Anthropology,
May, 1963, Albany, New York.

Useem, R. H., "The American Family in India," The Annals of the Ameri-
can Academy offPolitical and Social Science, Vol. 368, November,

36

Useem, R. H., "Third Cultural Factors in Educational Change,"
Article to be published in Cultural Chgllenges to Educgtion,

edited by Cole S. Brumbeck and Walker Hill (John Wiley and Sons,
Inc.), New York, 1972.

Wilkins, M., "The Businessman Abroad, 'The Annals of the American
Academy of Political and Social Science, Vol. 368, November,
1966, pp. 83-95.

APPENDIX

ill I: Ill-{Lillllnl .. I

SCREENING INSTRUMENT

STUDY OF INTERNATIONALLY MOBILE STUDENTS

Sponsored by
Institute for international Studies in Education

Michigan State University

**********************

at
*
PLEASE RETURN IN ENCLOSED ENVELOPE T0: *
Professor Ruth Hill Useem *
Michigan State University *

5l3 Erickson Hall *
East Lansing, Michigan #3823 *
Telephone: 5l7+355-6hh7 *
5|7+355-5522 *

*

*

**********************

fififififl-X-fl-II-Sl-fii-

Page One.

Dear Participant:

We are studying persons who, in their teen years, have attended school
outside the United States for one year or more. if you have not done so,
please check below and return the questionnaire in the enclosed envelope.

l. i have not attended school outside the United States during my
teen years for one school year or more.

(Signed)

 

if you have attended school during your teen years (l3-l9 years) outside the
United States for one school year or more, would you take a few minutes of
your time to fill out the following questionnaire?

Your name and address have been requested to facilitate mail follow-up studies.
Your responses will be used only in group summaries, and will not be identified
with you individually. Put your name and social security number (if known)

on this page only.

2. Name
(Print) Last First Middle or Maiden Name

 

Social Security Number (optional and if available)

 

3- _______

.__.__i.

This study is part of a long-term study we are doing of American youth who
have attended school in places outside the United States. If, in addition
to filling out the following questionnaire, you are willing to talk with
us further about your experiences, please sign below, and give your local
address and telephone number. we will contact you later.

 

 

 

 

:‘I
‘LL.

 

 

 

 

 

 

 

 

 

i am willing to be part of a long-term study.
(Signed) ##A

h. Local address:

 

5. Permanent address at which you can be reached:

 

 

6. Telephone number: Area code: Local number:

7. Best times to be contacted:
Sun. ___Mon. ____Tues. ____Wed. ____Thur. ____Fri. ____Sat.

Hours A.M. and/or P.M. (please specify).

Page One.

l0.

ll.

l2.

l3.
l4.

Code No.

 

Page Two.

Your sex: Male Female

Where were you born?

 

(city) (Etaigf (country)

What do you consider your home state?

 

Are you a U.S. citizen by birth? Yes No

 

Are you a naturalized U.S. citizen? Yes No

 

if you are a naturalized U.S. citizen, state country of former

citizenship, age of naturalization:

 

Country of former citizenship Age at
naturaliza-

 

 

 

 

 

tion
Are you a dual citizen? Yes No
if you are a dual citizen, state countries of dual citizenship:
and

What was your father's birthplace?

city state country
What was your mother's birthplace?

city state country

Have you had military service? Yes No

 

If yes, give dates of service, branch of service, and nationality of
service.

 

 

ifrom) (to)’ (branch of service) (nationality of service)
Was any of this service outside the U.S.? Yes No

Where, outside of the United States, did you serve?

 

Page Two.

l5.

l6.

l7.

'3.

19.

20.

2|.

Code No.

 

Page Three.

Beginning with the most recent and working backwards, list below all the
places you have lived overseas during your teen years. Enter your
approximate age, circle the grade or grades, fill in the name of the school

or type of education.

Name of School Attended
Age (if none, indicate if you took
at correspondence courses,

Country Lived in lime Circle Grade or Grades tutored at home, etc.)

Most recent

__ 8th 9th lOth ch Igth 1;
(city, country) (age) ~(grad3) (name of school)

 

8th 9th lOth llth 12th 13
(city, country) (aEE) (gradé) *(name of school)

 

,__ 8th 9th l0th Ilth 12th l3
(city, country) (age) (grade) (name of school)

 

8th 9th 10th llth l2th l3
(city, country) (a3?) (grade) (name of school)

 

8th 9th lOth llth l2th l3

 

(city, country) (aEZ) (grade) (name of school)*

Was the ”most recent” overseas experience recorded in item IS above, in
connection with the overseas employment of the head of your family?

Yes. The head of my family was employed as

 

(occupation)

with in
(organization) (CitY) (COUflt'Y)

 

No. I was overseas because

 

g_(state reason or purpose)

During your first through seventh grades, approximately how many years were

you overseas?

 

(years)

In what country(ies)?

 

 

h--- 'L..-

22.

23c

24.

25.

26.

27.

Code No.

 

Page Four.
Have you ever attended boarding school in the United States?

Yes No

 

 

if ”yes," circle grade or grades in boarding school in the United States.

I 2 3 h 5 6 7 8 9 IO ll 12 l3

 

Where were your parents living at that time?
(city) (statE) (country)

Have you ever attended boarding school overseas?

Yes No

 

 

if "yes? circle grade or grades in boarding school overseas.
I 2 3 h 5 6 7 8 9 l0 ll l2 l3

Where were your parents living at that time?

 

(city) (state) (country)

Othe: than in boarding school, have you lived away from your pagents in order

to attend school?

Yes No

 

 

if “yes,“ where did you live?

 

(eity) (state) (country)

 

With whom did you live?

What grade or grades did you attend?

 

 

Where were your parents living?
(city) (state) (country)

Describe your present living arrangements, e.g., donmitory, residence hall,
private home, private apartment, living with parents, etc.:

 

 

Page Four.

28.

29.

30.

COde NO 0

 

Page Five.

List below all the languages you read, speak, and understand, including
English. Rate your ability by checking the rating scale for each.
(If you know and understand only a few words of a language, give the

information in Item 29.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABILITY TO READ ABILITY TO SPEAK ABILITY TO UNDERSTAND
gxcellent Good Fair Excellent Good Fair Fxcellent Good Fair
I

ENGLISH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In addition to the above, are there any languages in which you can speak
and understand a few words?

Yes No

 

If “yes,” specify languages:

 

 

Of the languages listed above, what was the first language you spoke?

 

*(first language spoken)

What was the second language you Spoke?

 

(second language spoken)

Page Five.

3'.

32.

33.
3h.

35-
36.

37-

Code No.

 

Page Six.

What is the highest level of formal education obtained by your parents?
(Check one in each column.)

Grammar school or less
Some high school

High school graduate

Some college

College degree

Postgraduate degree

Father Mather

 

 

What is your best estimate of the total income last year of your parental
family (not your own family if you are married)? Consider the annual income
from all sources before taxes.

In what religion were you reared?

What is your present religious preference?

How many brothers do you now have living?

Less than $6,000
$5.000 -.$9,999
$l0,000 - $lh,999
$15,000 - $19,999
$20,000 - $29,999

$30,000 or more

 

 

 

How'many sisters do you now have living?

Are you:

*
fl
*
*

an only child?
the first-born (but not an only child)?
the second-born?

the third-born or later?

Page Six.

38.

39.

hi.

#2.

#3.

an.

THANK YOU FOR YOUR COOPERATION.

What is your father's present employment?

Code No.

 

Page Seven.

 

with .
((name of organizatiohf

Where is your father living now?

(name of occupation)

 

(63 tyl

What is your mother's present employment?

(state) (country)

 

with .
(name of organizatioh)

Where is your mother living now?

(name of occupation)

 

(cl W)
What is your parents present marital status?
married
divorced
______ legally separated

other (explain circumstances):

(state) (country)

 

 

 

During the period or periods you lived outside the United States, how would
you describe yOur health? (Check one of the blanks below.)

On the whole, my health overseas was:

excellent good _____fair

poor

Did you have any major illness or accident while living overseas?

Yes No

 

if ”yes,“ specify:

 

 

ENVELOPE. BE SURE TO SEAL THE ENVELOPE.

Page Seven.

PLEASE MAIL THE QUESTIONNAIRE IN THE STAMPED

QUESTIONNAIRE

INTERNATIONALLY MOBILE STUDENTS QUESTIONNAIRE

Institute for International Studies in Education
College of Education
Michigan State University
East Lansing, Michigan 48823

INSTRUCTIONS

 

In those items with fixed responses, circle the apprOpriate

 

alternative which best describes your attitude, belief, or situation. If you
want to qualify your answer, use the blank page provided at the back for this

purpose. Be sure to mention the item you are qualifying.

In some items, a written response is called for. If the provided
space is not sufficient, continue on the blank page provided at the back

for this purpose. Be sure to mention the item you are continuing.

10.

Code No.

 

Page One.
INTERNATIONALLY MOBILE STUDENTS QUESTIONNAIRE
Institute for International Studies in Education
College of Education
Michigan State University
East Lansing, Michigan 48823
Circle your sex: M F
Date of birth: Age at last birthday:

Circle number of your marital status:

College

Circle year in college:

Present
Present
Are you
If yes,
If yes,

What is
1.
2.

 

(month) (day) (year)

1. single

2 married
3. divorced
4 other (Specify)

 

or University where enrolled:

 

freshman

1.

2. SOphomore
3. junior
4. senior
5.

other (Specify)

 

academic major(s):

 

academic minor(s):

 

gainfully employed? (circle answer) Yes No

what do you do?

 

are you employed: (circle number) 1. full-time 2. part-time

your racial.background? (circle number that applies)

My parents are of same racial background:(3pecify)

 

My parents are of different racial background.
My father is

 

My mother is

 

Citizenship of parents: (circle number and specify if apprOpriate)

1. both are U.S. citizens

2. father U.S. citizen; mother citizen of

 

3. mother U.S. citizen; father citizen of

 

4. father citizen of ; mother citizen of

 

Page One.

PageTwo.

11. College students normally encounter problems - some small, some
large, some temporary, some long-standing - while they are at college.
Below is a list of problems which students mention as giving them
some worry or difficulty. To what extent is each of the problems a
current source of worry to you?

Circle (NO) if no problem; (SOM) if some problem; (SIG) if significant
problem. If the problem is a source of worry to you, also indicate
whether it is of recent onset (circle REC) or is a long-standing
problem (LNG).

 

 

 

 

TO WHAT EXTENT HOW LONG A
A PROBLEM PROBLEM
j u 33'
E -o c o co
'3 8 5’5 5 .55
a a cw as
PROBLEM AREA 3: Q) g '3’ 3’ a; 5 8
0 § at 3 53%
2' a: A? ‘4
Finances. . . . . . . . . . . . . . . . . . . NO SOM SIG REC LNG
Handling the content of course work . . . . . NO SOM SIG REC LNG
Meeting members of the opposite sex . . . . . NO SOM SIG REC LNG
Relationships with a particular
member of the Opposite sex . . . . . . . . NO SOM SIG REC LNG
Deciding on my major field. . . . . . . . . . NO SOM SIG REC LNG
Deciding on my future occupation or career. . NO SOM SIG REC LNG
Relationships with my parents . . . . . . . . NO SOM SIG REC LNG
Relationships with relatives other than
parents. . . . . . . . . . . . . . . . . . NO SOM SIG REC LNG
Getting along with my roommate(s) . . . . . . NO SOM SIG REC LNG
Trying to "find myself" in the sense of
personal meaning and identity. . . . . . . NO SOM SIG REC LNG
Finding friends who share my values and
background . . . . . . . . . . . . . . . . NO SOM SIG REC LNG
Relationships with faculty member(s). . . . . N0 SOM SIG REC LNG
Relationship with college administrator(s). . NO SOM SIG REC LNG
health. . . . . . . . . . . . . . . . . . . . NO SOM SIG REC LNG
Other (specify) . . . . . . . . . . . . . . . N0 SOM SIG REC LNG

 

 

ESE BLANK PAGE AI BACK FOR ADDITIONAL REXARKS 0R QUALIFICATIONS

Page Two.

12.

13.

14.

15.

16.

17.

CODE NO.

Page Three .

Circle your average grade in secondary school:
A+- A. A- B+ B B- C+ C C- D F

Circle where you ranked in your graduating class: 1. upper 10%
2. upper third
3. middle third

4. lower third

Circle size of your graduating class: 1. 0-10
2. 11-25
3. 26-75
4. 76-99
5. 100-199
6. 200-299
7. 300 and over

What was the size of your class in your last year overseas? 1. 0-10

2. 11-25

3. 26-75

4. 76-99

5. 100 and over
Circle your grade point average for last term:
___.Check if no prior college term.

A+ A A- B+ B B- C+ C C- D F

How did you feel about last term's grade point average? CirCIEINHMIer
that applies. no prior college term

1. very satisfied
2. somewhat satisfied
3. somewhat dissatisfied

4. very dissatisfied

Page Three.

Page Four.

13_ How did your parents feel about your last term's grade point average?
Circle letter that applies.

no prior college term

. very satisfied
somewhat satisfied
somewhat dissatisfied

very dissatisfied

my parents don't know about my grades

O‘U’l-PWNl-i
O

. my parents don't care about my grades

19, Compared to last college term (or high school if no prior college), do
you expect your next grades will be:
higher

lower

1.
2.
3. about the same
4.

don't have any idea

20. If you are failing one or more courses, to what do you attribute this?

 

 

 

21oHow important is it to you to get good grades? Circle one.

very important
fairly important

1.
2.
3. not very important
4.

not important

Page Four

Code No.

Page Five.

22. If the majority of your secondary education was obtained overseas, how well
do you feel it prepared you for college academic work? Circle number that
applies.

1. did a very good job preparing me for college work

2. did a fairly good job
3. did a poor job

4. did a good job in some areas but poor in others

23. If the majority of your secondary education was obtained in the U.S., how
well do you feel it prepared you for college academic work? Circle number
that applies.

1. did a very good job preparing me for college work
2. did a fairly good job

3. did a poor job

4.

did a good job in some areas but poor in others

24. In what ways do you think the secondary education which you had overseas
gave you outstanding or exceptional preparation for college work?

 

 

 

25. In what ways do you think the secondary education which you had overseas
was deficient in preparing you for college work?

 

 

 

26. What were the major factors leading you to apply or choosing to enroll at
this college?

 

 

 

Page Five.

Page Six

27. As you see your situation at the present time, how much education
do you think yppr parents (or guardians) expect you to get? Circle

number that applies.
a year in college

two years of college

1
2
3. three years of college
4 four years of college (Bachelor's Degree)
5

graduate or professional school

28. As you see your situation at the present time, how much education
do you really expect to get? Circle number that applies.
1. less than four years of college

Bachelor's Degree (B.A., 8.3., etc.)
Master's Degree (M.A., M.S., etc.)
Ph.D. or Ed.D

M.D., D.D.S., D.V.M.

L.L.B. 0r J.D.

B.D.
other (specify)

OONONMJ-‘wN

 

29. Do you plan to go straight through until you reach the level of ed-

ucation specified above?
1. Yes

2. No

If No, when might you interrupt your studies and for what purpose(s)?

 

 

 

30. Are you considering transferring to another college during your under-

graduate work?
1. Yes (If yes, why?)

2. No

 

Page Six

.31.

32.

Code No.

PageSeven.

PeOple attend college for a variety of reasons. Listed below are some of
the reasons students give for attending college. We would like to know
what are important reasons for your being in college. Circle IMP if the
reason is important to you, circle NOT if the reason is not important to
you.

c
d§’ $9
‘0 'C
o? <. 69
Q c) Q
‘6‘ Q 86
I want the prestige attached to a college degree . IMP NOT
I want to please my parents . . . . . . . . . . . IMP NOT

I want to live up to a family tradition of going
to COllege O O O O O O O C O 0 C ‘ O ‘ O O O O O O O O IMP NOT

I enjoy the social part of college life . . . . . IMP NOT

College gives me an Opportunity to deve10p meaning
inmy11fe eeoooo’ooooooooooooo IMP NOI‘

College gives me an opportunity to participate
in radical movements a o e o e o o o e o o o o o e IMP NU]:

It will help me get a position overseas . . . . . IMP NOT

It will help prepare me for a life of service

to others 0 O O O O O O O O O O C O C O O O O O O IMP um
I want a student deferment for military service . IMP NOT
Other (Specify) IMP NOT

 

Circle YES or NO to the following:
I am the first of my family to attend this college . . . YES NO

One or more of my brothers or sisters have attended or
are attending this_college . . . . . . . . . . . . . . . YES NO

One or both of my parents attended this college . . . . . YES NO

One or more of my grandparents attended this college . . YES NO

:I3- Which type of college work do you prefer? Circle number that applies.

1. a predominance of class work, class assignments, and regular
examinations

2. a predominance of independent reading, writing, and research

Page Seven

Page Eight.

Rate yourself on each of the following traits as you really think you are
when compared with other students of your own age. We want the most
accurate estimate of how you see yourself.

Circle one for each item.

S A
A0 LU LU 5\o
S a
o
a?“ a. .30 a :7
Q1 .3 L., 0 Q)
-C o a, N g
.M -o a 0
s a w ‘° a
Academic ability HT AA A BA LT
Athletic ability HT AA A BA LT
Artistic ability HT AA A BA LT
Attractive to opposite sex . . . . . . . HT AA A BA LT
Drive to achieve . . . . . . . . . . . . HT AA A BA LT
Leadership ability . . . . . . . . . . . HT AA A BA LT
Mathematical ability . . . . . . . . . . HT AA A BA LT
Originality . . . . . . . . . . . . . . . HT AA A BA LT
Physical appearance . . . . . . . . . . . HT AA A BA LT
Public Speaking ability . . . . . . . . . HT AA A BA LT
Self-confidence (intellectual) . . . . . HT AA A BA LT
Self-confidence (social) . . . . . . . . HT AA A BA LT
Sensitivity to criticism . . . . . . . . HT AA A BA LT
Well - liked by others . . . . . . . . . HT AA A BA LT
Writing ability . . . . . . . . . . . . HT AA A BA LT

Use blank page at back for additional remarks or qualifications.

Page Eight.

Code No.

PageNine

The following items refer to some general reactions which you might
have to a variety of issues.

Please circle whether you agree (A), .q o
are uncertain (U) or disagree (D). d' fi’
I am just as comfortable with foreigners as I

'am with my fellow countrymen. . . . . . .

I talk about different things with peeple who have had
overseas experience than with those who have not. . . .

>
C
U

I doubt that there are any other countries where I could
live as happily as in the United States . . . . . . . . A U D

I feel more comfortable with peOple who have had overseas
experience than with those who have not . . . . . . . . A U D

I have more positive feelings about being an American
when I am overseas than when I am in the U.S. . . . . . A U D

I am more aware of being an American when I am overseas
than when I am in the U.S.. . . . . . . . . . . . . . . A U D

I feel different from peOple who have not had overseas
experience. . . . . . . . . . . . . . . . . . . . . . . A U D

I feel like a Spectator on American life . . . . . . . . . A U D
I feel I can trust most Americans I meet overseas. . . . . A U D

I feel I can trust most Americans I meet in the
United States . . . . . . . . . . . . . . . . . . . . . A U D

I feel I can trust most foreigners I meet in their
home country. . . . . . . . . . . . . . . . . . . . . . A U D

I feel I can trust most foreigners I meet in the
United States . . . . . . . . . . . . . . . . . . . . . A U D

I feel very much a part of American life . . . . . . . . . A U D
I am well informed about national political affairs. . . . A U D
I am well informed about international political affairs . A U D

I tend to keep up on affairs in the country (countries)
in which I lived overseas . . . . . . . . . . . . . . . A U D

Most pe0p1e neither understand nor care about what my

overseas experience means to me . . . . . . . . . . . . A U D

Page Nine.

36.

37.

38.

39.

40.

What shocked you upon returning to the U.S.?

Page Ten

 

 

 

 

What surprised (but not necessarily shocked) you upon returning to the

U.S.?

 

 

 

What did you do last summer?

Worked at

Briefly indicate.

 

Voluntary service as

 

Travelled in or to

 

In school, studied at

 

Other (specify)

 

What are your plans for the coming summer?

Working at

Briefly indicate.

 

Voluntary service as

 

Travelling in or to,

 

In school studying at

 

Other (Specify)

 

Which political party do you prefer?

1. Republican

2. Democrat

3. Other (specify)

Page Ten

 

41.

Below is a general list of things that students sometimes do. Indicate
which of these things you did during the past year in school.
If you engaged in an activity frequently, circle "F". If you engaged in
an activity one or more times, but not frequently, circle "0" (occasionally).
Circle "N" (not at all) if you have not performed the activity during the
past year. ‘
Circle one for each item.
' " x?»
<§ ~.
4,, ‘0
d? d?
o ‘N a
or 9 e
’3’ 0% o
Read poetry . F 0 N
Voted in a student election . F O N
cut Class O O O C O O O O O O O O O 0 O O O O O O O O O O O O F O N
Studied in the library. . . . . . . . . . . . . . . . . . . F O N
Participated on the Speech or debate team . . . . . . . . F 0 N
Acted in plays. . . . . . . . . . . . . . . . . . . . . . F 0 N
Talked with a faculty member outside of class . . . . F O N
Wrote for the school paper or literary magazine . . . . . F 0 N
Wrote a short story or poem (not for class) . . . . . . . F O N
Checked out a book or journal from the school library . F O N
Attended a public recital, concert, or ballet performance . . F 0 N
Typed a homework assignment . . . . . . . . . . 1 . . . . . F 0 N
Cheated on an examination . F O N
Turned in a paper or theme late . . . . . . . . . F 0 N
Asked questions in class. . . . . . . . . . . . . . . . . F O N
Attended a lecture on some serious tOpic. . . . . . . . . . . F O N
Participated in pre-professional clubs or clubs in my major
field. 0 O C O O O O O O I O O O O I O O O O O O C O O O O F O N
Participated in internationally related clubs or organizations F O N
Participated in traditional political organizations
(eg. Young Republicans, Young Democrates). . . . . . . . . F 0 N
Participated in contemporary political organizations ~
(eg. S.D.S., Students for Civil Rights). . . . . . . . . . F O N

Dnan Plnvpn.

CODE NO.

Page Eleven.

42.

Page Twelve.

Below are a series of statements which may characterize your feelings

about college life.

Circle whether you agree (A),

are uncertain (U) or disagree (D).

This college has high academic standards. . . . . . . . . . .
I am proud to say that I go to this college. . . . . . . . . A

I like the region of the United States in which this
college is located. . . . . . . . . . . . . . . . . . . . A

This college has an excellent program in my field(s)
of study. 0 O C O O O O C O C O O O O O C O O O O O C C O A

Most of my professors are good to excellent. . . . . . . . . A
I feel like a "number" at this college. . . . . . . . . . . .A
I felt "lost" when I first came to this campus. . . . . . . .A
I feel an integral part of campus life. . . . . . . . . . . .A
The intellectual climate is challenging at this college. . . A

There are students from a wide variety of backgrounds
at this C011egeo O O O O O O O O O I O O O I I O O O O 0 CA

I get a lot of individual attention from the faculty. . . . .A
I have a lot of personal freedom at this college. . . . . . .A
My college work is relevant to my concerns in life. . . . . .A

Administrators at my college are too rigid in their
attitudes toward drinking. . . . . . . . . . . . . . . . .A

There is too much student concern with sex on my campus. . . A

College students should have more voice in determining the
content of courses. . . . . . . . . . . . . . . . . . . . A

College teachers are afraid to state their positions on
current issues in the classroom. . . . . . . . . . . . . .A

College students should have more voice in faculty promotion
and tenure O O O O I O O O I O O O O O O O O O O O O O O O A

College students should not have hours imposed on them. . . .A

Page Twelve.

C’
"v 0.1
‘D Q;
a 4;
OJ ‘b
<9 x?

'5 ‘Q

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

U D

43.

44.

45.

46.

47.

Code No.

Page Thirteen

How actively did you participate in highschool activities? Circle
number that applies. , -

1. very active

2. moderately active

3. not active

Did you participate in a religiously-oriented youth group during
your teen years overseas?
I. Yes (describe briefly)

 

 

2. No

Do you generally like or dislike assignments requiring original res-
earch?
1. like

2. dislike

If you need help in your academic work to whom do you turn for help?
(e.g. instructor, counselor, parents, friends, tutor, etc.)

never need academic help

never turn to anyone else, try to solve problem myself

I turn to (specify)

 

 

If you need help on personal problems, (other than academic) to whom
do you turn for help? (e.g. instructor, counselor, resident assistant,
parents, health center, clergyman, student friends, roommate, "steady",
etc.)

never need help

never turn to anyone else, try to solve problems myself

I turn to (specify)

 

 

Page Thirteen

48.

Indicate the importance to you personally of each of the following.

Circle E if essential, V if very important,
S if somewhat important, and N if not
important.

Becoming accomplished in one of the performing arts
(acting, dancing, etc.). . . . . . . . . . . . .

Becoming an authority On a Special subject. . . . .
Becoming an expert in finance and commerce. . . . .
Having administrative responsibility. . . . . . .
Being very well-off financially. . . . . . . . . .
Helping friends who are in difficulty. . . . . .

Participating in a voluntary service organization
domestic (e.g. VISTA, etc.). . . . . . . . . . .

Participating in a overseas voluntary service
organization (e.g. the Peace Corps, I.V.S.). . .

Making a contribution to science. . . . . . . . . .
Writing original works (poems, novels, essays). .

Being free of obligations to others; "doing my
own thing" 0 O O O C . C C . C O O C O O O O O 0

Creating artistic work (painting, sculpture,
decorating). . . . . . . . . . . . . . . . . . .

Taking reaponsibility for church-related activities.

Being well-liked by others. . . . . . . . . . . . .

Page Fourteen.

Fourteen.

<1
o
e
“A.“
is:
Nasg
a? SP To 0
~~se
57 £5 a ~v
Q o
”$635"
“I we
E V S N
.E V S N
E V S N
E V S N
E V S N
E V S N
.E V S N
.E V S N
E V S N
E V S N
E V S N
.E V S N
E V S N
.E V S N

(t9. In what places of the world do you feel most at home?

Code No.

Page Fifteen.

 

 

 

SCL. Which of the following comes closest to describing your career plans?
Circle number of response which best fits.

1. I
2. I
3. I
4. I

know exactly what I am going to do

am fairly certain as to what I want to do
am uncertain as to what I want to do

have no idea what I am going to do

If you answered 1 or 2 in the above question, please answer the
following question.

When

did you really decide on what you want to do?

1. Before high school

2. During high school

3. After high school but not in college

4. In college

51. In thinking about your occupational future, do you feel that in the
long run you will have a preference for:
Circle number that applies.
1. An academic life (Teaching, research, other scholarly work)

A

\ooouoxtn-i-‘ww
H>>>>>>

H
O

. Other (Please explain)

business career
professional life (doctor, lawyer, engineer etc.)

career as a trained technician or craftsman

teacher on the elementary or secondary level.

life centering upon some aspect of the creative arts
life centering around a home and family.

military service career

have not given sufficient thought to this matter to say

 

 

Page Fifteen.

53.

54.

55.

56.

Page Sixteen.

Do you have any preferences as to where you would like to establish your

home? Specify and briefly indicate why:

 

 

(To be answered by both men and women.)
How many children would you eventually like to have? Circle apprOpriate

number.
0.

l.
2.
3.
4.

none
one
two
three

four or more

Where would you like to have your children spend their teen years? Specify

and briefly indicate why:

 

 

Where would you prefer to pursue your occupation?- or - where would you

prefer tha
1.

2.

Other than

t your husband pursue his occupation?

in one area overseas (indicate country or area)

 

overseas in a number of countries (indicate general area(s))

 

based in U.S. but with occasional one- or two-year assignments
overseas -

based in U.S. but in a position which includes overseas travel
in U.S. only

other preference

 

for occupational reasons, are there any places in the world,

including the U.S., which you would like to visit or travel in? (Indicate

area and p

ossible reasons for preference, if any.)

 

 

Page Sixteen.

57.

58.

59.

60.

61.

Code No.

Page Seventeen

While growing up, who in your parental family really had the final
say about things concerning the children? Circle one number.
I. almost entirely up to father

. almost entirely up to mother

. usually up to father

. usually up to mother

. decisions jointly made by mother and father

. decisions jointly made by parents and children

\lO‘UJ-‘UJN

other (specify)

 

While I was growing up, I would describe my family as: (circle one number)
very close

fairly close

1.
2.
3. not particularly close
4. not close at all
Do you feel that in the last year or so you have been growing closer

to your family or further away from it?
1. much closer

2. slightly closer
3. slightly away

4. much further away

During the coming year, how often do you plan to see your parents?
1. every day or almost every day '

2. about once a week
3. during hilidays and/or occasional weekends

4. only during the summer.
5. not at all

How dependent or independent of your parents (or guardians, if applicable)
do you consider yourself to be at the present time?
I. quite dependent

2. somewhat dependent
3. fairly independent

4. very independent

Page Seventeen

62.

63.

Page Eighteen .

The following three questions are concerned with how you keep in touch with
peOple you knew when you were overseas. Please do not put down any names
but indicate some position (e.g., biology teacher) or relationship to you
(e.g., girl friend) or group (e.g., ten classmates) to indicate person or
persons. You may not have any to list. If so, check in indicated Space.

On the left, list by position any former overseas teachers, principal,
coach, or other adult with whom you have been in touch DURING THE LAST YEAR.

have not kept in touch with any adult (other than family) since leaving
overseas area.

used to keep in touch with one or more adults but have not been in
touch during past year.

Have been in touch during past Have kept in touch through
year with: (e.g., biology (e.g., personal letters, visited
teacher, coach,etc.) overseas, visited me here,

alumni newsletters, etc.)

 

 

 

 

l. l.
2. 2.
3. 3.

 

 

(Continue on back page if more Space is needed.)
On the left, list any Americans you knew overseas roughly your age with
whom you have been in touch DURING THE LAST YEAR.

have not kept in touch with any Americans my age since leaving overseas
area

used to keep in touch with one or more, but have not been in touch
during the past year

Have been in touch during past year Have kept in touch through

 

 

 

 

with (e.g., reunions, visits, telephone,
(e.g., girl friend, boy friend, rooming with, etc.)

classmates)

1. 1.

2. 2.

3. 3.

 

 

(Continue on back page if more Space is needed.)

Page Eighteen.

64.

65.

66.

67.

CODE NO.

Page Nineteen.

On the left, list any host nationals or other nationals of any age with
whom you have kept in touch DURING THE LAST YEAR.

have not been in touch with any host nationals or other nationals
since leaving overseas area.

used to keep in touch with one or more but have not been in touch
during the past year.

 

 

 

 

Have been in touch during past Have kept in tough through: (e.g.
year with: (e.g. French class- letters, home visits, travelled
mate, German landlady, Thai boy- with, etc.)

friend)

1. l.

2. 2.

3. 3.

 

 

(Continue on back page if more Space is needed.)

Do you know of other students at your college who have had overseas exper-
ience? (Circle number that applies)

1. I don't know any.

2. Yes, I know one or two.

3. Yes, I know three or more.
If you know one or more, how many are close friends of yours? (Circle
number)

1. None of them are close friends.

2. One or two are close friends.

3. Three or more are close friends.
Of those students with overseas experience at your college, how many did
you know overseas. (Circle number)

I. Knew none of them overseas

2. Knew one or two overseas

3. Knew three or more overseas

Page Nineteen.

Page Twenty.

Compare the teenagers you knew overseas with your college classmates
on the characteristics listed below. In every group there are ex-
ceptions, but in_general, which group shows more of the characteristic
indicated.

 

Circle (TO) if you want to choose teenagers overseas, (CC) for college

classmates and (S) for about the same. I? m o
o
<1: Q Q, 4.; ~C‘
00 to do ‘0 Q
In general which group g a? ,3 0,5 4.,
would you say were: 5’57 8’ «3' $50
5'0 (’3' V'gi
friendlier. . . . . . . . . . . . . . . . . . . TO CC S
more SOphisticated. . . . . . . . . . . . . . . TO CC 8
more morally upright. . . . . . . . . . . . . . TO CC S
more provincial . . . . . . . . . . . . . . . . TO CC 8
better informed . . . . . . . . . . . . . . . . T0 CC S
more conservative . . . . . . . . . . . . . . . TO CC 8
more religious. . . . . . . . . . . . . . . . . TO CC 8
more serious-minded . . . . . . . . . . . . . . TO CC S
more responsible. . . . . . . . . . . . . . . . TO CC S
financially better off. . . . . . . . . . . . . TO CC 8

better dressed. . . . . . . . . . . . . . . . . TO CC S

more competitive. . . . . . . . . . . . . . . . TO CC S

Page Twenty.

CODE NO.

Page Twenty-One.

69. Are any of your friends foreign students? Yes No
If yes, from what country (countries) are they

If yes, is any one of them your best friend? Yes No

70, .Are any of your friends of a different racial background from yours?
Yes No

If yes, of what racial background(s)

 

If yes, is any one of them your best friend? Yes No

71. (If you are married, omit the following question.)
What is your best guess as to the chances that you will marry while in
college? Circle appropriate number.
1. very good chance

2. some chance

. very little chance

3
4. no chance

72. Are you engaged or going steady?
1. yes

2. no
If yes, is this person:
1. a foreigner

2. an American with overseas experience

3. an American with no overseas experience but very
interested in going overseas

4. an American with no overseas experience or
interest

Page Twenty-One.

Page Twenty-Two.

The following items refer to some general reactions which you might have
to a variety of issues.

Please circle whether you agree 0A),
are uncertain (U), or disagree (D).

,5 we;
'4? V
a? “ 6P
4. “I e
‘50 é’ N
w A 9

I often react with intense personal feelings to works of
art or ms 1c 0 O O I C O O O O O 0 O O C O O O O O O O A U D

I barely have enough money to meet my daily needs . . . A U D
Most of the time, I feel that I am a person of worth . . A U D
Generally Speaking, most things have gone my way . . . . A U D

In general, I am more comfortable with older peOple than
people “Ty own age I O O O O O O O O O C C O C O O O O A U D

I get more enjoyment out of life than my parents do . . A U D
Generally Speaking, I like competitive situations . . . A U D

I consult with close friends when I am faced with an
important personal decision . . . . . . . . . . . . . A U D

I do not make an important personal decision without
consulting with my parents . . . . . . . . . . . . . A U D

I think life should be endured without complaint . . . . A U D

I feel that it is important to satisfy my parents'
WiShes O I O C O C C C O O O C O O C O O O O O O O O A U D

In general, I feel that I have control over my own life. A U D

My parents accept my right to make my own decisions
even when they do not fully approve of my choices . . A U D

One should never compromise one's own beliefs . . . . . A U D
All in all, I am inclined to feel that I am a failure . A U D

I feel I have an adequate personal philo30phy of life . A U D

Page Twenty-Two.

74.

75.

76.

77.

78.

79.

Code No.

Page Twenty-three

At the present time, what family members do you feel very close to?
(Specify by relationship to you, e.g., father, cousin, grandmother,
aunt, etc.)

 

 

 

At the present time, what persons (other than family) do you feel
very close to? (Specify - e.g., boyfriend/girlfriend, landlady,
professor, roommate, etc.)

 

 

As a description of yourself, how accurate is the following statement:
"I am one in a group of close friends, and we do most things together."
Circle number of apprOpriate response.

. very accurate

fairly accurate

1
2
3. not particularly accurate
4

. definitely inaccurate

Other than on dates or with your spouse, do you generally pursue leisure
time and recreational activities ( movies, exhibits, hobbies, etc.)

with a group of friends, by yourself, or with one friend? Circle

number of appropriate response. .
. almost always with a group of friends

1
2. usually with a grOup of friends

3. usually by myself or with one friend
4

. almost always by myself or with onefriend

Would you say that you often seem to ignore the Opinion of others when
trying to accomplish something that is important to you?
1. no, never

2. rarely
3. occasionally
4. yes, quite frequently
Before you do something, do you try to consider how your friends will

react to it? Circle one number.
. yes, I always do

1
2. yes, I usually do
3. sometimes I do

4

. no, usually not

Page Twenty-three

80.

Page Twenty-Four.

Below is a general list of things that students sometimes do. Indicate
which of these things you did during the past year in school.

If you engaged in an activity frequently, circle "F". If you engaged in

an activity one or more times, but not frequently, circle "0" (occasionally).
Circle ”N" (not at all) if you have not performed the activity during the
past year.

A
" ~,
.7“ .5” 8'
. q? NO '0
Circle one for each item. 6? e 0
a? 6? 54
e 6’
Played games, e.g. bridge, monpoloy, cribbage . . . F 0 N
Spent time in a local grill or snack bar . . . . . F 0 N
Watched TV . . . . . . . . . . . . . . . . . . . . . F O N
Gambled with cards or dice . . . . . . . . . . . . . F O N
Drove a car . . . . . . . . . . . . . . . . . . . . . F O N
Went to the movies . . . . . . . . . . . . . . . . . F O y N
Listened to p0p, rock, or folk music . . . . . . . . F O N
Na“: danCi-ng O O O O O O O O O O O O O O O O O O O O F 0 N
Smoked cigarettes . . . . . . . . . . . . . . . . . . F 0 N
Arranged a date for another student . . . . . . . . . F O N
Went to an over-night or week-end party . . . . . . . F 0 N
Drank beer, wine, etc. . . . . . . . . . . . . . . . F O N
Stayed up all night to study . . . . . . . . . . . . F O N
Was in bull sessions . . . . . . . . . . . . . . . . F O N
Dated O O O O O O O O O O O O O O O O O I O O O O O O F O N
Overslept and missed a class or appointment . . . . . F O N
Attended Sunday School . . . . . . . . . . . . . . . F O N
Prayed (not including grace before meals) . . . . . . F O N
Attended church . . . . . . . . . . . . . . . . . . . F O N
Participated in non-violent demonstrations . . . . . F O N
Participated in violent demonstrations . . . . . . . F O N
Participated in voluntary service activities during
the college year . . . . . . . . . . . . . . . . . F 0 N

Page Twenty-Four.

81.

Code No.

PageTwenty-Five.

The following items refer to some general reactions that you might
have about a variety of issues.

Please circle whether you agree(A), 4S 0
are uncertain (U) or disagree (D). :? fi’
£843”
ao§3
U.S. trOOps should be withdrawn from Southeast Asia ‘w
immediately. . . . . . . . . . . . . . . . . . . . . . . .A U D

U.S. should help Israel maintain itself as a nation. . . . . A U D

Most peOple have false ideas about what it is like to
live overseas. . . . . . . . . . . . . . . . . . . . . . .A U D

Colleges should accept all students who apply regardless of
academic achievement in high school. . . . . . . . . . . .A U D

I think there are some duties to mankind that are more
important than duty to my country. . . . . . . . . . . . .A U D

Outside radical student leaders should not be permitted on
our campus 0 O C O O O O O I O O O O O O O O O C C O I O O A U D

Our country is probably no better than many others. . . . . .A U D

A college should place more emphasis upon academic
than upon social development. . . . . . . . . . . . . . . A U D

It would be better to be a citizen of the world
than of a particular country. . . . . . . . . . . . . . . A U D

We should try to solve our own domestic problems before we
try to help peOple in other countries. . . . . . . . . . .A U D

College teachers should be rewarded more for teaching
than researCh. O O O O O O O O O O O O O I O O O O O O 0 .A U D

Law enforcement officers should forcibly put down
violent protests. . . . . . . . . . . . . . . . . . . . . A U D

A person in a skilled trade is worth as much to society
as one in a profession. . . . . . . . . . . . . . . . . . A U D

It is inapprOpriate for college professors to state their
position on current issues in the classroom. . . . . . . .A U D

Individual liberties and justice under law are not
possible in socialist countries. . . . . . . . . . . . . .A U D

Page Twenty-Five.

Page Twenty-Six.

82, What musical instrument (8) do you play

 

 

If you have not sung, nor played a musical instrument in the last year,
check here and go on to the next question.

83. Below is a list of musical activities in which students sometimes partic-
ipate. If you engaged in the activity frequently, circle "F". If you
engaged in the activity one or more times, but not frequently, circle "0"
(occasionally). Circle "N" (not at all) if you have not performed the
activity during the past year.

3’7 "7 N
e 4? ‘v
Q/ o ‘D
6? "Y «I
Q/ Q” Q
a“ 0 9
$9 é?
Played in a school orchestra or band. . . . . . . F O N
Sang in a school choral group . . . . . . . . . . . . . . . F 0 N

Sang in a choral group outside of school (church choir, etc.) F 0 N

Played in a combo . . . . . . . . . . . . . . . . . . . . . F O N
Played in informal jam sessions . . . . . . . . . . . . . . F O N
Taken vocal or instrumental lessons . . . . . . . . . . . . F O N
Played or sang for pay. . . . . . . . . . . . . . . . . . . F O N
Played or sang classical music. . . . . . . . . . . . . . . F O N
Played or sang pop, rock or folk music. . . . . . . . . . . F O N
Participated in informal group sings. . . . . . . . . . . . F O N
Practiced alone . . . . . .'. . . . . . . . . . . . . . . . F O N
Performed solo. . . . . . . . . . . . . . . . . . . . . . . F O N

Page Twenty-Six.

84.

85.

86.

87.

88.

Code No.

Page Twenty-Seven.

How much weight have you gained or lost during the last year?
gained pounds
lost pounds

To what do you attribute this weight change?

 

 

Have you been hOSpitalized during the past year?
1. Yes

2. No

If yes, for approximately how long?

 

For what reason?

 

Roughly how many weeks of school have you missed this school year
because of illness?
1. less than one week’

2. 1-4 weeks

3. more than a month

In what ways are you restricted in your activities for reasons of
long-standing physical disability or illness?

 

 

Is this condition in any way related to your living overseas? If
so, indicate in what way.

 

 

 

How do you usually feel?
1. tired most of the time

2. tired occasionally, but generally active

3. tired seldom, usually active

Page Twenty-Seven.

89.

90.

To what degree are

Page Twenty-E ight .

 

 

 

 

you troubled by: Serious Mild Rare Never
case case occurrence troubled
Acne
Hives or
Excema
Asthma
Ulcers

 

 

 

 

 

Below is a list of the health problems which peeple sometimes have.
Indicate the extent to which you have been troubled by each of these

problems during the past year.

Circle F, if you have been troubled frequently, 0 if you have been

troubled occasionally and N if you have not been troubled.

Had headaches. . . .

Had allergic reactions .

Had to rest during the day

Had colds or respiratory infections.
Went to infirmary or health clinic

Incurred small injuries.

Page Twenty-Eight.

A $5
a

3" <5" &

o~ 0 g?
o 0" Q,
"' o e
F 0 N

. F O

F O N
F 0 N
F 0 N
F O N

91.

92.

93.

94.

95.

Code No.

Page Twenty-Nine.

FOR.MALES ONLY:

(Circle Number of apprOpriate response.)

Have you had or are you now enrolled in basic ROTC? 1. Yes 2. No
Are you now in or will you take advanced ROTC? 1. Yes 2. No

Are you, or would you consider being, a conscientious
objector? 1. Yes 2. No

How would you describe your concern about military service?
(Circle as many as apply.)

1. If drafted, I would serve

2. If drafted, I would request non-combatant service

3. If drafted, I would refuse to serve

4. If not drafted, I would enlist

5. If not drafted, I would NOT enlist

6. I am in ROTC and will be commissioned as an officer

7. Other (specify):

 

FOR WOMEN ONLY:

Fifteen years from now would you like to be:
(Circle apprOpriate response.)

1. A housewife with no children

2. A housewife with one or more children

3. An unmarried career woman

4. A married career woman without children
5. A married career woman with children

6. Right now I am not certain

rPaze Twentv-Nine.

Page
No.

Item
No.

Qualification of answer:

Page Thirty.

 

 

 

Page Thirty.

 

 

APPENDIX

Table 8. Frequency distribution by organizational sponsorship, by
locus of final decision making within family, and by

boarding school experience

 

ORGANIZATIONAL SPONSORSHIP

 

Locus of Dept. Prof.

Final Deci- of Educ. Fed. -

sion Maker Def. Advs. Civs. Bus. Miss.

B* NB* B NB B NB B NB B NB

Father-

oriented 2 14 O l 3 3 6 8 9 6

Egalitarian l 12 9 12 2 ll 8 11 15 9

Mother-

oriented 1 l 0 l l 3 l O 0 0
Total 4 27 9 l4 6 17 15 19 24 15

 

*B-boarding school experience

NB=non-boarding school experience

Table 9. Frequency distribution by organizational sponsorship, by
locus of final decision making within family, and by
sex of child

 

ORGANIZATIONAL SPONSO§§HIP

 

Locus of Dept. Prof.

Final Deci- of Educ. Fed.

sion Maker Def. Advs. Civs. Bus. Miss.
M F M F M F M F M

Father-

oriented 8 8 O 1. l 5 9 5 9

Egalitarian 6 6 9 12 3 ll 4 15 12

Mother-

oriented O 2 O l 2 2 O 1 0

Total 14 16 9 14 6 18 13 21 21

 

"‘Will‘l'flilfillli‘ifiifiiES