smus commas 0F DELINQUENT .BEHAVI‘ORIIZ ;.; Thesis for the Degree of Ph, D .. ‘ MICHIGAN STATEUNIVERSITY i ._ Cliff? mus SHEPARD STEWART - D_ * 1958‘. ;.i:?$'“ ' .Viae,ifii§:i , Mliiiitlizilflllsjiillflilflww“MWi Michigan State University .IHESI$ This is to certifg that the thesis entitled SOCIAL CORRELATES OF DBLINQUENT BEHAVIOR presented bg CYRUS SHEPARD STEWART has been accepted towards fulfillment of the requirements for jg;— degree in M Date ___‘ \ i l i l 0—169 ABSTRACT STATUS CORRELATES OF DELINQUENT BEHAVIOR By Cyrus Shepard Stewart Sociologists have given considerable attention to the relation between status and delinquent behavior; how— ever, this association has been examined most frequently with reference to youth's orientation to adult status values. In this study, we proceed from the premise that during adolescence, the aspirations and expectations of youth in terms of adolescent status criteria are important for the understanding of delinquent behavior. It is our position that youth are oriented toward two distinctive status systems: one adult and the other adolescent. Our basic assumption is that while certain adult values and status criteria constitute a meaningful reference for youth, also of salience are the values and status criteria of other youth. In the literature on adolescence, four youth speci— fic status criteria have received particular attention: achievement in terms of (l) athletics, (2) grades, (3) clubs, and (A) dating. It would be a fundamental mistake to assume equal salience of all dimensions for all youth, for the school as a whole or for any particular actor. we E .. . c: I r“ . _ e r t ..4 i A k 4 Z . . Cyrus Shepard Stewart concerned ourselves with the actor's evaluation of dimen— sional salience for himself, for others in school, and under both conditions. The hypotheses of this study are divisible in terms of the assumptions they make regarding the nature of the stratification system in the high school. Assuming an additive structure are the first four hypotheses. Status deprivation and frustration in youth endorsed status dimen— sions in the high school are hypothesized to be directly related to delinquent behavior. Measured as a disparity between an actor's current level of involvement in each status dimension and the level of involvement currently desired, deprivation, and frustration are distinguishable by the actor's perception of the "moral validity" of the restrictions imposed upon his aspirations. For theore— tical reasons, we hypothesized that although both depri— vation and frustration would be directly related to delin— quent behavior, the relation between deprivation and delinquency would exceed that between frustration and delinquency. Measured as the actor's perception of the possibility of status loss with respect to a ranking dimension in the high school, status threat was hypothe- sized to be directly related to delinquent behavior. Assuming a nonadditive model of the status system, status consistency was hypothesized to bear an indirect relation to delinquent behavior. Since the possibility u...‘ ....'.. 4 Cyrus Shepard Stewart of varying salience across the status dimensions existed, two measured concepts were computed: one involving a congruence of positions on all status dimensions (actual consistency) and a second involving a congruence of posi— tions on all dimensions but grades (revised consistency). In order to gather data on a basic assumption of status consistency, i.e., that consistency of one‘s status posi- tion is sought, consistency was measured in terms of the actor's desired involvement levels (desired consistency) and the consistency of current levels (current consis— tency). The consistency hypothesis was analyzed only in terms of current (actual and revised) consistency. Delinquent behavior was measured by means of index and inter—item Pearson Product Moment correlations between ten (10) self-report delinquency items. By this method, scales specific to the total male sample, all high school classes, and all social classes were constructed. Each hypothesis was tested with regard to each class specific index. Social class was measured by father's occupation as classified by the U. S. Census of Population, 1960. Two high schools in Western Michigan were selected for study on the basis of their similarity with respect to social and demographic characteristics and their accessibility. All male seniors in one high school and all males in the other high school (N=39l) received an annonymous self-administered questionnaire in their ,.u-~r,‘ ‘ _ . .,,.... vt"‘ .a-o- "' " — I" ,-...-- H‘" . -r’ ..—-- . ; ‘,_,- --~ - . . ‘| .. .. .rn ' ‘- I |-' l 4 ‘1‘ Cyrus Shepard Stewart homerooms and first hour classes respectively. The total sample was a combination of the two schools for a one—way analysis of variance revealed no difference in the amount of delinquent acts reported by seniors in the two schools. Our findings reveal that our status dimensions were salient as evidenced by the significant rank-order corre- lations among all high school and social classes. Regard- less of high school or social class, our status variables received consistently high mention as important in being someone at school. Because of our concern for the adequacy by which salience was measured, relationships were again examined controlling only for high school and social class. For the total male sample, only the threat hypothesis failed to obtain support; the same picture was revealed for sophomores and seniors. Freshmen data lead to the rejec— tion of all hypotheses while junior data support only the threat and consistency hypotheses. Professional data support only the threat hypothesis while business data lead to the rejection of all hypotheses. Data for the labor situs lead to the rejection of all hypotheses except threat and the comparative hypothesis. When controlling for salience of status dimensions, partial correlations revealed no consistent relationship between deprivation, threat, or consistency and delinqueny. i l Cyrus Shepard Stewart The comparative hypothesis also failed to be systemati— cally supported. The only hypothesis supported by our data was status frustration. r. w. STATUS CORRELATES OF DELINQUENT BEHAVIOR By Cyrus Shepard Stewart A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Sociology 1968 ' ». .D Y cw”, - m 1 r .A) "~ u .~;~‘p _ V‘s/‘5‘ ‘7 ‘. . . A: t l l / / 5d 5:: / 1/ O“ J; k/ “ 1 ’1‘ a I ' .‘ ' J ' I, 1' / Z’ l [A if u: .. ’ (:7 "‘/ 5’59 £37 V ACKNOWLEDGMENTS A study such as this one is the result of the simul- taneous cooperation of a great number of people. The fol— lowing are singled out for their specific contributions without which this study could never have been completed. Dr. John Howell, my thesis advisor and committee chairman, for his long hours of consultation and for his original stimulation which eventually led me in the direc— tion of concern with deviant behavior and youth. Drs. Jay Artis, Peter Manning, and Donald Olmsted, committee members, for their time and talents. Dr. Jon Shepard, long-time friend and fellow grad— uate staudent, who suggested the logic and manner of ana- lysis upon which most of this study is based. The bene- fits of this analysis are due to his suggestions and any drawbacks are the sole responsibility of this author. To the superintendents of the two schools, Mr. Ralph VanVolkinberg and Mr. Richard Fonger, for their permission to use their schools as research sites. To the guidance directors of the two schools, Mr. Eugene Rothi, Mr. Ernest Swanson, and Mr. Roger Vigland whose cooperation made it possible to administer the instrument. To the teachers in the two schools who were more than willing to give of ii .,--v-. ,. their time to administer our research instruments. Lastly, but by no means least, to the students in the two schools who cooperated in this study. A very special note of gratitude is owed to Mrs. Eleanor Roether, executive secretary of the Department of Sociology at the time I first enrolled, who made it possible for a very nervous undergraduate to be accepted for graduate work in Sociology. Special thanks is also given to the secretarial staff of the department who, more than once, were of great aid and comfort. To my wife, Nancy, and children, Mary Leigh and Scott, I give my thanks for constantly reminding me of what the purpose behind long nights of study was. To my mother, I give my thanks for her support of my undergraduate work and for her confidence in my graduate work. Ill '.. luv u. TABLE OF CONTENTS ACKNOWLEDGMENTS . . . . . . . LIST OF TABLES LIST OF APPENDICES Chapter I. INTRODUCTION Statement of the Problem Importance of the Problem II. ADULT STATUS VALUES AND DELINQUENT BEHAVIOR . . . . . . Status Achievement Status Maintenance Status Equilibration. III. ADOLESCENT STATUS VALUES AND DELINQUENT BEHAVIOR . . . . . . . Integration vs. Estrangement The Subculture of Youth. . A Position on the Subculture of Youth High School Status System IV. STATEMENT OF HYPOTHESES Status Deprivation, Status Frustration, and Delinquent Behavior: A Set of Hypotheses . Status Threat and Delinquent Behavior. A Hypothesis. Status Consistency and Delinquent Behavior: A Hypothesis Hypotheses and Salience. V. PROCEDURES. Population Selection. Data Collection Adolescent Achievement Values. Operationalization of the Independent Variables. iv Page ii vi xii 5O 5O 57 79 84 BA 87 9O 93 95 95 105 109 -v ,p,. um»'“ ii Likiliiii Chapter Measurement of Delinquent Behavior Father's Occupation as an Index Socioeconomic Status . Analysis Design VI. ANALYSIS Socie Status Dimensions. Variation in Involvement in Delinquent Behavior Results for Males (N= 391) Under Varying Conditions of Salience. Results for High School Class Under Various Conditions of Salience. Freshmen Class Analysis . . Sophomore Class Analysis Junior Class Analysis Senior Class Analysis Results for Social Class Under Various Conditions of Salience Professional Situs Business Situs. Labor Situs Analysis. . Results for Males by High School and Social Class Under Conditions of No Control for Salience . VII. INTERPRETATION AND DISCUSSION Results Methodological Considerations. Discussion . . . BIBLIOGRAPHY APPENDICES. Page ll7 121 127 134 134 l40 144 167 167 185 203 219 234 235 266 283 310 310 321 333 348 360 a ,3. I. 6-6 6-7 6-9 LIST OF TABLES Selected 1960 census data for SMSA, urban place, community, county, and state Analysis of variance for seniors in "Urban High” and "Community High” Rank order correlation for popularity items by high school and social class. . . Rank order correlation for popularity between high school and social class Mean involvement in delinquent behavior for males by high school and social class Partial and zero—order correlation between status problems and delinquent behavior by system salience of status dimensions for males . . . . . . . . Partial and zero—order correlations between status problems and delinquent behavior by system nonsalience of status dimension for males. . Partial and zero—order correlations between status problems and delinquent behavior by personal salience of status dimension for males. . . Partial and zero—order correlations between status problems and delinquent behavior by personal nonsalience of Status dimension for males. . . . Partial and zero—order correlations between status problems and delinquent behavior by combined salience of status dimensions for males. . . Partial and zero—order correlations between status problems and delinquent behavior by combined nonsalience of status dimensions for males. . . . vi Page 97 101 136 142 147 151 158 164 x. .2 r. . v. T. r.,_. v. t. .. . y. .2 rs _. v. C. r. .. ». .I .t .. v. .I ,. ,. ... .i . . i 2. .1 L. .1 2. 2. .1 2. a .1 .r. _—. .u. .y. .—. .u. is. A». »y. TV. .3 . . . . . . . _ ... s L. r. . . . . _ . _ . . . . . . 2. . . . . . .~ . . f. . .. . . , ,. u.1 Table 6—10 Partial and zero—order correlations between status problems and delinquent behavior by system salience of status dimensions for freshmen . . . . . . . 6-11 Partial and zero—order correlation between status problems and delinquent behavior by system nonsalience of status dimensions for freshmen . 6—12 Partial and zero—order correlations between status problems and delinquent behavior by personal salience of status dimension for freshmen . . . . . . . 6—13 Partial and zero—order correlation between status problems and delinquent behavior by personal nonsalience of status dimensions for freshmen . . 6—14 Partial and zero—order correlations between status problems and delinquent behavior by combined nonsalience of status dimensions for freshmen . . 6—15 Partial and zero—order correlation between status problems and delinquent behavior by system salience of status dimensions for sophomores . . . . . . . 6—16 Partial and zero—order correlations between status problems and delinquent behavior by system nonsalience of status dimensions for sophomores. 6-17 Partial and zero—order correlations between status problems and delinquent behavior by personal salience of status dimensions for sophomores. 6—18 Partial and zero—order correlations between status problems and delinquent behavior by personal nonsalience of status dimensions for sophomores. . 6—19 Partial and zero—order correlations between status problems and delinquent behavior by combined salience of status dimensions for sophomores . . . . . . . Page 169 172 176 183 186 189 192 192 v. t. r. .1 v. ..:. v. i. ..;1 t. r. 1.. v. :.. rt .. v. .C rt ,. .. r. .. x. i 2. :— 2. .1 2. ,2 2. p: Z. 1.. Z. Z. I. .f _.. :. 1: L. .. .. . _ u ..a ...J p .1 . . .. . .L .L .1 .l i.— . . . r w 1.. v... 6—20 6—23 6-24 6—25 Partial and zero—order correlations between status problems and delinquent behavior by combined nonsalience of status dimensions for sophomores. . Partial and zero—order correlation between status problems and delinquent behavior by system salience of status dimensions for juniors . . . . . . . . Partial and zero—order correlation between status problems and delinquent behavior by system nonsalience of status dimensions for juniors. . Partial and zero—order correlation between status problems and delinquent behavior by personal salience of status dimension for juniors . Partial and zero—order correlations between status problems and delinquent behavior by personal nonsalience of status dimensions for juniors. . . Partial and zero—order correlation between status problems and delinquent behavior by combined nonsalience of status dimension for juniors . . Partial and zero—order correlations between status problems and delinquent behavior by system salience of status dimensions for seniors . . . Partial and zero—order Correlations between status problems and delinquent behavior by system nonsalience of status dimensions for seniors. . Partial and zero—order correlations between status problems and delinquent behavior by personal salience of status dimensions for seniors. . Partial and zero—order correlations between status problems and delinquent behavior by personal nonsalience of status dimensions for seniors. . viii Page 202 208 211 214 217 220 226 229 i. Z. .: I. 6-30 6-31 6—32 6-33 6-35 6-36 6—37 6-38 6“39 Partial and zero-order correlations between status problems and delinquent behavior by combined nonsalience of status dimensions for seniors Partial and zero—order correlation between status problems and delinquent behavior by system salience of status dimensions for professionals. Partial and zero—order correlation between status problems and delinquent behavior by system nonsalience of status dimensions for professionals Partial and zero—order correlations between status problems and delinquent behavior by personal salience of status dimensions for professionals. Partial and zero—order correlations between status problems and delinquent behavior by personal nonsalience of status dimensions for professionals Partial and zero-order correlations between status problems and delinquent behavior by combined nonsalience of status Partial and zero—order correlations between status problems and delinquent behavior by system salience of status dimensions for business Partial and zero—order correlations between status problems and delinquent behavior by system nonsalience of status dimensions for business. Partial and zero—order correlation between status problems and delinquent behavior by personal salience of status dimensions for business . Partial and zero-order correlation between status problems and delinquent behavior by personal nonsalience of status dimensions for business. ix Page 232 236 239 242 245 249 252 255 258 261 a. .2 r. 3 v. .; f. .. v. .. .. _. .i .. . . .. I . . . .1 .1 L. .2 .1 1: nun —v- .—n >.. .y. s». s.. er; a“. .3 . . . . . . . _ I, : ~ .3 ... _ _ . . . . . . . . . . ~. ..~ Table 6—40 6-41 6—42 6-44 6415 6—46 6—47 6—48 6—49 Partial and zero-order correlation between status problems and delinquent behavior by combined nonsalience of status dimensions for business Partial and zero—order correlations between status problems and delinquent behavior by system salience of status dimensions for labor. Partial and zero—order correlations between status problems and delinquent behavior by system nonsalience of status dimensions for labor Partial and zero—order correlations between status problems and delinquent behavior by personal salience of status dimensions for labor. Partial and zero—order correlations between status problems and delinquent behavior by personal salience of status dimensions by labor . . . . Partial and zero—order correlations between status problems and delinquent behavior by personal nonsalience of status dimensions for labor Partial and zero—order correlations between status problems and delinquent behavior by combined salience of status dimensions for labor. Partial and zero—order correlation between status problems and delinquent behavior with no control for salience of status dimensions for males Partial and zero—order correlation between status problems and delinquent behavior with no control for salience of status dimensions for freshmen Partial and zero-order correlation between status problems and delinquent behavior with no controls for salience of status dimensions for sophomores Page '264 267 269 272 275 278 281 285 289 292 1.1x Table 6-50 6-51 6—52 6-53 6-54 7—1 7-3 Partial and zero-order correlation between status problems and delinquent behavior with no controls for salience of status dimensions for juniors . . . . . Partial and zerOborder correlations between status problems and delinquent behavior with no control for salience of status dimensions for seniors . . . . . . Partial and zero-order correlations between status problems and delinquent behavior with no control for salience of status dimensions for business . . . . . . Partial and zero-order correlations between status problems and delinquent behavior with no controls for salience of status dimensions for professionals . . . . Partial and zero-order correlations between status problems and delinquent behavior with no control for salience of status dimensions for labor . . . . . . Results of chi-square and Fisher's Exact Probability Test for acceptance and rejection of hypotheses . . . . Fisher's Exact Probability Test . . . . Results of partial correlation analysis for male by high school and social class with no controls set for salience . . . . xi Page 295 298 302 306 309 312 315 319 . . c . . . . _ . _ . . . . l . . . Appendix I. II. III. IV. LIST OF APPENDICES Scale and Index Construction. Questionnaire. Tables Support for Hypotheses Under All Conditions of Salience and Nonsalience. xii Page 361 402 421 439 "‘";v,-.. i=:;v«.r '—- u. .’.4 “ -".' . "Lew ' .N . m, .,_L “P , ~.._ ’;-. t ~. 3 5;". - .A‘ 'v .1_ 2;»A m. «V ' CHAPTER I r) (Ea /" INTRODUCTION Statement of the Problem A sociological orientation to deviant behavior, while cognizant that deviance may be conceptualized as a property of the statics and dynamics of the personality, gives greater attention to deviance as a property of the structure and function of social systems. In this research, we are concerned with selected structural strains falling within the conducive scope (Smeltzer, 1963; Cohen, 1965) established by the youth subculture in modern American society, and their hypothesized relation- ship with delinquent behavior. In analyzing the relation— ship between problems of adjustment and the content of subcultural delinquent adaptions, Cloward and Ohlin use the same assumption: the pressures that lead to deviant patterns gpgnot necessarily determine the . . . deviance that results. . . . We cannot predict the content of deviance . . . from a knowledge of the problem of adjustment to which it is a response. . . . We do not argue that there is no relationship between problems of adjustment and (deviance), but we con- tend that there is no necessary deterministic rela— tionship between them. The problem of adjustment limit(s) the range of . . . outcomes, . . . which alternative will emerge remains problemati— cal (1960, 41). (Author's emphasis) l__J A40 In this study the concepts of status deprivation, status frustration, status threat, and status consistency within the context of adolescent, "socie" (Schwartz and Merten, 1967*) values will be investigated to determine whether they can increase our understanding of delinquent behavior. Specifically, among students of two selected high schools in Western Michigan, and, in terms of selec- ted student values, we propose to examine the relationship between status deprivation, frustration, threat, consis- tency, and the incidence of self-reported delinquent behavior. Importance of the Problem The sociological importance of any problem involves the empirical validation of theoretical relationships and their extension into variant contexts in order to examine the extent of their generalizability. The empirical study of the relationships between social status and delinquent behavior is nothing original in the sociology of youth. Traditionally, this relationship has been approached either as (1) an attempt to document the ecological dis— tribution of delinquent behavior in the urban community (Wirth, 1928; Shaw, 1929, 1930; Shaw and McKay, 1931; Shaw and McKay, 1942) or the social distribution of ¥ *"Socie" values are those values which, in the social structure of the high school, represent an achieve— ment orientation in terms of middle class criteria. 7:'F.‘ _. --- ,. M. ' :"v~ cult 'r ; war, "‘-.-.4,‘ ‘1‘": v4 delinquent behavior in the organization of stratified society (Porterfield, 1946; Nye, Short, and Olson, 1958; Clark and Wennger, 1962; Neiss and Rhodes, 1961; Miller, 1958; Vaz, 1966); (2) a reaction to a "problem of adjust- ment" occassioned by the failure and/or inability of certain sectors of society to achieve in terms of adult— sanctioned lower class (Miller, 1958; Cloward and Ohlin, 1960; Cloward, 1959) or middle class criteria of status (Cohen, 1955; Vaz, 1966); or (3) as the result of behavioral adherence to the culturally esteemed value patterns of the lower (Cloward and Ohlin, 1960) and middle (Vaz, 1966) status groups. In this research, we are concerned with the rela- tionship between status problems and the occurrence of delinquent behavior, with one notable extension: instead of examination of this relationship in terms of adult status criteria, we are concerned with status problems, in terms of youth endorsed status criteria, and delinquent behavior. One of the major empirical problems in the area of status and delinquent behavior is the conceptualization Of status deprivation or status frustration as the inde- pendent variable. Usually, these two terms, in both theory and research are used interchangable to denote a socio—cultural malintegration (Merton, 1957), operation- alized as a disparity between educational and/or .. .,.. . :p. .‘ -V"; 1r ~.- . . "-2-.” ....‘_y~_, a. ' L‘.‘ N. u 1‘s... ~.: C ’1 .4“ ‘ a: . .1 _. “:4 v- « . W1 .3 u. A r -r V DE », occupational aspirations and expectations (Short and Strodtback, 1965; Short, Rivera, and Tennyson, 1965; Short, 1963; Short, 1964). In this research, operational specification of status deprivation and status frustra— tion is made in terms of the actor's perception of the validity of the restraining source, rather than in terms of the identification of the source of failure (Cloward and Ohlin, 1960). Status deprivation and status frustra— tion are conceptualized as separate independent variables in the study of delinquent behavior, rather than as dual theoretical constructs referring to the same empirical situation. Status consistency is usually conceived of in terms of an equivalence of status ranks across standardized status dimensions. These dimensions are commonly speci— fied in terms of the major criteria for stratification in American society, i.e., education, income, and occupation (Jackson and Burke, 1965; Treiman, 1966; Goffman, 1957). On a conceptual level we contend that as currently opera— tionalized in terms of adult—sanctioned status criteria, the concept is not relevant in a youth subculture; in our Operational definition of the concept, we shall substi— tute youth endorsed status criteria. Such a substitu~ tion is essential if the concept of status consistency is to be made applicable within adolescent status universes. Two theoretical additions to the consistency litera— ture are planned. First, instead of confining consistency to a description of current rankings we intend to extend our concern to the degree to which consistency is aspired to: an assumption which has been the substructure for the entire development of the concept of status consis— tency, but which has seldom been empirically examined. Second, we intend to see what explanatory power consis— tency has in terms of an understanding of delinquent behavior. In the sociology of youth, the concern with gang delinquency is highly developed, both theoretically and empirically. This is perhaps the way it should be in View of the fact that delinquent behavior takes its most visible and destructive forms in those areas wherein the delinquent gang is concentrated. A significant problem arises when we become concerned with the problem of delinquent behavior, not gang delinquency, in areas other than the inner-city slums and with populations other than the male lower class. We know very little about the nature and content of delinquent behavior as it occurs in different social class and community contexts. It is to the extension of this knowledge that this research addresses itself. CHAPTER II ADULT STATUS VALUES AND DELINQUENT BEHAVIOR In its use as both an independent and as a depen- dent variable, the concept of status is a focal point in the sociological analysis of action systems. Following Parsons' postulate that the dimension of conformity—deviance was inherent and central to the whole conception of social action and hence social systems. One aspect of the common cultural patterns which are part of every system of social interaction, is always normative (1951, 249). sociologists have given considerable theoretical and empirical attention to the relationship between status and delinquent behavior. However, the question of what it is about status that is conducive to the development of delinquent motivation and the opportunity to become invol— ved in delinquency is hardly settled. The technique of empirical replication of research findings in both similar and dissimilar contexts had led many to argue the status sources of delinquent behavior. Those concerned with delinquent behavior in middle status contexts feel compelled to justify their concern by con~ tending that the method of reporting offenses, the ,..::r:;.: r‘— ~ I' 1--.... ‘- 1 1.17.3:- ?‘ (l l v . D 5.215;; .- ,,. ~~-U.J- '2n4‘ A... , offenses reported, and the enforcement procedures interact almost uniformly to mitigate the possibility of finding delinquent involvement in middle status contexts. Such concern has led to the development of self—reporting techniques in the measurement of delinquent behavior (Nye, Short, and Olson, 1958; Dentler and Monroe, 1961; Scott, 19593 Nye, 1958). Those concerned with lower status delinquent beha— vior contend that delinquency is more than a statistical artifact and that relative to middle status delinquency, lower status delinquency has a much higher social cost because of the subcultural nature which increases the commitment (ego—involvement) of the group members to their delinquent careers (Cloward and Ohlin, 1960; Yablonsky, 1966; New York City Youth Board, 1960) and to the fact of the qualitative differentials in the delinquent actions committed in the various status contexts (Chilton, 1967; Wattenberg and Balistrieri, 1952; Reiss and Rhodes, 1961; Clark and Wennger, 1962). In View of such bifurication of concern, it is hardly surprising that quite disparate explanations are invoked for middle and lower status delinquent behavior. We do not wish to negate the importance of further study on the qualitative and quantitative differentials between ...-', h- .... rr- , -..4 ..,..... , and within middle and lower status delinquency.* We wish to concentrate on the complimentary concern of the status sources relevant to the development of delinquent motiva— tion, not the opportunity to engage in delinquent behavior, that may operate relatively independent of social status context: 1. Status Achievement, i.e., the orientation toward the attainment of higher status positions 2. Status Maintenance, i.e., the desire to stabilize one's current position 3. Status Equilibration, i.e., the desire to have all relevant status dimensions charac— terizing the actor at a consistent level. The concepts for the study of status achievement are sta— tus deprivation and status frustration, status threat will tap status maintenance, while status consistency will operationalize status equilibration. Although a great deal of conceptual and empirical variation exists as to the nature of these concepts, one area of similarity does exist. These concepts have been traditionally conceptualized and measured in terms of adulthood and the criteria for the assumption of this role. The association between status and delinquent behavior has been most frequently examined with reference to youth's orientation and involvement with adult status __ *It is in this context that Dentler and Monroe's suggesting that instead of concentrating on omnibus mea~ sures of delinquency, we attempt to measure specific types of delinquencies. .... 3: :v :-.a'~ «~- 2‘4_. -.. ,. m,“ . ..;'p~ M values and the legitimation of the adult male role. These adult status values are definable in terms of horizontal (economic) and vertical (life—style) criteria. Status Achievement It is postulated that the failure of an actor, indi— vidually or collectively, to attain the level of achieve— ment expected or, alternatively, to expect to achieve a Vlevel substantially below aspirations, because of syste— matic restrictions on the availability of Opportunity, instigates a process of alienation (Cloward and Ohlin, 1960) from social, not cultural, structures. Concomi— tantly there is a reduction in the actor's readiness for behavioral conformity to the strictures of legitimate opportunities and their corresponding normative structures. Legitimate opportunity no longer functions as a normative orientation for behavioral involvement in a situation wherein access to these opportunities are systematically restricted for certain sectors of the society. Structural malintegration is posited as a source of strain which increases the probability for the occurrence of an episode of delinquent activity. In one type of structural malintegration, cultural malintegration, pressures toward the achievement of success motivate the adoption of alternative normative structures. 10 The social structure produces a strain toward anomie and deviant behavior. . . . So long as the sentiments supporting the competitive system are distributed throughout the entire range of activ— ities and not confined to the final result of success, the choice of means will remain largely within the gambit of institutional control. When . . . the cultural emphasis shifts from the satisfactions deriving from competition . . . to almost exclusive concern with the outcome, the resultant stress makes for the breakdown of the regulatory structure (Merton, 1957, 131—162), In an achievement oriented social structure the emphasis upon goals and means bears an imperfect relationship. Cultural malintegration results in normative strain and consequent normative change. Innovative procedures, on a social level, become the mode of action; there is little change in the definition of the appropriate goal- orientation, the change is in the normative elements that define legitimate and illegitimate means for the attain— ment of these goals. When a significant portion of a pOpulation is char— acterized by cultural malintegration and consequent norma— tive strain (anomie), and when this occurs in a society that puts relative exclusive emphasis upon goal attain— ment, we can expect a significant amount of deviance (normative innovation) relative to other sectors of the population where the normative strain is not as intense. Males relative to females, working relative to middle status contexts, and youth relative to adults, can be characterized as an interactional contexts wherein funda— mental cultural values (goals) are demanded and where, w,— q-r4"" . r. \ x. 4m Qk u wit. F0 :4 2. Q. .n. A 4 s . pr.‘ .3. n .. 11 concomitantly, legitimate avenues for the achievement of these goals are systematically restricted. The prediction is that amounts of deviant behavior will be greatest in areas of such restriction, i.e., the young, male, working class sectors of society. The relationship between anomie and the pressure for deviant behavior implies two theoretical focal points: (1) the nature of the goal sought, and (2) the nature of the restrictions placed upon the opportunity to realize such goals. ”Status frustration” and "opportunity struc- ture" theory become analytically distinguishable in terms of the relative emphasis placed upon goals and the restric~ tions on opportunity for goal attainment. These approaches should not be conceived as contradictory statements, but as logical theoretical compliments. While opportunity structure theory is a direct extension of the anomie paradigm by its stress upon the systematic restrictions placed on opportunity for certain pOpulation sectors, sta~ tus frustration theory specifies the general nature of the goal sought, access to which may or may not be syste— matically restricted. Underlying the structure of both approaches is the assumption of an achievement oriented society within which restrictions on legitimate opportunity result in normative Strain and consequent change in the definition of legiti— mate opportunities. It is common practice to differentiate ’ I. . . C. . . i , in. i r. .2 r“ L. .. .1 r” . I re A. .ru .l LL ad p i fix. E .5 2. p . r“ a“ v. . :. . c . . r. F. at A. Mi” .1 w: n . .. _ _ . w . . . . . _. . ta :0 n . Hr. Qt 1 0 e ..V ..n . . 2. .2 § _ a. .2 c. . . . . HM hi. «1 hi Lt 2R ' 1 .A d a: ”a .N u nph A v Ann a: A—V . .u n» n“ U. aria :riii A—v V. via .. . vv. .. _ .1. . ~ it if. .Ii writ nflh b11~ C. 01 LL. an» .ru 3“ . . . . .. . u a . . a» 2. ~ . s . .7. 0.. tt Q» pd «\v if,» 12 between these approaches in terms of ability to achieve and restrictions on opportunity to achieve. Status frus- tration could be restated in terms of the degree to which working class socialization experiences to restrict one's access to legitimate opportunity structures for the achievement of middle class status by either not prepar— ing one for such achievement or by the installation of self—defeating attitudes which preclude the possibility of achievement. So stated, the difference between status frustration and opportunity structure theory stems from the specification of the nature of the goal—orientation: middle class status (status discontent) vs. improvement of economic position within the structure of the working class (position discontent). It is not our position that there are no differ— ences between these two approaches (Stewart, 1964) but that to emphasize the differences leads to the contention that these approaches are summarily distinguishable. In the following analysis, we are most concerned with the nature of the goal—orientation and the consequent reac— tions to goal blockage occasioned by the restrictions on equal availability of opportunity. The foremost statement of the status frustration approach is that of Albert K. Cohen. In the classical statement of the relationship between anomie and deviant behavior, Merton concentrates specifically upon economic ., . _' ... I in.-. . .. . 7-. U l a) 13 achievement, but as he notes, "In terms of the general conception, any cultural goal which receives extreme and only negligibly qualified emphasis in the culture of a group will serve to attenuate the emphasis on institu— tionalized practices and make for anomie" (Merton, 1957, 167—168). Cohen's basic contribution is to extend the applicability of the anomie model to the general pursuit of status characteristic of American society. The majorthrust of Cohen's thesis is to document the relationship between the frustration of status drives and the solution to this problem by the creation, in effective communicative interaction with other actors with similar problems of adjustment, of delinquent sub— cultural values and correlated behavioral patterns in diametrical opposition to "respectable middle class" society. The general pattern is as follows: (1) the orientation to and the temporization of middle class sta— tus criteria by working class male youth, (2) status dis- content, (3) experienced or perceived status frustration in middle class status contexts, (4) the creation of the delinquent subculture as a solution to the problems of adjustment occasioned by the frustration of middle class status drives, (5) reaction formation as a defense against middle class status evaluation. Delinquent behavior is posited as a result of prob- lens of adjustment occasioned by the inability or failure .1. U... ; ._ ._-....-. . ,.,.,.. .- . :r. z...‘ .. .- v ' ;r.. '-‘ ..... l Ail. a“ l4 of working class male youth to achieve status in terms of middle class criteria combined with the lack of normative coping mechanisms. Cohen argues that the family practices and socialization experiences typical of the working class do not adequately prepare the actor to achieve status in middle class terms. In the pursuit of middle class status, the child‘s status universe becomes maxi— mized in the sense that ”the child may be legitimately compared with any other child of the same age and sex” (Cohen, 1955). This comparison may thusly be made with— out any consideration of prior training and background, in the sense that all children are to be universally evaluated as individuals. It does not necessarily follow that the ability of the actor to achieve status in terms of the middle class is equally distributed throughout the social structure. Where the status universe is maximized and where the opportunity for achievement is class—linked, intense frustration will be felt (Cohen, 1955). Cohen postulates three reactions to middle class status drives in the working class boy: (1) the "college— boy," (2) the "corner—boy,” and (3) the delinquent boy. The basic division is between the first two, for the delinquent response is conceived as the result of exper— ,.ienced status frustration and of status discontent and the perceived possibility of status frustration. Wiser-g,» “MW A. 1 T;- ,. .u 57-;r. r ,.... rev-” .. . . :n--~- __.-_.,_ “Am-m Z‘r . _ '—-.. rs .{ ‘Pc. . . m. _ ”flh r . “u I.” 7 i V‘ H .. -.C h‘ in, , 4.92“; 2‘ , W 30.2.? “u I‘Eg l5 College—boys accept the middle class challenge and enter the status game in terms of middle class criteria. Those who successfully compete will be allocated the respect and recognition of ”respectable” society and will be held up as role models. The exemplory position allo— cated to the successful operates to increase their social visibility and to illustrate the cultural ideology of equal opportunity without regard to background. The largest portion of college—boys fail in their status aspir— ations and are dispensed with by negative evaluations which act to decrease their visibility by inducing their re—entrance into working culture. Those who fail but main- tain their middle class orientation develop a negative identity in response to the negative evaluations of self by the middle class. It is a mistake to assume that those working class youth who do not take up the middle class challenge are in no way concerned with middle class status criteria. ”There is no (isomorphic) correspondence between social class and value system; it is probable that most have internalized both value systems and the degree to which one is dominant varies . . .” (Cohen, 1955, 108). The corner— boy response is the result of status discontent and the perception of the possibility of failure in middle class terms. The most significant characteristic of the corner- boy is that he has not withdrawn attributions of .1 :. rs. __ _. ._. :. . _ .. , ... . w.“ r. .3 ... t. .. u .._ v? . . .. ... . c :1 .2 n. 7.. .5 . t . .r. :1 z. ... 4. n. “I r“ 1.. .. rt. . I. r.. a. r. L. .4 my... «L .. 2 2. . . _. .. 4 ._ 2. i .. .. .. .. .L .L y... n. . .r» A: L. .C L. (u ... J. .t. .. ._ _.. .. ... .4 Vt. ... L. 3: a. .n . . t. .1 . .. .7 .. , . . .C .... .. z. .4 .7 .2 L. i. 7; .n .7 .. J. .. . .3 :. .4 . . I. .. y. r. L. .. _ . . . .. .. Q. n. .. .. . .1 V . l6 legitimacy from middle class evaluative criteria, and as such, his temporizing with middle class morality makes his adaption unstable and indecisive. The result of such temporization is the fundamental ambivalence and margi— nality of the corner—boy response (Cohen, 1955). This response tends to weaken by the increments of negative evaluation of the middle class. "The hallmark of the delinquent subculture is the explicit and wholesale repudiation of the middle class standard and the adoption of their very antithesis. The appeal of the delinquent subculture lies in the refusal to temporize with middle class morality" (Cohen, 1955, 129—30). The attraction of the delinquent response to both the college— and the corner—boy lies in the nature of its relationship to the evaluative criteria and invi— dious comparisons made by the middle class; the delinquent response ”totally rejects” the criteria of status charac— teristic of middle class society and in its place substi— tutes status criteria in terms of which working class youth can achieve. May we assume that when the delinquent seeks to obtain unequivocal status by repudiating the norms of the college-boy culture, these norms really undergo total extinction? Or do they linger on . . . repressed, unacknowledged but an ever present threat to the adjustment achieved at no small cost. Moral norms, once effectively internalized are not lightly thrust aside or extinguished. If a new moral order is .mp- .,.-. ._ ..- ,- .;;r “L' ~ ... .-.. :nrl ,. .. ':»A "‘ VA‘L . r: "if: ”f v. 3?: an: 1? evolved which offers a more satisfactory solution to one's life problems, the old order usually continues to press for recognition (Cohen, 1955, 132). The intensity of this reaction indicates that even in the delinquent response, the evaluative criteria of the middle class has not been effectively extinguished, but has only been repressed, and is a constant source of anxiety and negative self evaluations. To the degree that the reac— tion formation is effective, at least in the situation of company, the youth no longer need experience status dis- content and frustration for he is now being evaluative in terms of the status criteria operative in the delinquent subculture; criteria in terms of which he is more likely to achieve. Neither the college— nor the corner—boy necessarily need experience nor perceive negative middle class evalua— tions, for both have adopted a subcultural value system which refuses to temporize with middle class evaluative criteria, at least on the level of overt recognition. Status is always a function of the role played and in terms of the delinquent role, middle class status is an ”irrele— vant consideration." Status is not a quality present in some action and absent in others, but is the result of the responses of others to one's action.* Status does not occur in isolation from social interaction, but in h *This assumption forms the core of the interactional approach to deviant behavior. See Becker, 1963; Becker, 196M. .1 .u. r” .» V. a. ;. L. .H .2 c... ,. . n. .« Vt .: r” . . U ~, . ;. m. m. .2 .. .. .. . r . . . .7 .N r“ . x k... 1 :11. .. w. 4 . . ... .. y .3 'n .-v 1" . ~ .rr. #1. . 1‘ NL : _ . . 2. . . .. .. . V... . . . . . l8 interactive situations where behavior is evaluated in terms of standards defined as appropriate to the group and the situation in question. While Cohen puts emphasis upon the orientation of the working class boy to the attainment of status in middle class terms, Cloward contends that the goal of the working class youth is not a middle, but is a work— ing class referent. It is in this contention that oppor— tunity structure and status frustration theory become differentiated. The general pattern postulated by Cloward is as follows: (1) working class orientation to the improvement of their economic position within the working class, (2) position discontent, (3) systematic restriction of opportunity, (4) frustration, (5) aliena— tion, (6) the delinquent subcultural response as condi— tioned by community integration. Cloward maintains that mobility aspiration need not necessarily imply a change in reference group, but can be conceived purely in economic terms, i.e., to increase one's economic position within any given status group (Cloward and Ohlin, 1960). Cohen and Cloward's delinquents can be distinguished in terms of the degree to which (1) a change in reference group is sought, and (2) a change in economic position is sought. Rather than a reaction formation, Cloward's delinquents are character— ized by alienation from conventional social norms and the v 7,... .. I) .... .4” . 29,?“ . .“I 1 .[f- Mr J.» ‘2 . r W V v l9 displacement of sentiments of legitimacy onto the norma— tive structure of the delinquent subculture. Cloward's basic hypothesis is a restatement of Merton's central theorem: The disparity between what lower—class youth are led to want and what is actually available to them is a source of a major problem of adjust— ment. Faced with limitations on legitimate avenues of access to these goals, and unable to revise their aspirations downward, they exper— ience intense frustration (Cloward and Ohlin, 1960, 9u-95). When the traditional channels to higher positions are restricted for large categories of actors and when these actors perceive the restrictions to be the result of unjust deprivation, strain will increase the degree to which alternative opportunity structures are utilized. Discrepancies between aspirations and opportunity struc— tures are utilized. Discrepancies between aspirations and opportunity produce pressure toward innovation and the use of illegitimate opportunity structures. Again, the hypothesis will only hold in universalistic achieve— ment orientations. Merton, Cohen, and Cloward maintain that there are socially structured differentials in the availability of legitimate opportunity; to this Cloward adds that aSpira- tional frustration and the problems of adjustment do not insure the response. The most significant step in the alienative process is to place the blame for failure on the structure of the social system rather than upon the 2O self. Given frustrated economic aspirations, position discontent, unjust deprivation, and alienation, Cloward posits a delinquent response; what particular response depends not upon the nature of the aspiration, the prob— lem of adjustment, nor the identification of the source of failure, but upon the socially structured character— istics of the community. Depending on the degree of integration between various ages and between the carriers of conventional and criminal values, identifiable subcultural patterns become differentiated. Just as there are socially struc- tured differentials in the available of legitimate oppor- tunity, there are also structured differentials in the availability of illegitimate opportunity. Not any actor can be any kind of deviant; although the strain created by position discontent creates intense pressure for the utilization of alternative opportunities, the actual shape of the outcome relies on the integration and organi- zation of the community. The positions discussed are the major theoretical statements of the anomie tradition in delinquent subcul- tural theory.* The basic differences between the variants lie on the nature of the goal—orientation. By a restate— ment we saw that both variants assume systematic —“ *For a detailed analysis of these positions see Stewart, 196“. v...~y,- n“ .m- r“ - 1““. a - "1.-. .,. m . n. ,A“‘;.‘ 2r; ‘A" r M :Pg up : "'V‘ « W,» 21 (restrictions on opportunity and thus differences revolve around the conceptualization of the goal. Status frus— tration concerns itself with the goal of middle class status which for the working class boy, entails a change in reference group, but not necessarily a concomitant change in economic position. Opportunity structure theory envisions economic improvement without change in reference group. The distinction between inter— and intra—class (social and economic) mobility is implied in the concepts used to denote the problems of adjustment: status and position discontent.* Conceptually, the variables of status and position discontent are so closely interconnected as to render consistent empirical differentiation almost impossible. This conceptual confusion as to the referents for these variables has resulted in extreme operational difficulty and ambiguity. It is all too easy to conceive of status (inter- system) and position (intra—system) discontent as a disparity score between aspirational and expectational levels on various adult status values such as education and occupation. An examination of theoretical content reveals that a disparity score is an appropriate measure for both status and position discontent; what makes *In this study, status deprivation and frustration are most akin to position discontent, for they imply intra—system movement. L. .. .. . . . .. . . . . .5 .2 2. .3 . . :. l. I . \ w. “A .. r” 2. .. ._ c. n. r“ n. .. . . .rt yru Ty ..C ”A .r o. a: r v 4 A v . .. _ ... L. ._. r: .. a . ~ I \ nL a: 1pm WA. cpv An .3 .. . . . . . .u . . . . .3 .. _ . . z. .1 Qt C .7. rd. 3. I; “a .2 .1 . . .. . .. . p f .... r“ 4‘ a. _ .y. «C c. .14 A . .1 k . .C 3. 4. .._ u. . _ J. . T.“ 1. .. r.. D . z. T» val. W4 .v wk .r.. .+ L. 4. ... .. L. . L. 2. .1 2. .4 uv. kt Q» . . Lry A. .y 22 measures inappropriate in not the disparity score, per se, but the dimensions utilized. A disparity score along education and occupation adequately measures position discontent; however, for a measure of status discontent, evaluative dimensions tapping a behavioral—life style variable should be employed. The empirical assessment and operational construc- tion of the position discontent variable is due to the efforts of James Short and his associates. Short‘s utilization of the mean disparity between aspirations and expectations in terms of educational and occupational achievement is an appropriate measure of position dis- content, for educational and occupational mobility reflect a concern for improvement of economic position and are the traditional means by which such mobility is effected. Although economic and status mobility are theore— tically independent variables, this does not preclude the possibility of empirical correlation. In the sense that the choice of aspirational and expectational levels on educational and occupational dimensions is not restricted to that range of choice which reflects a concern for economic achievement, independent of increments in status, but may also include choices reflecting a desire for a change in reference group, a simple disparity score with- out a curtailed range has little theoretical meaning. In r:w': I r ‘rrL “7" l r A. "Evy“ . as: ( r2 23 terms of such a measure we cannot be confident of the theoretical referent, i.e., position discontent, status discontent, or both. The same considerations are relevant to the partial measures of position discontent comparing boy's level of occupational aspiration and expectation to that occupa- tional level currently attained by the father. When utilizing the educational dimension, Short no longer employs a disparity score but concentrates upon judged ”educational adjustment.” The assumption is that the world of education will be of more immediate relevance to the boys so that those who are classified as maintain— ing an unsuccessful educational adjustment and who per— ceive educational opportunities as closed can be consid— ered to be discontented with their position. Our con— tention is that this is not an appropriate measure of position discontent. One of the most commonly used independent variables that Short relates to delinquent involvement is a total opportunity score. This index is constructed in such a way as to reflect not only legitimate, but also illegi— :imate, opportunities as perceived by the respondent. (Total opportunities score) is obtained by adding together legitimate educational and occupational and adult power and helpfulness scores, and from this sum subtracting illegitimate opportunity scores (Short, Rivera, and Tennyson, 1965, 56—57*), *See also Short, 196M. u :-.~;,.- 2H Since there are no objective indicies for any of the above variables, they are measured in terms of the respondent's perceptions of availability in terms of the degree of openness and closeness. There is an ambigious theoretical referent for this index for we are not confident of whether the total oppor— tunity score measures position discontent or economic frustration. It does not follow from the theoretical content of position discontent that those who are dis— contented with their position necessarily perceive greater restrictions on the opportunities for achievement; or, on the other hand, that those who are not discontented per- ceive fewer opportunity restrictions. There is no neces— sary relationship between position discontent and one's perception of the degree of perceived opportunity restric— tion. In terms of economic frustration, it does not neces~ sarily follow that those who perceive restrictions on Opportunity necessarily will be frustrated, unless they act upon their perceptions. The most empirically valid referent of the total opportunity score is an intervening variable subsequent to position discontent and prior to economic frustration, a variable which might be termed "perceived restrictions on opportunity." No less important than position discontent, but less frequently studied, is Cohen's independent variable Cc LL 14 .1 1rk .1 . . .4 7: . . i. r” y .C c. 1... l o: rt. U; L. .ru rm 2— :~ 9: .r.. :— rug J ~ Cy l) . 4 L. 2. .2 . . .. . . . .. . ., . C. . . . w .2 . . c» . . n; gt 9Q :- .. . . w v ..H .1 .. . ,nu . u .C .r}. fl. 1|. r1. .14 0!. nu :1. w. 2. .. 4. v. ... . . .3 a. .4 2. .1. r.. nJ L. .L ‘W. P .... .. L. r. . . r” .. .n ... ... ”u “a 19.. a. L. nu .. 3.4” m... fw 0v u... . 4 .. .. . . ,. ... .3 .. . . .2 ; s L 4 P1. .. v «v . Cu y... kl .\ s . t . . . . .. 1y. , . w : . v . . .. ,... 25 of status discontent. In one of the few empirical attempts to deal with this variable, Reiss constructs a measure in terms of invidious comparison of the relative worth of one's clothes and housing in various status contexts. Although he finds associations between status deprivation and delinquent behavior in the predicted directions, the strength of the associations are disappointing in view of the theoretical import. Reiss notes that "the failure to [obtain results which strongly support the postulated lrelation between status deprivation and delinquent behav— [ior can be due to failures in Operationalization and measurement as well as to flaws in the theory or both" (Reiss and Rhodes, 1963, 147—149). We acknowledge the difficulty of tapping variables such as status deprivation by questionnaire materials, but there seems to be a related conceptual problem in that again we are not confident of just what the concept of status deprivation refers to. Cohen’s statement con- tends that feelings of status discontent are, in part, a function of invidious comparisons between the life— styles of middle vs. working class peers. Such feelings, when expressed by a working class youth, will probably result in aspirations for social mobility. In response to frustration of such aspirations, delinquent subcultural solutions are found. Does Reiss refer to the independent Variable of status discontent or to the intervening .....,-er 5 . .:._..,-. _\..V‘,_ “L“.- :» “’1 v “fin w: u 24‘; 26 variable of status frustration in his use of "status deprivation"? The answer, almost by accident, is found in a sug— gestion for further research made by Reiss in conclusion. The Cloward—Ohlin hypothesis that the problem of adjustment for which delinquency is a solution arises from the disparity between the opportunity to achieve success and what lower class youth want rather than from the perceptions of status deprivations that leads . . to status frustra— tion (Reiss and Rhodes, 1963, 1U9). (My emphasis) Status deprivation is conceived as indicative of status discontent. Perhaps if Reiss had utilized the entire framework in his analysis, the strength of the postulated associations might increase. The relationship between deprivation and delinquency is mediated by the relation— ship between deprivation and the restriction of mobility aspirations; this subject is theoretically central to our analysis for it forms the conceptual basis for our first three research hypotheses. In this study, one of our major emphases will be upon the failure of the actor to effect status achieve— ment and involvement in delinquent behavior. Our research design calls for a theoretical respecification of position discontent in terms of youth endorsed "socie" values in the modern high school. We are not concerned with inter-system status mobility, nor with intra—system economic improvement, for such concerns reflect not the theoretical nature of the concepts, but - l a. I I the nature of t with status (so fication system vaiable of pos of status withi respeciz‘icatict deprivation and or“ the moral va opportunity. Cloward 's ship between t? opportunity, al structures. When a socf Adjustment it is P055: 1eEitimacy Will eNIEI‘ge exDePienCe( “0‘15 than Where the < ' - . SE] tive) disa. those Shar agement f0; port of th freed Of a SUCh peI'SO °f acne“ 109). (Au The most fund a e': the with established so 27 1ature of the dimensions employed. Our concern is status (social) mobility in terms of a single strati— 'ion system, multidimensionally conceived; the Lble of position discontent is respecified in terms :atus within a given stratification system. Such a cification allows us to theoretically define status vation and status frustration as logical extension e moral validity of normative structures defining tunity. Cloward's major proposition constructs a relation- between the disparity of aspirations and available etunity, alienation, and the legitimacy of normative :tures. then a social system generates severe problems of adjustment for . . . a particular social status, Lt is possible that a collective challenge to the Legitimacy of the established rules of conduct will emerge. . . . Since discrepancies between aspirations and opportunity are likely to be experienced more intensely at some social posi- :ions than at others, persons in status locations where the discrepancy is most acute may develop l . . sense of indignation about their (rela— :ive) disadvantages. . . . Interaction among :hose sharing the same problem may provide encour— 1gement for the withdrawal of sentiments in sup— )ort of the established system of norms. Once 7reed of allegience to the existing set of rules, such persons may devise or adopt delinquent means 3f achieving success (Cloward and Ohlin, 1960, 108- L09). (Author's insert) lost fundamental step in the process of alienation, , the withdrawal of attributions of legitimacy from )lished social norms (Cloward and Ohlin, 1960), is Placing the biz inc-tion 9f thf than to 0119's ‘ eaters as 1881‘ iirectives f 01’ .« u. L.” £1'II' has the percepticn ceived legitim‘ defining oppor‘ alienation is be displaced o ducive to invo In this legitimacy is tion of behavi tance of estab the concept of °f mora1 valid beWeen the 1e ethical 01‘ mor the litEPatupe utilizes legit 28 acing the blame for one's failure on the structure and ction of the inequalities in the social system rather n to one's own inadequacies. For institutional angements to have any regulating effect on social ion, such arrangement must be viewed by a majority of ors as legitimate, i.e., as authoritative sets of ectives for action (Cloward and Ohlin, 1960; Weber, 7). In a social system exposing equal opportunity perception of (l) a discrepancy between the "formal" the "operative” criteria of success, or (2) highly ible barriers to opportunity will decrease the per— 'ved legitimacy of established normative structures fining opportunity. To the degree that the process of ienation is effected, the sentiments of legitimacy may displaced onto an alternative normative structure con— :ive to involvement in delinquent behavior. In this discussion of the process of alienation, gitimacy is conceptualized as an interactional combina— >n of behavioral compliance and an attitude of accep— 1ce of established normative structures. Theoretically, ‘concept of legitimacy is separated from the concept moral validity for ”the failure to draw a distinction ween the legitimacy of a pattern of conduct and its ical or moral validity can and has caused confusion in literature" (Cloward and Ohlin, 1960, 17). Cloward lizes legitimacy as an intervening interpretative . l' g: n I variable betwee a "delinquent s is it: systemat ... a .‘ .2 £3: .egitizacy a“; .-u..€l‘ cppcrtur an intervening as experienced fault to the s Before an acto: the system, he tions encounte He will percei 01" "unfair‘ u imposed and en °blectiVe natu t" a great ext his failure. This dif deprivation ar celved Validit 29 iable between economic frustration and the adoption of delinquent subcultural value system”; moral validity not systematically developed and as long as it too is ceived as characteristic of normative structures, its loyment is liable to become confused and/or identified h legitimacy. We wish to extend Cloward's analysis by developing al validity as characteristic of restrictions on her opportunity or goals, not as a characteristic of mative structures. Moral validity is a perceptual iable related to restrictions employed and as such is intervening interpretative variable between failure, experienced or as perceived, and the attribution of llt to the social system rather than to the self. Tore an actor will place the blame for his failure on 3 system, he will most likely perceive that the restric— >ns encountered are discordant with his expectations. will perceive the restrictions as "wrong," "unjust,” "unfair." It is this perception of the validity of hosed and encountered restrictions, rather than to the ective nature of the restrictions, which determines, a great extent, the source the actor will blame for failure. This differentiation allows us to define status rivation and status frustration in terms of the per— ved validity of the restrictions. Status deprivation :- is defined as c ceived invalid ‘ l tration is def; has a perceive azaior concept Status mane oriented tc scsiticns ! i . o. 3; desired alread ac! . . . ‘ ‘sr u.“ 35-4.3343.” encounters selves . , institutim :9 Processes name) 3.5 here dimensions of deprivation an relevance in t ment as one d1 ; threat is the 1 tenance as a d status threat Instead of Status mair stahhi2e the status threat Deroeives the 3O afined as a blockage of aspirations due to the per— ed invalid restriction of opportunity; status frus— ion is defined as a blockage of aspirations arising a perceived valid restriction on opportunity, and uch are conceivable as partials of one dimension of jor concept of status management. Status management may be defined as behavior oriented toward the achievement of desired social positions or states of being, or the protection of desired social positions or states of being already achieved. It is our observation that delinquent behavior . . . very often entails encounters by the boys with (peers), among them— selves . . . and with adults and adult—sponsored institutions (Short, 196”, 120—121). processes of status achievement and status mainte— ze, as heretofore defined, are conceived as the basic ensions of the process of status management. Status rivation and status frustration are concepts of svance in the study of the process of status achieve— t as one dimension of status management. Status eat is the major concept employed to tap status main- ance as a dimension of status management; it is to tus threat that we now turn our attention. Status Maintenance Instead of involving upward movement, the process status maintenance involves the desire to protect or bilize the positions one currently has. In this study tus threat will refer to the degree to which an actor zeives the possibility of status loss with respect to O sore salient ra cally reasured, 1 interpretative dynamics of gar threat as a whole has bursts of aggre ~ v -n r. ‘ CECK, at), 531E deLLnduent tens ates in situat: cohesion. The acertain poin‘ to the actor‘s reaffirm one's darity of the a I Which will inc: The range of e whiCh the lead his will be r i be able to m l delinquent act ifldvcements or of “(hiring ph “high Serves t 31 ome salient ranking dimension(s). Although seldom empiri— ally measured, status threat has been utilized as an nterpretative variable in the explanation of the status ynamics of gang delinquency. A threat to the status of a leader or to the group s a whole has been found to eventuate in explosive out— ursts of aggressive delinquent behavior (Short and Strodt— eck, 1965; Short, 1964). It has been postulated (Jansyn, 966; Yablonsky, 1959) that the relationship between elinquent behavior and the status threat mechanism oper— tes in situations of decreasing group solidarity and :ohesion. The decrease of solidarity and cohesion beyond .certain point is perceived as a threat to the group and ;o the actor's status within the group. In an attempt to eaffirm one's status and in order to increase the soli— larity of the group, leaders may contrive or adopt tasks mich will increase the interaction among the members. he range of tasks chosen is curtailed by those tasks at hich the leader feels he can excel and to which the mem— ers will be reasonably attracted and at which they will e able to competently perform. Involvement in such elinquent activity seems to be the result of situational nducements or provocations to act, rather than the result f enduring phychological states of the actor's person— lity. Delinquent activity is constructed as a group task mich serves to increase inter—member dependence and ' v- -;- b .. a“;4_u A”! .- A .m- .a _ Ex. iiont or Cor amenSions Clowaz Che degree: . Pete alld BC] with Stm Father than View this aChieVEment ,4. 32 cooperation in a common venture and thus tending to increase group cohesion and solidarity. When the source of the threat originates from within the group, delinquent activity is seldom directed specifically at the source of the threat (Matza, 1965; Miller, 1965), but is outwardly directed toward institutional targets. This displacement of h0stility and aggression points to cohesion and soli— darity, rather than expressiveness, as the motivational source. In the usual conceptualization of status threat, "the locus of status concern has shifted from the social class system of the larger society to the face—to—face relationships of boys within the gang” (Short and Strodt- beck, 1965, 212). Frustrated in their attempts at social or economic mobility, such actors may turn toward others with similar problems of adjustment and may collectively adopt or contrive alternative status systems upon whose dimensions they are able to achieve. Cloward's position does not see as problematical the degree to which actors are able to successfully com— pete and achieve status in terms of alternative oppor— tunity structures; Cloward is concerned with availability rather than with efficacy. Cohen's position does not view this competition as problematical for successful achievement in terms of delinquent subcultural values is assumed. .3 ,u a . . .3 “I 2. 1 a ,. v E 2. w . .t .2 n c. v. _ . . a. a ,C .l 5 LL :l C 6 .1 C . s .C ._ _ .2 H a .: .1 a S .r.. "J T” e S a e .G V .1 .3 :u re. .r" .. . . . _. c . s 7 a rd a. \nu C Lb hi a .1 w u A v 2. r“ .l. \Fu V... Q» C his «5 LL 9.. u . p1 :. 2. 2. . . :c I. r n . w n u a 1 n C t . . w" J. .C n. .r.. _ AC h. 8 Cu Liv Oi u Ti a a .n 4 .3 v. . "fl . v . Qc hi 6 LL S O OI. s n w . r f ”a .3 . m H .C A» in «C VJ h hi .1 r1 ”4 . . . . . :. it e e .ru L e is 6 RM T. e DO “A » . 2. . .2 .t o :. .1: n." at m hv hi p .V Pl. u Lt .l‘ we r. .. n. “s r. x n. A: a. at ml“ .n m ii 0.. 0 n P u 4. ~ .4 ~\y -. v . q P—— r- pun ~L~ Yin wt.“ Arm & 4 It. in v‘ "Irv Ifil~ 0 33 It does not necessarily follow that to be oriented toward a status system implies successful preparation or achievement; this is the problem of adjustment which forms the core of the actor's delinquent motivational system. Group membership carries no structural assurances of status achievement; the status race in terms of group criteria is as intense as the race for middle class sta— tus. Status, in terms of respect and recognition, is an interactional product predicated upon behavioral compli— ance with a system of value standards. Certain actors are more capable and prepared to comply with these stand— ards than are other, thus effecting an unquitable distri— bution of status throughout the group. It is a ”zero—sum game" in the sense that status allocated to any actor necessarily implies (l) a denial of status to another member who aspires, or (2) a reduction in the status of another member. To be frustrated or deprived and/or threatened in terms of adult status criteria does not imply successful status management in terms of alterna— tive status systems. Youth must be cognizant of the prob— lems of status management in terms of both adult and youthful reference systems. In addition to those threats originating in the inter—active structure of the gang, threats can also originate in systems external to the gang. r . v 4. . . . . T: _ a a ..J 2. n. cc . a a. c so r». p c F. [A r: f. 1V. ,1 . . a. 4‘ 4‘ r.. r». . . A: n. w“. 2» .vd e at a. . ) w . . . ”a L. . . a. no. .3 e E ”G hi. hi t rv 44 2M n. .a. .. r“ h. win. by . a Li. he at. .rn O a" _ n . . r” C. n . a _ To n. . n rt l mu C to .T» LIV r . r“ 2. L. A. _. by r» by at d o inn 6 n n. .2 . . w. n. »v not. ml .Q is S to ‘0. e 2. “a ... ... ”a r“ r.. hi. #4 w». pd u e u 0 u .. . . . .. . A c . . A: n» u Ab Qt flu. r" .1 4 a _ .u .. . 2.. er r: it e b ii AC .l« .u r“ .. .. r. .. r“ n. n. n. .F.. .r... nu ml LL p :l . . neg .\~ hp— 7“ _ _ kn. RP‘ . a An. ~ 4 L v ~\V uhl S Q» «i 4 . _ 3M We do not doubt that external systems are involved in problems of status management. . . . There appear to be at least three levels of such involvement: (1) Adult sponsored and controlled institutions of the larger society, (2) Lower class "institutions" in which gang boys parti— cipate, and (3) The adolescent gang world (Short and Strodtbeck, 1965, 212—216). In View of the status context with which this study is concerned, the above external sources of problems of status management must be respecified. Adult sponsored and controlled institutions are herein taken as the eco- nomic and occupational spheres of "respectable” society. In our study, the adolescent gang world is not taken as a concerned area of investigation, but is respecified in terms of the "subculture of youth." Since our subjects are not representative of male lower class sectors of urban complexes, as are the traditional samples in the study of delinquent behavior, "lower class institutions" are of no concern herein. This research is concerned with the problems of status management in that area wherein the adult sponsored and controlled institutions and the subculture of youth come into contact, i.e., the status values of youth in the context of the high school. As a post hoc interpretative variable, Short uses status threat to explain the development of an explosive episode of delinquent behavior from the largely nonde— linquent behavior of gang boys. ll ”5...... v.y ,. .. ,. . v. .y. .. . . . n. a v r. a. .4 c: ,1 .3 :— r. . ...u A ”a at n * 01 is 7: "5 rl. r" .3 s. . . a. L. as .1 : a a C1 flu no Cc Cu LL .5 r? .1 .v .. "J . . n. n. I: C .N. a. z. "1.. .n (U n. Ht. .1 no Ga »1 .1; r“ r” .. w. .. .r. r“ .o .v 5 e r nu). at h. P h .r” . _ Z vn L. .. . . . w c. . . a: . _ w . n u.» E .i WI 9. u T hi 2. n . A a y .3 r.. .ru .5 :5 . . T. is G» v“ To a: .Q n vnu I.\ u at c * Au. r” r: rv n. a. L. .._T. n. .3 ... .. A» r“ v“ «1.... uvnu n u n t O. m _ . 3 . .h n. . .. n . . ./ ”a 7: ...n 1. k .. . . .C AU as L c a: rd: a a fly .l‘ O r . . . . v . a . Z U 0 .2 2. . . ; . v. . »t P yflvv Mk. cl. . . _ . . . v u a . Co Rd it he. u n a v .3 2. 2. 3 . : . it. .5 L 35 The aggressors against the boys were young mem. Perhaps this was threatening in a manner which would not have been characteristic of aggression from another gang. . . . The attack from adults—— to whose status these boys aspire——was especially resented for it cast aspersions on their mascu— linity and relegated them to the status of 'kids' (Short and Strodtbeck, 1965, 206). Most reported and empirically investigated incidents of status threat have to do with the ongoing relationships among gang boys within the structure of group relations, and will be dealt with specifically in this context. Suffice it to say that gang boys may respond to derision on their manhood with violent episodes of delinquent activity. From whatever source the threat comes, the stage for its occurrence and the actor's "presentation of self" is the "situation of company.” The existence of the (youth group) is crucial to an understanding of the manner in which status management is carried out by (youth) regardless of whether the threat originates from within or outside the group. The (youth group) provides the audience for much of the acting— out . and is the most immediate system of rewards and punishments to which members are responsive (Short and Strodtbeck, 1965, 215). Matza (1965*) contends that within the interactional structure of the "subculture of delinquency" there are two interrelated anxieties which function so as to limit the occurrence of intra—group communication as to the *This position is an extension and elaboration of a former statement by Sykes and Matza, 1957. e . . c. . . v . . I. .B. C. . . .ru w. r“ A: L. 0. .1 2. r“ . . .. . ... re. rd . . ...u n. . a r“ x. C» e .4 a y .. . .r” _. . r V .C J _ Sc r“ . _ a. . rr; LL 0 hi... ) .flu C .q .. . . . . . r” n . S . . .. . ”J r, . to C; e 3 :i t a d a. . u- H4 ”a .2 f: ”A r” 3 u.» . . u. 3 ii .1 9. CC 7.. Fl. wt. H .1 nu 2.. n o .2 . . .. . . . 7: . Cc . _ . _ . . Cc 3 Z n .1. 0 a: to l .ru .3 4 a L. .. v .5 S. A: v. . .C ...c .. _ 2. . v v. _ 3 i . 4 a .Q 4; .Q .1 «O a a. L. p: r“ 4‘ r” 5. .ru . . n. . . Av A: ”4 VI. h. Qt AC V S Ad .V n. .rc ~N :. H4 :. .uc _ . .2 v .. . .... 4. .2 n 2. a n. :0 6 LL n Ax. H u A . . . . m a u T. vi. .WU LI. .. a .i~ ANA. .rt nu. DI. nQ . . .3. , . N 3 . . . H. .x. m m. .m m. in. c .i. H e w." H ,2 .L if. . i . . .. . . . .1 .1 E E E .3 . . .l d ' 36 nature of their committment to delinquent beliefs, values, and behavior: (1) status or membership anxiety, and (2) masculine anxiety. In a similar statement, Short contends that the basic interaction of the gang boy include encounters within the institutions and on the basis of the criteria of 'respectable' society. The great majority . . . appear to involve a boys status as a male, as a participant in a world of 'fighting gangs' . . . or as an aspiring adult, i.e., statuses . . . of immediate concern to the boys in the ongoing processes which engage their daily lives (Short, 1964, 120—l2l). In these gang and lower class status contexts, adulthood is usually conceived in terms of ”manhood and masculin- ity." Our present concern is not with the specific dimensions by which adulthood is conceived in various contexts, for admittedly the relative salience of various dimensions will vary as one becomes concerned with status in various contexts (Clark and Wennger, 1962; Reiss and Rhodes, 1961; Miller, 1958; Vaz, 1966). Here we wish to emphasize that aspersions on the youth's capability of achieving or the validity of judgment in terms of any adult dimension or in terms of adolescent defined adult dimensions, threatens their self definition as a ”man.” To be derided by adults and their institutions as "child— like" is to throw into question the definition of one's self as ”adult," but only so long as adults are perceived as a valid defining source; in youth, peer group u tical E ‘le Ch ”terms of IOU and wat‘ 5 firms or yOu ~ 37 evaluations of adulthood may be defined and achieved in terms of different dimensions. Status deprivation and status frustration, as specifiable dimensions of problems in status achievement are usually studied in terms of adult reference system; status threat, as a specifiable dimension of problems in status maintenance, is usually studied in terms of delinquent gang interaction. This concentration is under— standable in view of the contents of the concepts and ‘status dimensions employed. In our society, the oppor— tunity to become an adult, in both achieved and ascribed senses, is systematically restricted for youth; thus the emphasis upon status frustration and deprivation in terms of adult status criteria. To employ the concept of sta— tus threat in these dimensions would be to assume the assumption of adult status by youth; status threat is usually conceived in terms of the youth group's defini— tion of adult status criteria. In terms of the status criteria in youth groups, status threat is a relevant con— cept, for these are status positions which youth have assumed and which may become unstable. Because of the theoretical assumption of the status achievement of youth in terms of youth endorsed status criteria, status frus— tration and deprivation have not often been studied in terms of youth status systems. 38 This study provides a much needed correction for the concepts of status frustration, deprivation, and threat for they are employed as independent variables within the context of one status system. We are con— cerned with the problems attendent to the process of status management in youth endorsed status systems in the context of the high school. ”The label 'status management' is intended to convey the notion that (there are) group processes that involved a variety of status considerations which must be understood and explained ." (Short, 196M, 121). It is to this variety of status considerations that this study is focused. Status Equilibration In their analyses, neither Cohen nor Short make explicit the nature of the goal other than contending that it is a diffuse status goal. Commenting on the current thrust of anomie theory and delinquent behavior, Short observes that ". . . the stress of recent theories in the anomie tradition is perhaps even more on status goals than on goals of material possession“ (Short, 1964, 102). Cohen has dealt with the process of status achievement in terms of middle class values; Short has dealt with the processes of status management in both adult and youth reference groups. Both Merton and Cloward have concen— trated upon accumulated wealth as a goal which can be conceived as symbolic of status. Are we to assume that i.-.” _,,_‘:...; . “4...--m. v- 2“~ v.-~~'g-. ..__‘~ 1: ._ ...= .. ~‘~._- . 'w r -\I “‘\4,,~ “r “#5.. r- ‘ “lg r. 39 the achievement of status is a simple function of achieve— ment in terms of a single ranking hierarchy or should we conceive of status as a limiting concept referring to ;those positions which characterize an actor in a discrete series of ranking hierarchies? The manner in which the status goal has traditionally been conceived by anomie theory posits an equivalence of status with hierarchial position on any single dimension. In this section of our study, we take issue with and register our dissatisfaction with the conception of status as the result of a structural position on any single dimension and with the conception of the stratifi— cation system as a simple function of a single hierarchial variable. Status is the result of one's relative posi— tions on a discrete series of parallel dimensions. The assumption of the unidimensionality of the stratification system has prevented the construction of a theoretical and empirical relationship between status inconsistency and delinquent behavior. The concept and theory of status consistency is built upon the system notion that elements of a whole tend to remain in a constant and consistent pattern. Any deviation from this consistency will be reacted to and restructuring of the system will take place in an effort to return to a "steady state." This is not to imply the --:‘:.. ~«n::‘r ‘...uvu~4-u---u‘) s4" ~~r" :‘L; ~ t " ~.--l: -.-.- : :1” w “‘r ~-»-..- \ - e ..... 3 p.-.q- ‘:v='-~ i‘ ..r. .....,. "l .;~ .y _ a»r~., . v. -- _ C V1»,.’.,. u ‘; ._~- “u... HO impossibility of social and cultural change, for the steady state of the system is conceived as a ”practical equilibrium” (Homans, 1950; Homans, 1961). Benoit—Smullyan contends that social positions are allocated by the general application of any socially acceptable criterion of differentiation among actors in an action system. As a specifiable type of social posi— tion, status is identified as a hierarchial position in terms of which actors are ordered on a scale of superior— inferior with respect to the degree to which they possess some characteristic. The type of status is identifiable by the content of the hierarchy upon which the individual is ranked: (1) political, (2) economic, and (3) prestige. Depending upon the relative salience of each of the rank— ing dimensions, one's general social status is a function Of the combination of one's specific status positions on each hierarchy. Although each hierarchy is not a simple function of any other hierarchy, . . . one form of status can be converted into another. . . . As a result of the status con— version process, . . . there exist a real ten— dency for the different types of status to_ reach a common level. . . . Social status is the limiting term of the status equilibrating process, it is the status which would eXist if the equilibrating process were to be completed and if a perfect status structure were present (Benoit—Smullyan, 19AM, 159). AS an empirical concept, status consistency is conceived . . H. as any deviation from the ”equilibrium status structure , A1 it is this conception which forms the basis for the empir— ical operations of the concept, as many and varied as they are. In a similar notion, Lenski states that The structure of human groups normally involves the coexistence of a number of parallel hier- archies which are usually imperfectly correlated. Status instead of being a single position in a unidimensional hierarchy becomes a series of position in a series of inter— related hierarchies. This dimension is consistency: units may be compared with respect to the degree of consis— tency of their positions in the several vertical hierarchies (Lenski, 195A, Mos). The theory of status consistency postulates that inconsistent status positions subject the actor to cer— tain social strains that those whose statuses are con— sistent are not subjected to. In response to such strain, the actor tends to develop certain distinctive attitude and value structures and correlated behavioral patterns. The conception of consistency between posi— tions in several hierarchies has been widely accepted, but disagreement as to what it is about inconsistency that develops strain has led to the specification of consistency. Status consistency is not conceived in a unitary manner, and this variation in conception has led to con- We contend that at least flicting empirical results. two different concepts are referred to under the con— ceptual rubric of status consistency: (f) ct ,- gm :1- (n'r1 « :w ...;g s‘ 52 \k. nu .v -; (I) H) u‘ (1 "r1 an. L . HA‘ 5" .Xptvpfiv on: * -v..~. AP A: wnclsvewn: Ac.) -. ‘ I:T-at . -c. «OEhe equil J A2 1. Status consistency as a positional or struc- tural variable defined as the consistency of positions across status dimensions (Benoit— Smullyan, 195H; Lenski, 195A; Schmidt, 1965; Adams, 1953; Kelly and Chambliss, 1966; Nam and Powers, 1965; Kenkel, 1956; Landecker, 1960; Bloombaum, 196A). 2. Status consistency as a social psychological variable defined as the consistency of expec- tations for behavior implied by discrepant positions across status dimensions (Goffman, 1957; Treiman, 1966; Sampson, 1963; Brandon, 1965; Jackson and Burke, 1965). For structural consistency, strain is conditioned by the simple fact of a discrepancy in position across a given number of status dimensions; for perceptual consistency, strain is created by the perception of this discrepancy; for social psychological consistency, strain is effected by those position discrepancies which imply inconsistent expectations for the action of the individual. Status consistency will be herein utilized as a structural variable. However defined, status consistency has as yet to be studied as an independent variable in the explanation of delinquent behavior. Because of the conceptual tie to the equilibrium model and its fundamental place in contemporary social theory, status consistency has been overwhelmingly accepted as a theoretically sophisticated and empirically researchable concept. It seems that its acceptance has been so great that all that is left is to :orrelate consistency with what, at times, seems to be a ‘r2r :y- _ -2 .'-' — ; r‘ -.v,} --.._-- ;:"-‘\ r :v«-§ ... .. .....i _..;r , v-.. 1 “mp- , .. .-- \ ~,.. ""‘-~ ...‘: C :4 "Mus... .-“~:‘ r--- a- H“; L r- . JOf‘fman A3 random assortment of dependent variables. Contemporarily, empirical research is beginning to question the degree to which the consistency concept has any effect in addition to that of its constitutent variables. The concern is with the degree to which the additive model predicts rates of the dependent variable as well, if not better, than an interaction model of status (Jackson and Burke, 1965; Blalock, 1966; Blalock, 1967; Blalock, forthcoming; Jackson and Curtis, 1968). Even a curt survey of the consistency (equilibrium, congruence, crystallization, or discrepancy) literature reveals the scope of the various dependent variables employed. Implicit in every interpretation of the theo— retical retionale as to why consistency should be indi— rectly related to the dependent variable, is a guarded reference to the possibility that inconsistency may be an appropriate measure of social structural strain toward deviant behavior. The more frequently acute status inconsistent scores occur within a population, the greater would be the proportion of that population supporting social change. The individual with a poorly crystallized status is a particular type of marginal man and is subjected to certain strains those with highly crystallized status are not . . . (Lenski, 1954, 412)- Goffman contends that ”. . . when experienced opportuni— ties for vertical mobility are low, preferences for change occurs (for) the actor is prevented from reducing n v. n _ v ...--._ ...u- boy 3 0f mor Valen0e ized the Wpe ‘n ”Scorner~t College- an f AA inconsistency and therefore . . . maintains competing identities in a situation” (Goffman, 1957, 280), In view of such statements, the question arises as to why status consistency has not been tied conceptually to various theoretical formulations of delinquent behavior and why consistency as an independent variable has not been related to the more traditional incidences of structured deviant behavior. The Status consistency concept is implied in what Cohen terms the fundamental ambivalence of the corner— boy morality. Corner—boy children internalize middle class standards to a sufficient degree to create a fundamental ambivalence toward their corner— boy behavior. . . . The coexistence . . . of a corner—boy and college—boy morality may appear more plausible if we recognize that they are not simple antitheses . . . and that parents and others may . . . attempt to indoctrinate both (Cohen, 1955, 127). Taking this statement as a theoretical base, we contend that not only is ambivalence a characteristic of the corner—boy morality but is also characteristic of the college—boy adaption (Kitsuse and Dietrick, 1959). There is no reason to assume that the college—boy has inter— nalized the corner—boy morality to any lesser extent than the corner—boy has internalized the college—boy morality. lmbivalence is a psychological characteristic of both :ypes of morality. ..~-'y~ “ArnPnW: ”M v. ...- ‘Y'=”‘:.~ pr: -ub.v""v-V.‘~ AU”- -»~~‘ ;-:C: $1,;th .' .. ~~ n r .m \ "H -u x-A‘V Vi ”.9 n... are subjecte identities 5 terms of W opportunitis identities ties cannot behavior ma inconsister delinquent 45 To the degree that each evaluates his performance in terms of the status criteria of the other, an incon- sistency is effected in the social psychological sense. Granting that it is incorrect to polarize these morali— ties, there are certain expectations resident in these value structures which are not logical compliments. "The corner—boy culture is not specifically delinquent. Where it leads to behavior which may be defined as delin— quent . . . it does so not because nonconformity to middle class norms defines conformity to corner—boy norns but because conformity to middle class norms interferes with conformity to corner-boy norms" (Cohen, 1955, 129). Expectations resident in certain positions on middle class status dimensions are contradictory to expectations in terms of corner—boy dimensions of status. Insofar as the corner-boy temporizes with middle class morality and the college-boy temporizes with corner—boy morality, both are subjected to the strain resident in the conflicting identities as a result of simultaneous identification in terms of two value systems. In a situation where the Opportunities for mobility are low, the inconsistent identities and the marginality implied by these identi— ties cannot be altered by social change. Delinquent behavior may be a result of an attempt to resolve the inconsistency by evaluating oneself in terms of the delinquent subcultural value system. It is here where < 9- .. “A ,.-< (‘3 .:.‘3:‘ ' a..r4""5r- --: ’ _... .4.-“‘ 'v‘ ‘ -‘.; : '" _;r£ ..v "- ‘I‘- .I‘ _m_‘_q_Aw-_' a! “_,. ’v. .1 ”If .~’-'V’ ,. h - W .1-“ ”‘1": r Jr. .. u .- - .1: . :3: q “st" - V‘ “a ,_.,..-.—--’- “ r ”a C-..” ....... v ‘5 -n narfi‘" " . “.1... V‘ .n'." ‘ , . ‘ fl this, at in income ax quency in 3.: may be a fur segments of .cally (106 h k - m dlscard ,q . . 1 e~lnquent er eDainty be A6 :he refusal to temporize with middle class morality has ;ts fundamental importance. The inconsistency created by :he simultaneous evaluation of the self in somewhat con- :radictory and Opposing terms is resolved by the denial 3f both value system and the adoption of their very anti— :hesis. In line with this analysis, Bohlke contends that an insight into middle class delinquency may be provided 3y stratification inconsistency, i.e., "a condition resulting from people being mobile, upward or downward, in one stratification dimension without a corresponding or concomitant change in another stratification dimension" (Bohlke, 1961, 352). Although using a different rubric, Bohlke is referring to structural status consistency. The position is that to the degree that increments in income are followed by residential mobility, delin- quency in middle class areas and among middle class boys may be a function of the cultural marginality of certain segments of the middle class. To be middle class econo- mically does not imply middle class ideals, values, beliefs, and attitudes. ”Delinquency (in the middle class) is a function of symbolic refusal of prestige allocation plus reflection of working class culture not yet discarded" (Bohlke, 1961, 357). The motivation for delinquent behavior is effected by the structural dis— crepancy between social and economic rank. - w... ,. .. l -, . a, A.‘ “1*" ' 15-- va' ....-.- .V... ,. “1.-.-..“2 .. _....". . “r i....... -., N 4:. : .,. _: _ . .v‘. n\ .._. -.......u.- .gqv- vvk 47 It may also be that some segments of working class delinquency can be implied by inverse reasoning from this position. Status inconsistency is usually assumed to be the result of upward mobility in one ranking dimension without corresponding shifts in other dimensions. As Bohlke defines stratification inconsistency, discrepant positions may result either from upward or downward mobility in any ranking dimension. The manner in which this inconsistency occurs is of crucial import in explain— ing the response variations to the fact of inconsistency (Bloombaum, 196A). Working class delinquency may be a result of downward mobility in the economic dimension. Because of the status conversion process, both economic and social class definitions tend to reach a common level; in View of the fact that one's social class position is largely a function of economic position, there will be a gradual loss* of middle class status. Given this condi— tion plus a ”sense of injustice,‘ a delinquent response may be one answer. *In this context, it is interesting to note the conceptual similarities between the concept of status consistency and status deprivation, frustration, and threat. Conceived in terms of upward mobility in one dimension and not in another, status inconsistency per— ceived as the result of validity or invalidity of the restrictions placed on opportunity is conceptually very close to deprivation and frustration. Conceived in terms of downward mobility, status inconsistency seems to reflect the concern with status threat. .....T. t . 4 vy- .v..4s..-— _,_..‘.,.,-- Mm cv._-.v . 118 There is a major difficulty with this whole analysis and it is this which will provide us with our answer as- to why delinquent behavior has not been systematically conceived in terms of status consistency. Status con— sistency, however operationalized, provides a measure of the degree of dispersion around the educational, economic, and occupational positions of an actor. These dimensions were specified by Lenski for they seem to be four of the major stratification dimensions in modern American society. We have no argument with this, but we do question the degree to which status inconsistency, in terms of adult criteria have any consistent effect on the behavior of youth in society. We do not deny that it may have some effect for youth are oriented to definitions in terms of adult criteria but they are also oriented, per— haps more so, to definitions in terms of the status cri— teria of youth. As defined in terms of education, income, and occupational criteria, status inconsistency should be related to deviant behavior in adulthood; in this manner, it may have only a chance relation to delinquent behavior. A definitive statement cannot be made for delinquent behavior has not been studied in terms of status incon- sistency defined in terms of either adulthood or of youth. -. ‘-'r" ' I- ~ .,.. fl‘.-u..- -._..--.... r , :""“’-‘ fl’ ‘ ‘ .0... v—.— \ r: r; u»... -u~ 3.. ”five ‘\ } --‘.4-. x L. r ~~n-..., - x. . u... p.14 3 C I "" ~t-AL.. . q A , .... ~v:._‘: . 49 The respecification of the status criteria has its implications not only for the study of status consistency and delinquent behavior, but also for the concepts of the process of status management. These processes, with the one exception of status threat, have all been studied in terms of adult status criteria and have seldom been empirically examined in terms of the status criteria of youth subcultures. It is to this empirical examination that this study is directed. We wish to explore the rela— tionships between delinquent behavior and status depri— vation, frustration, threat, and consistency in terms of the status criteria endorsed by the youth subculture in the status context of the high school. during adol threat and OI" youth ar of delinque are oriente related va] Our basic < Y . Values cons also of saj 0? youth, “5363 and Values are Any tional Cha fPalight n of common; culture if CHAPTER III ADOLESCENT STATUS VALUES AND DELINQUENT BEHAVIOR In this study, we proceed from the premise that during adolescence, status deprivation, frustration, threat and consistency in terms of the status criteria of youth are an essential element in the understanding of delinquent behavior. It is our position that youth are oriented toward two conceptually distinct but inter— related value systems: one adult and another adolescent. Our basic operating assumption is that while certain adult values constitute a meaningful reference point for youth, also of salience are the values and the status criteria Of youth. The relationship between the above status pro— cesses and delinquent behavior should hold when status values are specified in terms of the youth culture in the context of the high school. Integration vs. Estrangement Any general statement as to the structural or func- tional characteristics of the subculture of youth is fraught With difficulties for even though a great number 0f commonalities do exist between all youth, the sub— culture is an internally differentiated whole. The 50 , t...,,.-‘ .- ,..,, ‘ ’ SUTJVJJ. -- A V-p...a ”V r >— 1“- .-_..c ..:....: r- .. "— - rx ,- .._ H -- .. ”an ~:. ':. ...-:- .. e , .. H .. .l- A "A .._ .-,.,.., — \ a.-.” H... ':-:~ “mu. ..-... "h e- :4 . , to- N :5 : *5? ‘iari: n.,- grant the that the 3 sum a 8T0 behavior b Opinions a the degl‘ee Specified 51 polemics in the field can be seen as emphasizing one structural facet as opposed to another without any con— sideration of the relationship between the parts. The youth culture has been seen as a simple function of adult values and status criteria and is thusly con- ceived as a transitional phase in the actor's psych— social development from childhood to adulthood. The youth culture has also been seen as an interactional and value structure totally disengaged, estranged, and alie— nated from contemporary adult society and as such is con- ceived as a status reference group unique within itself and with little or no structural or interactional ties with various other age grades. Gottlieb and Ramsey, in their sampling of profes— sional opinion, found that while most professionals con— cerned with the socialization of youth are willing to grant the existence of a "youth culture" and are agreed that the operational criteria for the postulation of such a grouping should note differences in values and behavior between youth and adults. There are divergent Opinions as to the homogeneity of the youth culture and the degree of its detachment from other age groups, Specifically adults. The responses indicated that . . . the notion of the existence of an adolescent subculture 18 accepted by many. A number . . . stressed that probabily more than one subculture exists. .3; 'evn; “L: - .n- I A” f»::.-_ (I) w The youth discontim World; to of the pee Values and distincth both Strm adults is \ *Se. 52 There also seemed to be general agreement that the operational criteria used to identify and establish the existence of the subculture should involve observed differences in values and behavior between adolescents and adults (Gottlieb and Ramsey, 196A, 29-30). The foremost proponents of the position that the existence of a youth culture is epiphenomenial are Elkin and Westly. Opposed to the image of adolescence as a period of storm and stress, involving uncertainities of self and status which lead to the creation of a youth culture and the solidarity and support of a peer group, these authors contend that there is a continuity of socialization experiences between adolescence and adult— hood. . the adolescent belongs to a small closely knit family and participates with other family members in many activities. . . . The peer group to which he belongs rather than serving as an opposition group to the parents, tends to encour— age and reinforce many values and patterns of the adult world (Elkin and Westly, 1955, 680-68A*). The youth culture of the peer group neither indicates discontinuity, opposition, nor rejection of the adult world; to this, it must be added that the youth culture Of the peer group is not a simple reflection of adult values and standards for there are certain behaviors distinctive of the peer group. To contend a relationship both structurally and interactionally between youth and adults is not to preclude the possibility of distinctive k *See also Elkin and Westly, 1957- "V‘ we: ‘ -.v i v “the... y . ........ , '. h 'r: n“ __, . . r: M 5": tc. ‘4 un‘ amich are of the Soc tionaliZed ESOcial V mam, 01 filled by \ *SEE 53 alues and behavior in youth peer groups. Elkin and pstly emphasize the value and behavioral similarities .etween youth and adults and underplay the distinctive ralue and behavioral patterns of youth peer groups. The routh culture is not independent of the adult world but 1either is it a simple reflection of adult definitions. Kenniston takes a polar position in maintaining that contemporary youth have lost all connections with the world of adults; youth are not actively oppositional, but are best characterized as "detached" or cool to the world of adults. His position is that "rapid changes in all aspects of life mean that little can be counted on to endure from generation to generation; that all technolo— gies, institutions, and values are open to revision and obsolence. Continual innovation constitutes one of the ‘deepest sources of strain in American life” (Kenniston, 1965, 193*). The discontinuity between the generation is not a reflection of the different integrational principles which are socialized in different institutional sectors of the society, but are a function of a valued, institu— tionalized and rapidly accelerating social change creating a social vacuum, i.e., an unpredictability as to adult role—involvements and normative structures, which is filled by youth interaction in terms of a youth culture. *See also Kenniston, 1960. Tn; psyChO~SOC ”Defiance lies that hem postulatic Kenn'lSton 54 Many (youth) feel forced into detachment because society seems to offer so little that is rele— vant, stable, and meaningful; there are few 'objects of fidelity' and playing it 'cool' seems . . . to be the only way to avoid a damaging commitment to false life styles and goals . . . (Kenniston, 1965, 202). The rapidity and extensiveness of social change in industrial society has made the process of socialization an increasingly irrelevant concern, for it assumes that the values and standards of contemporary adult role- involvements are known and, if known, are stabilized to a sufficient degree to serve as meaningful guides for the youth assumption of adult status. One is reminded of Mer— ton's statement as to the trained incapacity (Merton, 1957) bureaucratic personality. The process of identity con— struction has replaced socialization in those institutional spheres characterized by rapid social change. "Sociali— zation is the main problem in a society where there are known and stable roles for children to fit into, but in a rapidly changing society, identity formation increasingly replaces socialization in importance” (Kenniston, 1965, 211—212). Adolescence is a period of time wherein a psycho—social moritorium takes place freeing the actor to experience and randomly select various roles and identi- ties that will form the substance of the adult identity. Kenniston's analysis is an over—reaction to the postulation of the equatibility made by Elkin and Westly, Kenniston does not totally dismiss the possibility of HA» f a — . e v» . A I. L. .2 . e r nL. r” w. L. to C» {l .1 6 I he 1 i 1 . . F. G» r.“ . .C .. . r . . 2. t: w . r... a. Z 6 h Au .1 O 1FJ.. C V. .n“ r” ”A “A .c w. r“ .c .6 .7\ s .1. .flu LL .h f t w ”.4 » 4 . . _ r“ . . r n L a» .. . .1. Wu. LL at Q» 0 a .Q. . v .r.. n o 2. .. . . .2 2. .C . 9 LL :l. LIV n a 4|. .1. 5 n C 7C . u. . . : . .3 r "J .3 2. e LL 0 .1 e W h l s S a .tu ”4 .r r“ Tn . . . .. m... w.. My. .mum. hi. um MIN. 90 hi NW. ..|. a.» y J u . . . .1 .r... m M. ..: 1: .. _ m .. r F e .1 n o e t .o «It .3 .. v .3 7r“ n t r t :1. LL r t» )1 AM HI” ad .I. 0|. 1 .). ... vi .I.|||I|| 55 structural connections between youth and adults even though he does deny the likelihood and the relevance of such connections. I have underplayed the importance that values and principles do play in providing con— tinuity amid rapid change. If one is convinced that there are guiding principles which will remain constant——and if one can find these enduring values——life can be meaningful and livible despite rapid change . . . (Kenniston, 1965, 219—220). Kenniston maintains that the basis for the continuity between the generations must necessarily shift because of the rapidity of social change. Change in normative structures do not necessarily imply corresponding changes or revisions of value struc— tures; there is no one—to—one correspondence between normative and value structures. Parsons contends that there is stability among rapid social change. Values legitimize a change by specifying a direction, but they do not define the terminable state for this change. Within this conducive structure, the actor is left with a great deal of latitude and responsibility for achiev— ing within the institutionalized normative structure and for his own interpretation of the meaning of it. At the level of values, there is stability and predictability; it is at the lower levels of analysis, i.e., norms and roles, where there is continual reorganization, instabil— ity and change resulting in an indeterminacy in the .“ «cz: * .... .- -. -3: .. - .... -.. .. .3. ... -.-... .. ~ . -r. \ :r “.M-v \- -.. :.2_~__ erg r... n . F .w ,- “rfl‘w “Mann‘s..- . Av..,,;L J: 2"”... _ . hwy”: \(‘rf V Vs)..- tion. the with adult “tenth .—r ,_l_ .1 a) O "5 O ‘34 o >< H 1 56 ructure of expectations. "The main patterns of values s been and probably will continue to be stable, but the ructure of society, including its subsystems values . . ' has . . . been involved in a rapid and far reaching pro— ss of change” (Parsons, 1967, 117*). There is little estion that in those cases where social change is not ided by a clearly defined and articulated set of master mbols indicating the directionality of change, rapid cial change can be, both individually and collectively, unsettling and ambigious situation. Rapid change is t a characteristic of the major value patterns but of armative structures; there is cultural (value) stability nong social (normative) change. Parsons would maintain iat the marginality and ambiguity of youth is in terms f norms of adult role—involvements not of the major alue patterns of adult society. To the degree that one stresses normative integra— lon, the youth culture will be conceived as discontinuous 1th adulthood; to the degree that one emphasizes cultural utegration, the youth culture will be seen in a contin— Jus relationship with adulthood. The polemical positions 3 to the nature of the relationship between the youth ilture and adulthood is a reflection of whether a norma— ive or cultural emphasis is employed. The seeming para— ox is resolved when it is realized that values encompass L1 *See also Parsons, 19A2. r‘re I rene'. rear 57 nonnative The normatiVe Practices I"diction t groups are involvemeI but “fire and Come. with the : tulation Stretch.” The . 0f th CiPQu to ac W ide range of possibilities within which alternative 57 native structures may be formulated. The basic structural fact of the youth culture in rican society is a duality of orientation to the major 1e patterns of adult society, relative detachment from 1t definitions of role-expectations and role—behavior, orientation to the normative structures of a speci— ble youth peer group, which defines situationally ropriate role—behavior. The conflict between the gen— ions is a result of the discontinuity between the ative structures of youth and adult reference points. The Subculture of Youth The subculture of youth is a reflection of the mative discontinuities resident in the socialization ctices characteristic of industrial society. As a ction to this normative discontinuity age—homogeneous ups are formed wherein the values of adult role— olvements and evaluative standards are internalized where alternative, not opposing, normative structures corresponding behavioral expectations more consistent h the situation of youth are crystallized. This pos- ation is consistent with the notion of the "value— etch." The . . . value stretch is a response of members of the (youth culture) to a situation in which circumstances make it difficult or impossible to act in accordance with the dominant (adult) l .6" 1; fr. Y. ch . c (v- I. .b .5 .3 r . by » a .3 r“ w“ .J r c. n: :1 .l. r. t T. .I. t. . Dy .1 w. A; . _ a. n. L» C: so . .u .5 Nu . v nu Ad .J n u 0 S O n b u r . S. a. r A. G. v. . .C a. H a r n : . .C Wu .3 :1. .fl. \) :l. 0 6 4|. .1 a QU .‘. e AC .. . a: .v. .1 . u . . . _ .. . . . .. _ .C n . a» C ad Cu 91 n E C n * is by n. . . rd 5. .r p: . . . a . a 2. r“ .nu 3C 7.. h 0 e0 8 t e 0 n1. AG VI re .. . 5. »1 .~ a 2. .r" n: . o n» . . h . 2. . « e3 +b .0 hr. u n l g S 0 C u. A: .ru .r .. . 0 .1. ad a O a. C. r.. 1. .1. no Ax. hi 9. C a LL C m 9. .b y p .3 .3 a. r" “A «U Av .nI.. A» .rV V1. .1 0 h Lt ~spu w .u run «\h .\u 0... LL ~\U < Q» huh.» .n L d L V AML 2 . Iii I. -lll I.|.| |.. 58 values. The normative pattern of (youth) has been stretched so that, in addition to (adult) ideals, they have come to subscribe to certain alternative patterns. . . . The actor without abandoning the general values of society, develops alternative sets of values. . . . They share the general values of society . . . but have stretched these values, or developed alternative values, which help them adjust to their . . . circumstances (Rodman, 1963, 209—lO*). value and normative stretch of the youth culture, Alting in distinctive value and normative patterns, ginates in the structural gap and tension between the erations and establishes the youth group as a possible nanism of secondary adjustment for tension management the sublimination of inter—generational hostility. h groups have not only the potential for insuring ial stability and continuity but also the potential the disruption and dissolution of the structure of social system. Such groups may act as mechanisms of ondary adjustment to the major integrative principles lues) of the social structure or may increase the ant inter—generational tension by forming the ideolo— al foundations for the development of deviant age— ogeneous groups. Eisenstadt contends that a fundamental criteria for socio—cultural definition of the identity and the sta— of an actor is age. The social structure of any soci— can be considered as the structured inter—relations *See also Rodman, 1966. between th1 the study tion general Social str as structL one age g1 The CI and t1 grade: SYSter insure th the grOup ItiS thi 59 een the various age categories. A basic dimension in study of action systems is the relation between the erations. . . no such single expectations stands alone, but always constitutes part of a series. The characteristics of one age grade cannot be fully understood except in their relation to those of other ages. Whether seen as a gradually unfold— ing continuum or as a series of sharp contrasts and opposed characteristics, they are fully explained and understood only in terms of each other. . . . Only when taken together do they constitute the entire map of human possibili— ties . . . (and) potentials; and as every indi— vidual usually has to pass through all of them, their complimentariness and continuity become obvious (Eisenstadt, 1956, 23—24*). age group can be fully understood only in terms of ations to the other age grades that constitute the ial structure. Social stability is maintained so long structural continuity exists in the transition from age grade to another. The crucial importance which age differentiation and the interaction of members of different age grades possesses for the continuity of the social system can be most clearly seen in the fact that in most societies the attainment of full member— ship is defined in terms of transition from one age grade to another. . . . The interaction of members of different age grades is essential for the working continuity of the system (Eisenstadt, 1956, 29—30). basic function of age—heterogeneous groups is to ire the continuity of the social system by providing group structure wherein socialization takes place. is this process which forms the fundamental tie *See also Eisenstadt, 1963- v‘r between ‘1": l (A); .4 is (T) i”. m 3 The hOmogfileo Changes l chaflges f System, this EPOU is WOW Sition ir c—r ion are and there matupe s< 6O ltween the generations by introducing one age garde to Le allocational and evaluative criteria of another. 1e attainment of full social status and maturity is -located not only through the interaction of different enerations in one group, but also on the basis of age eade solidarity and the corporate interaction of the Lfferent age grades each organized on an age—homogen— DUS principle. To disrupt this relation between the enerations in the sense of institutionalizing discordant ntegrative principles between the two age grades or by reventing the interaction between the generations wherein onsonant integrative principles can be inculated, is to hreaten the stability and continuity of the social ystem. The structural sources of the development of age— omogeneous groups have been the sweeping organizational hanges in the society and the consequences of these hanges for the integration of the family into the social ystem. The family is identified as a basic age- eterogeneous group in industrial society and it is within his group that the discontinuity between the generations 8 encountered. ”Age groups arise when the role dispo— ition inculated within the family (and kinship) situa— ion are incompatible with those of the total structure nd therefore prevent the individual from achieving a ature social status” (Eisenstadt, 1956, 52), ,. ..,...Q .. 241...“. ‘c P: r: . 44.. c} ., .. .. .,..2 ~- v. . _. .4. c' _: ~+-~ ..... l’\ ":r' w — .t... _ _, 3.. _ \ 2‘- “‘-— kv‘a 61 Age-homogeneous groups arise at those structural nts where a discontinuity exists between two adjacent grades functioning so as to prevent the achievement status and the smooth transition from one generation the next. The fullest and most complete development this discontinuity is found in those industrial soci- es where t in the 1 status teria of the family unit no longer forms a major ele- social division of labor. The attainment of in terms of the particularistic—ascribed the family unit is discontinuous with the versalistic—achievement orientation of the wider iety. Insofar as the major integrative principles of the ily units, i.e., ascription, diffuseness, and parti— arism, also givern the allocational criteria of the eral social system, the transference of identification solidarity on the basis of age—heterogeneous groups relations is smoothly effected. The problem occurs never the criteria of the family are discontinuous h those of the general social system. In so far as these criteria are not the ultimate criteria which regulate the various institution- alized roles and relations and are not uppermost in the value system of the society, there must 000111” a ence of 'breaking point' in the smooth transfer- identification and solidarity based on age-heterogeneous relationships. . . . In the exact struétural positions . . . where roles become institutionalized according to different criteria and values, there arises a tendency n v . . Y... . n . 2. v . x «r. . . 1 at r“ 2. r. . . L. an a» e at ad L Y w. rv . _ nu _ . _ _ w m .. . . r“ C .l‘ .1 .U Q .. . o. _ C. a o “A v“ “a .C A: Y. . . v1“ a» .C L 7. hi. : a : l u 3 .«u . 4 v. . S. 2: ; u p u it «K. S. :l Ct n 2G vii. .1 ‘ LL a v LL . 2. 4 a 2. . u . .1. .L. J I 6 CC rt C . d .l‘ . . _ e . c e m. o m. h r m r R a. .r u u... ..r u .C. .. w .r... “L vw Nu ur.. a S D. 0 0N cl. Av S P 62 towards age—homogeneous relations and groupings directed toward the transference of identifica— tion and extension of solidarity from one set of relations to another, different one, structured according to different criteria (Eisenstadt, I956, 52). 1 universalistic—achievement oriented society, the agrative principles of the family unit are in a dis— iant relationship with the integrative principles of society. As a result of this discontinuity, age— )geneous (youth) groups arise in order to effect the isference of childhood identification with the family adult identifications and the extension of solidarity :he general society. "These age groups . . . perform same functions that we have postulated for the inter— Lon of age-heterogeneous elements, as agencies of Lalization of the individual and as mechanisms of :inuity of the social system (Eisenstadt, 1956, 35). Arising as they do in conflict and tension between generations, let it not be assumed that youth groups necessarily mechanisms of social continuity and Lalization; within their structure also arises the antial for deviance. ”As these groups have their gin in tension between the generation, and as their :tion is to find outlets for these tensions, they may :tion either as mechanisms of secondary adjustment, as starting points for deviant groups" (Eisen— it, 1956, 53). Insofar as this deviant potential is Lized, the ideological justification for their .- ”Ant—r, _ v ‘V 121218563 so" :r‘fi‘: .1. -4“.-- ~' um , - Jan -~a ,- -. \ \ to.-S_ c». ~r: 9:..- ...\. ...,,, a .. .. _- a” \Pfi ; -..y aw," \ ma - -)£ ‘l‘r: -\--..4-./..., ’1 3‘09 "as ;ntinued existence seems to be found in the structural .scontinuity between the generations and emphasizes the Liqueness of youth in industrial society. Eisenstadt's analysis is concerned with the process ' socialization and the consequences that the creation ’ youth groups has for the continued stability of the (cial system. The concern with socialization keys us to e fact that a full understanding of the age grades in .y society cannot be attained without a concern for the lations existing between them. Traditionally adoles- nce has been studied in terms of the allocational and ‘aluative criteria of the socializing agent and.hence, phasizing the relations between the generations. Youth e considered as "social nonthings," i.e., as something ich was but no longer is and something which will be t as yet is not. If we take this part of Eisenstadt's alysis, it is understandable that the empirical con— rh with youth is in their relationships with adults. Eisenstadt states that the age—homogeneous grouping the locus of a sense of common fate and the structure erein the identity is completed. ‘As a source of sup— rt and reinforcement for the emerging actor, the group ganized on age-homogeneous principles is as important tempirical concern as is the youth—adult relationship. U... - no. < 1' «i 51" (Ch <1) I (2- (D U :h 52 h) 'S ’5. . . 3 .4 1 C) 3 . n . L33 . s l .n>: 'S ; .60, n7 (I) would he points 2: the funct ccnstitut Wherein 1 sized by individuz The varii on party Where th‘ and iden turned 1 ambivale identity 64 It is the possibility of attaining full equal sta— tus within a group that is of crucial importance here. . . . The adolescent cliques are more than just transitory groups with some common goals. They constitute cohesive primary groups with a very strong mutual identification of their mem- bers. . . . This ego involvement is due mainly to the group's importance as objects of the adoles- cent's craving for the attainment of status in terms different from the obviously 'preparatory' character of the roles allocated to him by the adults . . .(Eisenstadt, I956, lh9-ISO). peer group is a source of status and is the material n which the identity is fashioned just as much as is Lthood's values and standards. To concentrate only on the relation between youth adults is to contradict this analysis as much as it Ld be to emphasize either youth or adult reference ltS to the distinction of either. To fully comprehend function of youth groups, we must realize that they stitute fundamental status sources and are the arenas éein the adult identity is scheduled for completion. the solidarity of the age group is strongly empha— ad by becoming a condition for the development of the Lvidual's full identity and personality integration. various symbols of status . . . are . . . conditioned iarticipation in the group" (Eisenstadt, 1956, 149—150). ?e the opportunities for the attainment of full status identity are restricted, the status drive will be led inward, toward the criteria of the youth group. An [valence toward the attainment of adult status and itity is found in the structure of most youth groups. e w“ vufi..1_.._ 2. a. r” .. :. .r. L. . .. w. ,T .. F_ _\. . I .. .. .D .. . L. L. ”S r .v L. 2. .4 A v . . .C wm 2. .. . .IV A: Tu ...Yl of. .7. e W. .Y... O W . S. 3. J. v._ p. 4. ... .2 r” ”a wJ r. ... a. :. “G A v at .1. e .u 0|. ). AC e EL C r" T: w.. . Tn r” r. 2. .. .1 .. ... w. _. n: n. .3 .3 ml“ n1 ”A v.1 e. n: .1. a. .nd ‘3 ~b T. 9. pa .3 T. 2. :_ pm .3 L. .6 ... h. a. f... .Tv .) Lb n71 C. F“ n. .W in L... a at .J U r. . . .r. 2. .... n. .ll 10. 1|. r. .. . .3 2. . . 2. gr.“ a. six. .I.. WV Av .. _ 2. r“ n 2. .i. a. :. .niru m. Lwlv MN 3. 7: 5. .. n. ‘u .1 n? . . |||||||||I|II|||II| I I . x .IIl‘fi II I 65 These (youth) groups develop . . . as a defense against the expected future roles. . . . But orientations . . . toward these future roles already exist within these groups. . . . These two attitudes . . . defense against future roles and orientation toward them . . . are present in all these age groups and form some of the main components (Eisenstadt, 1956, N6). 3e status is the result of behavior in conformance 1 the criteria of reference groups, status can be led according to both the status criteria of adulthood youth. Gottlieb and Ramsey, in a similar analysis, contend in societies where status is based on achieved, 1er than ascribed, qualities there often will arise >utes between the age grades as to the nature of those ;evements which are status-giving. The influence of ° vis—a—vis parental reference points is postulated as 1nction of the perceived degree to which a group is Ling and able to fulfill the actor's needs. An inherent assumption in the proposed model is that young people . . . will be guided in their interpersonal relations by the degree to which these interpersonal relations provide some goal fulfillment. . . . people will differ in their preference for certain kinds of personal recog— nition and rewards and will move toward those reference groups perceived to be most able (and willing) to fulfill the . . . goals (Gottlieb, Reeves, and TenHouten, 1966, 100)“ theoretical curve postulated that adult influence L be maximal in childhood and as one approaches adult— 1. The influence of one's peers is seen as maximal in Lescence. It is of note that the empirical curve never rea of the em '9 SQYECE hi, . . . gm- - n37a~ -~¢‘:L If adult n01 behavior natiVe’ ] adults_ 66 reaches the maximal degree possible. The failure a empirical curve to have an isomorphic correspon— with the theoretical curve illustrates the duality ientation of youth; it should be noted that this ,ty varies as a function of age. The suggestion is that the lack of clarity as to what adults expect basic factor tending to increase the youth's-peer p attachments and ego—involvements. society provides numerous activities which act to stimulate adolescents to form their own relatively osilated age— grade social systems. while the adolescent society makes its expec— tations and values clear to the adolescent, the adult world tends to present demands whic are both vague and conflicting. . . . The adolescent will turn to his peers . . . in an attempt to attain youth endorsed goals (Gottlieb and Ramsey, 196M, 188). ‘adolescent society is a reaction to the unstructured— and ambiguity of youth as they attempt to satisfy t normative expectations as to appropriate role— vior, by creating a value and normative system alter— ve, not oppositional, to the values and norms of ts. Coleman contends that the adolescent society is a tion of the prolongation and formalization of educa— because of the increasing specialization of indus- 1 social structures and the degree to which youth is aratory for the assumption of adult roles. 67 113 setting—apart of our children in schools . is singular impact on the child of high school ge. He is 'cut—off' from the rest of society, orced inward toward his own age groups, made to arry out his whole social life with others his wn age. With his fellows, he comes to consti— ute a small society, one that has its most mportant interactions within itself, and main— vains only a few threads of connection with the )utside adult society (Coleman, 1962, 3). 2r than contending an estrangement of youth from t criteria, Coleman assumes a duality, "they are l oriented toward fulfilling parental desires, but look very much to their peers for approval as well" eman, 1962, ll). The orientation of youth to their ents seems to be in a long range sense; in the immed— a situation of the peer group and the social system of high school, the youth is oriented toward the status eria of youth. The values of the youth culture in high school are influenced by the values of the adult iety and the local community, but are not a simple lection of adult values, but are a reconstitution of n in terms of the situation of youth. In our society, adolescent subculture gets its major characteristics n its general relation to adult society; superimposed 1 this basic mold are variations due to the special lation of the youth culture in the context of the high 301 status dimensions. The youth culture has distinc— e value content but is not isolated from adult teria. 68 Brittain presents data which shows that the degree rhich a youth is oriented toward parent demands is a :tion of the content of alternatives in a given con— :tual situation. The fact that subjects were drawn m rural and urban high schools would, if Gottlieb is rect, lead us to suspect that this is a period of .imal peer influence. If Coleman is correct, we would >ect peer influence to be maximal in the immediate ;uation of the high school. Brittain's hypothesis was that the responses of olescents to parent—peer cross—pressure are a function the content of the alternatives and that adolescent er—conformity, rather than being diffuse, tends to vary Ftematically across situations. A chi—square analysis dichotomous alternatives reveals that responses did t polarize but systematically varied according to the ntent of the alternative presented in the various con— ictual situations. A duality of orientation was illus— ated in the fact that parents or peers were not uni— rsally chosen, but would be chosen according to the uth's perception of these referrents as competent guides action in the given circumstance. The analysis con— rms the expectation that in those situations where the 1oice is difficult and where the consequences of the cision tend to have long range effects, parents will be .gnificantly chosen over peers. Where the consequences 69 nmediately referent to the high school situation, it ound that youth reflect a desire to avoid being eably different or separate from friends. When the ,ict involves situations where norms are constantly ging, parents will be chosen; where the norms are :ively stable, peers will be chosen. The response reflects the adolescent‘s perception of peers and parents as competent guides in dif— ferent areas of judgment. The general social orientation of adolescents is of a dual character. Choices tend to derive their meaning from either of two general refer— ence groups, or both: the peer society in which many status and identity needs are gratified, and the larger society in which the status positions which one can aspire to as an adult are found (Brittain, 1963, 23). duality of youth orientation is a function of the racteristics of situation of choice and is not the lt of a polarity of youth to either parents or peers. In his analysis of the value climates of various h schools, Coleman presents data to further endorse duality of youth. The degree to which a referent is ient could be inferred from by the degree of difficulty t disapproval from this source would entail for the or. Coleman suggests that there are systematic varia— ns in the difficulty of receiving disapproval from ents, peers, and teachers. Significant percentage ferences were obtained between both parent or peer approval as compared with teacher disapproval. It is *See also Rosen, 1955- 7O ' note to find that although the differences between .rent, peer, and teacher disapproval indicate that .rent and peer disapproval is "hard to take,” there are 1 significant differences in the degree of difficulty ' receiving parent or peer disapproval. Both male and emale samples disclosed that disapproval from parents 1d peers would be hard to take, parental disapproval ended to be the more difficult. This result prompted >leman to note the marginality and the state of transi— .on of contemporary youth: "The balance between parents 1d friends indicates the extent of the state of transi— _on that adolescents experience——leaving one family and >t yet in another, they consequently look both forward 3 their peers and backward to their parents" (Coleman, 962, 5). Although youth are not universally oriented towards her youth, the pulls in this direction are extremely rong. It is possible that those youth oriented toward eir parents would set the standard while those oriented re toward their peers would tend in the direction of linquent behavior or, at least, receive less esteem than eir parent—oriented peers. Coleman found that, although t significant, differences were obtained which suggest at the "leading crowd" for both male and female samples not as concerned with parental disapproval as are the tal sex samples. 71 The elites in the school are not closer to their parents than are the students as a whole, but are pulled slightly farther from parents, closer to fellow adolescents as a source of approval and disapproval. . . . Those students who are highly regarded by others are themselves committed to the adolescent group, thus intensifying whatever inward forces the group already has (Coleman, 1962, 6) Vaz presents information in support of Coelman‘s :ention of the relation between peer—orientation and anuent behavior. Vaz contends that middle class anuent behavior is a reflection of the degree to which Juth is immersed in the youth culture and ego—involved :he adolescent role. the bulk of middle class delinquent behav— ior occurs in the course of customary, nondelin— quent activities and falls within the limits of adolescent group norms. In order to account for middle class delinquent behavior, one need not look for a separate delinquent subculture. The more a middle class adolescent is immersed in ‘the youth culture, the more likely he is to become involved in juvenile delinquency. A special set of motives need not be recruited . . . the seeds of middle class delinquency reside in the prominent, culturally esteemed patterns themselves (Scott and Vaz, I966, 208). motives for delinquent behavior are learned by and ugh sustained participation in the common activities he daily round of middle class youth in the context he youth culture. Vaz finds that significant rela— s are obtained between the degree of peer—orientation involvement in delinquent behavior. Since middle 8 delinquency is rooted in the demands and expecta— s of the youth culture, it is to be expected that the ter the degree of involvement with and orientation 72 1rd one's peens, the greater is the likelihood of >untering situational inducement to delinquent behav— Peer—oriented boys are more in demand in the typical carrousel of teen—age activities of which delinquency is an unanticipated result. The more a boy engages in such events, the greater the likelihood of his becoming delinquent. . . . Delin— quency in the middle class youth culture is an unanticipated consequence of conformity to the expected patterns of respectable teen—age behav— ior (Vaz, 1966, 143). While Coleman finds that elites as a whole tend to more oriented toward their peers is contradicted by :tain's finding that "subjects who most frequently 3e peer-favored alternatives tended not to be well I epted by their peers.' The reason for this seeming con— iiction is that Coleman chose to generalize from a nd and not a statistically significant occurrence. man also chose to utilize the degree to which youth d not join a club upon their parent's request; this n area of choice wherein Brittain would suggest that youth would orient more toward his peers because of immediacy of the consequence. Taking these results corpus, we would contend that depending upon the of choice, youth will be oriented to both their nts and their peers. Those who are most peer—oriented ss all situations tend to be devalued by other less —oriented youth. The peer-oriented youth tends to 1ve himself and define himself more in terms of the 73 th culture and the adolescent role and as a result Dme more involved in those situations where delinquent avior arises as an unintended consequence of partici- ion. To be oriented toward one's peers but not in all iation, i.e., not to be totally estranged from adult ands and expectations, seems to be an insulating fac— against the occurrence of delinquent behavior. Coleman and others maintain that status is partly ned from activities carried on within a social system partly ascribed from without. Status in the high 001 is a function not only of specific achievement in eemed areas but is also a result of certain ascribed lities external to the status system. Coleman finds t such ascribed characteristics as family background, ng from an important family, and neighborhood charac— istics, although not as important as valued achieve— ts within the status system, is not altogether unre- ed to one's rank in the system. "The definition of leading crowd comes to include both family background doing well scholastically . . . primarily because h attributes reside in the same individuals and because h tend to set them apart from others" (Coleman, 1962, D. Achieved criteria are more important in male status tems; in female systems, while achieved qualities are fll central, ascribed characteristics increase in fre— ncy of mention. In his analysis of the status structure of street oups, Kobrin finds an integration of both achieved and cribed qualities, i.e., youth and adult oriented cri— ria respectively. Status rankings on the basis of cription showed a higher degree of ranking stability an did rankings on the basis of achievement. Even ough oriented in the direction of youth, the achieved .alities do not reflect a universal concern with the luth status system for "fighting ability and reputation .y be regarded as oriented to distinctively adolescent .1ues, organizational and sports competence as oriented . adult values" (Kobrin, 1968, 190*). The degree to [ich one of the other of these achieved factors was 'iented toward was found to vary as a function of the Lcribed position of the street group. The higher the lcriptive position of the group, the more the likeli— )od that they would emphasize those achieved qualities 1at are cognate with adult values; the higher the orien— ttion toward those values cognate of youth values, the >wer would be their ascriptive rank. The achieved status 7stem among these street groups was found to contain an tegration of both youth and adult orientation. In terms both achieved and ascribed status rankings, these reet groups ranked themselves and others in terms of th youth and adult values. Kobrin concludes by noting *See also Kobrin, 1951. 75 .e duality of youthful orientation, "Status goals are largely determined by the kinds of reference groups 1 which an orientation is formed; adults as well as ers are the reference groups to which adolescents may oriented" (Kobrin, 1968, 205—206). A Position on the Subculture of Youth In both theoretical and empirical treatments of Le youth culture, there is substantial agreement as to Le duality of youth orientation to both adult and youth *ference groups; however, there is continuing debate as > the degree to which the content of the youth culture 1 a simple restatement of adult value standards in terms xtelligible in the situation of contemporary youth. We Lve seen that major theoretical positions assume that le strain and structural discontinuities between the nerations lead to the development of youth groups. wever, to assume the structural origins of the youth lture is only to posit a conducive structure within ich many alternative posibilities still exist as to e form and content of the reaction which will take ace. To contend the origins of the youth culture in e inter—generational discontinuity and tension charac— ristic of industrial society is not necessarily to reclose cultural content as contrary or oppositional adult values, norms, and roles. "It is not possible 76 Lccount for the substance and imagery of the youth ;ure solely in terms of the difficult passage from thood to adulthood in a highly differentiated (and :ialized) society." However, according to the contra— ;ural model of the content of the youth culture evidence which reveals a serious structural discontinuity between the generations is also supposed to show a set of youth norms which are opposed to adult roles and values. . . . if ado— lescents substantially accept core adult values and roles, then the youth culture is . . . epi- phenomenal. But if they doubt the legitimacy of societal values, then the youth culture is the appropriate label for the . . . rebellious pos— ture (Schwartz and Merten, 1967, A58). The youth culture is, then, necessarily in oppo— ion to the core adult values and roles of the wider iety. The extreme statement of this contracultural 31 is found in delinquent subcultural theory where ‘contention is that the content of delinquent values interaction is based upon a set of oppositional s, values, and behavior (Yinger, 1960). Lerman main— 8 that in discussions of subcultural delinquency, e is an unfortunate tendency to equate the gang and subculture. Delinquent gangs may or may not be sub— ural; the confusion of gang with subculture is the 1t of sampling techniques which over—represent gang lations and which fuse two analytically distinct nsions: the cultural and the social. To identify inctive interaction patterns is not to identify a T'V'w' 77 bculture any more than to isolate cultural symbols. fore the existence of a subculture is established, one ust identify the existence of a distinct set of cultural ymbols (language and values) and behavior consonant ith these symbols; the subculture is a cultural unit: The cultural dimension refers to the shared sym— bols (i.e., values . . .) and the behavior con— sonant with these symbols. The social dimension refers to patterns of interaction that distin- guish participants from non—participants. Dif— ferentiation of youth who share consonant symbols from those who do not share these symbols demar— cates the subcultural boundries. Differentiation of interacting participants from non—participants demarcates the social boundries. . . . The two are not synonymous . . . (but; are related (Lerman, July, 1967, 66*). ubcultures are cultural systems characterized by lan— uage, values, and behavior: interaction and subculture re interacting, but analytically distinct variables. To identify the existence of a subculture does not so facto establish the existence of oppositional value tructures, as Short found in his study of Chicago street roups. Short found a set of ”variant" values and inter— ctional patterns, but did not find any evidence to sup— ort the postulation of an oppositional delinquent sub— ulture. The data presented a picture of overwhelming omogeneity in the evaluation and perception of the e itimacy (smartness scores) of semantic differential mages reflecting middle class life styles. There were *See also Lerman, April, 1967; Lerman, 1968. W'I o statistically significant differences obtained in the opulations studied in the evaluation of the middle class ages. ”Middle class images were evaluated significantly igher by every one of the populations than nearly all her subcultural images, especially those that are questionablyfiillegitimate" (Short and Strodtbeck, 1965, 9-66). Similar findings were encountered in terms of gitimacy of middle class images. "The smartness ratings middle class images by all populations are higher than ose for any other subcultural image" (Short and Strodt— ck, 1965, 59-66*). These results certainly question the ‘stulation of an oppositional subculture; they do not uestion that delinquent behavior may be subculturally ased, but do question the oppositional content of the ubculture. Our position is that the distinctiveness of the outh culture is not dependent upon its ability to repud— ate, undermine, or support adult values. This position s much in line with that of Schwartz and Merten. . . our position to the youth culture holds that symbolic components of adolescent social life form a relatively coherent subculture irres— pective of whether its norms eventually subvert, reinforce, or have no lasting effect on adult values (Schwartz and Merten, 1967, A58). e maintain that the standards youth employ in their udgment of the relative excellence of their peers are hfluenced by adult value standards but are not simple *See also Gordon, 1967. felctions of them; they are independent of adult alues in the sense that . peer—group interaction is guided by expecta— tions which do not govern the behavior of other members of the community. . . . the understandings are not fully comprehensible to the rest of the community. . . . adolescent social relations are predicated upon premises not completely accessible or intelligible to adults. . . . The specifically subcultural aspects of adolescent social life reside in those symbolic elements (values, beliefs, and stadnards) which integrate various concrete norms into a coherent system of action (Schwartz and Merten, 1967, A53). he connections between the culture of youth and the ult world are found in the area of the major value tterns of society; the distinctiveness of the youth ulture is found in their normative structuring and valuative criteria which eventuates in the creation of a alue stretch and the creation of a ”variant" set of cul— ural definitions unique to this age grade. ”As a cul— ural system, the youth culture consists of those norms nd . . . values which are intimately associated with a ariant, age—graded system of cultural meanings" (Schwartz nd Merten, 1967, A57). High School Status System In this study we are concerned with the emergence f delinquent behavior, not as a result of the position f youth in contemporary social structures, but in terms f the status system of youth as found in one of its most isible and distinctive forms in the modern high school. s we contended in the last section, the basic structural iaracteristic of youth is a duality of orientation aferring to the fact that adolescence is at times and in artain situations a reflection of adulthood and at other Lmes and in other situations a relatively autonomous Istem. The social system of the high school is not unaf— acted by the status structure of the adult community, but 1e must not assume that the position of a youth in ado— 2Scent society is a simple function of the structural sition of the family. Rather than being an approxima— on to an ascribed structure, it is our contention at status within the youth culture is allocated pri— 1rily on the basis of achievement in terms of youth Idorsed status criteria. High extra—school status may a structurally conducive for high status in the high :hool status system, but such status does not ensure the >uth the respect of his fellows; this is dependent on -s performance in terms of youth endorsed status cri— aria. An adolescent's socioeconomic status certainly affects his ability to assimilate 'socie' styles. Nevertheless, the decisive factor is his ability to act in terms of these standards whatever his family background. In other words, an adoles- cent's status identity is created by his overt commitment to an adolescent life style (Schwartz and Merten, 1967, A62). Whether examined in terms of gang delinquency or a the context of the high school, the status system of 81 .th is usually conceived as a relatively simple system the sense that status is allocated according to a harly defined set of universally applicable criteria of Lking. In a contrasting approach, we hold that there 1 many youth cultures depending upon situational con- :ts. Any given youth culture manifests many alterna— 'e status systems which are differentially evaluated which are internally differentiated and evaluated. youth culture, in the context of the high school, not see their status system as a perfectly linear, clearly defined series of hierarchically arranged status positions. Rather, they perceive it as a set of ranked, slightly ambigious pres— tige categories which are internally differen— tiated (Schwartz and Merten, 1967, A61) 8 differentiation occurs both as a horizontal and tical structuring of the general status system. Theo— ically, status is a dual function of the relative ce of one's reference group in the general status ucture and of one's relative position within the refer— e group. According to the horizontal structuring of the gen— 1 status system, Schwartz and Merten are able to iden— y two differentially evaluated life styles: hoody and £3. From the actor's point of view, there is little eral agreement as to the relative position of these 9 Styles and thusly, "an individual's estimation of 82 is own status depends upon his particular adolescent eference group" (Schwartz and Merten, 1967, A61). How— ver, from the observer's point of view, it seems that acie value system is accorded a greater amount of pres— ige in the general status system because of the close— ass of this value system to the cultural mandate of iintaining a ”cool” presentation of self. The process f status attribution is a complex process involving the ransformation of esteem gained in various contexts into 1e image of the successful youth. An individual must take the esteem he has gained in a variety of contexts and transform this dif— fuse prestige into a subculturally validated image of the successful adolescent. . . . Concrete achievement buttresses the crucial mode of pre— sentation of self in the adolescent subculture, and it is this self—image and not the concrete role performance which ultimately interests ado— lescents (Schwartz and Merten, 1967, A6A—A65). anfidence concerning one's excellence and the ability t anifest this confidence in a variety of contexts is the ssence of status in the high school status system. In 3e socie value structure, the adult world is reflected V the achievement orientation of the high school, but He dimensions along which this achievement will occur re fashioned within the values of the youth culture. Status is gained not only in terms of a socie vs. oody value system, but is also a function of the degree 3 which the actor is able to achieve according to the eference group's standards of excellence. The vertical 0 a r r- Vfr.W 83 structuring of the general status system locates an indi— vidual's position within one of the horizontal strata. The vertical component of this status system locates an individual's rank within one horizontal strata. . . . a person’s rank is a function of how well he is known by the other members of his stratum, and this . . . seems clearly related to his ability to conspiciously live up to its standards of excellence. This vertical dimension . . . refers to what our informants mean when they say someone is more or less popular (Schwartz and Merten, 1967, A62). In this study, we are concerned with delinquent behavior as a function of an actor's vertical location within the socie stratum. Instead of conceiving status in terms of adult criteria, we conceive status as speci- fied by youth in terms of their special situation in the high school. CHAPTER IV STATEMENT OF HYPOTHESES Status Deprivation, Status Frustration, and Delinquent Behavior: A Set of Hypotheses HYPOTHESIS I: There is a direct relation between status deprivation in the high school's socie values and delinquent behavior. HYPOTHESIS II: There is a direct relation between status frustration in the high school's socie values and delinquent behavior. The theoretical basis for the first hypothesis lies in Merton's anomie paradigm (Merton, 1957) for the analy- sis of socio—cultural factors conducive to deviant behav— ior. Merton postulates a universal cultural goal, access to which is systematically restricted for certain sectors of the society. Merton concentrated upon financial suc— cess to illustrate the manner in which an extreme goal emphasis places severe strains upon the normative struc— ture. Any cultural goal which receives relatively unqual~ ified emphasis, while the legitimate opportunities for achievement are restricted, could be substituted and the general model accordingly restated. For our purposes, we wish to think of universal goals as instrumental in the sense that the degree to 8A 85 :hich they are realized is positively related to the chievement of status. In this context, status is con- ? . . . !e1ved as a universal cultural value and the anomie model iccordingly restated. We further acknowledge not only ihe concept of a general status system, but also of sub— ultural status systems. We assume that youth are con— emporarily characterized by positions in both an adult nd a number of youth opportunity structures, and that he statics and dynamics of status are relevant on both pportunity structure levels. Contemporary research ends to conceptualize delinquent behavior in terms of he youth's position in terms of adult success values and n relation to adult opportunity structures. Substitu- ing youth endorsed status goals, in the context of the igh school as specified in terms of socie achievement alues, we are concerned with the relation between these pecific youth endorsed status goals and delinquent ehavior. Merton is concerned with one aspect of the process f status management: status achievement, i.e., the rientation toward the attainment of higher status posi— ions. His particular concern is with social structural onditions an actor encounters which systematically estrict his access to legitimate opportunity for goal chievement. It is under these special blockage circum— Itances that an increased likelihood of deviant behavior 86 is postulated. Building on Merton, Cloward focuses atten— tion on how the actor interprets these structurally limit- ing conditions (Cloward and Ohlin, 1960). His argument is that if restrictions are perceived to be the fault of the structure of the social system rather than the fault of the self, then the likelihood of deviant behavior is increased.* For the purposes of this study, we shall focus on the perspective of the actor. We will specifically dif— ferentiate areas of invalid and valid restrictions of opportunity. This differentiation permits us to define status deprivation as a blockage of aspirations due to perceived invalid restrictions of opportunity and status frustration as a blockage of aspirations due to perceived valid restrictions of opportunity. We are concerned with the relation between status deprivation, frustration and delinquent behavior in terms of socie values in the con— text of the high school. The above hypotheses question the relative strength of association between invalid and valid *In discussing the concept of alienation, Cloward deals with the identification of the source of failure in the social system and the self as the major step in the process of alienation. The concern with the invalid and valid restrictions of opportunity is a logically prior variable and, in large part, may influence the degree to which one or the other of these sources is blamed for failures. 87 sstrictions* of opportunity encountered by the actor and elinquent behavior. On theoretical grounds, strengthened y the fact that research has focused primarily on the npact of status deprivation, the following hypothesis ill be examined. YPOTHESIS III: The direct relation between status deprivation in the high school's socie values and delinquent behavior will be stronger than the direct relation between status frustration in the high school's socie values and delinquent behavior. Status Threat and Delinquent Behavior: A Hypothesis HYPOTHESIS IV: There is a direct relation between sta— tus threat in the most salient dimen— sions of the high school's socie values and delinquent behavior. Previously we dealt with the mechanism of status eprivation and status frustration in the context of igh school socie values and their relationship to delin— uent behavior. We turn now to another status process, hich in combination with status achievement, forms one imension of the process of status management: status aintenance, i.e., the desire to stabilize one's current '— *Cloward maintains that a great deal of confusion n the literature is the result of the failure to maintain distinction between moral validity and legitimacy. is analysis of alienation is dependent upon this dis- inction as is our definition of status deprivation and rustration. Moral validity is properly considered a haracteristic of restrictions of opportunity while legi- imacy is a characteristic of opportunity structures. r:- 88 position. Instead of involving upward movement, status maintenance involves the desire to stabilize the position one currently has. In this study, status threat will refer to the degre which an actor perceives the possi— bility of status loss with respect to some ranking dimen— sion(s) as imminent. ,In his group process analysis of gang delinquency in Chicago, Short was concerned with the emergence of delinquent behavior from the largely nondelinquent behav— ior of gang boys; he was convinced that position dis- content (aspiration—expectation disparity) was not an adequate explanation of why delinquent behavior occurred in certain situations and not in others and why certain individuals and not others involved themselves in delin— quency. In an analysis of a number of aggressive inci— dents, it was discovered that those most centrally involved were core members in leadership positions and those striving for these positions. No gang norm required participation of all boys even under the most provoca— tive of circumstances. Short presented the hypothesis that . much of what has previously been described as short—run hedonism may be revealed to be a rational balancing, from the actor's perspective, of the near certainity of immediate loss of status in the group against the remote possibil— ity of punishment by the larger society if the most serious outcome eventuates (Short and Strodt— beck, 1965, 256). 89 3 the likelihood of the undesirable outcome moves from iity to zero, the likelihood of participation moves rom zero to unity. Under conditions of a status threat, eldom will the likelihood of the undesirable outcome qual or excel the likelihood of immediate status loss. It is understandable that a status threat in the :ontext of a delinquent street corner group can even— ;uate in acts of delinquent behavior, but the process >y which the status threat in the youth culture even- tuates in acts of delinquency is not as obvious. Schwartz and Merten contend that . the youth culture contains a distinctive vision of social reality. It is embodied in a normative order predicated upon conceptions of those personal qualities which its members believe make a male admirable and a female desirable (Schwartz and Merten, 1967, A57). lThe areas of drinking and dating are the most salient areas in which one's masculinity can be established or threatened. A threat to one's self definition as a ”man“ or to his presentation of self as "cool" and sophisti— cated may lead to an exaggerated emphasis in those areas where the youth culture believes manliness and sophisti— cation are to be gained. Since ”an adolescent's status identity is created by his overt commitment to an adoles— cent life style" (Schwartz and Merten, 1967, A62), a threat to this identity may be answered by an increased involve- ment in the youth culture. 9O . The seeds of middle—class delinquency reside in the prominent, culturally esteemed patterns themselves. . . . The more a middle—class youth is immersed in the youth culture, the more likely he is to become involved in juvenile delinquency (Vaz, 1966, lA3*). become involved in the pursuit for status in the socie lues of the high school is to become more deeply mersed in the normative system of youth and, according our position, thereby increasing the likelihood of .volvement in action classifiable as delinquent. Status Consistency and Delinquent Behavior: A Hypothesis HYPOTHESIS V: The greater the status inconsistency of an actor's positions in the high school's socie values, the greater will be his involvement in delinquent behav— ior. Few of the contemporary concerns with the variable status consistency, i.e., the equivalence of ranks ross status dimensions, are oriented toward the varia— ions in the applicability of the concept at various tages of the life cycle. This is a question of crucial nport for the attainment of peak status in education, zcupation, and income occurs at different times in the ife span of the average individual. Subgroups of the opulation vary in the relative timing of these events id in the importance of these events so that the point 1 the life cycle at which individuals are evaluated will *See also Scott and Vaz, 1966; Cohen, 1966. 91 cidedly effect the influence of status consistency. Ihen inconsistency is a function of the normal time lag 1 attaining certain statuses, it may produce little antal stress, whereas greater stress may result from nconsistency stemming from more permanent disadvantages n some statuses" (Nam and Powers, 1965, 99). The mobility imension of the concept of status consistency is crucial n the interpretation of the effects of consistency on a ependent variable. The justification for the emphasis upon adulthood .s that, in terms of adult status criteria, at the other stages of the life cycle, status inconsistency is to be expected and will manifest comparatively little effect. Dhere is no theoretical restriction that adult status briteria must be used only that criteria be chosen that orm the central core around which a social system is rganized. Status consistency is not only a quality of dulthood, but can be conceptualized as a characteristic f any stage in the life cycle. However, in order to mploy the concept at the various stages of the life ycle, one must identify those dimensions of status which orm the core of the social system. As we have seen in the examination of adult status alues and delinquent behavior, most frequent use is made f the status indices based on the equivalence of the outh and his family and the relevance of this status to 92 he youth's position in the youth culture. This is a angerous assumption in view of the contention that the 1embers of the youth culture are integrated into basic :ocietal institutions but their definitions of ordinary social situations are based upon a special set of cul— :ural meanings. "Adolescent understandings are not fully comprehensible to the rest of the community. Adolescent social relationships are predicated upon premises not com— pletely accessible or intelligible to adults” (Schwartz and Merten, 1967, A53-A5A). The youth culture is not characterized as an isolated normative system but is found as a system "of symbolic elements which integrate various concrete norms into a coherent system of action" (Schwartz and Merten, 1967, A5A). Adult status values are irrelevant as a measure in the status consis— tency of youth. In this study, the concept of status con— sistency will be specified in terms of the socie values in the context of the high school. Lenski contends that ”the more frequently acute sta— tus inconsistent scores occur within a population, the greater would be the proportion of that population sup- porting social change" (Lenski, 195A, A10). Following this directive, most studies have concerned themselves with attitudes, values, and behaviors that reflect a desire for social change. In terms of the youth culture, a desire for some sort of social change is central in 93 identity construction and may act itself out in various expressions. One such expression may be delinquent behav— lOI’ . Hypotheses and Salience An implied assumption associated with the statement of each hypothesis is that the status values we have defined operate in a salient and important manner for each actor. Since the maintenance of one's self—image is heavily dependent on expected and received support from the social environment, we can imply that when an actor evaluates himself and others in terms of certain status values, these values are of importance to him. Corres— pondingly, since an actor strives to achieve and maintain positive evaluations of himself, he will evaluate himself with regard to a social referent to the degree he can maintain positive evaluations of himself and of his actions in the status system. When the structure of sta— tus systems is multidimensional, the process of ”self— esteem maintenance” is, by necessity, selective. If an actor, in a multidimensionally structural status system, cannot produce social support for the maintenance of positive self evaluations. he will change the criteria by which he evaluates himself, i.e., he will change the degree of salience attributed to various status values. We expect our hypotheses to work most effectively in .4 .. must».-. . » I 9A those status dimensions defined as salient, however the iefense mechanisms of reaction formation would lead us to iefinitely predict the hypotheses may work when status values are defined nonsalient.* *This discussion has drawn heavily on Faunce, 1968 and Shepard, 1968. .rrv. CHAPTER V PROCEDURES Population Selection Two high school samples from two adjacent communi— ies in western Michigan have been selected for study on he basis of their accessibility and because of the socio- economic similarity between the two communities. Ideally it would have been desirable to present the social and economic data for the communities. This is not possible for one of the communities had a 1960 population of 2,036 and thus socio—economic data are not obtainable from cen- sus figures. A check with the community revealed that local officials did not have such data available. There— fore, the census data to be reported are essentially from the larger urban center. The urban area in which this research took place is actually the combination of three communities which are designated and which refer to themselves as the "Tri— City Area." This symbolic referent illustrates, perhaps more than any empirical data could, the close connections that the residents of these three communities feel. In this study, only two of the three communities are dealt with because the school system of the urban area 95 96 encompases one of the other two communities; unfortunat- ely, this other community is one for which selected census figures are available. In an attempt to illus— trate the socio—economic similarity between the communi— ties of the tri—cities, census data for the community attached to the urban place's school system will be examined. To show the typicality of the urban area with other urbanized areas, comparisons will be made to the contigious Muckegon—Muskegon Heights SMSA. Comparisons of the urban place and the community with Ottawa county and state figures will illustrate the general typicality of the research site in terms of more inclusive geogra— phical areas. An examination of Table 5—1 yields a picture of general occupational, educational, financial, and mobility homogeneity. This is not meant to imply that no differences exist between the various populations. In terms of the per cent employed classifiable as white collar occupations, the urban place is more representa— tive of the status figures than either the SMSA or county figures while the reverse is true for community figures. In terms of the per cent classifiable as manufacturing occupations, there seems to be little difference between the categories. However, when comparing white collar and manufacturing occupations, substantial increases in the direction of manufacturing occupations are seen in the 97' Omma CH moflpcon pawsouuflu Ce ©c>HH on: mcomsommx moHMm ocm .Hmofihmfio .AEme pdooxov Hmflscmmcms .dMCOHmmomoad woo3H02H* n a . n mom emw s mes.ma 0mm m woo.ae mem.mza concessaoa .mfl w.ma m.mm ~.m m.mH m.m **pcmsmee & .mwm mo mpmom m so>o mcomsmo mo .nfl H.ms w.:w H.mm m.Hm m.ss asses ho mumpm cs mchflmoL cowpmHSQOQ o>flumc go pcoopom .ma w.m m.: :.m m.: H.m shoe swamped mum on: coeumHSQOQ Hmpop do pccohod .mfl 0.:m o.mm o.sm s.©m m.mm mecca mmlom scenes on: osmosmd .mmmfl cw cospos one chose me .HH m.o m.m m.m m.m H.Q oozoadscc: meson gonna cmflaflsflo one do bemused .oa s.em ©.ma m.©H s.mn c.0m mmaa emcee mmsog pccmmta obsfl nm>oE ocs coflowHSQOQ Hmoop mo pcmohmm .m mw.fl :5.H ms.a mm.fl ms.a oeoms hoxsosusmxsoslcoz .w o.wm .m.m: w.m: m.m: m.3q wCOHpmdono mCHLSpommscmE . he mcomsod cozoadEo do osmosmd. .s H.o: m.mm m.mm m m: H.@m *mcoapmdzooo smflfloo opens Cw mcomhod poaofidso mo pcwosmm .0 :.AH o.mH m.ma m.oa . . m.ma ooo.oa cmzo egos msoocfi goes moflaflewm mo osmosom .m s.me m.mH m.oe m.:e :.ma ooo.m cage whoa oEoocH spas mmHHHEMd mo osmosmm .3 oo.mmmwm oo.omm.m oo.m©o.w oo.asm.© oo.meo.e mEooCH senses canes: .m m.oa .m.m m.oa 0.0H 3.0H mm ho>o mCOmLmQ sou UopoHQEOQ Hoocom sweep: .m H.0m m.mw >.mm H.Hm _m.mw Hoocom Ce malza comm mcowsmd mo ucoo pom .H opwpm hucsoo muHCSEEoo woman cent: o accomnom Empwmm accomscm Empmhm ammomsom Eopwzm Hmnomhom Eopmhm messed mQSHQ mccmso woesmHep< :.£wflm mpflcsssoo: Ugo :Qmflm cmnsb :fl mLOflccm Lou cocmflhm> no mflmhflmc m s m m.w m.w m.w coapdwhow< m m m.m w m m z m m m m m w mmcozv m o m.m m o z m m m m m.o m m .mQSHo m m m m m.m , m m m m m. m m.m : wanoam : V: a a z . m . s : m.m : z a m mmamta m . m m m m.m m m m m.m m m m.m m manpOHo a mxoOH H _ .H H H H H H H H H H ,H H spHHmsompmm 9m Hm. 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Cowpm>flhgmm H6090 Ho0h0 ho0ho Ho0po :opoN Hafipsmm :osmN Hmfipsmm :osoN Hmflphmm :opmN Hmflphmm sw wqfipmm Hom mnsflo 0sH mm0mhw wMH mospma£p¢ .mmHmE H00 coemcoefl0 mSpmpm 0o ooCoHHmm HmQOmsoQ 0n Hoe>m£mh pmosvcflflo0 0cm mEmHQOHQ nupmum Smospop onwpmHoHHoo Ho0HOIOHoN 0cm Hmepswmll.m:w mqm<9 156 deprivation is significant at .008 while frustration is significant at .01. Results indicate qualified support of the hypothesis. Partials relevant to the threat hypothesis are all in the predicted direction, however, only in dating does threat become significant (.02). Worthy of note but not significant (.09) is the athletic dimension. The threat hypothesis must be rejected. In terms of actual consistency, negative partials are obtained for all dimensions but grades. Significant partials are obtained for clubs (.03) and dating (.04). Partials for actual revised consistency only in the ath-r letic dimension are in the direction predicted and sig- nificant (.04). While for dating a significant partial is obtained (.02), it is in the direction opposite to expectation. The consistency hypothesis, in terms of actual revised consistency is rejected; in terms of actual consistency, qualified support is obtained. In terms of both desired consistency and the revised condition, all dimensions yield positive par— tials. Significance is attained for clubs (.05), under desired consistency. Although not significant but worthy of note are the partials obtained for athletics (.07) and dating (.08). For desired revised consistency only in athletics (.001) does the partial reach significance. 157 Table 6—6 presents the zero order correlation between each variable and delinquency by salience of sta— tus dimension and also presents the direction of change in the partials. It will be recalled that both the depri— vation and frustration hypotheses produced only qualified support. Examining the direction of change from the zero order correlation to the partial, both deprivation and frustration show movement in the expected direction. Only qualified support was received by the consistency hypothesis in terms of actual consistency. An examina— tion of this table shows that, in terms of direction of change, the actual consistency partials yield movement in the direction expected. All conclusions are supported by this table. Personal Nonsalience To examine the relationship between each indepen— dent variable and delinquency, controlling for the effect of all additional measured variables, partial correla— tions were computed for each variable as classified by status dimension and are presented in Table 6—7. All deprivation partials are in the direction pre— dicted by the hypothesis. Significant results are obtained for athletics (.001), grades (.01), and dating (.02). Not significant but worthy of note is the partial obtained for clubs (.06). Results strongly support the deprivation hypothesis. .1 158 stpms 9MHowchs QOHomssmmno 02o mooo.vm++ Hoo.vo+ moo.vmo Ho.vo* mo.vmx mo. 00. H0. 0000. m0.: H0. H000.I s00. 069Hw60 m0.: 30.: m0.: m0. m0.: m0.: mo. 00. H65p6¢ 06C6pmflmcoo 06mfl>6m :0. xma. H0.: 00. H0.: 00H. H0. *mH. 0699660 m0. NHH.: H00. 0H.: :00.: o0H.I H0. *0H.: H65p6< soc6pmflmcoo m00. H0.: m0.: 00.: 00.: 00.: 00. HH. @66909 00.: 0H. m0. s0. s0.: 00H. me.: 0H. QOHpm9pmS9m so. *mH. HH. mH. so. *sH. *oH. +om. QOHQosHsomo 96090 96090 96090 96090 :o96N Hmflp9mm :o96N Hmfip9mm :o96N Hmflp9mm :o96N H69p9mm 30m msflpmm 00H mQSHQ Hmm m60.690 mmm mOHp6H£p¢ .66H6E 909 mQOHmc6EH0 65pmpm 90 66:6HH66 quom96d mo 9oo>m£6h ps650QHH60 0:6 mE6HQo9Q 65pmpm Q663p60 6:09pma69906 9609o:o96N 0:6 H69p9mm::.s:0 mqm9mmno 020 m000.vm++ H00.vm+ m00.vmo H0.vm* m0.vmVH b o Hm. wa. H0. 0H.:. 0H. +:0. 069Hm60 o 0 H0. :0. HH. m:. 00.: o:m.: HmSpo< 066prHmcoo 066H>6m o o 00.: HH. m0.: Hm. mH. mm. 069Hm60 o o mH.: HH.: 0H.: sm.: :0.: 0H.: HmspoH moc6pmHmco0 o 6 0H. 00. 000. mm. som. :m. @669QB o 6 *mm.: mo. mm. *::. m0.: Hm. COHpm9pmS9m o o oo. oo. mo.: *om. mo.: mm. QOHoosHsomo 96090 96090 _ 96090 96090 :o96N H6Hp9mm :o96N H6Hp9mm :o96N H6Hp9mm :o96N H6Hp9mm mQHpmm mmH mQSHo mm 660690 0m onp6H£p< .m6HmE 900 mQOHmQ6EH0 650606 90 66:6HH66 06cHhEoo mp 9OH>6£6Q pc650QHH60 0cm mE6HQo9d mdpdpm 2663069 mQOHpmH699oo 9609o:o96u 0:6 H6Hp96m::.0:m mqm96moo 020 m000.vm++ H00.vm+ m00.vmo H0.vm* m0.vmx 00. so. m0. 0H. H0. mo. m0. m0. 069Hm60 H0.: s00. m00.: me.: 000.: 00.: m0. m0. H6306< zoc6pmHmco0 066H>6m :0. *:H. s0. 00.: :00.: NH. 00. :0. 069Hm60 H0. *:H.: mo. 00. m0. mH.: 0H. :0.: H65p6< moc6pmHmsoo H0.: m0.: :0.: H00. m0.: 00.: mo. :0. p669£B 00.: VHHH. m0.: HH.: H0. me. 0H.: mo. COHpm9pmd9m oo. me. me. xmm. oo. me. oH. oo. cOHomsHscmo 96090 96090 96090 96090 :o96N H6Hp9mm :o96N H6Hp9mm :o96N H6Hp9mm :o96N H6Hp9mm 00m wQHpmo 00 mQSHo mom 660690 00H 66Hp6H£p¢ .m6Hme 909 mQOHmQ6EH0 6:96pm 90 6oc6HHmmcoc 06cHoEoo so 90H>6£6n p9650QHH60 0cm mE6HQo9Q 65p6pm 2663060 mQOHpmH699oo 9609olo96N 0:6 H6Hp96m::.0:m mqm6m o o omf sH.: HH.: ms. mmf mof 8380 o o oH.: HH. 3.: Hs.: mm.: :o.: Hoops: mw soc6pmHmc00 l o 0 HH. 0H.: H:.: H0.: sm. sH. 00Hp69pms9m o 0 HH. 00.: o 0 0H. 0H. 00H06>H9Q60 .Hmmuhho .HwfiuLHO .HwUCHO .HmUCHO :otN H3993 :ots H333 :otN H323 :osmN H3980 m 0:33 s: moBHo 0H 38.5 Hm 8362p: BEDS...) 033.030 4) D)3D.14..DO :HD3000 x.) .434.>.UHHDD1PH9 L__ 176 : uted for the dating dimension for a singular matrix obtained. In all cases obtained, the frustration ials indicate only a chance association with delin— :cy. The frustration hypothesis is rejected. Legitimately, no statement can be made relevant to comparative hypothesis since no deprivation nor frus— ion partial attains significance. Comparison of the Ftive magnitudes attained by deprivation and frustra— 1 in athletics shows that deprivation (.19) exceeds .tration (.17). For clubs, both partials are negative frustration (—.18) obtains a higher partial than does 'ivation (-.06). However, all obtained differences only by chance, and therefore, insufficient informa- : is presented to constitute an adequate test of this :thesis. Partials relevant to the threat hypothesis show ' dating to produce a partial in the appropriate dir— ,on. All obtained partials fail to achieve signifi— :e and upon this basis, the threat hypothesis must be rcted. In terms of actual consistency, no partial attains :a while for athletics and grades, partials are in the licted direction that for clubs are not. In terms of :al revised consistency, only in grades is the partial >site to predictions; but in all cases, alpha is not -\ 171 .hed. For both consistency measures, the consistency :thesis must be rejected. Desired consistency produces no significant par- ,s; only in the grade dimension is a positive partial .ined. Desired revised consistency produces insigni— .nt partials in all dimensions. However, a positive ction is found in athletics and clubs. Table 6—10 presents the zero order correlation ’een each independent variable and delinquency. Infor— on is presented to indicate the greatest amount of lute movement in the partial relative to the zero r correlation. With the exception of the deprivation comparative hypothesis, where insufficient informa— was obtained, no hypothesis received support. These lts are shown by an examination of this table. em Nonsalience For freshmen, the general picture is one of a com— e lack of effect. Relative to the findings under itions of system salience, we find that for system alience, a qualitatively smaller amount of the total ance is being accounted for. Few significant corre— Ons are expected, however, the partials were computed rder to check the directionality of obtained results to note the direction of change in the partial rela— to the zero order correlation. These results are ented in Table 6—11. 172 xH9pme 96Hsmcho COHp6>96moo ozo m000.vm++ H00.vm+ m00.vmo Ho.v&* m0.vmx m0. N0. :0. 0m.: m0. m0. H0.: HH.: 069Hm60 :H. 00. :m. cm. 00. m0. 0H. 0H. H63po< 06:6pmHono 066H>6m :0. 00.: :N. No.1 :00. MH.: :H. :0.: 069Hm60 “ mo. 00. sm. m0. s0. MH. :H. s0. Hmspo< mesmpmHmcoo 0H. 0H. m0.: MH.: m0. :0.: :H. :0. @669QE :0.: 00.: H00. 000.: HH. H0.: m00.: 00.: COHpm9pmS9m 000. 00.: 0 0 0H. 00. s0.: mH.: COH06>H9Q60 96090 96090 96090 96090 :096N H6Hp9mm :o96N H6Hp9mm :096N H6Hp9mm :o96N H6Hp9mm oo 6033 :: mnsHo ms $3.8 os 333%.: 173 Deprivation partials indicate the rejection of the >ivation hypothesis. Only when grades are defined non— .ent is a positive partial obtained. No partial is : to exceed chance expectations. No observations .rred for deprivation in clubs; the deprivation hypo— ,is is rejected. Frustration partials indicate the same picture. All .ined partials are unable to exceed alpha and all are :he direction opposite to prediction. The frustra— : hypothesis is rejected. In terms of the absolute magnitude of the partials, 'ivation exceeds frustration in athletics (—.13, -.09) grades (.09, .01). In dating, frustration exceeds Livation (—.09, —.06). With the exception of depri— .on in grades, all partials are in the opposite direc— ; and association with delinquency proves only by 1 ice. Since no significant partials are obtained for 1er deprivation or frustration, there is insufficient rmation upon which to base an adequate test of the arative hypothesis. While no threat partial is able to exceed alpha, partials indicate a contradictory directional picture. at in athletics and dating are in the predicted direc— while for grades and clubs, positive partials are ined. The threat hypothesis is rejected. 174 In terms of actual consistency, in addition to only nce association, all partials are positive, a dir— n opposite to expectations. For actual revised stency, partials obtained in all dimensions are posi— and only by chance. For both measures, the consis— hypothesis is rejected. For desired consistency, all partials are negative cable to exceed alpha. In terms of desired revised stency, partials for athletics and clubs are nega— while for grades and dating, positive partials are ned. All partials indicate only a chance association. Our general conclusions are supported by Table 6—11 presents the zero order correlation between each endent variable classified by status dimension and quency. Information is also present relative to asolute amount of change in the partial relative to Lro order correlation. A comparison of the absolute s in the deprivation and frustration partisls its a contradictory picture, but one in the direction rejection of the comparative hypothesis. As com— to deprivation, frustration in athletics and grades es a greater degree of change while in dating the te picture emerges. In terms of actual revised tency, the relative change in the partial indicates ction in support of the consistency hypothesis. All conclusions are supported by Table 6-11. onal Salience Again, for freshmen, few significant associations expected. We can check the directionality of obtained 1ts in the partials and their direction of change ,tive to the zero order correlation. The partials are ented in Table 6-12. Partials relevant to the deprivation hypothesis .ds a partial for only the grade dimension in the :cted direction and though not significant, relative ;he other results for freshmen, strongly (.10) in the :cted direction. All other partials are in the oppo— 2 direction than expected and revealing only a chance >ciation. The deprivation hypothesis is rejected. Frustration partials yield the same picture; only :he grade dimension is a positive partial obtained. obtained partials are unable to exceed alpha. The ;tration hypothesis is rejected. Comparing the absolute magnitudes of the depriva— 1 partials relative to frustration, we find that only grades does the deprivation partial attain a stronger >ciation than frustration. In athletics and dating, :tration partials indicate a stronger association than :he deprivation partials. For the club dimension, the a partial is obtained. With the exception of grades parti ls are negative. Since no significant 176 xH9pms 9mH3qumo QOHp6>96who 020 0000.vm++ H00.vm+ moo.vmo H0.v9* movmUH 0H. 0H.: 00. mH. 00. HH. sm. 0:. 069H660 :0.: mm. :0.: 00.: H0. 00. so. 0H.: Hmspo< mos6pmHmcoo 066H>6m MH. 0H.: MH.: :0.: mH.I :00.: Hm. Hm.: 069Hm60 00.: 00. s0.: m0. 0H.: m0.: 0H.: :m. H65p6< seampmecoo 00. HH. 00. 0H.: 00. NH. 0m. 0m. 0069he omf me om.: oH.: mof :o. mo.: oH.: 833.1630 :H.: 0H.: 00. 0H.: 0m. 0m. 0H. :H.: :oH06>H9Q60 96090 96090 96090 96090 :o96N H6Hp9mm :o96N H6Hp9mm :o96N HoHp9mm :o96N H6Hp9mm sH mchmm mm mosHo mm 660690 mm moHp6an< 177 >ciations were attained, insufficient data are pre- ; to constitute an adequate test of the hypothesis. Only threat in clubs produces a negative partial; obtained partials are only by chance. The threat :thesis is rejected. In terms of actual consistency, only when grades salient, do partials manifest the expected direc— :. Actual desired consistency obtains negative par— .s only when athletics and clubs are salient. In :s of both measures, only chance association is pro— :d. Desired consistency produces uniformly negative ths, whereas desired revised consistency produces a Ltive partial only in the dating dimension. All : ials indicate only a chance association. Table 6—12 presents the zero order correlation een each independent variable classified by status nsion and delinquency. Information is also pro— d as to the direction of change in the partial rela— to the zero order correlation. Although all hypo— es were rejected, the table shows that partials for tration and threat changed, in most cases, in the ction expected. In two dimensions, an squal amount hange occurred from the zero order association to partial for both deprivation and frustration; in etics, deprivation changed more than frustration but 178 1 direction contrary to expectations. Frustration in ing changed in a direction predicted more than did civation. This, in combination with the general pic— 2 of change in the appropriate direction for frustra— 1, leads to the support of a rejection of the compara- a hypothesis. Although our partial analysis would lead :0 reject both the frustration and threat hypotheses, ilable data would indicate that, for both variables, 75% of the cases the movement of the partial is in direction supported by the hypothesis. All other con— sions are supported by the table. sonal Nonsalience Since few significant relationships are expected, can check the hypotheses as to directionality of ined partials and the direction of change from the order association to the partial correlation. These ials are presented in Table 6—13. No observations are obtained when clubs are defined onsalient and when deprivation is considered. 0f remaining dimensions, only grades produces a positive ial. All obtained partials fail to exceed alpha 'cating only a chance association between deprivation delinquency. Partials relative to the frustration hypothesis uce a positive partial only when clubs are nonsalient. w 179 xH9pme 96H5mcho QOHpm>96mno 020 m000.vm++ H00.vm+ 000.vmo H0.vm* movmcH 00. mo. 00. *om.l 0H.: sm.: 00.: NH.I 069Hm60 0H. 0H. me. sN. 0N. 0N. 0H. 0N. H65p6< zos6pmquoo 066H>6m mo. 0H.: sN. 000. m0.: H0.: m0.: H0.: 069Hm60 00. 00. MN. 00. so. m0. MH. H0. H6306< 06:696Hmcoo 0N. HH. mo. 0H.: 0H. NH. H00. 0N. p669£9 N0.: 00.: 00. :0. 00. m0.: 00. :0.: :0H969p639m s00. :0.: o 0 NH. HH. 00.: 00.: COHp6>H9Q6Q 96090 96090 96090 96090 :o96N Hme9mm :o96N H6Hp9mm :o96N H6Hp9mm :o96N H6Hp9mm 11s mcHHso om mnoHo om $3.8 mm 83622 .HHDHHHHHDDHH .HOH mHHOHmHHmEHU 05”:me ,HO monH meOC 180 abtained partials indicate only a chance association een frustration and delinquency. Comparing the absolute magnitude of the frustra— and deprivation partials, we see that the depriva- partials exceed frustration in athletics and grades 2 frustration partials exceed deprivation in dating. >nly positive partial obtained is for deprivation in es. Insufficient information is available to test hypothesis. Positive threat partials are obtained when athletics Lating are defined nonsalient and while not signifi— (.07) threat in dating is worthy of note. In grades :1ubs, negative partials are obtained and the grade .al exceeds alpha (.05). The threat hypothesis is :ted. In terms of both actual and actual desired consis— ', all partials are in the direction opposite to pre— .on and are unable to exceed alpha. The consistency :hesis is rejected. For desired consistency, with the exception of when are nonsalient, all partials are negative. For ‘ed revised consistency, all partials are negative t when dating is defined nonsalient. When clubs efined nonsalient, a significant (.01) partial is ned. Although not significant (.08), the partial 181 the grade dimension is strong. All other partials lect only a chance association. Table 6—13 presents the zero order association ween each independent variable classified by status ension and delinquency. Supplementary information is vided for the relative direction of change in the tial. Actual consistency shows changes from the zero er association to the partial in the direction of the othesis. Comparing the relative amount of change in zero order association relative to the partial for rivation and frustration indicates that deprivation duces a lesser amount of change than do the frustra— n partials. All other results are supported by this 1e. bined (system and sonal) Salience For freshmen under these salience conditions, no ervations are obtained for the dating dimension and gular matrices are obtained for athletics and grades. 3 was obtained only for the club dimension. Since y one out of four possible partials is obtained by analysis, we feel that insufficient information is ilable for the adequate testing of any hypothesis. 1 general statement we can say (1) no intervariable intraclass association was obtained, (2) with the aption of actual and desired revised consistency, all 182 tials are in the direction opposite to prediction, no partial is able to exceed alpha, and (4) in terms inter— and intraclass variance explained, a relatively h proportion of the variance in delinquency is ounted for by the operation of our variables solely the club dimension. bined (system and sonal) Nonsalience Few consistent associations should be expected in partials. We can check the directionality of the tials and the direction of change from the zero order Dciation to the partial by an examination of Table 6—14. No deprivation partials were obtained for the club ension. The partials for athletics and dating are in direction opposite to predictions; only grades pro— 2 a positive partial. A11 partials refelct only a ice relationship; the deprivation hypothesis must be acted. Only frustration in clubs produces a positive par— . and no partial is able to exceed alpha. The frus— ;ion hypothesis is rejected. Comparing the absolute magnitude of deprivation :tive to frustration we see that deprivation partials zed frustration only for athletics. Since no signi— Lnt associations were found, however, we conclude 183 xH9me 9mH5mGHmo COHpm>96on 020 m000.vm++ H00.vm+ m00.vmo Ho.vm* m0.vmx m0. mo. MH. xw:.l 00.: mm. 0H.: HN.I 069Hm60 0H. 0H. x0:. mN. mH.: sN. 0H. 0H. HmSpo< hoc6pmHmcoo 066H>6m m0. 0H.: Nm. HH. 0N. 0H.: :0. m0.: 069Hw60 0H. 00. om. m0.: m0. NH. 0N. m0. H0596< moc6umHmso0 oH. om. mo.: mm.: oo.: oo.: mo. mo.: passes m00.: 00.: mo. mH. MH. NH.: m0. mH.: COHp69pmS9m H0. :0.: 0 0 HH. m0. HH.: 0H.: Q0H96>H9060 96090 96090 96090 96090 :096N Hmehsm :Ohmm HsHohsm :Ohmm HsHpsam :osmo Hmesmm Hs msHpmo Hm mpoHo om mmomso o: mOHpmHsp: 184 : obtained data do not constitute a sufficient test of hypothesis. Only threat in dating produces a positive partial one which, while not significant (.09) shows a strong Dciation. All other threat partials are negative and sat in grades exceeds alpha (.05). The threat hypo— iihtfi sis is rejected. In terms of both actual consistency and actual Lsed consistency, only when grades are nonsalient, 3 actual consistency produce a negative partial; in other cases, positive partials are obtained. All iined partials reflect only a chance association. consistency hypothesis is rejected. Desired consistency and desired revised consistency iuce negative partials in all dimension but clubs and .‘:m Lng, respectively. Desired revised consistency pro— 1 e as a significant (.05) negative partial when clubs are ij Lned nonsalient. Table 6—14 presents the zero order association ‘i g veen each variable classified by status dimension and anuency. Information is also provided indicating relative change of the partial to the zero order asso— ;ion. Examination of the deprivation and frustration :ials show the latter to manifest the greater degree of ement from the zero order to the partial, which would 1 support for the rejection of the comparative 185 :esis. With the exception of the grade dimension, consistency shows consistent movement in the :ed direction. All other conclusions are reflected a table. Sophomore Class Analysis m Salience To examine these relationships between each inde— nt variable and delinquency, controlling for the t of additional independent variables, variables classified by status dimension and partial corre— ns were computed and are presented in Table 6—15. Out of a possibility of four partials relative to rustration hypothesis, only deprivation in athletics tained significant (.001) and is in the expected tion. No deprivation observations are revealed for and singular matrices are obtained for grades and g. Although deprivation in athletics lends strong rt to the hypothesis, we feel that insufficient mation is present to constitute an adequate test of eneral hypothesis. Frustration in athletics and clubs are in the ted direction, but only in athletics is the partial to exceed alpha (.01). The frustration hypothesis Jes qualified support. 186 xH9pme 96H5wcho 00Hpm>96moo 02o mooo.vm++ Hoo.vm+ moo.vmo Ho.vm* mo.vmx b b 00.: Hm.l b 0 HH.: omw.: 069mem 0 b 00.: H0. 0 o sH. . MH. H0590< moc6u6Hmcoo 06mH>6m 1 .: . .: . H _ o b m0 xmm o b m0 0:0 069.660 _ b o :H.: KN:.: o o sH.: omw.l H6506< soc6pmHmsoo o 0 0H.: Hm.: o o sH. x00. 066909 b 0 0H.: sN. o 0 MH.: *00. COHpm9pmS9m o o o o o 0 0m. +00. COHHo>H9d60 9 96090 96090 9wmwm Hsthwm mwmmm HmHHHsm :osmN HaHHHam :osms HsHHHam 66H 6 N ”$9.360 0: mQSHo w m60m90 MN . p HH.H”; 187 The only meaningful comparison between deprivation frustration that can be made is for athletics. Here level of significance for the deprivation partial )1) exceeds that obtained by the frustration (.01) :ial. A comparison in terms of absolute value of :ial obtained cannot be made for the club dimension 3e no observation was obtained for deprivation in as. The comparative hypothesis receives qualified port. The partials relative to the threat hypothesis pre— t a picture of qualified support. Threat in athletics in the direction predicted by the hypothesis and sig— icance is reached (.05). Threat in clubs is negative manifests a chance association. In terms of actual consistency, both partials ained are in the expected direction and are signifi- t (.005, .05). Actual revised consistency present tials which are in the direction contrary to expecta- ns and manifesting only a chance association. The sistency hypothesis receives qualified support in us of actual consistency, but receives no support in ns of actual revised consistency. For both the club and the athletic dimension, Lred consistency reveals positive partials that are lificant (.05, .005) in their association with delin— 1cy. Desired revised consistency produces partials 188 both dimensions which are negative and the partial 1ded by athletics is significant (.005). Table 6—15 presents the zero order correlation ween each independent variable classified by status ension and delinquency. Information is also provided to the direction of change in the partial relative to zero order association. Available data indicates port of all conclusions with the exception of the com- ative hypothesis. The magnitude of movement of the stration partial exceeds that of the deprivation par- 1 and both partials move in the predicted direction. tem Nonsalience To examine the relations between each independent iable and delinquency, each variable was classified by tus dimension and partial correlations were computed are presented in Table 6—16. With the exception of deprivation in clubs, all tials are in the direction expected by the hypothesis. partial is able to attain significance; the depriva~ a hypothesis must be rejected. Only frustration in grades yields a positive par— L and no partial is able to reveal anything but a Ice association with delinquency. The frustration )thesis is also rejected. Since neither the deprivation nor frustration hypo- :is yielded anything but random effects, no legitimate NH9pme 9mszcho SOHpm>96mno 020 00oo.vm++ Hoo.vm+ 08.va Ho.vm* .3.va [Ill N0. NN.: HN. 00.: MH. N00. 00. m00. 069Hm6Q 0H.: 00. sN.: m0.: 0H.: sH.: *0m.: 0H.: Hmzpo< hoc6pmHmsoo 066H>6m N0.: H0. 0H.: 000.: :H.: HN. H0.: m0.: 069Hw6m 00.: :0.: 0m.: 00.: 0N.: :N.: HH.: 000.: H05po< mw hoc6pmHmsoo 1 0H.: HN.: 0H.: 0H.: :H.: NH.: 00. 0H. pm69£B 0H.: H0.: 00. s0.: 00.: 0N. UH:N.: s00.: 20Hp09p659m 0o. H. 13.03: Hmf oof sH. mm. oH. SEE/H.360 96090 96090 96090 m mmmmm H3993 69$ H3093 scam H3993 :ohmm HthH 0 H mafiao 0H 238 mm mousse mm 33630.: 190 risons can be made. However, it is possible to n some information by examining the relative mag— e of the absolute score indicated by each partial. boslute value of the deprivation partial is, for all .sions but clubs, greater than that obtained by the sponding frustration partial. However, we feel that 'ficient information is available to constitute an .ate test of the general hypothesis. Only in the athletic dimension does the threat .al show the predicted direction. A11 partials fail ;tain significance. On the basis of all available ’mation, the threat hypotehsis must be rejected. Actual consistency yields partials which are all 1e predicted direction and although not significant , the grade dimension shows a strong association. :1 revised consistency shows negative partials in :ut the dating dimension. In terms of directionality, :ot significance, the consistency hypothesis receives fied support from bctn consistency measures. In of significance, the consistency hypothesis must be ted. Both desired consistency and desired revised con— ncy show neither significance nor direction. For ed consistency, all partials are by chance and while thletics and clubs negative partials are found, for 3 and dating, partials in a positive direction are 191 .elded. In terms of desired revised consistency, nega— .ve partials are found for clubs and dating while posi— .ve results are obtained for athletics and grades. Table 6—16 presents the zero order correlation :tween each independent variable classified by status .mension and delinquency. Information is also provided ; to the relative change in the partial correlation. asults show that the direction of movement from the zero 'der association to the partial is in the direction :pected for all dimensions except deprivation in ath— atics. Our partial analysis was insufficient to reach 1y conclusion regarding the comparative hypothesis. ible 6—16 indicates that, in terms of absolute magni— 1de of movement, frustration partials in all but the Lub dimension show greater movement; in all but the iting dimension, the movement is in the direction (pected by the hypotehsis. These results would lead us 3 suspect the comparative hypothesis. All other results ?e supported by this table. arsonal Salience In attempting to specify the relationship between ich independent variable and delinquency, taking account “ all additional variables, each variable was classified 7 status dimension and partial correlations were com- ited which are presented in Table 6—17. 192 x0365 96stcho 1.8365663 02o mooo.vm++ Hoo.XH+ 08.va Ho.vm* manH x e o oH. :of Ho.: om.: 0H.: 6:. 06.3me o 0 s0.: HH.: N0. 0N. 0N.: +0s.: H65po< NHosmpwchoo 066H>6m b b 00. Nm. NH. NH. m0. *ms. 069H660 w o b xzm.l xwm.l 00.: :H.: m0. 03s.: Hwfipo< moc6HwHwaoo o 0 NH.: Homf mo. mof oH. VHHo. @6695. o 0 MH.: 0H. 0m. 0m. :0.: +0s. COHp69pmd9m o 6 MN.: sN.: 00.: ON. 0H. **00. COHQ6>H9Q6Q 96090 96090 96090 6 96 96090 6H 96 69% H6393 $9.6m H6393 :osmm H He. 0 :osmN H .H m H mcfleo am 258 mm 83.5 mm 83622 193 Partials relevant to the deprivation hypothesis a picture of general support. Of all partials ned (no observations for dating) only deprivation in is negative and only by chance. When grades are dered, the partial is positive but reflects no sig— ant effect. Deprivation in athletics is not only ,e direction expected but is significant (.0005). ,eprivation hypothesis receives qualified support. Frustration partials are all in the expected dir— :n and frustration in athletics is significant .). The frustration hypothesis is supported. Comparing deprivation and frustration in athletics I5, .001) produces results in line with expectations. :rms of absolute magnitude, frustration in grades )re closely related to delinquency than is depriva— in terms of direction, both partials are appro— :e. For grades results are only by chance and the .tude obtained by frustration exceeds deprivation. arms of absolute magnitude, deprivation exceeds frus— _on by in an inappropriate direction. Nevertheless, 'esults for grades and clubs are by chance. The par— ; for athletic support the comparative hypothesis. Only in athletics is both an appropriate direction significance (.05) obtained. All other partials are ;ive and though not significant, threat in grades is 194 ong (.06). The threat hypothesis receives qualified port. Actual consistency produces negative partials for , dimensions and significant (.005) effects are pro— :ed in athletics. Actual revised consistency produces ;ative partials for all dimensions but grades and .in significant results (.001) are obtained for ath— Lics. The consistency hypothesis is supported by :ual consistency and receives qualified support from :ual revised consistency. Desired consistency produces all positive partials 1 in athletics significance is attained (.01). Desired rised consistency produces a positive partial only for 11etics and no obtained effect is significant. Table 6—17 presents the zero order correlation :ween each independent variable classified by status iension and delinquency. Information is also provided 1 the relative change in the partial. Whereas our par- 11 analysis gave qualified support to the comparative iothesis, information presented in this table show it only in grades does the magnitude of change in the )rivation partial exceed that obtained by frustration; L changes are, however, in the predicted direction. is would lead us to suspect the comparative hypothesis. 1 other conclusions are substantiated by this table. onal Nonsalience To examine the relations between each independent able and delinquency, controlling for all contami— ng effects, variables were classified by status nsion and partial correlations were computed. These ials are presented in Table 6—18. No partials were obtained for deprivation in the dimension. All obtained partials are in the expected ction and in athletics the result is significant 1). The deprivation hypothesis receives qualified ort. Contradictory results are obtained relative to the tration hypothesis. While the athletic and grade ials are positive, in clubs and dating the partials negative. No partial is able to exceed alpha. The tration hypothesis must be rejected. Only in athletics is a comparison between depriva— . and frustration partials legitimate. Here depriva- , in athletics is significant at .001 whereas frustra— , although positive, is not significant. Although :results for grades are only by chance, the absolute .itude of the deprivation partials exceed the results ’rustration. For dating, in terms of absolute magni— , deprivation exceeds frustration. The comparative vthesis receives qualified support. 196 9H9 6 . p E 96Hdmcho mQOHp6>96600 020 0000.v9++ H00.v9+ 000.vmo H0.v9* 00.v9x HH.: .I .I . sm H H : :o. mo. oH. mmf 06.3660 0H.: .: .: . . m0 sH m0 0H I 0H.: m0.l m0. H6590< 00:696H6200 066H>6m 000.: .I .: . 00 0N 00 : 0N.: H0. 00.: Hm. 069Hm60 00.: . . . 0 :0 H0 H0 Nm.: :H.: 0N.: *H:.: H6200: 900696Hch0 H.: .: . . o oH NH : mH : :H.: o:.: so. so. 066.59 00.: .: . . 00 N0 H0 I NN.: 00. me.: sN. COHp69pmS9m 0H. . 00 0 0 m0. sN. *0:. +00. £0H06>H9Q60 960.90 .96 : H6H 96 090 9609 093/: :33 H6303 :0an H6308 mmmmw H6303 00H :0 .060 sm mtho 0m 660690 0: 60Hp6H£p< .m69oso 006 a 909 600H6Q6EH0 650606 90 6oc6HH6mco: H600696Q 90 90H>6£6h 0:6SUCHH60 197 Only threat in athletics yields a positive partial all results reflect only a chance association with inquency. The threat hypothesis is rejected. Partials yielded by actual consistency show nega— e partials for athletics and grades but positive par- ls for clubs and dating. Alpha is reached by actual sistency in the athletic dimension (.01). For actual ised consistency, no partial is significant and the ected direction is revealed only by grades and dating. lified support of the hypothesis is yielded by actual ”ah—i: 77‘ 1:: sistency. Desired consistency yields positive partials only i“ 3 ‘, 15:43.92; ? athletics and grades and while not significant, iletics shows a strong effect (.08). In terms of fin sired revised consistency, only grades reveals a posi— ‘ Je partial. Negative and strong (.08) is desired Jised consistency when dating is nonsalient. .¥¥t Table 6—18 presents the zero order correlation ‘7 ween each variable classified by status dimension and inquency. Information is provided as to the relative nge in the partial as regards the zero order correla— n. While contradictory results were obtained for the stration hypothesis in our partial analysis, the ection of partial movement seems to indicate support the hypothesis. In terms of the comparative hypothesis, ults indicate that, in terms of absolute magnitude of 198 ovement, the comparative hypothesis should be rejected. hile our partial analysis showed qualified support of he consistency hypothesis in terms of actual consistency, he direction of partial change would seem to contradict his conclusion. All other conclusions are supported by his table. ombined (system and ersonal) Salience Each variable was classified by status dimension and artial correlations were computed and are presented in able 6—19. No deprivation partial is observed in the club [imension and while the partial for deprivatiOn in dating .s positive, it is so only by chance. On the basis of :nly one partial, we feel that insufficient data is :vailable to constitute an adequate test of the general :ypothesis. While neither frustration in clubs or in dating is ignificant, the former is positive while the latter is egative. A contradictory picture is presented by avail— ble information. Again, we do not feel that sufficient nformation is available for a test of the general hypo— hesis. The only comparison that can be made between depri- ation and frustration is in dating. Results are incon— ormity with expectations for while deprivation in dating 1 m: .. .... 0.. s»- ..s. 20:13:”;- . I. V “v. 1‘?- :z : , . I : 199 9H9p6E 96stcho mQOHp6>96mpo 020 0000.v9++ H00.v9+ 000.v90 H0.v9* 00.v9x mo.: om.: mm. :0. e e o e othmmo HH.: 00. 00.: :N.: 0 0 o 0 H6300< 90c6pmHmcoo 06mH>6m H0. N0.: m0. Hm. 0 0 0 0 069Hm60 s00.: N00.: 0N.: NN.: 0 0 o 0 H6300< 90:696H6000 HN.: MH.: 0N.: HN.: o 0 0 0 p669£9 om.: oH.: mm.: so. e e e s eoHcesomono 0m. MH. 0 0 b 0 o o COH00>H9Q60 96090 96090 9 : H6Hp96 6090 96090 Imhmm m :096N Hmesom :onms HoHohom :osmm HoHossm m0 wch6o NN mpsHo 0 660690 0 60H06H£p¢ 6690803006 909 600H606EH0 6:06pm 90 6006HH66 060H0800 90 90H>6£60 9:6300HH60 33:0. Damian-SEED) DHH343U4DHHDD HD3HDID:HDN|DHHM!H.£._:J.3691!.hHlD .HWHDJHH. 200 is positive and frustration is negative, in terms of absolute magnitude of the partial, deprivation reveals a stronger association than does frustration. Since only one of four comparisons could be made and since only chance results are obtained, we feel that insufficient data is available to constitute an adequate test of the general hypothesis. Threat in both clubs and dating are negative and nonsignificant. On the basis of available information, the threat hypothesis is rejected. Although not significant, actual consistency pre— sents negative partials in both dimensions, while actual revised consistency presents a negative partial only in clubs. In terms of available information, the consistency hypothesis has not been adequately tested. Desired consistency presents a positive partial in clubs and a negative partial in dating. Desired revised consistency yields the same picture. Although not sig— 1nificant, both desired revised consistency partials show a strong (.08 and .06) association with delinquency. Table 6—19 presents the zero order correlation ‘between each independent variable classified by status 1 dimension and delinquency. Information is also provided ‘as to the movement of the partial relative to the zero ‘order correlation. Only deprivation in dating is present and the partial change is in the direction predicted. 201 Although the direction of the zero order correlation for both frustration in clubs and dating is negative, the direction of the partial change is positive. Comparing deprivation and frustration shows frustration to yield a change of greater magnitude than does deprivation. Both threat partials are negative but show the direction of change supported by the hypothesis. Both actual con— sistency coefficients are negative, and show an appro— priate direction of change. All other conclusions are supported by the table. Combined (system and personal) Nonsalience Few significant effects would be expected as to any hypothesis, but we can check each as to direction- ality. To examine these relations, variables were ‘classified by status dimension and partial correlations were computed and are presented in Table 6—20. No statement can be made relative to either signi- ficance nor directionality of the deprivation hypothesis, for no observation in any dimension was obtained. Frustration partials show negative results for athletics and grades and positive partials only for clubs. All partials reveal only a chance association and thus the frustration hypothesis must be rejected. 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N0.: 0 o H65po< mocmpmHmcoo s00. 00.1 o o HN. mH. o o p66s£B 00.: NN. b 0 H0.: m0.| o o SOHp6spmssm NN. *oz. 0 o 0 0 o o QOHp6>Hpoom 96090 96090 96090 poop IOPQN Hmfiphwfl thmN HMHthm IOQQN Hwflpflmm IOQmw Hwflphwfl om meroo NH mooHo om mmo6so oH moHooHsoe .mpOHssn hom COHonEHU map6pm go moQoHH6msoc . . . . ©6QHoEoo so 90H>6 6 £630: ps6 mEoHoomo mzp6pm awesome QOHp6Hmsnoo soUQQIOLmN ps6 H6Husmmmnmelm wwmme 218 In terms of absolute magnitude of association, deprivation shows a closer relation to delinquency in both grades and dating. Deprivation in dating obtained significant (.01) associations with delinquency while frustration did not. The comparative hypothesis is sup— ported with qualifications. Threat in grades yields a positive partial while the dating dimension produces a negative partial. Since both reflect only chance fluctuation, the threat hypo- thesis is rejected. Actual consistency and actual revised consistency obtain negative partials in all dimensions but all results only reflect chance associations. Even though actual revised consistency for dating is strong (.08), the hypo- thesis must be rejected. Table 6—25 presents the zero order association between each independent variable classified by status dimension and delinquency and also presents the movement of the partial relative to the zero order association. All conclusions of the partial analysis substantiated with the exception that actual revised consistency shows expected movement in all obtained dimensions. 219 Senior'Class'Analysis System Salience In attempting to examine the relations in the grade dimension and to note directionality and magnitude for the other status contexts, each independent variable was classified by status dimension and partial correlations were computed and are presented in Table 6-26. No partials relevant to the deprivation hypothesis were observed for either clubs or dating. For athletics and grades, all partials are in the direction expected by the hypothesis and for grades, deprivation is signi— ficantly related to delinquency (.005). Although not significant, deprivation in athletics produces a strong effect (.09). The deprivation hypothesis receives qual— ified support. Frustration in clubs is the only partial to reflect a negative direction. While frustration in athletics is positive it reflects only a chance association while for grades, frustration is both positive and significant (.05). The frustration hypothesis receives qualified support. Comparative partials are obtained only for athletics and grades. In terms of the absolute magnitude of the partials, deprivation in athletics exceeds the level of significance obtained in frustration. 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H65060 “w 060606H60o0 2 0 0 No. 0H.: 0 o 00.1 s0.l 066009 0 0 0N.I NH. 0 o wN.I 02m.l 00Hp6ppmSLm 0 0 m0. 0H. 0 o 0 0 00H06>H006Q 06000 #0000 06000 06000 1006N H6Hps6m IOhmm H6Hps6m I006N H6Hps6m I006N H6Hps6m o 6eHe60 ss mesHo o 666600 6H moapmHops .mH600H6660000 000 600H6068H0 650606 00 6606HH66 060606 mp 00H>60oo 00600 I0HH60 006 maoHoomo 6:06pm 0663060 00Hp6H60006 06000I0066 006 H6H006mII.Hmum mqm06600 020 mo00.vm++ H00.vm+ m00.vmo H0.vm* m0.v0x x0006E 06st0H00 mH.I mH.I xs:.| me.I NH.I 0H.| 0H.I :H.: 060Hm60 0H.: NH.I sN.I mN. mH.I 0H.I mH.I 0N.I H650o0 060606H60oo 0660>6m s0. NN. mN.I H:. 0H. 0N. 00. me. 060H660 0H.: NN.I 0N.: ms.| N0. :N.: 0H.| me.I H6006¢ 060606H6060 0N. st. :0. s0.: 0H. sH. 0N. *mm. 066009 0H.: mH. H00. Umom. :0. :N. N0. *zm. 00006006000 oo. oN. o o HN. *Hm. oo.I *sm. eo0oo>00660 06000 06000 06000 06 0 Io0es Hsaesmm Ioses Hersom Iosms Hersea Iomem Hoseama ms 660660 6N mooHo so 666606 mm mospeHops .6H600Hmm60o00 000 600Hm06EH0 600606 mo 6606HH6m0o0 06 I . . . 0606 so 0OH>606 0600 0HH60 006 686Hno00 600606 0663060 00H06H600oo 060001006N 006 H6Hp06mll.Nmm00mqm0B 2A0 frustration in clubs shows a strong association (.06). The comparative hypothesis is supported. Threat in clubs presents a partial which is con- trary to expectation and which is strong (.08). All other partials are positive and significance is achieved by athletics (.Ol) and dating (.05). The threat hypo— thesis is supported. Actual consistency yields a partial for all dimen- sions in line with expectations and significance is obtained for athletics (.05). Not significant, but some effects are encountered for grades (,09) and dating (.09). With the exception of the club dimension, actual revised consistency yields all negative partials and for ath- letics (.09) a strong effect is shown. The consistency hypothesis is supported by actual consistency. All desired consistency partials are positive and significance is achieved in athletics (.05). Grades (.06) and dating (.08) show a strong effect. All desired revised consistency are negative and significance (.05) is achieved in the club dimension. Table 6—32 presents the zero order correlation between each independent variable, classified by status dimension, and delinquency and presents also the movement of the partial relative to the zero order coefficient. Our partial analysis leads us to support the comparative hypothesis whereas Table 6-32 reveals frustration to 241 exceed deprivation, in terms of the relative movement of the partial, for the grade and dating dimensions. All other results are reflected in the table. Personal Salience In order to examine these relations between each independent variable and delinquency, independent of the contribution of all other variables, each independent variable was classified by status dimension and partial correlations with delinquency were computed and are pre- sented in Table 6—33. Partials relevant to the deprivation hypothesis yield coefficients which are all in the direction sup— porting the hypothesis but all reflect only a chance association with delinquency. Although, not significant, deprivation in grades shows a strong (.06) effect. Nonetheless, the deprivation hypothesis must be rejected. With the exception of frustration in dating, all frustration partials show the direction expected. Frus- tration in grades is able to exceed alpha (.05) but this alone is insufficient to accept the hypothesis. Relative to the comparative hypothesis, the only comparison that can be made is in the grade dimension where frustration (.05) exceeds deprivation (.06). Although significance levels in the other dimensions can— not be compared, magnitude and direction of obtained results may. For all other dimensions, the magnitude of 2H2 000060 06st0000 00006>06moo 020 m000.v0++ H00.vm+ m00.v06 H0.v0* m0.v00 mN. oo.I Ho. 6o.I so.I NN.I 6o.I Nm.I 6600660 Ho. ms.I oH.I Nm.I mo.I mN.I NN.I oo.I 060060 06060606000 0660>6m om. sH. No. oN. 0N. mN. HH. os. 6600660 oo.I NH. sN.I oH.I Ho.I oN.I Hm.I os.I H600o< 06060606000 ms. *mm. mH. mH.I mH. sm. 0m. ms. 066000 0:.: 0:.: NN.I 0N. N0.: 0N0. mH.I mm. 0o006006000 mH. so. so. oH. Hm. st. sN.I Hm. 06006>00060 06000 06000 06000 06000 I006N H60006m |o06N H60006m Io06N H600060 Io06N H6H0060 6H 600060 os 600Ho mm 666606 6N 66006H00s .6H60006660o00 000 6000606000 600606 00 66060H66 H60om060 00 0OH>6060 00600 I00H60 006 606Hoo00 600606 0663060 600006H600oo 0600olo06m 006 H600060I1.mmI0 mqm6m Ho. 0N. Ho.I HH. 6H.I 6H.I so.I oH. 6600660 sH.I sN.I mo. oH.I sN.I sH. 6o.I oo.I H66060 mw 06060606000 2 HN. 6H. 6o.I HH.I 6o. ooo.I No. oN. 066000 HH.I HN. woo. oN. oo.I mN.I so.I 66. 06006006600 6 o o o o o No. sH. 06006000060 06000 06000 06000 06000 I606N‘ H600060 I606N H600060 I606N H600060 I606N H600060 sm 600060 mm 600Ho 6m 666606 ss 66006H00< .6H60OHmm60o0Q 000 6000606800 600606 00.66060H660o0 H60Om060 00 00006060 00600 I00H60 006 6&6H0o00 600606 0663060 600006H600oo 06000Io066 006 H60006011.:m10 00009 246 Only frustration in grades produces a negative par- tial and all partials are by chance alone. The frustra- tion hypothesis is rejected. In terms of absolute magnitude of the partial, deprivation exceeds frustration in athletics. Since no observations were encountered for deprivation in grades, clubs, or dating, we feel that these data do not consti- tude an adequate basis upon which to refute the general hypothesis. Threat in athletics and dating presents partials in line with expectations while threat in grades and clubs yield negative partials. Since all results indicate only chance associations, the threat hypothesis is rejected. Actual consistency yields a negative partial for all dimensions but grades and does manifest a strong effect in dating (.08). Actual revised consistency pro— duces a negative partial for all dimensions but clubs. Since only chance associations are reflected in the par— tials, the consistency hypothesis is rejected. Desired consistency yields a positive partial for all dimensions but grades and shows some relation (.09) in dating. Desired revised consistency yields a negative partial for all dimensions but grades and shows an effect in athletics (.09) and clubs (.06). Table 6—3H presents the zero order correlation between each independent variable, classified by status 2A7 dimension, and delinquency and the partial relative to the zero order correlation, movement. Our partial ana- lysis leads us to reject the frustration hypothesis, but an examination of the above table shows the partial move- ment is in the expected direction for all dimensions but grades. Relevant to the comparative hypothesis, the only comparison that can be made shows frustration to exceed deprivation. The movement of the partial for actual consistency shows the expected direction for all dimensions but grades. All other results are shown by this table. Combined (system and personal) Salience Appendixlflflishows that under conditions of combined salience, only the club dimension yielded observations. No observations were encountered for dating and singular matrices were obtained for grades and athletics. Any conclusions that would be drawn from these data would be based upon the club dimension (N=33). We feel that insufficient information is available to either (1) estab— lish the presence of absence of a relationship, or if present (2) to test the significance of hypothesized rela- tionships. 248 Combined (system and personal) Nonsalience Although few significant partials are expected, the hypotheses may be checked in terms of directionality and absolute magnitude of the obtained partials. To this end, partial correlations between each independent variable, classified by status dimension, and delinquency were com— puted and are presented in Table 6—35. No observations for deprivation in grades, clubs, or dating were encountered. Deprivation in athletics yields a positive partial which is unable to exceed alpha. Insufficient information is yielded upon which to base any rejection of acceptance decision. Frustration partials yield the expected direction for all dimensions but grades and no partial is able to exceed alpha. The frustration hypothesis is rejected. Since no observations are encountered for depriva— tion in grades, clubs or dating, the only comparison possible is in athletics where deprivation's absolute magnitude exceeds that obtained by frustration. To base the conclusion on these partials alone (N=3A) would be dangerous; we feel that insufficient information is available to constitute an adequate test of the compara- tive hypothesis. Threat in athletics and dating yield positive par— tials while for grades and clubs, the threat partials are 00006006600 026 mooo.vm++ Hoo.vm+ m00.vmo 00.vm* m0.vmx 000068 0605wz0m0 NH.I 00.| w:.| Hm.| m0.| :H. 00.1 m0.1 0600660 :m.| m0.| mm.| 00.| NN.I :m.| :H.: mm.1 H6500< 00060606000 0660>6m 00.: mm. :N.: om. mo.1 00.: m0. ma. 0600660 00.1 nm.| :H.: mm.| m0.| ma. Ho. 00.| 065000 mu 00060606000 2 0m. 00. 00.1 m0.| mo. mo.| 0m. 0m. 066003 HH.I Hm. :0. :m. :H.: 0m.1 00. am. 00006006500 6 6 6 6 6 6 mo. mm. 00006>00060 06000 06000 06000 06000 IO.H®N fidflfifimm IOCHMN HMHPCHGQ IO.H®N Hmflphmmfl IOcHON HQHPMNQ 0m 600060 00 60500 :m 660600 0m 600060000 .6060006660000 000 6000606800 650606 00 6006006600: 06000800 00 000>6060 0065000060 006 68600000 650606 0663060 600006060000 0600010066 006 H60006mlu.mMI0 wqm<9 250 negative. While nonsignificant threat in clubs is strongly (.07) in the direction opposite to expectations. The threat hypothesis is rejected. Actual consistency yields nonsignificant and nega— tive partials for all dimensions but grades while actual revised consistency yields all nonsignificant and nega— tive partials. Since no partial reflects more than a chance association, the consistency hypothesis is rejected. Desired consistency yields all negative partials while desired revised consistency yields positive par— tials only for grades. No partial exceeds alpha. Table 6—35 presents the zero order correlation between each independent variable, classified by status dimension, and delinquency and presents the movement of the partial correlation relative to the zero order asso— ciation. Our partial analysis leads us to reject the frustration hypothesis whereas the above table shows the frustration partials to move in the expected direction for all but the grade dimension. In the only comparison possible, deprivation is found to exceed frustration, in terms of absolute magnitude of the partial‘s movement. Table 6—35 reveals actual consistency to produce partial movement in the expected direction for all dimensions but grades. All other results are reflected in the above table. 251 Business Situs System Salience Attempting to examine relations between each inde- pendent variable and delinquency, independent of extran— eous effects, all variables were classified by status dimension and partial correlations were computed and are presented in Table 6-36. No observations were encountered for deprivation in dating. Deprivation in athletics yields a negative partial which is not able to exceed alpha. Deprivation in grades and clubs presents partials which are in the direction expected and for grades, significance (.005) is achieved. While not significant, some effect (.06) is shown by deprivation in clubs. The deprivation hypo- thesis is supported. No observations are encountered for frustration in dating. All other frustration partials are in the expected direction and frustration in grades (.005) and in clubs (.05) are significant. The frustration hypo— thesis is supported. In comparing the significance levels of deprivation and frustration in grades, we find that the same level (.005) is attained. When clubs are examined we find frustration in clubs to be significant at .05 whereas deprivation shows only chance, but strong nevertheless m000.vm++ 000.vm+ m00.vmo 00.vm* m0.vmx 000060 060560060 00006>06600 oz6 6 6 60. 60.1 mm. 666. 60. mm. 0600660 6 6 6o.- :0. mm.- 666.- m0.- 6m.- 060060 60060606000 0660>6m 6 6 so.I *zm. 06.I 666. 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Since only chance is observed, the threat hypothesis is rejected. Actual consistency yields negative partials for all dimensions but grades and significance is achieved for dating (.05). Actual revised consistency yields the appropriate direction only for athletics and clubs and no partial is significant. The consistency hypothesis receives qualified support by actual consistency. Desired consistency yields positive partials for all dimensions but grades and significance is achieved by clubs (.Ol). Only in clubs does desired revised con— sistency yield a negative partial and some effect (.06) is revealed for dating. Table 6—38 presents the zero order association between each independent variable, classified by status dimension, and delinquency and also presents the direction and magnitude of partial movement as compared to the zero order association. Our partial analysis leads us to reject the deprivation hypothesis but the above table shows partial movement for all deprivation partials in the expected direction. All other conclusions of the par— tial analysis are mirrored in this table. Personal Nonsalience In order to examine these relations, independent of extraneous influences, each independent variable was 260 classified by status dimension and partial correlations with delinquency were computed and are presented in Table 6—39. No observations are encountered for deprivation in clubs. Deprivation in grades and dating yields a par— tial in support of the hypothesis while a negative direc— tion is indicated by deprivation in athletics. Depriva— tion in grades is significant (.Ol). The deprivation hypothesis receives qualified support. Frustration in athletics and dating yields a nega— tive direction while for grades and clubs, the depriva— tion partial is positive. Significant association is indicated for the grade dimension (.Ol). The frustration hypothesis receives qualified support. Comparing the significance levels of deprivation and frustration in grades, we discover that frustration exceeds deprivation. In terms of absolute magnitude, frustration exceeds deprivation for athletics and dating. Deprivation in athletics and frustration in athletics and dating yield partials in the unexpected direction. The hypothesis is rejected. All threat partials are in the opposite direction from prediction and no partial is able to exceed alpha. The threat hypothesis is rejected. Actual consistency yields a negative partial for grades and clubs and significance is achieved by grades 00006>06600 020 m000.v0++ 000.v0+ m00.v0o 00.v0* m0.v0x 000060 0605000m0 llllll 00.1 00.1 ON. 00. :00. m0. m0. No.1 0600060 00.1 mo. 00.1 m00.1 :0.1 00.1 m0.1 mm. 065000 00060006000 0600060 :0. m0.1 m0.1 00.1 00.1 00cm. m0.1 00.1 0600660 m0.1 00. 00.1 60.1 00.1 *zm.1 00.1 m0. 065000 mm 00060600000 2 00.1 60.1 m0.1 60.1 m0.1 00.1 mo. 00.1 066009 00. 00.1 :0. 00. 00. *mm. 60.1 m0.1 00006000500 mm.1 00. 0 . 0 m0.1 *mm. 00. 000.1 00006>00060 06000 06000 06000 06000 lOfimN HMHPfiwm IOQ®N Hmfiphwm lOfimN Hwfipfidm thmN fidflphwm 06 600060 6: 60000 06 660600 66 600060000 .66600650 000 0000006000 050600 00 60060066000 06000060 00 0o0>6060 0065000060 006 60600000 050600 0663060 00006060000 0600010060 006 060006011.mm16 00008 262 (.01). With the exception of significance for grades, actual revised consistency produces the same picture. The consistency hypothesis is rejected. Desired consistency shows negative partials for all dimensions but grades where a positive and signifi- cant (.05) partial is obtained. Desired revised consis— tency produces a negative partial for grades and clubs and a positive partial for athletics and dating. Table 6—39 presents the zero order correlation between each independent variable, classified by status dimension, and delinquency and also presents the direc— tionality and absolute magnitude of the movement in the partial as compared to the zero order association. Our partial analysis leads us to reject the comparative hypo— thesis. The above table shows partial movement for ath— letics and grades for deprivation in excess of frustra— tion. But in athletics the movement is in the opposite direction than expected, thus adding further support to the rejection of the hypothesis. All partial conclusions are supported by this table. Combined (system and personal? Salience An examination of Appendix II reveals that no obser- vations were encountered for dating and grades and ath— letics obtained singular matrices leaving only observa— tion for the club dimension. No effect for either 263 restricted or nonrestricted variables is shown thus indi- cating only chance relationships with delinquency. Although significant partials might be encountered, any conclusion based only on one dimension (N=45) would be extremely hazardous. We feel that insufficient informa- tion is available either to (l) establish the presence or absence of an effect, or (2) to test the significance of hypothesized relationships. Combined (system and personal) Nonsalience In order to examine these association, independent of extraneous influences, each independent variable was classified by status dimension and partial correlations with delinquency were computed and are presented in Table 6-“0. All obtained deprivation partials are in the direc— tion predicted by the hypothesis and deprivation in grades achieved significance (.Ol). The deprivation hypothesis receives qualified support. Frustration in athletics and grades show the expec— ted direction and in grades significance (.001) is achieved. Frustration in clubs and dating show the direc- tion opposite to expectations and in clubs significance (.05) is achieved. A truly contradictory picture is revealed by the frustration hypothesis to such a degree that neither support nor rejection can be concluded. 264 000060 060500000 00006>0600o 026 mooo.v0++ 000.v0+ moo.vmo 0o.vm* mq.vmx 00.1 mo.1 om. mm. No.1 moo. 00. mo. 0600060 00.1 mo. 66.1 00. 00.1 60.1 mo.1 06. 065000 00060000000 0600>6m :0. mo.1 mo.1 00.1 o0.1 *mm. 00.1 :0. 0600060 mo.1 0o. mo. 00. No.1 *mm.1 00.1 00.1 065000 00060000000 0o.1 00.1 NN.I m0. 0o.1 00.1 mo.1 no.1 066005 0mm.1 00.1 mo.1 000.1 :0. +00. xmm.1 o0. 00006000500 60. 0o. 6 6 60. *mm. 60. 06. 60006>00060 06000 06000 06000 06000 60 06 1006M 0600060 1006M 0600060 1006M 0600060 1006N 0 .0 0 0m 000060 m0 00500 0m 060600 mm 000060000 .00600050 000 0000006000 050600 00 60060060000 06000000 00 000>6060 0065000060 006 00600000 050600 0663060 00006060000 0600010060 006 060006011.o:10 00009 265 Comparing deprivation and frustration in grades, we find that the significance level for frustration exceeds that obtained by deprivation. Since no observations were encountered for deprivation in clubs, the negative sig— nificance of frustration in clubs cannot be compared. Frustration exceeds deprivation for dating but it is in the unexpected direction while deprivation exceeds frus— tration for athletics in the expected direction. The comparative hypothesis is rejected. Only threat in clubs reveals the presence of the hypothesized direction and all partials reflect only chance variation. The threat hypothesis is rejected. Actual consistency in athletics and grades reveal the expected direction and significance is achieved in grades (.01). For clubs and dating, positive partials are reported and for clubs the effect is notable (.09). Actual revised consistency yields a negative partial only for grades and clubs and no partial is significant. The consistency hypothesis is rejected. Desired revised consistency yields a positive par— tial only for athletics and grades and significance (.01) is achieved in grades. Desired revised consistency reveals a positive direction for all dimensions but dating and clubs Show some effect (.06). Table 6—40 shows the zero order correlation between each independent variable, classified by status dimension, 266 and delinquency and also presents the direction and mag— nitude of the partial movement relative to the zero order association. All conclusions of the partial analysis are borne out in this table. Labor Situs Analysis System Salience In order to specify these relationships, all inde— pendent variables were classified by status dimension and partial correlations were computed with delinquency and are presented in Table 6—Hl. All partials relevant to ehd deprivation and frus— tration hypotheses indicate a picture of strong support for each hypothesis. All obtained partials are in the direction predicted by the hypothesis and are significant: athletics (.0005, .005), grades (.OOl, .001), and clubs (.05, .005). As can be seen, deprivation exceeds frustration's significance level only in the athletic dimension whereas the hypothesis predicted that deprivation should exceed frustration in all salient status dimensions. The com— parative hypothesis is rejected. Partials relevant to the threat hypothesis produce the predicted direction for threat in athletics and grades. Significant results are obtained in the athletic (.Ol) dimension. Since threat in clubs is negative and a 000060 060000000 00006>06000 020 m000.v0++ 000.v0+ 000.vmo 00.v0* m0.vmx MI 0 0 mo. mo. xmz.1 000.1 0o. 0o.1 0600060 0 0 m0. mo. mm. 0:. m0. m0. 065000 00060000000 0600>6m 0 o 000. ++:m. mm. +00. 00. +00. 0600060 0 o 000.1 ++:m.1 00.1 +00.- 00.1 +00.- 060000 MW 00060000000 2 o 0 0o.1 0o.1 m0.1 mm. 0m. *mm. 066009 0 b m0.1 00m. mo. +00. 00.1 o::. 00006000500 0 0 0o. om. am. +mw. mm. ++0m. 00006>00060 06000 0600o 0600o 06000 IO§®N HNHPQM@ IOth Hflflpfimm IOQQN HwHPQwQ IOHmN HwHPLMQ 0 000060 0N0 0.0000 mm 060600 mm 000060000 .00060 000 0000006000 050600 00 60060060 060000 00 0o0>6060 0065000060 006 00600000 050600 0663060 000006060000 0600010060 006 060006011.0010 0000B 268 singular matrix is obtained for the dating dimension, only qualified support is received by the threat hypo- thesis. In terms of actual consistency, the consistency hypothesis is supported. All partials are in the expected direction and are significant: athletics (.001), grades (.001), and clubs (.0005). Actual revised consistency produces partials which are all opposite to expectations, none of which is more than chance. Desired consistency produces partials which are all positive and significant: athletics (.001), grades (.001), and clubs (.0005). Desired revised consistency yields a negative partial for all dimensions but clubs and signi— ficance is obtained for grades (.05). Table 6—“1 presents the zero order correlation between each variable classified by status dimension and delinquency and shows the direction of movement of the partial correlation relative to the zero order associa— tion. With no exceptions, the results presented support the results of our analysis of the partial correlations. System Nonsalience Hypotheses can be checked by noting the direction and magnitude of obtained partials. Each independent variable was classified by status dimension and partial correlations were computed with delinquency are are presented in Table 6—H2. 269 00006>06000 020 0000.vm++ 0oo.vm+ moo.vmo 0o.vm* mo.vmx 000068 060500000 9 o o o o m m 00. 00. 000. 00.: m0. 000. 00. mo. 06500< 00060000000 0600>6m 00. m0. 00. No.1 mo. mo. 00. 00. 0600060 00. m0.| :0.: mo. 00.: 00.: :0. 00.: 065004 00060000000 mo. 000.: mo.| mo.u 0o.1 moo. 00. 00. 066009 m0.1 N0. 00.: 00.: 00. m0. 0m0.| No.1 00006000500 m0.| 00. 00.: 0000.: 00. N0. 00. 000.: 00006>00060 06000 06000 06 0 IOMmN Hwflphmm thmN Hwflpflwm IOWGW Hmflphwm WMWMW HMHPfidfl 000 060060 00 00600 000 060600 000 060060000 .00060 000 0000006000 050600 00 60060060000 060000 0 . . 0 000>6060 0065000 6 006 00600000 050600 0663060 000006060000 0600010060 006 060006m||.m0|0 mwmme 270 No deprivation partial is able to exceed alpha and while deprivation in grades and dating are in the direction expected by the hypothesis, deprivation in athletics and clubs are in the opposite direction. The deprivation hypothesis is rejected. Frustration in grades and dating yields partials in the predicted direction while frustration in athletics and clubs yields negative partials. No obtained partial is other than by chance and the frustration hypothesis is rejected. In terms of directionality only deprivation and frustration in grades and dating are in the expected direction. The absolute magnitude of obtained partials shows frustration to exceed deprivation for all dimen- sions. Since all partials are only by chance, we feel that insufficient information is available to constitute an adequate test of the comparative hypothesis. No threat partial is able to exceed alpha. The appropriate direction is shown by threat in athletics and grades while threat in clubs and dating are negative. The threat hypothesis is rejected. Actual consistency yields negative partials for all dimensions but clubs and while not significant, actual consistency in dating is strong (.07). A negative partial for actual revised consistency is yielded only 271 for clubs and all partials reflect only chance associa— tion. The consistency hypothesis is rejected. Desired consistency and desired revised consis— tency yield all positive partials, with the exception of desired consistency in clubs. All partials reflect only chance association. Table 6—42 presents the zero order correlation between each independent variable classified by status dimension and delinquency and the direction of movement in the partial as compared to the zero order association. Our partial analysis leads us to reject all hypotheses. For the frustration hypothesis, the direction of movement in the partial is in the expected direction for all but the club dimension. Insufficient information was avail— able to test the comparative hypothesis. Table 6—M2 shows that the magnitude of the partial movement for frustration exceeds that of deprivation for all dimen— sions but clubs. In terms of actual consistency, the predicted direction of movement in the partial is revealed for all dimensions but clubs. All other results are reflected in the table. Personal Salience To examine these relations, each independent var— iable was classified by status dimension and partial correlations were computed for each independent variable and delinquency and are presented in Table 6—43. 000060 060500000 00006>06000 020 m000.vm++ 000.vm+ moo.vmo 0o.vm* m0.vmx m0. om.- 00. 00. 06. mo. 00. 000. 6600660 06. $06. 00. 00. mo. 00. 00. 006.- 066660 00060000000 0600>6m mo. 00. mo.- com. :0.- 00. 60. mo.- 6600660 00.- am.- m0.- omm.- 00.- o0.- 60.- 00. 065060 M. 00060000000 2 0m. 00. mo.- 06.- 00.- o0. 00. 00. 066000 00.- 00. 60. 0mm. 000. 00. 00.- 00. 66006006600 0m.- 00. 00.: 00. 00. 0m. moo. m0. 00006>00060 06000 06000 06000 06000 I006N 0600060 1006N 0600060 1006N 0600060 I006N 0600060 0: 000060 mm 60600 :0 666606 06 660060006 .00060 000 0000006000 050600 00 60060060 06000060 00 0o0>6060 0065000060 006 00600000 050600 0663060 000006060000 06000-0060 006 060006m-.m:-0 00000 273 All deprivation partials are in the direction pre- dicted by the hypothesis, but all reflect only a chance association. A strong effect is observed for grades (.08). The deprivation hypothesis must be rejected. All frustration partials are positive and a signi— ficant effect is achieved in clubs (.05). Strong posi— tive effects are encountered for grades (.09). The frustration hypothesis is supported. For clubs, a significant effect was obtained for frustration (.05) while deprivation in clubs obtains only a chance association. Although not significant, frustration in dating is strong (.09), while deprivation is by chance. In terms of absolute magnitude frustration exceeds deprivation in athletics. For grades, a strong effect is shown by deprivation (.08) while frustration is only by chance. The weight of evidence indicates a rejection of the comparative hypothesis. With the exception of threat in clubs, all threat partials are in the expected direction and all results reflect only chance associations. The threat hypothesis is rejected. Actual consistency yields a positive partial only in athletics. For clubs, a significant effect is observed (.005) and for dating, a strong effect (.06) is encountered. Actual revised consistency produces a nega- tive and significant partial (.05) in athletics. However, 274 a significant positive partial is obtained for dating (.01) and for grades a strong positive effect is observed (.09). The consistency hypothesis is supported by actual consistency. Desired consistency yields a negative partial only in athletics and produces a positive and significant partial (.005) for clubs. Desired revised consistency produces a significant partial (.005) for athletics and, with the exception of dating, all partials are positive. Table 6-43 presents the zero order correlation between each independent variable classified by status dimension and delinquency and the direction of movement in the partial relative to the zero order association. Our partial analysis leads us to reject the deprivation hypothesis. The direction of the partial movement shows the deprivation partials to move in the predicted direc— tion for all dimensions. Whereas our partial analysis supported a rejection of the comparative hypothesis, the magnitude of the partial chance shows deprivation to exceed frustration for all dimensions but athletics. All other results are reflected in this table. Personal Nonsalience In order to examine these relations, partial corre— lations were computed for delinquency and each indepen— dent variable classified by status dimensions and are presented in Table 6—44. 275 000060 060000000 0o006>06000 020 mooo.vm+ 0oo.vm+ moo.vmo 0o.vm* mo.vmx mo. mo. moo.- 00.1 o0.1 no.1 mo. :oo. 0600060 mo. woo. moo. mo. mo. mo. 00. 000. 060000 00060000000 0600>6m mo. m0. mo. 0o. mo. 000.- No. +wm. 0600060 no. 00.- moo.- mo.- moo. 000.- mo. +mm.- 060000 00060000000 0o.- 00.x 0oo.n 0o.1 0o.- 0o.- m0. m0. 066009 mo. 00. moo.- no. mo. 0o. 00.: *om. 00006000000 m o 00. m0. 00. moo.- m0. *mm. ++0m. 00006>00060 o . Illlllllllllllll!‘ 0 06000 06000 60 06 a 000 00600 000 066600 000 060060000 Q 00 000>6060 0060000060 . 0000006000 000600 00 60060060000 0600006 . . mmomw6wmw00 000600 0663060 000006060000 0600010060 006 0600060-.00-0 00000 0 276 All deprivation partials are in the direction sup— porting the hypothesis. Significant associations are indicated by deprivation in athletics (.0005). Although not-significant, deprivation in clubs (.08) shows a close association. The deprivation hypothesis is supported. All frustration partials are positive and signifi— cance is achieved by frustration in athletics (.01). Strong effects are revealed by frustration in grades (.07). The frustration hypothesis is supported. Comparing the significance levels of deprivation relative to frustration in athletics (.0005, .01) leads in the direction of support of the hypothesis. In terms of magnitude and obtained strong relations, frustration exceeds deprivation in grades but deprivation exceeds frustration in clubs. Equal partials for deprivation and frustration are encountered in the dating dimension. The general picture is one of support for the comparative hypothesis. Only threat in athletics produces a positive par— tial. All results reflect only chance associations and thus the threat hypothesis is rejected. Actual consistency produces all partials in the expected direction and significance is achieved by ath— letics (.001) and grades (.05). Actual revised consis- tency produces all positive partials and significance is 277 achieved in athletics (.05). The consistency hypothesis is supported by actual consistency. Desired consistency produces all positive partials and significant associations are indicated for athletics (.001) and grades (.05). Desired revised consistency yields positive partials only for athletics and dating and all partials are only by chance. Table 6—44 presents the zero order association between delinquency and each independent variable clas— sified by status dimension and the movement of the partial relative to the zero order correlations. With the excep— tion of the comparative hypothesis where the magnitude of the partial movement for frustration exceeds deprivation in all dimensions but grades, all partial conclusions are verified by this table. Combined (system and personal) Salience In order to examine these relations more precisely, each independent variable was classified by status dimen— sion and partial correlations with delinquency were com— puted and are presented in Table 6—45. The exact same picture is presented by partials relevant to both the deprivation and frustration hypo— thesis. All obtained partials are in the direction expected by the hypothesis and significant results are encountered for clubs (.05, .05). In terms of available x00060 060000000 0o006>06000 ozo mooo.v0++ 000.v0+ moo.vmo 0o.vm* mo.v0 N o 6 0m. om. o 0 0m. *06. 0600060 0 6 0m. 00. b 6 m0. 00.: 060060 06660000000 0600>6m .o b moo. *0m. 0 0 mm. mm. Uwfiflmmm 0 0 mo.: *zm.| 0 0 0o.1 NN.: 060000 8 7. 00060000000 2 0 0 0o. moo.| 0 0 on. 0m. 066009 0 0 0m.: Nwm. 0 0 moo.| om. 00006000000 0 0 mo. 0mm. 0 0 00.| mm. 0o006>00060 06000 06000 06000 06000 IO06N 060006m I006N 06000660 I006N 0600.06n0 1006N 06000.6n0 0 000060 00 00000 60 060600 :6 060060000 .00060 000 0000006000 000600 00 60060060 06000000 00 0o0>6060 0060000060 006 00600000 000600 0663060 000006060000 06000|006N 006 0600060I1.m010 mqm09 279 information, the deprivation and frustration hypotheses are supported. The only legitimate comparison that can be made is for the club dimension. Here both deprivation (.05) and frustration (.05) are significant. The hypothesis pre— dicts deprivation's significance level to exceed that of frustration and the obverse is obtained. In athletics, in terms of absolute magnitude, deprivation exceeds frus— tration but the results reflect only chance association. All partials are in the direction expected. The compara- tive hypothesis must be rejected. Partials relevant to the threat hypothesis present a positive partial for threat in athletics and a negative partial for threat in clubs. All partials are only by chance and thus the threat hypothesis must be rejected. Actual consistency yields a negative partial for both dimensions and significance (.01) is yielded in the club dimension. Actual revised consistency presents a negative partial for athletics and a positive partial for clubs, both of which reflect only a chance association. The consistency hypothesis received qualified support from actual consistency. Table 6—“5 presents the zero order association between each independent variable classified by status dimension and delinquency and shows the direction of movement in the partial relative to the zero order 280 association. The consistency hypothesis received quali- fied support in terms of actual consistency in our par- tial analysis. Table 6—H5 shows actual revised consis- tency to manifest consistency movement in the direction supported by the hypothesis. All conclusions of the par— tial analysis are reflected in this table. Combined (system and personal) Nonsalience The hypotheses can be checked by the directionality and magnitude of the obtained partials. Thus, each inde— pendent variable was classified by status dimension and partial correlations with delinquency were computed and are presented in Table 6—46. All deprivation partials are in the expected dir— ection and are only by chance even though a strong effect was encountered by deprivation in dating (.07). The deprivation hypothesis is rejected. Frustration in athletics and in clubs show negative partials and while for grades and dating, the partials are in the direction expected, all results reflect only a chance association. The frustration hypothesis is rejected. In terms of direction, all deprivation partials and frustration in grades and dating are in the expected direction. In terms of absolute magnitude of the partial, frustration exceeds deprivation in athletics and grades 000060 0600w00m0 0o006>06000 020 mooo.vm++ 000.v0+ moo.vmo 0o.vm* mo v00 -IlIIIIIIIIIIII-Itlltlliltll- . . .- 600060 00. mo. 60. 60. 00,- no - 60 mo 6 O l O was 0 S. 3. mo. 66.- mo. 06 60 N0 0 0 0 06060606060 6660060 00. NWH. MN. NO.| NO. .m-H. HH. m0. fivmtafimmm :0. m0.- mo. 00. 600. 00.- 00. 60,- 066060 M 00060000000 2 mo.- :0.- mo. 00. mo.- 60,- mo. 00. 066000 0o.- m0. mo.- 00.- 0o. 60. 00.- mo.- 66006006600 60. 00. 06. 60. no. mo. 00. 0006. 26066000060 06000 06000 06000 06000 . -o06N 0600060 -o06N 0600060 -o06N 0600060 -o06N 0600060 :00 600060 06 60600 600 666600 660 660060000 .00060 000 000006000 000600 00 60060060000 06000000 00 0o0>6060 0060000060 006 00600000 000600 0663060 000006060000 06000Io06m 006 060006mI-.m:-o m0m6m mo. 020. 6600060 HO. OIH.’ HMSPOdq 06060000000 . .1 . . 066009 mo. mo. 000.1 mo.1 mo 1 00 0000 x00 . .1 . 000 60 050 N0. 00.1 mo. mo. ++w0 xmo x00 .0 0 m 60.1 * . 00.1 :0. 00. +00. *60. ++w0. 00006>0006m HO. 03H 0 06600 60 060 0660 060006m 06600 0600060 mmwmm 0600060 1o06N 0 .0 1006M 1006N 00500 066606 060060£0< 600060 600066 003 00006060 0065 . 0060 000 0o000o0 00 0 1-.0 10 00600 QEHU wdpmpm %O mocm. m 00l00®N GEM H6000mm : .0606E 000 00000000 . 3 6o 00006060006 0 6 Q 030600 066 0 . 606 0560900 286 (.0005), in grades (.001), and in dating (.005). With the exception of deprivation in clubs, the deprivation hypothesis is supported for all males under conditions of no control for salience. Hypothesis II partials indicate a general picture of support. Significant results are obtained for frus— tration in grades (.0005), in dating (.Ol), and in athletics (.Ol). Like deprivation, frustration in clubs does not attain the alpha level, even though it is in the predicted direction. With the exception of the club dimension, the frustration hypothesis is supported. For hypothesis III predicted results are obtained when we compare the relative alpha levels attained by deprivation and frustration's partials by status dimen— sions. In terms of athletics and dating, deprivation is more highly related to delinquency than is frustration. Although both frustration and deprivation in grades are highly significant, our expectations are reversed and frustration is more highly related to delinquency than is deprivation. Neither deprivation nor frustration in clubs reaches significance and obtained results could be the result of random fluctuation. Because of the obtained significance of frustration in comparison to deprivation in the grade dimension, we conclude that the obtained results in athletics and dating indicate qualified support for the comparative hypothesis. 287 For hypothesis IV the results are generally disap- pointing. The only significant partial obtained for threat is athletics (.Ol). Threat in dating, although in the predicted direction, is not significant. Threat in grades and in clubs, in addition to not being signi- ficant, are in the direction opposite to that predicted. The threat hypothesis is rejected for males under condi- tions of no control for salience. The partials relevant to an explicit test of the consistency hypothesis are actual consistency and actual revised consistency. Desired consistency and desired revised consistency, although not treated as hypotheti— cal, will be reported and suppositions as to their rela— tionships with delinquent behavior will be stated as a hypothesis for future research. For actual consistency the partial correlation is significant (.005) and in the predicted direction. For actual revised consistency, the partial is in the pre- dicted direction but does not attain sginificance. The consistency hypothesis receives support when tested by actual consistency, but does not when examined under the revised condition. Desired consistency obtains a partial significant at (.005) but in a positive direction while the revised condition obtains a partial also in the positive direc- tion but which is not significant. We have no a priori 288 basis upon which to postulate directionality for either condition. For males, the threat hypothesis received the least support. A further indication of this situation is seen in Table 6—H7 which also presents the zero order corre- lation between each classification of each independent variable and delinquency. With the exception of threat in clubs and dating and actual revised consistency, the direction of change from the zero order corelation to the partial is in the predicted direction for all clas— sifications of the independent variables. Freshmen (N=9l) In an attempt to specify the conditions under which obtained relations become more or less pronounced, the male sample was stratified by high school and social class and a similar analysis was performed. Again no controls were set on personal and/or system salience. Non-significant F statistics may be obtained when, in fact, significant variation is revealed upon further analysis. In order to check this possibility, the partial correlations were computed and are presented in Table 6-h8. Information provided by the partials indicates what the non—significant F statistics imply, i.e., a general lack of support for our hypotheses. Results relevant to 289 . 3.0.1., 000068 060500000 00006>0600o 020 .m000.v0++ 000.v0+ m00.v0o 00.v0* m0.v0x 00. NO. 6600060 :0. 00. 060000 00060000000 6600>60 mo. 00.1 6600060 :0. 00. 060004 00060000000 00. 00. m0. m0. mo. 00. 00. :0. 066009 00.1 00.1 00.1 m0.1 00. m0.1 mo. 00.1 00006000500 00.1 00.1 00. 00.1 00. mo. m00. 00.1 00006>00060 06600 06600 06600 06600 1006N 0600060 100mm 0600060 1006M 0600060 1006N 0600060 000060 00:00 060600 000060000 .06500600 000 0000006606 030600 00 60060060 000 0000000 00 0003 00006060 00600 100066 606 00600000 000600 0663060 00006060000 066001006N 606 060006011.0:10 0000B 290 the deprivation hypothesis show all partials to be insig- nificant and, with the exception of deprivation in grades, negatively related to variation in delinquency. The l“ situation is the same for data relevant to the frustration hypothesis where all partials are insignificant and in the negative direction. Because of the variations by chance in the partials for deprivation and frustration, the data relevant to the comparative hypothesis is sub- ject to extreme chance variations and, thus, the hypo— thesis cannot be tested with freshmen data. Similar findings occur in the examination of actual consistency and actual revised consistency: results are insignifi- cant and in the direction opposite of that predicted. Partials obtained for the desired conditions manifest contradictory results. While both are insignificant, desired consistency is in the negative direction while desired revised consistency is positive. The threat hypothesis, although the partials are insignificant, shows consistency as to directionality. This finding is interesting in View of the fact that the threat hypothesis made the poorest showing in the male data. An examination of Table 6-48 shows that while a number of variables manifested directionality opposite of predictions in the zero order correlations, when the effects of all other independent variables are partialled 291 out, only actual revised consistency shows a change in the predicted direction. This leads us to suspect that our independent variables, at least under conditions of no control for salience, are positively correlated with certain non—identified variables (error variables) which are negatively related to variation in delinquency among freshmen. Sophomores (N=7l) In order to examine the intraclass variations between the independent variables and delinquency, par— tial correlations were computed and are presented in Table 6—“9. In not controlling for system and/or per- sonal salience we are assuming an equality (i.e., no difference in) of salience across all dimensions and within all groups. With the exception of the club dimension, the partials obtained within classifications of deprivation are all in the appropirate direction. Significant par— tials are obtained for athletics (.0005), dating (.001), and grades (.01). With the exception of deprivation in clubs, the deprivation hypothesis is supported. As with deprivation, the partials obtained within the classifications of the frustration variable indicate a picture of support. Significant results are obtained for grades (.01, for athletics (.05), and for dating (.05). 3%”... --H1lu.||k...il.-: ..r...ll. l»... III!» .-.- .. III-attend All 1 41!. I 2 - .. I .-. 00006>06000 ozo mooo.v0++ 000065 060000000 000.v0+ mOO.Vmo HO.V&* mo.v00 m0.- 0o.- 060000 00060000000 6600>60 mO.| NN. 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No.1 :0. 00006>00Q6D 06 00 06600 06600 600060 mwmmw 0600060 -om60 0606066 -o060 0600060 -o060 0 600060 00:00 660600 060060000 .0000000 000 0000006806 000600 00 60060060 000 00000000 00 0003 000>w060 00600 I00066 006.0060000Q.000600 0663060 00006060000 06600Io06N 606 0600060-- omao mqm06000 026 mooo.vm++ 000.v0+ moo.vmo 0o.v0* mo.v00 00.: moo. 0600060 @000.: m0. 060000 00060000000 0600>6m 000. ++wm. 0600060 :00. ++wm.| 060000 00060000000 no. :0.: mo.1 N0.: 00m0.| 020.: 00. *w0. 066003 00.- 6mm. 00.: 006. 066. ++6m. 0m0.a 606. 06006000600 60. +66. 00. 00. 00. +06. 000. ++0m. 06006000060 06000 06000 06000 06000 I006N 0600060 :006N 0600060 I006N 0600060 I006N 0600060 000060 00600 066606 060060000 .0000060 000 0000006800 000600 00 60060060 000 0000000 00 0003 00006060 0060000060 006 00600000 000600 0663060 000006060000 0600010060 006 060006mlu.0m|m m0m¢e 299 Partials reflecting frustration in the socie status dimensions are all in the predicted direction and are all significant in their association with delinquency: ath— letics (.Ol), grades (.0005), clubs (.Ol), and dating (.Ol). The frustration hypothesis receives unqualified support for seniors. The comparative hypothesis is supported for ath— letics and dating. Although both deprivation and frus- tration in grades are highly significant, our predictions are reversed. While frustration in clubs is significant, deprivation is not. In terms of athletics and dating, the comparative hypothesis is supported, but in terms of grades and clubs, the comparative hypothesis is rejected. Thus, highly contradictory results are obtained which leads us neither to rejection nor acceptance. The partials for threat in athletics (.01) and grades (.05) are significant but for grades, the partial is not in the predicted direction. All other dimensions yield negative coefficients and threat in clubs is almost significant (.07). For seniors, the threat hypothesis is rejected. The consistency hypothesis assumes an inverse asso— ciation between status consistency and delinquency. In terms of actual consistency results are in the predicted direction and are extremely significant (.0005). When examining the revised condition neither directionality 300 nor significance are obtained. In terms of actual consis- lll-IEFJIIIIIII __ - % mr- :IL:L_ tency, the consistency hypothesis is strongly supported ti . E! for seniors. The partial for desired consistency is in the direc— tion expected and strongly significant (.0005). The revised condition is directionally expected but not significant. Further support for these conslusions is provided by Table 6—51 which presents the zero order correlations and the directions of change in the partials. As can be seen in this table, all changes of the deprivation and frustration partials are in the predicted direction. For frustration, these change are of sufficient magnitude to change the negative direction of frustration in athletics, clubs, and dating to a highly positive and, in two cases, significant extent. The magnitude of change from frustra— tion in athletics is sufficient to change a significant coefficient in the zero order (.05) to a highly signifi- cant partial (.Ol). The zero order correlation for threat shows that only in athletics are the changes in the expec- ted direction. For athletics, the change in the partial is sufficient to attain significance, while for dating the change is in the direction opposite to that obtained in the zero order correlation. The negative and signifi— cant coefficient for threat in grades obtained in the par— tial is seen to have been significant in the zero asso- ciation. 301 Whereas actual consistency is in the opposite dir— ection in the zero association, the change is strongly in the predicted direction in the partial. Desired consis- tency increases strongly in the predicted direction in the partial. Actual revised consistency, while negative in the zero order increases in a negative direction in the partial, while desired revised consistency which is nega- tive in the zero order correlation, increases in the direction predicted in the partial correlation. With the exception of threat in grades, clubs, and dating, all changes in the partials are in the direction expected. Professional Situs (N=73) Information provided by the partials in Table 6-52 reveals a general lack of support for our hypotheses and contradictory data as regards directionality. In terms of the deprivation hypothesis, only the grade dimension obtains significance (.01) and while athletics is strong (.09) and in the predicted direction, it does not attain alpha. Deprivation in clubs and dat— ing are not significant but are in the predicted direc- tion. For professionals, the deprivation hypothesis must be rejected. The frustration hypothesis produces effects which are entirely in the predicted direction but none of which are significant. With the exception of directionality in 000060 060000006 06006006000 626 mooo.v0++ HooovmlT mooovmo 00.vm* m . o vmx m0.| m0.| Uwhfiwwfl 00.1 N0.: 060000 00060000000 0600>6m so 66. 6600060 00 n 66.- 060060 2 %. 00060000000 xmm. NNN. mo N0 I N0 m0 >0. xwm. 066003 00.: m0. m0.| 00. mo.: 06. mo.| 0m. 00006000000 00. cm. mo. 00. om. om. m0.| mm. 00006>00060 06000 06000 06000 06000 :006N 0600060 1006N 0600060 I006N 0600060 I006N 0600060 000060 00000 060600 000060000 .00600000 000 0000006800 000600 00 60060060 000 0000000 00 0003 0o0>6060 00600 I00060 006 05600000 000600 0663060 000006060000 0600010066 006 060006mll.mm|0 00009 303 the partials, the frustration hypothesis must also be rejected. With regard to the comparative hypothesis only one comparison can be made. Deprivation in grades attained alpha and deprivation in athletics is strong. Compara— tive significance levels for frustration partials are considerably below that obtained for these dimensions. Thus, the comparative hypothesis produces only sugges- tive results and neither rejection nor acceptance can be stated. The threat hypothesis yields three partials which are in the predicted direction, two of which are signi— ficant: athletics (.01) and dating (.05). Only threat in clubs is in the direction opposite to that predicted. The threat hypothesis receives qualified support for professionals. In terms of actual consistency and actual revised consistency, the consistency hypothesis produces only a chance association but one which is, in both cases, in the predicted direction. It should be noted that although unable to attain alpha, actual consistency yields a par— tial which is strongly (.09) in the expected direction. Nonetheless, the consistency hypothesis must be rejected. In terms of desired consistency, we obtain a par— tial which, while strongly in the expected direction (.08), does not attain alpha. The revised ocndition is not only 304 in the direction opposite to expectation, it also fails to attain alpha. This general lack of support is underscored by Table 6—52 which shows that only threat in dating is sig- nificantly related (.05) to delinquency in the zero order correlation. However, with the exception of threat in clubs and actual revised ocnsistency, the direction of change from the zero order association to the partial is in the predicted direction. This tends to indicate that in addition to those stated, the construction of addi- tional independent variables may produce significant results. In passing, it should be noted that, while not significant in the zero order association, threat in athletics manifests a sufficient magnitude of change in the partial to attain significance. Business Situs (N=109) The partial correlations indicate a complete lack of support for the hypotheses. For the most part, obtained partials are in the expected direction. As regards the deprivation hypothesis, only athletics attains alpha (.05). Although not significant, depriva- tion in grades is strongly (.08) in the predicted direc— tion. All results are in the predicted direction, never— theless, the deprivation hypothesis must be rejected. Only frustration in grades attains significance at (.05). All obtained partials are in the predicted 305 direction, but with the exception of the grade dimension, none strongly so. The frustration hypothesis is rejected. Since the significant partials are obtained in dif— ferent dimensions, the comparative hypothesis can only maintain that in terms of athletics, the hypothesis is supported while in terms of grades, it is rejected. Com— parisons on the other dimensions cannot be made because of insignificant partials. Results relevant to the threat hypothesis are con— tradictory as to direction. While threat in athletics and dating are in the predicted direction, threat in grades and clubs are in a negative direction. No partial obtained for the threat variable is significant indicating only random association. The threat hypothesis receives no support. Results relevant to the consistency hypothesis follow directionality but none attains alpha. Thus the consistency hypothesis must be rejected. Desired and desired revised consistency are in the predicted direc- tion but are not significant. This general picture of non—significance and pre— dicted directionality is revealed by Table 6—53 where only threat in grades, clubs, and dating in addition to actual and desired consistency, indicates changes contra- dictory to expectation. 306 . m++ 000.v0+ moo.vmo 0o.vm*. mo.vmx 00006>06000 020 mooo v 000060 060000000 . no. mo. 0600060 00.- 00.- 000000 00060000000 0600>6m mo.1 00. 0600060 o0.| N0.: 060000 00060000000 :0. No. :0. wo.| 00. mo.1 00. 00. 066009 . . . .I . 000 60 00 00.1 mo. m0.| 0o m0 000 00 mo .0 0 00 00. 00. 0o. 00. moo.| 00. m0. 00m. 00006000060 06000 06000 06000 60 06 06000 60 06 I006N 0600060 1006N 0600060 I006N 0 .0 m :006N 0 0 m 000000 00000 000000 000000000 .0060000060000 000 0000006000 000600 00 60060060 000 00000000 00 0003 000>6060 00600 I00060 006 00600000 000600 0663060 000006060000 06000I006N 006 060006mll.mm|0 6006B 307 Labor Situs (N=205) In order to examine the relation between each inde— pendent variable and delinquency, each variable was clas— sified by status dimension and partial correlations were computed for each. In not controlling for salience, we assume an equivalence of salience across all dimensions. All partial correlations obtained for deprivation reveal the direction expected. In addition, significant partials are obtained by athletics (.005), grades (.01), and dating. With the exception of the club dimension, the deprivation hypothesis is supported. For the frustration hypothesis, all obtained par— tials are in the predicted direction. While only frus- tration in grades (.005) and in dating (.Ol) reach sig- nificance, the athletic (.08) and the club dimension (.07) are very strong. The frustration hypothesis receives support for labor situs. In terms of the comparative hypothesis, only two dimensions can be legitimately compared. When we com— pare the significance levels obtained by deprivation and frustration in grades and dating, we find results contradictory to expectation; in each case, frustration has a stronger association with delinquency than does deprivation. This, combined with the strong associations encountered in athletics and clubs, leads us to reject the comparative hypothesis for labor. 308 With the exception of threat in clubs, all obtained partials are in the direction proposed by the threat hypo- thesis. No partial obtains alpha but threat in athletics is strong (.08). The threat hypothesis is rejected. In terms of actual consistency, the consistency hypothesis receives support. Actual consistency pre— sents a partial which is significant (.01) and in the direction predicted. Actual revised consistency, while in the predicted direction is not significant. Desired consistency is significant (.01), and in the expected direction. Desired revised consistency is in the predicted direction but only by chance. An examination of Table 6—54 shows the direction of change from the zero order association to the partial and reveals that, in general, the changes are in the pre— dicted direction. The most interesting note is that in the zero association, frustration in athletics is nega— tive and significant in its relation to delinquency; the magnitude of change in the partial is not sufficient to reach alpha.* *Conceivably, this analysis could have dealt with approximately 1,200 hypotheses. Certain hypotheses, the relation between deprivation in clubs when athletics is system salient for example, were excluded from this analysis because there was no theoretical fraemwork from which to predict any relation. These correlations are a—theoretical because there was no basis upon which to predict, hypothesize or otherwise expect any significant association. xaapme AMHsmzflmb SOHpm>pmmno 02o mooo.vm++ Hoo.vm+ moo.vmo Ho.vm* mo.vmx wo. no. UoLHmoQ mo. so. Hm5po< hocmpmflmcoo UmmH>mm mo. *FH. Umsflmom Ho.: *wH.1 Hmzpo< mosmpmHono. w 3 mo. mH. mo.l mo.l mo.l mooo. xMH. NH. pwmhgfl mo.| *NH. 0H.I NH. mo. oON. xNH.| NH. CowpdkpmSLm no.1 :H. mo.| mo. mo. me. me. omH. 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Em ass at: a m . , a . . . . mucohmm -. mz. em. . o H *:m xem xNN mo oocmHmoQ .: _ . . . , . pBme ths .m WW H:. m: o H *mN wH . . . . . Hoonom mm om . . . o H *0: Soup mocmzpe .N . . o.H meOOHH am am . . m psoesz . wcH>HHD .H +Uopoohpoo. concephoosb OH 0 w s o. m a m N H . smpH mQOHpmHopLoo soosH . wQOHpmHonsoo EmpHILOpsH 2.:oESmopm pom mCOHHMprsOO xmsz poo EmpHILoBCHII.N MHm .oH SS. Sm” o.H *mm. oH.. HH. SH. xmm. me. $32. sH. HonOOHa .m Sm. . SH. . o.H *Hm. *mH. SH. *mm. mo. xmm. om. SSHssoe .S SS. . mm. o.H wSm. SH. SH. NH. SH. So. ammo Hooeom , . sets passe .s :H. SH. . . . o.H mH. *Se. so. saw. me. .panm memo .S mm. . _ . _ o.H *mm. mo.u om. _mo.u pcmee septa .S mm. m:. o.H Ho. mH. mo. mpcoamm . .. Ho OOCSHHOQ vs :H. . . o.H SH. MH. pemHm pmHm .m sH. SH. o.H mH. Hoocom . . EOHN mocwzpe .N SH. o.H omQOOHH S psongz msH>HpD .H. +Smpomssoo empomspooge OH O a S a . . S ,S H m m. H . smpH mQOHpmHOHLoo xmch SCOHpmHOLLOQ EmpHIHOHQH Z .mopoquoom pom mQOHpmHospoo xmocH Ugo EmpHIHouQHII.m.MHMHB.HHQZMNNH 382 to or greater than .23 (.05) and .30 (.01) for signifi- cance. At .05, the correlation matrix reveals 28 insig- nificant and 17 significant correlations. The elimination Of items one, three, and five reduces the total number Of insignificant correlations to six but retains 15 signifi- cant correlations. At .01, the correlation matrix yields 32 insignificant and 13 significant correlations. The elimination Of items one, three, and five reduces the total number of insignificant correlations to ten but retains 11 significant correlations. The elimination Of these items reduces the total number Of insignificant correlations by 80% at .05 and by 70% at .01. The restriction Of these items yields a retention of 88% of the significant correlations at .05 and 84% at .01. The inter-item and corrected index correlations for the sophomore index can be seen in Table 3. An inspection of the corrected index correlations reveals that with the exception of item two (.175) and item six (.143) all items are sufficiently related to the index. An examination Of the inter—item correlations reveals that although half of the correlations for items two and six are insignificant, the correlation Of item two with nine (.441) and ten (.427), the two stronger items in the index, and of item six with item ten (.434) and with item four (.467) are all significant at better than .01. 383 These associations are judged ample to counteract the marginality Of items two and six. Examination of the inter—item correlations for the index items reveals only six insignificant correla— tions at .05, which increases to ten at .01. At .05, 15 significant correlations are retained which decrease to 11 at .01. We contend that the correlation between index items reflects a sufficient degree Of internal con— sistency to warrant the use Of these items as an index of sophomore delinquency. In combination wiht the amount Of reduction of insignificant correlations by the elimi— nation Of items one, three, and five accompanied by the degree to which significant correlations were retained and the general significance Of the correlations between index items, we conclude that this index will function as an accurate measure of delinquency among sophomores. Junior Index For the subset Of juniors, the inter—item and index correlations are presented in Table 4. Inspection Of the index correlations yields item five (.547) and item six (.607) as the most strongly associated items to the sum Of all possible index items. Correspondingly, items one (.328) and seven (.340) are the marginal items with coefficients above the arbitrary cut point (.30) and are to be included in the construction Of the index. 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Thus, for all items the assumption Of face validity is retained and all items will be used in combination to yield the junior index. An examination of the inter—item correlations for all index items reveals a disappointingly high incidence of insignificant correlations. With N=56 and the degrees of freedom set at N—2, correlations must be equal to or greater than .27 (.05) and .35 (.01) to attain signifi- cance. At .05, the correlation matrix yields 22 insig- nificant correlations which increase to 30 at .01. Since no items are below the cut point, no items can be exclu- ded which means that there will be no reduction of the total number of insignificant correlations in the index. The basis upon which all items are retained is the fact that none are below .30. An examination of the rela— tionship between strong and marginal items further justi— fied this decision. The correlation between item one and five (.205) and between one and six (.259) combined with the correlations between seven and five (.397) and between seven and six (.259) reveals that the correlation between seven and five is the only correlation to reach signifi— cance (better than .01). If we examine the correlation between item one and four, another strongly connected 386 item (.545), we find a correlation Of .412 which is sig— nificant at better than .01. It seems justified to retain item one on the basis of its association with item four and to retain item seven on the basis of its corre— lation with item five. This argument is strengthened by the significant correlation (.397) between item five and seven. Examination of the inter—item correlations for the index items reveals an equal distribution Of insignificant and significant correlations at .05; however, at .01 there are twice as many insignificant as significant cor- relations in the index. In terms of the extent of asso— ciation between index items, ranging from .328 to .607, and the generally significant correlations of items five and six with each other (.349) and with most of the other index items, we contend that regardless Of the generally low correlations, there is sufficient internal consis— tency to retain these items as an index of junior delin- quency. Although there is a good number Of insignificant correlations, those that Obtain between the most strongly related items (four, five, six and eight) are signifi- cant at better than .01. This in combination with the generally significant correlations Of the weaker with the stronger items argues for the use of this index. 387 Senior Index* For the senior subset, the inter—item and index correlations are presented in Table 5. Examination of this table reveals item two (.554) and item nine (.480) to be the most highly correlated to the sum of all pos— sible index items. In comparison, items one (.319) and four (.302) are only of marginal association, but since they exceed the cut point (.30), they will be included as index items. On the other hand, items three (.224) and seven (.234) and eight (.287) fail to attain a level sufficient for their inclusion in the index. For these three items, the assumption of face validity is rejected; for all other items, the assumption of face validity is retained and these items will be combined to form the senior index. Inspection of the inter—item correlations for all possible index items reveals that generally the strength of the included items exceeds that Obtained by the excluded items. With N=173 and the degrees of freedom set at N—2, correlations must be equal to or greater than .14 (.05) and .18 (.01) in order to be significant. At .05, the correlation matrix yields 13 insignificant amd 32 significant correlations. The elimination of items three, seven, and eight reduces the total number of *The senior sample is a combination of the senior classes from each high school. -388 xOOCH pom Umuomoom EOpH n + msH u z HOoV Q III * mO.v a u x m3. O.H *3m. *wN. me. *NN. *m3. *NN. OH. *Om. MH. EmHHmpcm> .OH .Ss. o.H xSH. *om. _*Sm. *SS. *HS. HH. *NH. *om. HoeooHa .S SS. o.H *SH.. HH. SH. so. so. *Hm. *Hm. _ mersoe .S MN. O.H NO. me. *ON. mo. *wH. .mO. Xmmm Hoonom Soto Stone .A SS. s3. o.H *SH. *SS. *HS. *mm. *mm. SrSHm Sumo .S m3. S3.. o.H *om. So. *Sm. *SH. Spore prmm .m MN. om. O.H mO. x3H. mo. mpsopmm Ho moconoO .3 NN.. o.H *mm. SSH. panm pmHm .S. mm. mm» o.H.*Hm. Hoozom SOLO mocSSbE .N em. Hm. O.H SWCOOHH , . m pSOEUHB SQH>HLQ .H +smpomppoo Smoomssooea SHO m S s S S 3 m m H smSH mQOHpmHosmou xo©CH SQOHpmHOLLOO Emlepoch z.mLOHcmm pom chHpmHOLaoo xOOCH UGO EmlehmeHll.m mqm<8 XHszmm< 389 a insignificant correlations to two but retains 19 Of the significant correlations. At .01, the correlation matrix contains 18 insignificant and 27 significant correlations. The restrictions of the three items reduce the total num— ber of insignificant correlations to three but retains 18 significant correlations. The elimination of these three items reduces the total number of insignificant correla— tions by 85% at .05 and at .01. At .05, 59% of the signi— ficant relations are retained while 66% are retained at .01. The inter—item and corrected index correlations for all index items are presented in Table 5. Inspection of the table reveals item four (.239) and ten (.231) to be least adequately connected to the index. Inspection of the correlations between item four and six, the strong— est item (.681) yields a correlation Of .307 and between ten and six yields .273, both of which are significant at better than .01. These relationships support the inclu— sion of items four and ten in the index. It is felt that the strength Of the association of the other index items with the index, ranging from .310 to .681, is of a suf— ficient magnitude to counteract the marginality of items four and ten. Examination of the inter—item correlations for the index items reveals only two insignificant correlations at .05, which increases to only three at .01. At .05, 390 32 significant correlations are retained which reduces to 27 at .01. We contend that the correlations between index items reflects a sufficient degree of internal con- sistency to warrant the use Of these items as an index of male delinquency. In combination with the amount Of reduction of insignificant correlations by the elimination of items three, seven, and eight accompanied by the degree to which significant correlations were retained and the general significance of the correlations between index items, we conclude that this index will function as an accurate measure Of delinquency among seniors. Professional Index For the professional subset, the inter-item and index correlations are presented in Table 6. Examination of the index correlations shows item two (.525) and five (.374) tO be the most highly associated with the sum of all possible index items. Item six (.305) and nine (.332) are marginally associated with the sum Of all possible index items but are above the cut point (.30) and there— fore will be included in index construction. Items one (.297), three (.219), four (.156), seven (.002), eight (.137), and ten (.263) all fail to attain the criterion level and are rejected as index items. Correspondingly, the assumption of face validity for these excluded items is rejected. Face validity is retained for all other items and they will be combined for the professional index. .391' .xm 9H LOO Songboom EOPH n + S E u 2 Ho. v S u S SS. v S u x Sm. .o.H So. So. SH. SH. *HS. Ho.: No. SH. HH. emHHSSQS> SH .mm. . , ..a _ . . . MH. . O.H HO. SO. NOO.| NO. so.I HH. NN. OOHHHOS S moo. .. , . . . . .I .1 mm Hoozom o I I Q So a S . . H HH So SH mo s sota Stone A SN om.. . o.H :0. SH. HN., KSm. SH. SSSHS SQSS .S SA am. . . o.H SSS. So. *Am. SH. . Score SSSSS .S .SH. . ., _ o.H SN. So. mo. Stemssm . mo mocmHme .J. HN.. , , _ . _ , o.H SAN. , Ho. SzSHS SSHS .m om Nm. . O.H SN. Hoogom . . x 809% Sosw5pe .N SN. . . . O.H SSCOOHH m pSOSpHB S¢H>Hto .H +oopooppoo ompommtooca OH S S s . S .S 3 m r N H moo EmpH H .umHmpaOO.xmocH . , SCOHOSHOHLOO EmlepOch 1L| z.wHSCOmemmosa pom mQOHpmHoabOo xOUCH pom EmpHILOHcHII.S MHmHB xHszmm< 392 An examination Of the inter-item correlations reveals a picture similar to the junior correlation matrix, i.e., an extreme number of low and insignificant correla— tions. The general case, nevertheless, seems to hold that the strength Of the included items exceeds that Obtained for the rejected items. With N=73 and degrees Of freedom set at N—2, correlations must be equal tO or greater than .23 (.05) and .30 (.01) to attain signifi— cance. At .05, the correlation matrix yields 37 insig- nificant correlations and eight significant correlations. Restriction of the excluded items reduces the total number of insignificant correlations to four but retains only two significant correlations. At .01, the correlation matrix yields 42 insignificant correlations and only three significant correlations. Since the restricted table includes no correlations which are significant at .05 but insignificant at .01, the restriction Of the items yields the same results as were found at the .05 level, i.e., Of the 42 insignificant correlations only four are retained at .01 while two Of the three signifi— cant correlations are retained. The inter—item and corrected index correlations for all index items are presented in Table 6. A truly per— plexing picture emerges in view of the extremely small number of index items. Examination of the index corre— lations reveals item five (.796) to be extremely powerful 393 in its association with the index, so powerful as to reduce the importance of the other index items to only marginal connection with the index, i.e., item two (.300), item six (.232) and item nine (.255). The only significant correlation Obtains between item two and five (.376) and between two and nine (.396). Although the reduction of insignificant correlations at both .05 and .01 is greater than 90%, the retention Of signifi— cant correlations at .05 is only 25% and at .01 only 66%. H Examination of the inter—item correlations for the :3 index items reveals eight significant correlations at N .05 which drops to three at .01. At .05, there are 37 insignificant correlations which increases to 42 at .01. In comparison with the other indices, the professional 1 index is the weakest that we have Obtained and exhibits a low degree of internal consistency. Any prediction drawn from the use of this index must be extremely qual— ified in view of the general weakness Of the index. White Collar Index For the white collar subset, the inter-item and index correlations are presented in Table 7. Inspection Of this table yields index correlations indicating item three (.427) and ten (.479) are those items most strongly connected tO the sum of all possible index items. Item 394 xoOQH how Ompooooo EopH v I + mOH M Z H.Oo V Q.” .x. m0. v Q N x HH. S3. O.H *mN. SH. SSN. SO. SS3. x3N. aOH. vSON. SH. ESHHSOOS> .OH SS. . mm.- O.H HO. 30. SOS: 3H. SmN. SmN. SH3. 30. HOQOOH< .S So. .o.H So. Ho. So. So.u Soo. No.1 SH. SSHSSOS .S SN. O.H mo. XON. OH. *mN. mo. mH. mea HOOSOm soSS SSSSS .S 3H. O.H HH. OH. OH. SO. SO. uanm wcwo .S SS. SS. o.H SSS. SH. NH. SH. noose SSSSS .S mm. .3m. O.H VHHN. mH. SO. . mpcmamm . , So ooOSHSOO 3 SS. N3. o.H SSS. SH. SoSHS SSHS .S . . o.H SH. Hoorom SH O3 EOLS SoCSSHB .N lN. O.H OSCOOHH 3 S rooopHe NCH>HSQ .H Smoomtsoo Smoomptoooo oH S S S S S 3 S N H + . ESSH SQOHOSHOSSOO meQH SCOHpmHopbOO EOOHILOOCH .mmmCHmdfl CHOLH mCOHpmfimcfiHOO XmSUCfl USN EmpfllhmuflHll.N Mdmdufi XHQZMOHAHGH Z 395 four (.345) and nine (.334) are on only marginal asso— ciation but exceed the cut point (.30) and are to be retained as index items. Alternatively, items one (.244), six (.144), seven (.266), and eight (.266) are below the the criterion level and are rejected as index items. These items are arbitrarily designated insufficiently connected to all other possible index items and for these the assumption of face validity is rejected. For all other items, face validity is retained and these items will form the white collar index. An examination of the inter—item correlations for all possible index items yields the same general picture as do the other indices. The strength of index items exceeds that Obtained by the excluded items. With N=108 and degrees Of freedom set at N-2, correlations must be equal to or greater than .20 (.05) and .25 (.01) for sig— nificance. At .05, the correlation matrix reveals 31 insignificant and 14 significant correlations. The elimination Of the restrictions from index construction yields a reduction in the total number of insignificant correlations to four and retains ll Of the significant correlations. At .01, the correlation matrix yields 37 insignificant and eight significant correlations. The elimination Of the excluded items reduces the total number of insignificant correlations to nine and retains only six Of the significant correlations. The elimination 396 of these items reduces the total number of insignificant correlations by 88% at .05 and by 75% at .01. At .05, 78% of the significant correlations are retained while 75% are retained at .01. Table 7 presents the inter—item and corrected index correlations for all index items. Examination of the index correlations reveals that with the exception of item two (.177) and ten (.117) all items are very strongly connected to the index. The correlation between item two and nine, the most strongly connected item (.661), of .378 and between item ten and nine of .255, both of which are significant at better than .01, lends support for the con— nection of items two and ten to the index. The strength of association of the other items to the index, ranging from .586 to .661 are more than adequate to counter— balance the marginality of items two and ten. Examination of the inter-item correlation for the index items reveals 11 significant correlations at .05 which reduces to six at .01. At the .05 level, there are four insignificant correlations which increases to nine at .01. Although not as strong as the pattern of asso— ciation for most of the other indices, we contend that the correlations between index items reflects a suffi— cient degree of internal consistency to warrant the use of these items as an index of white collar delinquency. In combination with the amount of reduction of 397 insignificant correlations accompanied by the degree Of I retention Of significant correlations and the general J significance of the correlation between index items, we conclude that this index will adequately measure delin- quency among white collar respondents. This conclusion must be tempered by the realization of the generally low number of significant correlations in this table. The white collar index is one Of the weaker indices obtained. Labor Index For the labor subset, Table 8 presents the inter— item and index correlations. Inspection Of the index correlations shows item two (.540) and five (.521) to be those items most strongly connected to the sum Of all possible index items. In comparison, item one (.315) and seven (.356) are of only marginal association but exceed the criterion value and are tO be retained as index items. Item three (.232) is the only item that fails to reach the criterion value and is not to be retained for index construction. Item three is arbitrarily desig— nated as insufficiently connected to the sum Of all pos- sible index items and the assumption Of face validity is rejected. For all other items, the assumption Of face validity is retained and these items will for the labor index. As in all other cases, an examination of the inter— item correlations yields information indicating the xoOQH mom Oopomooo Epr SON n Ho. V S u SO. v an AA\\ EmHHmpcm> .OH K* 23+ om. o3, O.H *SN. *Om. *mN. *wm. *mn. *mm. NH. *QN. *SH. 3S. . S3. o.H SSH. SHN. SHS. SSS. SSN. So. SNS. HH. H282 0 S3. S3. O.H SSS. SSS. SSS. SSN. HH. SSS. SSN. SSHSSOH .S SS. . . SS. . . . . o. SH. oH. SSSO Hoo30m o H SSH SoS SSN S S soSS SSSSS .S SS. S3. . . o.H SSH. SSS. SHS. SSS. SSN. ESE SSS .S .SS. NS. o.H SSS. 3H. SSS. SSH. .SSSSS SSSSS .S RS mm 3N. m3. O.H SO. SNN. SSH. mucopmm . SO mocmHmoo .3 SN. o.H SoN. SSH. HSSHS SSHS .S SS. 3S.. o.H SSN. Hoooom Scam SoQSSSE .N om. Hm. O.H SSCOOHH O poooSHz wcH>HhQ .H +©®PO®cHSHOO UGPONMQOOCD OH 0 m N. . m m z m N H . . , . . ESHH mCOdeHoLHOO xoOQH wCOHHMHmLpOO EopHILOHCH .LOQSH you SQOHHSHSMLOO XOUCH Ugo EmlepmocHll.m mquE XHszmm< 399 strength of the included items exceeds that of the excluded items. With N=205 and the degrees of freedom set at N-2, correlations must be equal to or greater than .lA (.05) and .18 (.01) to attain significance. At .05, the corre— lation matrix reveals seven insignificant and 38 signifi— cant correlations. The elimination of item three from analysis reduces the total number of insignificant corre— lations to two but retains 3A of the significant correla- tions. At .01, the correlation matrix yields 12 insigni- ficant and 33 significant correlations. The restriction of item three reduces the total number of insignificant correlations to four but retains 32 of the significant correlations. The elimination of item three reduces the total number of insignificant correlations by 78% at .05, which decreases to 66% at .01. At .05, 89% of the signi- ficant correlations are retained while at .01, 96% are retained. Table 8 presents the inter—item and corrected index correlations for the index items. An examination of the index correlations shows item one (.3OH) and four (.242) to be marginally connected to the index. Examination of the correlations between one and six, the most strongly connected item (.681), of .267 and between four and six of .307, both of which are significant at better than .01, argues for their inclusion in the index. The strength of association between all other index items and the index, MOO ranging from .489 to .681, are more than ample to counter— balance the marginality of items one and four. Examination of the inter—item correlations for the index items reveals only two insignificant correlations at .05, which increases to only four at .01. At .05, 3“ significant correlations obtain which decrease to 32 at .01. We contend that the correlations between index items reflects a sufficient degree of internal consis— tency to warrant the use of these items as an index of male delinquency among "labor" respondents. In"combina— tion with the amount of reduction of insignificant corre- lations by the elimination of item three accompanied by the degree to which significant correlations were retained and the general significance of the correlations between index items, we feel that this index can function as an accurate measure of delinquency among labor respondents. In general, it is felt that the indices constructed by this method are generally satisfactory with the pos— sible exceptions of the professional and white collar indices. The generally high degree of loss of insignifi~ cant correlations and the high degree of retention of significant correlations argues strongly for the effi~ ciency of this method of index construction. Ideally, the restriction of various items from an index would be accompanied by the total elimination of all insignificant uOl correlations from the restricted table and the inclusion of all significant correlations. We feel that the method of index construction used more than adequately approxi— mates this ideal. APPENDIX II QUESTIONNAIRE A02 STUDENT QUESTIONNAIRE DEPARTMENT OF SOCIOLOGY MICHIGAN STATE UNIVERSITY TO WHOM IT MAY CONCERN: The following questionnaire is not a test of any kind; it is the property of the Department of Sociology, Michigan State University and its use is intended only for the purpose of gathering facts on what youth feel, think, and do. A lot of material is written about the attitudes and opinions of youth but little of what is said is based on facts. This questionnaire is intended to gather some of the relevant facts about what kids of high school age feel, think and do. You will not put your name on this questionnaire and no attempt will be made to identify either you or any one else on the basis of the answers that you give to these questions. Once c0mpleted, these questionnaires will be immediately returned to the Department of Sociology at Michigan State University in East Lansing for tabulation. The only individuals who will see your answers are those who will be involved in this research. Let us assure you that no one at school, either student or teacher, Will ever see the answers that yOu give to these questions. Please give the facts or your honest opinions to these questions; there are no right or wrong answers. The quality of this research depends on you. THANK YOU FOR YOUR COOPERATION IN THIS EFFORT: ».4—‘._.. ._ .... “‘— -~——-—v--—- cu QUESTIONNAIRE Class. Freshman Sophomore - Nationality background (English, Dutch, German, etc.) Junior Senior Male Female Religious preference Jewish m Catholic m Protestant Other (Please specify ) What is your fatheEs job or occupation? (If deceased, what was his job or occupation?) 5a. As best you can, write exactly what your father does when he is at work. IL" I 1 Thu." a" .t) . SIS \ it . . l . i - g - I ., . . ,- . . ...,... - ~ I . u . _' ,,..-_. . n i . ._ ‘ :- What program are you taking here at school? College preparatory 1 Commercial General Vocational Not yet decided Other (Please specify: ) I 6a. What would you say it takes to become popular here at school? In what clubs or organizations here at school do you participate? (Girls: Skip to Question # 9) In what interacholaatic sports here at school do you participate? How important is participation in interscholastic athletics in order to be someone here at school? of extreme importance _____pf medium importance _____pf little importance of no importance (Girls: Skip to Question # 17) _——-" 10. How important is participation in interscholastic athletics to you personally? of extreme importance of medium importance of little importance of no importance (Continued on next page) . S I . H . u .. . - . . . ._ . . . v v I; . . H n « . . u . y .. TIL. . .IIH . 3. . if. . I3 .. .. .h. . . u i . . . Ii ..u. I. s S‘. ..1 . . ..I. .. . I., . .l.. ‘ IL . _ v: .I. . . 2 -1. . y l 1 . A r! I... v, r. . . i . . 1 _ S _ s ll. 13. 4 The ladder below represents possible 12. degrees of involvement in inter- scholastics athletics. These range from "0" (not involved) to "9" (highly involved). Check that block you believe shows best where you ggtually stand now in comparison with other kids here at school: I am highly involved in interscholastic athletics. —._.._.J bun-nu... 1 O I am not involved in interscholastic athletics- In the ladder immediately below place a check in that block where you wish you actually stood now with respect to involvement in interscholastic athletics: I wish I were highly involved in inter- scholastic athletics. 9 l____. 8 bull—In- ' 1 O I wish I were not in- . volved in interscholastic athletics. Compare the locations of the checks in the two ladders above. If the checks are the same, go to question.# 14. 13a. If you are now more highly involved than you wish you were, please explain why: 13b. If you wish you were more highly involved than you actually are now, which of the following best explains why you are not? It has been primarily my own fault. It has been no one's fault - it has just worked out this way The cards have been stacked against me - I haven't been given a fair chance. Other (specify) ";Iiga-‘v-I — — 14. 15. 13c. Would you explain your answer to question 13b. Have you ever been more involved in interscholastic athletics than you are now? Yes No (if no, go to question # 15) 14a. Which of the following best explains why you are less involved now than you were in the past? This is the way I want it. This has come about primarily through my fault. This has come about through no one's fault — it just worked out this way. ' The cards were stacked against me — I wasn't given a fair chance to maintain my position. 14b. Would you explain your answer to question # 14a in your own words: What do you believe the chances are for becoming less involved in inter- scholastic athletics than you now are? extremely likely possible unlikely impossible , . I .. : V w _ v :v 16. Have you had difficulty maintaining your current standing with respect to involvement in interscholastic athletics? Yes No (if no, go to question # 17) 16a. Which of the following best explains why? It has been primarily my own fault. It has been no one's fault — it has just worked out this way. The cards have been stacked against me - I haven't been given a fair chance. 16b. Wauld you explain your answer to question # 16a: 17. How often have you driven a car without a driver's liceusqr (Do not include driver's training courses). very often several times once or twice never 18. How often have you skipped school without a legitimate excuse? never once or twice several times very often __.,___. 19. How often have you talked back to your parents? _____yery often several times once or twice never 20. How often have you had a fist fight with 222 other person? never once or twice several times very often 21. How important are grades in order to be someone here at school? of extreme importance 0 f medium importance of little importance of no importance 22. How important are grades to you personally? of extreme importance of medium importance of little importance of no importance ‘;|l. _. i. I. . S' 1' , .' . I ‘ ,I ‘ . . k' \ .t. ’ - v .A. ' 23. 25. 8 The ladder below represents possible degrees 24. of achieving grades. These range from "0" (lowest grades) to "9" (highest grades). Check that block you believe shows best where you actually stand now in comparison with other kids here at school: I get the highest grades. 9—J 8 1 O 4 I get the lowest grades In the ladder immed- iatelyrbelow;.placeca check in that block where you wish you .actually stood now with respect to achieving grades: I wish I were getting the highest grades. 9 8 l IHIHHI 0 I wisu I were get- ting the lOWest grades. Compare the locations of the checks in the two ladders above. If the checks are the same, go to question # 26. 25a. If you are now getting higher grades than you wish you were, please explain why: 25b. If you wished you were getting higher grades than you actually are now, which of the following best explains why you are not: It has been primarily my own fault. It has been no one's fault - it has just Worked out this way. The cards have been stacked against me - I haven't been given a fair chance. Other {specify} 25c. Would you explain your answer to question # 25b. 26. Have you ever received higher grades than you now are? Yes No (if no, go to question # 27) 26a. Which of the following best explains why you are getting lower grades now than you were in the past? This is the way I want it. This has come about primarily through my fault. This has come about through no one's fault — it just worked out this way. The cards were stacked against me — I wasn't given a fair chance to maintain my position. 26b. Would you explain your answer to question # 26a in your own words: 27. What do you believe the chances are of getting lower grades than you now get? ___y_extremely likely _____possible _____pnlikely impossible 10 28. Have you had difficulty maintaining the grades you now get? Yes No (if no, go to question # 29) 28a. Which of the following best explains why? It has been primarily my own fault. It has been no one's fault - it has just worked out this way. The cards have been stacked against me — I haven't been given a fair chance. 28b.“ Would you explain your answer to question # 28a: 29. How often have you told a lie? very often several times once or twice never 30. How often have you defied your parents' authority (to their face)? never once or twice several times very often aw ll 31. How often have you taken little things (worth less than $2)? very often several times once or twice never 32. How often have you taken part in "gang fights"? never 1 once or twice several times very often 33. How important is participation in clubs or organizations in order to be someone here at school? of extreme importance of medium importance of little importance of no importance 34. How important is participation in school clubs or organizations to you personally? of extreme importance of medium importance of little importance of no importance 7...... .. .—_—.. 'I 35. 37. 12 The ladder below represents possible degrees 36. of involvement in clubs and organizations. These range from "0" (not involved) to "9" (highly involved). Check that block you be- lieve shows best where you actually stand now in comparison with other kids here at school: I am highly involved in clubs or organizations. 9....4, l 8 ____~( 1...... 0 I am not involved in clubs or organizations In the ladder immed- iately below, place a check in that block where you wish you actually stood nOW”Wlth respect to involvement in clubs and organ- izations: I wish I were highly involved in clubs or organizations. 9 8 l 0 . I wish I were not in- volved in clubs or organizations. Compare the location of the checks in the two ladders above. If the checks are the same, go to question #38. 37a. If you are now more highly involved than you wish you were, please explain why: 37b. If you wish you were more highly involved than you actually are now, which of the following best explains why you are not? It has been primarily my own fault. It has been no one's fault - it has just worked out this way. The cards have been stacked against me - I haven't been given a fair chance. Other (specify) 38. 39. 13 37c. Would you explain your answer to question # 37b: Have you ever been more involved in clubs and organizations than you now are? Yes No (if no, go to question # 39) 38a. Which of the following best explains why you are less involved now than you were in the past? This is the way I want it. This has come about primarily through my fault. This has come about through no one's fault ~ it just worked out this way. The cards were stacked against me - I wasn't given a fair chance to maintain my position. 38b. Would you explain your answer to question # 38a in your own words: What do you believe the chances are for becoming less involved in clubs or organizations than you now are? extremely likely possible unlikely impossible | _ 4 ‘ . y S. . v . .-’ i‘ ' . . I 4 ~. . ‘ ‘, 14 40. Have you had difficulty in maintaining your current standing with respect to involvement in clubs and organizations? Yes No (if no, go to question # 41) 40a. Which of the following best explains why? It has been primarily my own fault. It has been no one's fault - it has just worked out this way. The cards have been stacked against me - I haven't been given a fair chance. 40b. Would you explain your answer to question # 40a. 41. How often have you taken things from someone else's desk or locker at school without their permission? very often several times once or twice never 42. ch often have you taken a car for a ride without the owner's permission? never ' once or twice several times very often -——-———-—_ ,. . ._‘;, '. ,—r ' '- ..-. .1 \1 -. ‘ H" \' u ' .. .|,- 15 43. How often have you bought or drunk beer, wine, or liquor? (Include drinking at home). very often several times once or twice never 44. How often have you purposefully damaged or destroyed public or private property that did not belong to you? never once or twice several times very often 45. How important is dating in order to be someone here at school? of extreme importance of medium importance of little importance of no importance 46. How important is dating to you personally? of extreme importance of medium importance of little importance of no importance ' lel'in ,-. .., l .' ., ..‘ . l '.\1. 16 47. The ladder below represents possible degrees 48. of involvement in dating. These range from "0" (not active) to "9" (highly active). Check that block you believe best shows where you actually stand now in comparison with other kids here at school: I am actively involved in dating. 9 8 l 0 I do not actively date In the ladder immed- iately below place a check where you wish you actually stood m with respect to involvement in dating: I wish I were act- ively involved in dating. 9 8 w Hill! l l l 0 I wish I were not actively involved in dating 49. Compare the locations of the checks in the two ladders above. If the checks are the same, go to question # 50. 49a. If you are now more actively involved than you wish you were, please explain why: 49b. If you wish you were more actively involved than you actually are now, which of the following best explains why you are not? It has been primarily my own fault. It has been no one's fault - it has just worked out this way. The cards have been stacked against me - I haven't been given a fair chance. Other (specify) 50. 51. 17 49c. Would you explain your answer to question 49b: Have you ever been more actively involved in dating than you now are? Yes No (If no, go to question #51) 50a. Which of the following best explains why you are less involved now than you were in the past? This is the way I want it. This has come about primarily through my fault. This has come about through no one's fault - it just worked out this way. The cards were stacked against me - I wasn't given a fair chance to maintain my position. 50b. Would you explain your answer to question 50a in your own words: What do you believe the chances are for becoming less actively involved in dating than you now are? extremely likely possible unlikely _____impossible 52. Have you had difficulty in maintaining your current standing with respect to dating? Yes No (if no, you have completed the questionnaire) 523. Which of the following best explains why? It has been primarily my own fault. It has been no one's fault - It has just worked out this way. The cards have been stacked against me - I haven't been given a (his chance. 52b. Would you explain your answer to question 52a. THANK YOU FOR YOUR TIME; WITHOUT YOUR COOPERATION, RESEARCH SUCH AS THIS COULD NOT BE DONE! ) ‘ ‘ v_ . .\.' ’ ' .. ...L . -.. . v .. .. . ' . -‘ APPENDIX III TABLES H21 422 TABLE II—A.——Multiple Correlation and Analysis of Variance for All Males, High School and Social Classes with NPIQQFEP°1NEPP.3313§PEe' 391 91 71 56 17“ 73 109 205 Male Frosh. Soph. Junior Senior Prof. Bus. Labor $4111, 4.32° .73 6.55++ .22 5.06° 1.65 .1-05 2.33:: :anr 2.10! .57 .66 2.454 2.23. 1.50 1.22 1.38 SIPRZ .25 .28 .34 .63 .37 .48 .36 .28 3 R .06 .08 .12 .40 .14 23 .13 .07 ASF 4.92+ .53 2.47x .44 7.45++ .86 2.67+ 2.74+ 35F 1.90x .64 2.06x 2.32 1.43 1.84 .64 1.23 gen? .23 .30 .54 .62 .31 .51 .27 .26 5’13 .05 .09 .29 .39 .09 .26 .07 .67 F 1.99 .74 2.50x 3.724 2.51x 3.02x .18 . 1.05 SF? 2.92+ .56 2.05:: .88 3.19++ .97 1.56 1.84x 213;” .29 .28 .54 .44 .43 .40 .40 .32 an .08 .08 .29 .19 .19 .06 .16 .10 H F 7.49° .73 6.42! .0001 13.39++ 2 85 1.42 6 29! >. wF" 2.35° .60 1.87x 1.93x 2.25 1.45 1.16 1.30 2 38“ .29 .32 .58 .64 .41 .52 .39 .30 g 282 .08 .10 .33 .42 .17 .27 .15 .09 ID 13 3F 7.58° .91 4.45x .22 12.82++ 3 08 1 05 6 23- g :F” 2.35° .58 2.05:: 1.9011 2.29 1.43 1.18 1 30 0 an“ .29 .32 .59 .64 .42 .52 .40 .30 8112 .08 .10 .35 .41 .17 .27 .16 .09 F .0005 .64 .01 8.14° 1.04 .93 .15 1.09 >. SF” 2 9o++ .60 2 52° 1.13 3.25++ 1.63 1.26 1.68;. cg 3x“ .32 .32 . 3 .54 .48 .54 .41 .34 «W 0R2 .10 .10 .40 .29 .23 .30 .26 .11 538 “ >*‘ 'OF' 4 .o 2.10 7.20* .005 1 42 07 £3 2 Fr 2 $6” .65 2.29 1.21 3.34++ 1 58 1 26 1 74x 8 738“" .31 .33 . 2 .55 .49 .54 .41 . g 132 .09 .11 .38 .31 .24 .29 .16 .12 Total Unre— Stricted F" 2.71++ .60 2.32! 1.76 3.11++ 1.58 1.18 1.64 5 . .4 . .41 .35 Mult. R .32 .34 .63 64 9 55 C°“" R2 .10 .11 .40 .42 .24 .31 .17 .12 XP .05 'P .01 °P .005 +P .001 ++P .0005 "F" ratio for restricted variable. "F" ratio for nonrestricted variables. Multiple correlation between all nonrestricted variables and delinquency index. "F" ratio for all variables and delinquent behavior. '. Multiple correlation for total unrestricted F ratio. The above footnotes numbers 1 through 5 will apply to all tables in this Appendix. 423 TABLE II—B.——Multiple Correlation and Analysis of Variance for-by SYSTEM Nonsalient Salient Salient d Clbs ti Athletics Gra es u Athletics Grades Clubs Dating Athletics Grades Clubs Da ng ”I“ x 4* 2 60* 3 14* 1.12 3.86° 1.39 2.85: g P écly 2.98 7.16* 6.86 o 1' 8" 2.25% 62 118* 2.720 2.28 ‘5 ",1 02F .82 1.35 2.g8* o “38 .27 .23 .25 45 as g ”3 m" . 1 .5 . 1 o . . . 20 . . E“; 22 .10 .29 .097 o .079 .076 .052 .066 95“ My . 7++ 3 47* 5. . «5 F 1.98 5.74* 6.36++ o 4.21° 35g: .83 3% W 1.20 3.39 .‘3 1: FE. 1.17 1.35 2.221% f, 1.43 :26 :2” .22 .39 fig“ '1; ‘32 R2‘ '37 .22 :10 o .058 .070 .061 .051 15 . Ra R .13 . 7 68 2.28 a.» F 2 38* , 1.67 o .87 80 .8; 3 (51% 2.3; 3:11!“ 3.71” 8111‘ 1.03 4.l6++ 3.97++ o 2.610.. 2 73+ '24 '29 “5 .44 .143 n Rnr .35 . .41 0 .31 _3o . 60 089 20 .19 39 g 2 .17 0 .10 .091 .0 . 9‘ R .12 .53 95 ”6x . * 1.53 . - H F 6 43* 21 00++ 16.o7++ o 1.60 2.22+ .ggg 3.230 2.46° 2161+ 3.37“ :0 yr 1.02 . 2.430 o 2.21 2.5;. .29 .29 ”8 .45 .23 3 3 Rm '38 .5” ‘37 a ‘32 '10 .084 .089 23 ~20 - 52 R2 .15 .30 .13 a .10 . . ”1 386x p .88* 3.22 . - .‘3 o F 5 88* 19 28++ 15.39++ o .81* 3.4?0 .3300 340° 2.32“ 2.65“ 3.32“ 2 2 11:1, 1 06 .22 2.1 c o 2 33 S-EZ -29 “7 $3 .21 O H R . 9 .56 37 o . 3 . . 22 . . D g R2 15 .32 14 o .10 .10 .084 .089 35 21 7 6 ”'1“ l. i! 3.66M F .88 1.17 .86 a .4, 65 1.0 2 2.24* 2.57 . R 45 .74 I3 .3 . 2 '21 ' . E E R2 20 ~54 19 o .11 10 072 10 7,1 255 ‘0 ' 12.02+ - - ".3 81? 13 .47 2.10 0 -_68 4.94: .gg $.23” 1.62 265* 3'13” 8 3F;- 1 52 3.2? 3-El++ o 913* 23% 1‘ .31 .40 72,3 .21 u m R .45 .7! . 0 3 ‘ 2 . '6 . 3 R2 20 .55 18 o 10 .097 082 098 ,43++ 4Unr‘e— 2.1‘10 250+ 3 “rifled F 1-“9 3~00° 3.43++ 0 217° 2.52+ .75 2.65+ 15 47 4 . 5R ”5 -75 ’4“ .33 .33 .29 .32 . 9 o 22 2 R2 21 ‘56 19 11 ,11 .08 .10 .24 r/ \ R xp<.05 *P<.01 °p, 2an L7? 0 1.48 a 2 69x 1.56 0 1 56 1.59 2 33 9" g 3R2 .95 o .73 a 81 .63 0 61 '86 911 g; 3 < R -86 o .53 o 66 .110 a 38 .711 89 ll) 11 "a F .116 0 .0007 c ’ 23 c 111 .13 0“ V1 1" U . g 33.0“ 1.73 o 1.118 a 2 66x 1 c 1 53 1.55 2.26 33 o .0132 .93 u .73 U 81 63 0 6 .86 .911 02 3R .86 o .53 0 66 11 a 37 .711 -39 r F‘ 3.59 o 2 65 ~ 18 .41 1 r . o 3 5.4lx O 5 13‘ ~27 >. ggnr gg ° 1-13 U 2 22x 1.02 o 1.51 2 2i 23 3 5112 - u o .68 0 79 .55 c 511 .86 g 60 g < -7 0 .47 6 62 31 o 29 .73 9 V) -.—1 11F 3.03 g r 16' u 284 08 r 1 >1 0 .38 5110;. o 6 11 .40 g ggnr .87 0 87 o 271* 1.02 a 99 1-"5 l 09 a; o 6R2 -37 c 63 a .81 .55 0 53 .85 39 62 3 .76 0 1.0 g 67 31 c, 28 .73 9° Unre— stricted F 1.113 0 1.31 o 2 49x 1 “2 o 1 143 1 31 1.67 78 R -9“ 0 .73 0 .82 .63 0 61 .86 19” '79 2 .2 R -88 0 .53 a .67 .110 u .38 .711 ~59 6 xP<.05 *P<.01 o P<.005 +P<.001 ++P<.OOOS 0N0 observation USingular matrix 430 by Salience for Restricted and Nonrestricted Variables. PERSONAL COMBINED Nonsalient Salient Nonsalient Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating \‘13'\. \ “1.11. U .06 .24 .40 .79 O a .79 0 a .20 o 2.23 a 1.41 1.48 2.43x 1.83 a o .87 e o 1 27 a 1.46 a .68 .66 .77 .67 U 0 .79 9 a .64 a .64 a .47 .43 .59 .44 o a .63 0 c 42 a .41 0 .09 .49 .35 .48 a a .66 e a .38 a 1.13 O 1.38 1.47 2.47X 2.16)( 0 O 1.02 B a 1.29 0 1.98 o .68 .63 .77 .67 o 0 .78 e o .62 a .67 a .46 .40 .59 .45 o a .61 e 0 .39 o .45 O l 32 2.64 11.13" 2 51 C! O 1.02 e O 1.81 0 .95 a 67 .44 .55 1 03 a o .69 e o .55 o 2.10): a 54 .41 .49 53 o o .72 6 o .46 o .68 a 29 .16 24 28 a a .52 e o .21 a .47 O 005 O2 O4 .003 O 0 l 01 6 0 .007 O .48 0 9 1 25 l 92 1. O O .77 9 0 1.07 O 1.92 a 69 .67 .79 .70 o a .85 e c .66 U .73 o 48 .45 .62 .49 c a .72 e a .44 a .53 a 03 09 .39 17 O O .99 9 O 05 O .60 a 98 l 24 1.86 l 75 o 0 .77 0 0 1.06 o 1.90 c 69 67 .78 70 0 o .85 e a .66 a .73 O 47 .45 62 49 a O .73 e O .43 0 .53 (1 1.54 34 3.69 7 82* U 0 2.62 6 O 29 O 3.31 0 .79 l 21 1.36 90 O U .46 0 U l 03 0 1.52 a .65 .66 .73 58 0 o .78 B a 65 a .69 o .42 44 .54 33 a o .62 6 o .43 c .48 O 1.68 1.36 1.53 2 69 O O l 81 6 O 1.23 0 1.39 a .77 1.08 1.66 1 42 0 o .59 6 o .91 o 1.78 a .64 .64 .77 66 o a .82 0 a 63 o .72 a 42 .41 .59 44 o 0 .67 e a 40 o .52 U 86 1 l2 1 70 l 59 0 O 78 0 a 94 0 1 79 a 69 67 79 70 a a 89 e 0 66 a 74 431 TABLE II-F.——Multiple Correlation and Analysis of Variance for SYSTEM Salient Nonsalient Salient Athletics Grades Clubs Dating Athletics Grades Clubs DatingAthletics Grades Clubs 4“ Fr 1-28 13135" ~15 0 2.3521 3.3118 5.21+ 5.06+ 1.92 3.69'E 1.50 23 Fm. 1.51 .67 1.02 e 1.81x 1.83x 2.27* 2.23! 2.1811 2.1111! 2.61“ 8‘6 R2 -5“ 68 74 6 .38 .37 .110 .37 .61 .61 .53 a R 112 .47 55 e .15 .13 .16 .14 .37 .37 2.8 é Fr 3 30x 7 35* 1.12 e L1.05° 11.3114» 6.97++ 7.115++ 5.68+ 7.96++ 2.32. .1: Fm. .32 .58 e 1 20 1.48 1.67 1.113 .59 .77 2125 33 R2 “5 77 ~57 8 32 33 .35 .31 .33 .38 .50 g» R 21 .59 .32 e 10 11 .12 .09 .11 .14 ~25 ” F 1-08 2-69 1.24 e 1.84 1.59 3.15%! 2.51x 1:09 1.58 1.95 g F211 1 55 3-33x .51 e 2 01x 2.509 3.01.1 3_19++ 2_551 3.37+ 2.41' 1: R2 64 .89 .54 e . .42 .115 .43 .60 .65 .51 B R J11 .80 .30 e .16 .17 .20 .19 .36 .43 -26 H F 1-83 27-81+ .10 6 11.2911 4.6811 13.05++13.39++ 11.8511 2.64 1.05 5, ‘5‘} F; l 43 .79 .89 e 1.80x 2.0941 2.3u° 2.258 1.85 2 94° 2-‘57" 8 *3 R2 68 .78 .75 e .112 .113 .115 .111 .59 .68 a; g .. R 46 .61 .56 e .18 .18 .20 .17 .35 J17 - ' ll) .1 a F 2.30 28.911: 11 e 3.90x 11.3911 12.35x 12.82++ 6.03* 2-‘41 E E 11:10 1-38 - 5 88 e 1.84): 2.1111 2.1109 2.29° 1.73 2-97" “9° 0 ., R2 .67 77 711 e .113 .113 .115 .112 .58 .6 -32 g R .45 .60 56 e .18 .18 .21 .17 .34 ~47 ' F 01 .91 .53 e 28 L17 1 10 1 on .01 .53 ~39 H I . . u >. ‘3 Fir l 59 5.03* .81 e 2.1311 243° 3.35++ 3.25++ 2.11511 3.22+ 2.2‘71" 3 t3 “2 71 >95 73 e .115 .46 .52 .48 .65 .73 -33 3 “ R 50 -90 5“ e .21 .21 .27 .23 .112 .49 1 U) H "0 Fr .41 6.38x 1 09 e .15 .28 .51 0.05 .76 1.66 187,, 2 3 gm" 1'63 3‘03 71 9 2.15* 2.1150 3.110++ 3.3u++ 235* 3.07+ 2?? 3 "S 2 70 -92 71 e .46 .46 .52 .119 .611 .69 133 3 R ”9 ~85 50 6 .21 .21 .27 .211 .111 M - n . StrictEd F 1'51 51”" ~75 8 2.01* 2.300 3.21++ 3.11++ 2.22x 3-01+ 2‘38 .8 R .71 .96 .75 e .46 .46 .52 .119 .65 -7° 5 2 R '50 '93 -56 9 .21 .21 .27 .211 .112 -50 '33 xP<.0 4! o 5 P<'Ol P(‘005 +P<-001 ++P<-0005 0N0 observation oSingular matrix 432 :_SEniar§Eby Salience for Restricted and Nonrestricted Variables. PERSONAL COMBINED Nonsalient Salient Nonsalient Dating Athletics Grades Clubs Dating.Ath1etics Grades Clubs Dating Athletics Grades Clubs Dating 2.98x 2.51x 5.36+ 3.96!I 3.50* o c . o e 1.85 2.81:): 3.32:: 3.50! 2.29x 1.52 1.56 1.23 1.79x c o o e 1.25 1.27 .96 1.79x .72 .38 .39 .112 .38 o o a B .39 .38 .140 .38 .52 .10 .15 .17 .10 o o o e .15 1A .16 .10 3.h8x 1.85 H.81+ 3.98° 5.75++ o o o 0 1.23 2.26 3.27* 5.75++ 1.91 1.77 1.7“ .98 1.02 o o o e 1.09 1.A9 .77 1.02 .66 “1 .N1 .36 .30 o o o 9 .U3 .H1 .35 .30 .AA .16 .17 13 .09 o c o 0 .18 .16 .12 .09 1.h1 2.3M 1.62 1.80 2.97x o o o 8 2.07 1.15 1.36 2.97x 3.19* 1.58 3.00+ 1.85 1.98x o o o 8 1.16 1.93x 1.5M 1.98x .75 .39 .51 .07 .UO 0 o o e .38 .MS .07 .A0 .57 .15 .26 .22 .16 a o o 6 .15 20 .22 .16 6.38' 5.91* 13.03++ 10.u7+ 10.83+ o o o e u.30x 3.91x 8.32° 10.83+ 2.12x 1.A9 1.80x 1.13 1.62 o o o e 1.19 1.55 .92 1.62 .75 .H2 .U6 H3 .U1 0 c o 0 .H3 .u6 .M3 .H1 .56 .18 .21 19 .16 o o o e .19 .21 .18 .16 3.92 5.U5x l3.35++ 8.68° ll.20++ a o o 0 3.96x 14.16)( 7.11” ll.20+ 2.u7x 1.52 1.78 1.27 1.60 o o o 8 1.22 1.52 1.01 1.60 .77 .U3 .M6 .US .MO 0 o c e .00 .H6 .H5 .A0 .60 .18 .21 .21 .16 o o 0 6 .19 .21 20 .16 7.07* 1.73 .06 .03 .17 o o a e 1.35 .1“ .001 .17 2.03 1.82x 2.92+ 2.06x 2.UB° o o o e 1.00 1.87x 1.66 2.A8° .70 .N6 .55 .SH .A8 a o o 6 A7 .09 .50 .A8 .55 .21 .31 .30 .23 a o o e 22 .20 .29 23 .006 .0 .002 .06 .32 o o o 6 .58 .21 .0000 .32 3.2l° 1.9%x 2.92+ 2.06x 2.ll7° O o o e 1.50 1.87 1.66 2.l|7° .81 .07 .55 .5“ .H8 0 o o 0 .A7 .N9 .5“ 48 .66 22 .31 .30 .23 o o o e .22 .2“ .29 23 2.86* 1.83x 2.71+ 1.90x 2.32° o o ‘0 6 1.141: 1.75x 1.52 2.32° .81 A7 .55 .50 .NB 0 o o e .UB .50 .SA .H8 .66 .22 .31 .30 .23 o o o 0 23 .25 .29 .23 433 TABLE II—G.--Multiple Correlation and Analysis of Variance forgProfessional SYSTEM Salient Nonsalient Salientvflm Athletics Grades Clubs Dating Athletics Grades Clubs Dating Athletics Grades Clubs égFr e c .90 e 3.10x 1.56 .90 1.65 1.31 1.58 .98 2.0 Fm, e o .98 e 2.20x .85 1.59 1.50 2.22 1.66 1.55 g; 22 g a .gg 0 .65 .0; .77 .08 .22 .39 .33 a o . e .3 .1 .59 .23 . 7 . 7 . 5; Fr 0.10 o .35 e 1.01 .87 1.53 .86 .80 1.75 .115 1, 1: Fm .28 c 1.27 e 2.99° 1.13 1.36 1.80 2 92x 1.55 2-03 ‘32“2 .09 o .55 e . .05 .65 .51 .79 .65 .6“ :08 .20 a .31 e .03 .21 .03 .26 .62 .112 -"1 5““. 1.38 a .92 e 0.82° 1 86 .09 3 02x 1.00 2.75x 2:95x “’ Fnr 1-62 a 1.00 e 1.3 .70 1.38 .97 3.32 1.06 .60 h 5R2 -30 o .51 e .51 .38 .66 .00 .75 .58 ”'3 R .60 a .26 e .26 .10 .03 .16 .56 .33 -19 HF 8.08x a 1.70 0 3.82x 2.90 3.13 2.85 3.88 .85 -51 3 21“; -51 o .90 e 2.00! .90 1 21 1.05 1.68 1-83 1-22 5 2 R2 -7” o .55 e .67 .06 .72 .52 .78 .7" '03 3 <5“ -55 a .30 e .05 .21 .52 .27 .60 .56 - E EFr 830x 0 2.30 e 0.35x 3.52 2.00 3.08 3.96 1.30 1‘03- 8 71E“? '"9 ° -8" 9 2 39‘ .85 1 31 1.03 1.67 1.76 1-65 ., 2 ~73 0 .53 e .67 .05 .70 .52 .77 7“ 112 DR -5“ o .29 e .05 .21 .50 .27 .60 55 ' HF 21 o 2 1_32 303 m r . 3 e 2. .55 .82 .93 .11 3 Elgar 2 21' o 1.00 e 2.52“ 1.10 1.62 1.63 2 50x 1.75 1-23 5 §R2 13%: 0 .58 e .68 .50 .77 .50 .83 J“ '33 fl - 0 .33 e .06 .25 .59 .30 .70 -55 - H '0 g 3;, .0009 o .00 0 .55 0.02x 1.02 1.37 -95 1kg 0 .0 nr -35 a 1 02 e 2 80° 1.10 1 02 1.58 2.20 1.31 ' ° $§2 -92 0 57 e .70 .50 .69 .50 .81 ‘7” 3% Q -85 0 .33 e .09 .25 08 .29 .67 ~55 ' Un stricted F 1.76 o .97 0 2.66* 1.06 1.50 1.58 2.20 1-75 1"” R -92 o .58 e .71 .51 .79 .55 .83 -76 ‘67 2 R ‘85 ° -3" e .50 .26 .62 .31 .70 ~58 05 xP<.05 l'P<,01 o P<.005 +P<.001 ++P<.0005 eNo observation aSingular matrix 030 by Salience for Restricted and Nonrestricted Variables. " PERSONAL COMBINED 'f Nonsalient ' Salient Nonsalient I: Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating " 1.53 .95 .07 1.82 3.56x a a 1.10 e 1.07 .11 e 3.56x 0.03x .95 1.53 .83 .83 a o 1.01 e 97 1.13 e .33 » .90 .50 .65 .57 .00 c a .61 e 59 .62 e ,00 .89 .25 .02 .33 .19 a o .37 e 35 .39 e .19 2.29 .30 .99 .89 .92 o a .67 e .22 .86 2.09 .92 3.29 1.25 1.32 1.11 1.08 o o 1 26 e 1.00 .90 .60 1.08 .91 .55 .57 .58 .50 a a .60 e .60 .50 .58 .50 .83 .30 .32 .33 .25 a 0 .36 e .01 .29 .33 .25 10.11;: 1.28 1.85 1.59 1.79 a o 1.75 e 1 72 1 57 1 70 1 79 .06 .81 .87 .73 1.00 a a .67 e 65 58 .80 1 00 .60 .07 .09 50 .00 o o .08 e 09 00 .63 .02' .22 .20 25 .19 a o .23 e 20 20 .00 19 .00 .28 .72 .52 3.22 a a 1.05 e .09 o .88 3 22 6.76x 1.02 1.28 1.10 1.10 a c 1.00 e 1.06 93 1.37 1 10 .97 .57 .60 .65 .51 a o .60 e .66 61 .82 51 .95 .33 .01 .03 .26 a a 01 e .03 37 .68 25 .32 .79 .22 3.02 a a 1.93 e 66 .56 .63 3.02 6 71x 1.01 1.27 1.10 1.12 a o .93 e 1 00 .95 1.05 1.12 .97 .57 .63 .66 .51 a o .62 e 65 .61 .83 .51 .95 ‘.32 .00 .03 .26 a o .38 a 03 .38 .69 .26 .68 1 01 2.68 .05 .69 a a 2.52 e 2 67 2.50 .16 5.50x .90 1.00 1.11 1.37 o a .86 e 81 .73 1 60 1 37 .97 .55 .60 .65 .55 a o .60 e 61 56 .80 .95 .30 .36 .03 .30 a a .37 e 37 .32 71 3o .02 3.02 .26 3.80 .16 o a 10 0 00 .00 .30 6.81x .76 1.30 .71 1.03 a a 1.17 e 1 07 .97 1.55 1 03 .97 .51 .60 .57 .56 a a .66 e 66 .62 .80 .95 .27 .02 .32 .31 a o .00 e 00 .38 .71 31 0.81 .95 1.23 1.03 1.31 a a 1.00 e .99 .90 1.31 1.31 .97 .58 .65 .66 .56 a a .66 e .67 .53 .85 .55 .96 .33 .02 .00 .32 a a .00 e .05 .00 .72 .32 ._——.. 035 TABLE II—H.——Mu1tiple Correlation and Analysis of Variance forfBusinesshy SYSTEM Salient Nonsalient Salient Athletics Grades Clubs Dating Athletics Grades Clubs DatingAthletics Grades Clubs ‘ F .37 002.69° 3.29* e 1 35 .80 .25 1 05 1.00 1.05 .92 3513‘" .87 .61 .89 e 1 39 1.13 .76 1 22 1.00 .75 1-06 2.31135 .73 .80 .39 e .02 .38 .52 .36 .60 .00 .05 g “R .53 .60 .15 e .18 .10 .27 .13 .36 .20 .20 I 138 .0 F .18 253.75° 3.13x e 3 20x 2 52x 82 2.67x 2.25 93 g as; 1.09 .75 .95 e 60 52 53 .60 .89 g7 E; gggz 77 .70 02 6 2g 27 03 g; :3 2?. 17 804-1 59 .55 l 6 O 07 1 . I1. H a}? 1.09 387.12* .6 0 7o 50 .56 .18 1 19 J” $13; .21 .29 1.96 6 1 67 1 25 .66 1.56 138 1 20 1.33 “R 07 57 .53 e 00 00 07 .00 57 53 a 2 8 23 BR 22 32 28 0 19 16 22 .16 32 2 gFr .21 037.02x 8.89° 0 67 .87 .77 1.02 1 02 -%7 1(3): 6 32m 68 .97 .97 0 1 05 1.07 .59 1.16 1 E3 1'52 — :50 c o 2 79 .89 05 e 06 .01 52 .39 3 2 25 3 <8 63 .80 20 e 22 .17 27 .15 00 3 ' m -( 'U 2 23 0 «F .19 059.380 7.65* e .00 58 00 1.05 2 08 3 53311;. .68 .91 1 07 0 1.08 1 09 63 1.18 1 21 1 02 1% 0 382 79 .89 07 0 .07 02 53 .00 61 56 25 DR 63 .79 22 0 .22 17 28 .16 37 31 009 HF .87 93.310 1.20 6 11 03 1.97 .15 07 007 >» ‘31“; .56 5.33 1.61 0 1 50 1 13 .08 1.26 109 1 05 11% 2 $82 .76 97 55 0 07 02 00 01 65 56 36 3 7R -58 .95 .30 e 22 18 .23 16 02 32 [I] H “F 81 591 38° 09 a a 0 1 92 22 ~09 .0 q; . . e 22 002 .9 - 7 .10 8 EFL .57 .66 1.69 0 1 00 1 10 .57 1.26 1 27 10g 1.51 o 3132 .56 .86 .55 0 07 02 51 -”1 62 51 ‘26 a“ -58 .70 .31 0 22 18 26 .16 38 3 Unr — 02 Stricted F .56 160.16° 1.60 e 1.39 1.05 .60 1.81 1.35 -95 l 51 R .80 .99 .56 0 .07 .02 .50 .01 .65 ~55 6 2 2 R -6“ -99 .31 0 .22 .18 .30 .17 -”3 ‘32 * XIV-05 P<'Ol °P<'005 ”“4301 ++17<~0005 0N0 observation oSingular matrix \\:\1 \ \ \91 Salience for Restricted and Nonrestricted Variables. PERSONAL COMBINED Nonsalient Salient Nonsalient Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating 2.37 .10 3.891! .35 .61 o u .73 e 1.51 0.96° 2.11 .61 3.25x 1.62 .78 1.29 1.99x a c 1.37 e 1.30 .80 2.71 1.99x .90 .51 00 .56 .09 a o .58 e .53 .03 .91 .09 .81 .26 16 .31 20 o c .30 e .28 .19 .80 .20 0.77x 1.26 2.09x .57 3.668 a o 1.10 e 1.07 3.60! 5.66 3.66! .66 1.11 1.00 1.28 .85 a a 1.19 e 1.29 .93 .85 .85 .83 .00 .03 .50 33 a a .55 e .50 00 .75 .33 .68 .20 19 .29 11 a a .30 e .25 19 .57 .11 3.95 .06 .59 1.16 .09 o o 1.02 0 1.18 .92 1.80 .09 2.00 1.05 1.93x .98 2.18x o a 1.23 e 1.03 2.17x 3.10 2.18x .83 .09 .55 .09 .09 o a .56 0 .52 .60 .91 .09 .73 .20 .30 .20 20 o a .31 e .27 .36 .82 .20 8.07x 16 5.76x .11 .02 a o .29 e 1.02 6.95* 5.78 .02 .97 1.25 1.10 1.10 1.83x a o 1.27 e 1.36 1.26 1.66 1.83x .91 2 .50 .58 .51 a o .63 e .57 .55 .92 .51 .83 .27 .25 .30 26 a o .39 e .33 31 .85 .26 13.83! .66 0.58x .006 .07 o c .23 e .85 5.09x 3.83 .07 20 1.20 1.21 1.15 1.82x a o 1.28 e 1.03 1.00 2.22 1.82x .87 .51 .52 .58 .51 a U .63 9 .58 .57 .90 .51 .75 .26 .27 .30 26 a a .39 e .30 33 .88 .26 .96 2.59 .62 .0000 .18 o a .001 0 1.70 . 2.95 .18 0.79;: 1.03 1.60 1.15 1.81:: o a 1.30 e 1.33 2.00x 2.59 1.811: .96 .08 .57 .58 .51 c a .63 0 .57 . .90 .51 _92 23 33 .30 .26 o a .00 0 .32 01 .90 .26 5.82 .02 .06 1.10 .55 U 9 .05 e .20 .0005 8 19 .55 2 06 1.26 1.66 1.03 1.78 a a 1.30 e 1.09 2.01x 20 1.78;: .92 .52 .58 .56 .50 a a .63 e .59 .60 .90 .50 .86 .27 30 .31 .25 o a .00 e .35 01 .81 .25 0.53x 1 16 1,52 1.00 1.69 a c 1.18 e 1.38 1.82 3.79 1.69 .96 52 .58 .58 .51 a o .63 0 .60 60 .97 .51 .93 .27 .30 .30 .26 a a .00 e .36 01 .95 .26 437 TABLE II-I.--Multiple Correlation and Analysis of Variancetoeror SYSTEM Labor Salient Nonsalient Sanem Athletics Grades Clubs Dating Athletics Grades Clubs DatingAthletics Grades Ohms l 2% Fr 3.790 8.18° 5.20+ a 1.69 1.07 85 1.62 00 a 0.00° 6.0 an .79 2.25 1.23 c 1.10 1.23 50 1.60 2.65x a 2.0811. g» R 01 83 30 a 29 28 29 3o 86 a 0 a 112 17 69 12 o 08 08 08 09 70 a 29 l g F,- 2.88x 6.26“ 5.23+ o 2 27 1.67 01 3 03' 0 2.6816 :5 13,... 1.10 2.61x 1.22 a 90 1 16 70 1 11 2 93x 0 2.6“ 5.. R 07 82 30 a 27 27 32 25 a 59 a» R2 22 68 11 c 07 07 10 06 69 o 35 3 Fr 330x 70 c 36 16 1.50 0 0 .0 Fnr .95 9 73++ 2 00° 6 1.60 1.08 80 1 97x 2 03 9 33°” E R 05 9 09 o 35 30 7 0 56 E- 112 20 89 20 c 12 09 11 11 61 a “3 a 13,. 12.29+ 22.99+ 10.0o++ o 01 1.30 8 3.26 a 7.33: 3 3 Fm- 77 1.72 1.38 a 1 36 1.30 66 1.50 2.27 a 2-32 c o R 06 80 so a 35 33 ° 61 g < R? 21 70 16 o 13 1o 12 11 70 0 38 U) E E 13,. 11.6B+ 2280+ 10.18++ a 1 33 03 3.25 1 06 a 3'3; 0 .0 Fnr 81 1.70 1.00 a 1 36 130 66 1.50 2 17 a 6' o w R 07 80 o o 36 33 85 ° 2 w 2 35 fl :2 R 22 70 16 a 13 10 12 11 73 0 H Fr . 2.8 97 a 30 0 09 00 2.39 5“ ° .2; E Fnr 1.75 5.88° 2 06° 0 1 33 1 00 63 1.56 2 30 a 62.03 0 0 R2 62 90 51 o 36 33 35 33 85 ° 00 9;) < R 38 89 26 o 13 11 12 11 70 0 'H ”C! 2 gFr 0.09 5.39x .68 a 73 2.82 08 7.35:: a 33%. g g Fnr 1.80 0.710 2.08 a 1 30 1.19 63 1 72x 1-0“ " 65‘ g “2 63 93 51 a 6 31 30 75 ° ”3 R 39 86 26 a 13 09 12 12 57 " Unre— u stricted F 1.68 6.68° 236° 0 1.26 1.30 61 1.62 2.10 U 2'88 R .67 2 63 68 36 9 .36 33 35 35 '87 ° ”5 R 39 91 26 0 13 11 12 12 76 a X P < '05 “P < -°1 °P < .005 +2 < .001 ++P < .005 am observation oSingular matrix Hi. \0\.-.-\ by Salience 038 for Restricted and Nonrestricted Variables. COMBINED PERSONAL Nonsalient Salient Nonsalient Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating Athletics Grades Clubs Dating a 1.63 63 2.03 2.12 55 1.13 5.61». 1.90 3.7019 1.57 83 82 a 86 06 05 70 1.63 1.86x 1.60 2.19x 1.38 60 73 80 a 32 23 31 24 0 08 00 67 30 25 28 20 a 10 05 10 O6 25 23 19 05 ll 06 08 06 o 1.29 56 75 66 2.27 3.03x 2.62x l.32 3.86° 1.02 1.26 1.17 a 98 09 93 1.27 92 1.11 2.79° 2.55” 1.33 80 58 67 0 3” 23 “3 31 90 39 53 69 3 29 25 22 o 11 05 18 09 16 15 29 08 11 08 06 05 a 10 32 13 66 65 52 67 2.37 .81 00 99 90 O 1.03 58 1.20 1.27 1.59 2 13x 3.72++ 1.97 2.09° 1.05 67 75 O 00 25 148 31 50 51 S9 65 00 32 27 20 o 16 06 23 09 25 26 35 142 19 10 07 05 o 06 1.27 57 3.02 32 8.90° 3.79 ll.02+ 3.70x 31 1.83 a 1.15 05 90 .90 1.01 1.76x 2.28' 2.03x 1.35 68 79 73 a 00 25 ”8 30 53 55 71 33 29 33 26 o 16 06 23 09 28 28 3O 51 10 08 ll 07 a 13 1.31 22 0.02x 03 7.85° 2.66 lO.80° 3.95x 33 2.00 a 1 10 00 93 89 1.00 1.79x 2.38" 2.18x 1.36 66 79 69 c 00 25 08 29 53 53 55 72 38 29 33 25 O 16 06 23 08 28 28 31 53 114 08 ll 06 a 1.00 16 3.02 68 3.95x 2.85 1.00 6.03“ 0.59x 06 90 006 a 1.00 53 67 1.10 1.09 1.57 303+ 1.72 1.83x 95 70 86 0 39 27 182 33 148 50 0 ‘43 30 32 28 0 15 07 18 11 23 25 36 07 18 ll 10 08 c 05 21 1.25 02 8.9l° 5 1.09 . 7 .002 58 1.15 18 a 1.15 52 80 1.16 .71 1.77x 3.o3+ 2.37x 2.21I 91 72 80 c ’40 27 06 33 01 60 714 N6 33 32 28 a 16 07 22 ll 16 28 36 55 21 ll 10 08 a 1.07 50 87 1.11 1.32 1.69 2.91 2.32x 2.06“ 89 75 80 0 .00 -27 .09 .33 .53 .53 .61 .75 .06 .30 .33 .28 0 .16 .07 .20 .ll .29 .28 .37 .57 .21 .12 ll .08 APPENDIX IV SUPPORT FOR HYPOTHESES UNDER ALL CONDITIONS OF SALIENCE AND NONSALIENCE I439 440 SUPPORT FOR HYPOTHESES UNDER ALL '. 110.1311 CONDITIONS OF? S_A_L_1_ 1.. Salience Deprivation Frustration Comparative Threat Consistency Male S Support Support Contradictory Reject Support* P Qual Support Reject Qual Support Reject. Qual Support* C Qual Support Qual Support3 Support Reject Reject 'Frosh S Reject Reject Insuf InFor Reject Reject P Reject Reject Insur Infor Reject Reject C Insuf Infor Insuf Infor Insuf Infor Insuf Infor Insuf Infor Soph S Insuf Infor Qual Support Qual Support Qual Support Qual Support* P Support Support Qual Support Qual Support Support* . , Qual Support** C Insuf Infor Insuf Infor Insuf Infor Reject Reject‘ Jr S Reject Reject Insuf Infor Reject Reject P Reject Reject Insuf Infor Reject Reject C Insuf Infor Reject Insuf Infor Insuf Infor Insuf Infor Sr S Qual Support Qual Support Support Reject - Qual Support* P- Support Qual Support Contradictory Qual Support Support* C Support [nsuf Infor Insuf Infor Insuf Infor Insuf Infor Prof S Insuf Infor Reject Inuuf Infor Reject Reject P Reject Support Reject Support Reject C Insuf Infor Insuf Infor Insuf Infor Insuf Infor Insuf Infor Bus S Support Support Reject Support Support* P Reject Qual Support Reject Reject Qual Support* C Insuf Infor Insuf Infor Insuf Infor Insuf Infor Insuf Infor Labor . S Support Support Reject Oual Support Support* P Reject Support Reject Reject Support* C Qual Support Qual Support Reject Reject Qual Support* S=System Salience *By actual consistency P=Persona1 Salience C=Combined Salience **By revised consistency SUPPORT FOR HYPOTHESES UNDER ALL . ..n~_m.§_. CONDITIONS OF NONSALIENCE] Non— Comparative Salience Deprivation Frustration Threat Consistency Male S Contradictory Contradictory Support Qual Support Reject P Support Qual Supportt Support Reject Support* C Qual Support Qual Support Qual Support Reject Reject Frosh ' S Reject Reject Insuf Infor Reject Reject P Reject Reject Insuf Infor Reject Reject C Reject Reject Insuf Infor Reject Reject Soph S Reject Reject Insuf Infor Reject Reject P Qual Support Reject Qual Support Reject Qual Support* C ' Reject Insuf Infor Reject Reject , Jr S Qual Support Reject Insuf Infor Reject Support** P Reject Reject Insuf Infor Qual Support Qual Support** C Qual Support Reject Qual Support Reject Reject Sr S Support Support Contradictory Reject Support* P. Support Support Qual Support Reject Support* C Support Support Qual Support Reject Support* Prof S Support Support Support Support Support* P Reject Reject Reject Reject Reject C Insuf Infor Reject Insuf Infor Reject Reject Bus S Reject Reject Insuf Infor Reject Reject P Reject Reject Reject Reject Reject C V Qual Support Contradictory Reject Reject Reject Labor S Reject Reject Insuf Infor Reject Reject P Support Support Support Reject Support* C Reject Reject Insuf Infor Reject Reject S=System Nonsalience *By actual consistency P=Personal Nonsalience **By revised consistency C=Combined Nonsalience 2...... 1.13;... 1.... .7??? 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