ABSTRACT THEEMMIAL-PSYGHOLOGICAL NATURE AND DETERMINANTS cm‘ATTITUDEs TOWARD EDUCATION AND TOWARD PHYSICALLY DISABLED PERSONS IN BELGIUM, DENMARK, ENGLAND, FRANCE, THE NETHERLANDS, AND YUGOSLAVIA by Paul Edward Kreider The dissertation task was to study the relationship bamemuattitudes, interpersonal values, personal contact, dmngeorientation, and certain demographic variables. A amiabpsychological theoretical framework was used to study attitudes toward progressive and traditional edu- to new ideas (i.e., progressivism) and concern for the cnsmfled. The multiple correlation for the combined change orhnmation variables indicates support for this theoretical position. Paul E. Kreider It was hypothesized that the SER group would score significantly different than all other occupational groups in regard to the following: (a) more favorable attitudes toward disabled persons; (b) higher mean Benevolence and lower mean Leadership and Recognition value scores; (c) higher mean progressive and lower mean traditional atti- tudes toward education; (d) higher mean score on change orientation variables; (e) higher mean scores on amount of contact with mentally retarded or emotionally disturbed persons. While it is evident from the data that group membership may be an important factor in values, personal contact, attitudes, and change orientation, very few hy- potheses comparing the SER group with other groups within cmuntries were confirmed. Recommendations have been made relating to instru- rmntation, sampling procedures, statistical analysis, cross— nmuonal comparisons, and to the findings of the study. hm model for the selection and scaling of attitude items asdeveloped by Guttman would be useful for further study. fins model, known as "facet design" attempts to sub- stmumure an attitude universe into logically established components. It is recommended that an effort be made to obtain a representative sample for the next stage of the study, pNfibrably by the interview method, which will allow for da‘tacollection from the total population and enable a more detailed clinical analysis of the data. Paul E. Kreider It is suggested that further differentiation of occupational groups be made. There is some indication in the present study that the SER group was too diverse in composition and interests. This was no doubt influ— ential in the rejection of~a number of hypotheses. The findings cast some doubt on the relationship between contact and intensity with attitudes toward edu- cation, both traditional and progressive. On the other hand, contact and intensity seemed to be related to atti- tudes toward physically disabled persons. Further ex- ;floration should be made into the human or personal versus 13m conceptual or institutional dimension in the contact- hmensity relationship. ‘ This study is part-of an international cross- CuIMHal study of attitudes toward education and toward thflcally disabled persons in progress under the di- PflWiMIOf Dr. John E. Jordan of Michigan State Uni; Versity. THE SOCIAL-PSYCHOLOGICAL NATURE AND DETERMINANTS OF ATTITUDES TOWARD EDUCATION AND TOWARD PHYSICALLY DISABLED PERSONS IN BELGIUM, DENMARK, ENGLAND, FRANCE, THE NETHERLANDS, AND YUGOSLAVIA By Paul Edward Kreider A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services, and Educational Psychology 1967 ACKNOWLEDGMENTS I am deeply indebted to the following professional personnel in Europe who cooperated with the research study: Dr. Francine Robaye, Department Of Differential Psychology, the Free University of Brussels; Miss Karen Hansen, Section of Special Education, Ministry of Education in Copenhagen, Denmark and Mr. N. E. SOndergaard, Director of the Geels- guO.Boarding School in Virum, Denmark; Mr. S. Moore- Cmulson and Mr. J. J. Q. Fox who worked with Mr. James A. Imring of The Spastic Society in London; Madame Jacqueline Fana, M. D. and Annik Rouillon, M. D. of the International muldren's Centre in Paris; Professor Pierre Oleron, Famute des Lettres et Sciences Humanies, The Sorbonne, muversity of Paris; A. Th. Schweizer, M. D. of the Uni- vusity of Leiden and Dr. Sheldon D. Rose and Mr. T. Fris ofthe Sociaal-Pedogogisch Instituut, University of Amster— dam Professor Angelina Boric, Dean of the Institute of Defimtology of the University of Zagreb, Dr. Sulejman Phsmnc of the Institute, and Mr. Roman Boben of Celje. I am especially grateful to Dr. John E. Jordan who rlasalways given encouragement and inspiration at every StaEeofthe doctoral program while serving as my major advisor. I am also indebted to Dr. Bill Kell, Dr. Gregory Miller, and Dr. Edgar Schuler who served as members of the doctoral committee. I wish to thank Miss Susan Speer for her assistance as computer programmer for the project. Appreciation is also expressed to Miss Katherine Morris for her work in scoring and tabulating. The study was made possible due to a two-year training grant from the Vocational Rehabilitation Adminis- tration. I am deeply aware of the love and support given to mm by my wife and son, Marilyn and Kevin. To them and mu'future together, this thesis is dedicated. ii PREFACE This study is one in a series, jointly designed by several investigators, as an example of the concurrent—- replicative model of cross cultural research. A common use of instrumentation, theoretical material, as well as technical, and analyses procedures were both necessary and desirable. The authors, therefore, collaborated in many respects euthough the data were different in each study as well as cmrtain design, procedural, and analyses approaches. The umcific studies are discussed more fully in the review of Tflmrature chapter in each of the individual investigations The interpretations of the data in each country and tMedescription of the socio—economic and political charac- tmflstics of each nation are strictly those of the author cfi‘uus thesis and must not be attributed to any person in therespective countries. 111 TABLE OF CONTENTS ACKNOWLEDGMENTS . . . LIST OF TABLES LIST OF APPENDICES Chapter I. INTRODUCTION. Nature of the Problem. . Statement of the Problem. Definition of Terms . Dissertation Organization . II. REVIEW OF THEORY AND RELATED RESEARCH A Theoretical Framework for Attitudes Toward Education . . Integration of Theory from Social Psych- ology with Theory and Research in Special Education and Rehabilitation. Empirical Research from Social Psycho- logy Relating the Variables of Value and Personal Contact to Attitude The Question of Values Value Variation in Society Personal Contact . . Empirical Research on Attitudes Toward the Physically Disabled . Cross-Cultural Studies . Further Studies: Types of Disability The Measurement of Attitudes iv Page ii ix XV H H~qun4 13/ la ’ 19 ’ 21/ 21/ 27 / 29 ’ 31 32’ AO" Chapter III. Cross—National Research and Scale Analysis . . . . . . . . Scale Analysis . . Scale and Intensity Analysis in Re- lation to Cross-National Problem of Comparability of Responses . METHODOLOGY AND PROCEDURES The European Situation . General Description of Belgium. Geographic Population Economics. Politics Education. Special Education and Rehabilitation Services General Description of Denmark. Geographic . . Population . . . . Economics. . . Politics Education. Special Education and Rehabilitation Services . General Description of England. Geographic Population Economics. Politics Education. Special Education and Rehabilitation Services General Description of France Geographic Population Economics. Politics Education. Special Education and Rehabilitation Services Page AI’ 143’ Chapter Page General Description of The Netherlands . 79 Geographic . . . . . . . . . 79 Population . . . . . . . . . 80 Economics. . . . . . . . . . 81 Politics . . . . . . . . . . 82 Education. . 82 Special EducatiOn and Rehabilitation Services . . . . . . . . . 83 General Description of Yugoslavia. . . 85 Geographic . . . . . . . . . 85 Population . . . . . . . . . 86 Economics. . . . . . . . . . 87 Politics . . . . . . . . . . 89 Education. . 89 Special Education and Rehabilitation Services . . . . . . . . . 92 Sampling Procedures and Research Population . . . . . . . . . 9A Belgian Sample . . . . . . . . 95 Danish Sample . . . . . . . . 96 English Sample . . . . . . . . 96 French Sample . . . . . . . . 96 The Dutch Sample . . . . . . . 97 Yugoslavian Sample. . . . . . . 97 Selection of Variables . . . . . . 98 Attitudes Toward Disabled Persons Scale . . . . 98 Attitudes Toward Education Scale . . 100 The Intensity Scales . . . . . . 101 Interpersonal Values . . . . 101 Personal Questionnaire (General) . . 103 Personal Questionnaire: HP. . . . 107 Statistical Procedures . . . . . . 107 Descriptive Statistics . . . . . 107 Inferential Statistics . . 108 Relational and Predictive Statistics. 110 The Problem of Scale and Intensity Analyses . . . . . . . . . 112 vi Chapter General Description of The Netherlands Geographic . . . Population . . . . . Economics. . . . . . . . . . Politics . . . . . . . . . . Education. Special Education and Rehabilitation Services . . . . . . . General Description of Yugoslavia. Geographic . . . . . . . . Population . Economics. . . . Politics . . . . . Education. . . Special Education and Rehabilitation Services . . . . . . . . Sampling Procedures and Research Population Belgian Sample . Danish Sample . . . . . . . . English Sample . . . . . . . . French Sample . . . . . . . . The Dutch Sample . . . Yugoslavian Sample. Selection of Variables . . . . . . Attitudes Toward Disabled Persons Scale . . Attitudes Toward Education Scale The Intensity Scales . . . . . . Interpersonal Values . . . Personal Questionnaire (General) . . Personal Questionnaire: HP. . . . Statistical Procedures . . . . . Descriptive Statistics . . Inferential Statistics . . Relational and Predictive Statistics. The Problem of Scale and Intensity Analyses . . . . vi Page 79 79 80 81 82 82 83 85 85 86 87 89 89 92 9A 95 96 96 96 97 97 98 98 100 101 101 103 107 107 107 108 110 112 Chapter Major Research Hypotheses Hypotheses Related to Contact Fre- quency, Intensity, and Attitude Scores . . . . Hypotheses Related to Attitude and Value Interactions Hypothesis Related to Change Orien- tation and Attitude Scores. Hypotheses Related to Character- istics of Those Working Directly with the Physically Disabled (SER). Limitations of the Study Concept Equivalence Language Equivalence. . The Problem of Sampling. IV. ANALYSIS OF THE DATA. Section 1: Descriptive Data Differences in Education, Income, and Age Between Respondent Groups Summary of Descriptive Data in Tables 3- 6 , Section 2: Hypothesis Testing, Mean Differences, and Correlational Analyses. Hypotheses Related to Contact Fre- quency, Intensity, and Attitude Scores . . . . Hypotheses Related to Attitude and Value Interactions Hypothesis Related to Change Orien- tation and Attitude Scores. . Zero-Order Correlations Between Attitudes and Values. Hypotheses Related to Character- istics of Those Working Directly with the Physically Disabled (SER). . . . vii Page 113 113 115 117 118 120 121 122 122 12“ 12A 127 132 132 132 1&2 155 160 181 Chapter V. SUMMARY, DISCUSSION, AND RECOMMENDATIONS Part I: REFERENCES APPENDICES Part II: Review of Theoretical and Methodological Considerations. The Nature of the Problem . Review of Theory Review of Hypotheses Construction Instrumentation . . . Statistical Procedures Discussion of the Results and Implications of Hypothesis Testing Hypotheses Relating to Contact Fre- quency and Intensity. . . Hypotheses Related to Attitude and Value Interactions . Change Variables as Related to Attitude Scores Hypotheses Related to Character— istics of Those Working Directly with the Physically Disabled (SER). . . Summary of Hypothesis Testing. Part III: Recommendations. Recommendations Relating to the Instruments . . Recommendations Regarding Sampling Procedures Recommendations Relating to Cross- National Comparisons. Recommendations Regarding Statistical Analysis. Recommendations Relating to the Findings of the Study viii 200/ 200 ’ 201 203 , 205 206 207 207 210 215 216 220 222 222 223 22a, 225 2269 228 255 Table LIST OF TABLES Distribution of Respondents According to Sex and Occupational Group in Six Countries Occupational Composition of Total Sample by Sex and Occupational Group in Five Countries . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Education for Four Occupational Groups in Six Countries . . . . . . . Comparison of Mean Differences, Standard Deviations, and E Statistic in Respect to Income for Four Occupational Groups in Six Countries Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Age for Four Occupational Groups in Six Countries . . . . . Interpretation of Education Scores in Terms of Actual Educational Attainment. Means, Standard Deviations, and F Statistic Comparing High and Low Frequency of Con— tact with Disabled Persons With Intensity Scores on the Attitudes-Toward-Disabled- Persons Scale in Five Countries . Means, Standard Deviations, and F Statistic Comparing High and Low Frequency of Con- tact with Education with Intensity Scores on the Progressive-Attitudes-Toward-Edu- cation Scale in Five Countries . . . Means, Standard Deviations, and F Statistic Comparing High and Low Frequency of Con- tact with Education with Intensity Scores on the Traditional-Attitudes-Toward-Edu- cation Scale in Five Countries . . . ix Page 125 126 128 129 130 131 13“ 135 136 Table Page 10. Zero—Order Correlations Between Contact and Intensity Scores on the Attitudes-Toward- Disabled-Persons Scale for Four Occu- pational Groups in Six Countries. . . . 139 ll. Zero-Order Correlations Between Contact and Intensity Scores on the Progressive-Atti- tudes-Toward-Education Scale for Four Occupational Groups in Six Countries . . 1A0 12. Zero-Order Correlations Between Contact and Intensity Scores on the Traditional-Atti- tudes-Toward-Education Scale for Four Occupational Groups in Six Countries . . 141 13. Partial and Multiple Correlations Between Attitudes Toward Disabled Persons and Attitudes Toward Education As Related to Contact Variables for Six Countries. . . 1H3 1“. Means, Standard Deviations, and F Statistic Comparing High and Low Scores on Leader- ship Value with Attitudes-Toward- Disabled- Persons Scores in Five Countries. . . . 145 15. Means, Standard Deviations, and F Statistic Comparing High and Low Scores on Leader- ship Value with Progressive-Attitudes- Toward-Education Scores in Five Countries. 146 16. Means, Standard Deviations, and F Statistic Comparing High and Low Scores_ on Leadership Value with Traditional- Attitudes-Toward- Education Scores in Five Countries . . . 147 17. Means, Standard Deviations, and F Statistic Comparing High and Low Scores on Recog- nition Value with Attitudes-Toward— Dis- abled-Persons Scores in Five Countries. . 1U9 18. Means, Standard Deviations, and F Statistic Comparing High and Low Scores_ on Recog- nition Value with Progressive-Attitudes- Toward-Education Scores in Five Countries. 150 19. Means, Standard Deviations, and F Statistic Comparing High and Low Scores on Recog— nition Value with Traditional-Attitudes- Toward-Education Scores in Five Countries. 151 X Table Page 20. Means, Standard Deviations, and F Statistic Comparing High and Low Scores on Benevo— lence Value with Attitudes-Toward-Dis- abled-Persons Scores in Five Countries. . 152 21. Means, Standard Deviations, and F Statistic Comparing High and Low Scores on Benevo- lence Value with Progressive-Attitudes- Toward—Education Scores in Five Countries. 153 22. Means, Standard Deviations, and F Statistic Comparing High and Low Scores on Benevo- lence Value with Traditional-Attitudes- Toward-Education Scores in Five Countries. 154 23. Means, Standard Deviations, and F Statistic for Benevolence for Males and Females in Four Countries. . . . . . . . . . 156 24. Means, Standard Deviations, and F Statistic for Attitudes-Toward-Disabled-Persons- Scale Score for Males and Females in Four Countries . . . . . . . . . . . 157 25. Means, Standard Deviations, and F Statistic for Progressive-Attitudes-Toward-Edu- cation-Scale Scores for Males and Females in Four Countries . . . . . . . . 158 26. Partial and Multiple Correlations Between Attitudes Toward Disabled Persons and Attitudes Toward Education (Progressive and Traditional) as Related to Change Orientation for Six Countries. . . . . 161 27. Zero-Order Correlations Between Attitudes- Toward-Disabled-Persons Scale (Content) and the Gordon Value Scale for Four Occu- pational Groups in Belgium. . . . . . 165 28. Zero-Order Correlations Between Attitudes- Toward-DisabledéPersons Scale (Content) and the Gordon Value Scale for Four Occu- pational Groups in Denmark. . . . . . 166 29. Zero-Order Correlations Between Attitudes- Toward-Disabled-Persons Scale (Content) and the Gordon Value Scale for Three Occupational Groups in England . . . . 167 xi Table 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. Zero-Order Correlations Between Attitudes- Toward-Disabled-Persons Scale (Content) and the Gordon Value Scale for Four Occu- pational Groups in France . . . . Zero-Order Correlations Between Attitudes- Toward-Disabled-Persons Scale (Content) and the Gordon Value Scale for Four Occu- pational Groups in The Netherlands . Zero-Order Correlations Between Attitudes- Toward-Disabled-Persons Scale (Content) and the Gordon Value Scale for Four Occu- pational Groups in Yugoslavia. Zero—Order Correlation Between Attitudes- Toward-Education and the Gordon Value Scale for Four Occupational Groups in Belgium . . Zero-Order Correlation Between Attitudes- Toward-Education and the Gordon Value Scale for Four Occupational Groups in Denmark . . . . . . . . . . Zero-Order Correlation Between Attitudes- Toward-Education and the Gordon Value Scale for Three Occupational Groups in England . . . . . . . . . . Zero-Order Correlation Between Attitudes- Toward-Education and the Gordon Value Scale for Four Occupational Groups in France . . . . . . . . . Zero-Order Correlation Between Attitudes- Toward-Education and the Gordon Value Scale for Four Occupational Groups in The Netherlands . . . . . . . Zero-Order Correlation Between Attitudes- Toward-Education and the Gordon Value Scale for Four Occupational Groups in Yugoslavia . . . . . . . . . Comparison of Mean Differences, Standard 'Deviations, and F Statistic in Respect to Attitudes-Toward-Disabled-Persons Scores for Four Occupational Groups in Six Countries . . . . xii Page 168 169 170 175 176 177 178 179 180 182 Table 40. 41. 42. 43. 44. ’45. 46. ’47. 48. Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Benevolences Value Scores for Four Occu— pational Groups in Six Countries Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Recognition Value Scores for Four Occu- pational Groups in Six Countries . . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Leadership Value for Four Occupational Groups in Six Countries . . . Comparison Of Mean Differences, Standard Deviations, and F Statistic in Respect to Progressive-Attitudes-Toward- Education Scores for Four Occupational Groups in Six Countries. . . . . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Traditional-Attitudes-Toward- Education Scores for Four Occupational Groups in Six Countries. . . . . . . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Health Practices for Four Occupational Groups in Five Countries . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Child-Rearing Practices for Four Occu- pational Groups in Six Countries Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Birth- Control for Four Occupational Groups in Six Countries . . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Automation for Four Occupational Groups in Six Countries . xiii Page 184 185 186 188 189 192 193 194 195 Table 49. 50. 51. 52. Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Self Change for Four Occupational Groups in Six Countries. . . . . . . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Contacts with Mentally Retarded Persons for Four Occupational Groups in Six Countries . . . . . . . . . Comparison of Mean Differences, Standard Deviations, and F Statistic in Respect to Contacts with Emotionally Disturbed Per- sons for Four Occupational Groups in Six Countries . . Summary of Hypotheses 1 Through 11 Indicate ing Confirmation or Nonconfirmation and Directionality for Country Samples. xiv Page 196 197 198 199 LIST OF APPENDICES Appendix Page A-l Handicapped Persons Scale (ATDP) . . . 256 A-2 Education Scale. . . . . . . . . 264 A-3 Gordon Survey of Interpersonal Values . , 272 A-4 Personal Questionnaire (General) . . . 274 A-5 Personal Questionnaire (HP). . . . . 296 A-6 Definitions of Physical Handicap . . . 303 8-1 Administration Procedures . . . . . 305 8-2 Basic Variables of the Study . . . . 309 B-3 Code Book. . . . . . . . . . . 314 8-4 Special Instructions and FCC I and FCC II Variable-Computer Print-out Code Forms . . . . . . . . . . . 351 LB-5 Data Transcription Sheet. . . . . . 392 lB-6 Addendum to Review of Literature . . . 394 XV CHAPTER I INTRODUCTION The dynamic of change with its economic, social and political implications, confronts everyone with a practical and intellectual challenge. One great struggle of our generation is with attitudes and ideas that incessantly diffuse themselves into daily life and emerge as cultural change. We no longer debate the inevitability of change. We are not given the choice of whether or not change should occur. The choice is whether we will accept the challenge to use all our resources to guide change in socially re- sponsible ways. Bennis points out that "the predicament we confront, tlien, concerns method; methods that maximize freedom and l¢imit as little as possible the potentialities Of growth; Huathods that will realize man's dignity as well as bring ilito fruition desirable social goals" (Bennis et al., 1961). Nature of the Problem Berg has noted that obstacles to change, such as ESocial customs, religious beliefs and values, economic I“leads, and illiteracy are chiefly attitudinal in nature and, as such, their removal becomes a task for the psycholo- gist. At present, we know something Of attitudes and how to measure them. Now we must discover how to change them efficiently. We shall have to gain this knowledge rapidly and we shall have to work against difficulties inherent in our own culture which are raised against such studies. One difficulty, for example, will very likely be sharp criticism of proposals to "waste" good American dollars on research for changing attitudes in foreign lands—-after all, attitudes are not important. Perhaps it will help to remind such criticis that attitudes toward meat as food have caused many thousands of people in India to die of starvation rather than eat the Brahma cattle which were grazing in their grain fields. Critics or not, psychologists must accept the challenge of producing attitude change (Berg, 1965, p. 203). Public interest in attitudes toward education and in the concept of rehabilitation of the disabled has greatly intensified in recent years. Advances in medical science have enhanced the potential for physical and psychological rehabilitation. There appears to be a growing awareness of “the meaning Of disability to personal, family, and community vvell-being, hence, a greater emphasis on the importance of tlue social functioning of the disabled and their families. Charrent trends seem to suggest that rehabilitation of the Clisabled will be placed in a broader social frame of refer- eulce identified with the problems of adaptation to techno— liDgical change and with national and international goals (of achieving a greater degree of health, economic security, and equality of opportunity for all. Elley, writing on "Attitude Change and Education for International Understanding," reviewed definitions of international understanding found in UNESCO publications and social studies guides and found the following commonly accepted components of primary theoretical and practical importance: 1. Recognition of the futility and barbarism of war- fare in the contemporary world. 2. Faith in the efficacy of international machinery to solve problems which threaten world peace. 3. Realization of the economic, political and cul- tural interdependence of the nations of the modern world. 4. Belief that all peoples have similar needs and problems, but that their methods of meeting them depend on local environmental and cultural factors. 5. Need for tolerance amongst all national groups, based on recent knowledge Of their way of life (Elley, 1964). The value of international cooperation, the concept of cultural interdependence, the need for greater under- standing of factors affecting attitudes and values, and tune cross-cultural implications of these, are all basic to time purposes of the present study. Statement 9F the Problem An attempt will be made to investigate technical, ITMethodological, and theoretical considerations relating ‘tCD the cross-cultural investigation of attitudes toward EHiucation and physical disability. A set of instruments will be employed to elicit these attitudes and enable <3<>mparison between one cultural group and another. An effort will also be made to relate these attitudes to other variables which from a theoretical standpoint should serve either as correlates or predictors. A final Objective is to develop a set of techniques to facilitate the col— lection, processing, and analysis of data in subsequent cross—national studies.1 This exploratory study is part of a comprehensive attempt to research attitudes in differing cultures in an effort to find inter—relationships between: 1. Differing national or socio-economic patterns, that is developing vs. developed nations, rural vs. urban patterns, non-industrialized vs. industrialized nations, etc. 2. Differing value systems, both intra—national and international. 3. Differing "contact" methods and systems for experience with the social object called the "physically disabled" and with "education" as a social institution. 4. Differing norms of the various countries and groups specified in respect to various psycho- logical, sociological, and economic measures and indices. A pilot study of attitudes toward physical disability aJ1d their determinants was made by Felty (1965) in Costa IRicawith primary interest in several types of questions. what are the predominant attitudes within a country toward Pflflysical disability? How do these attitudes vary among different groups within the population, principally in I‘GSpect to sex and occupational groups? What correlates x 1The broader research program is being developed by 13?. John E. Jordan and a number of his doctoral students at Michigan State University. of attitudes toward disability can be found within these groups? What kind of people work with the disabled? Do they have any definitive characteristics in respect to such things as interpersonal values, orientation toward education and work, as well as differences among various demographic characteristics, in relation to people who are not so closely involved with disabled persons? Fundamental to the program of social development in latin America and to the establishment of cooperative ex- changes among professionals in the United States, Europe, and Latin America, is the acquisition of normative data about attitudes of various occupational groups toward edu- cation, special education and rehabilitation, and toward the physically handicapped. This was considered the fore- most cross-national research need by the research group of the Emcond International Seminar on Special Education at Nyborg, Denmark, in July, 1963. Such data are indispensable to a coherent approach to :international cooperation in a health-related field such as Special education and rehabilitation. It involves the kr-l<3>W1edge of what is permissible within a culture, and of trve' characteristics and orientation Of those who are most a"‘3C3epting and sympathetic toward effective program develop- ment and social change. A study by the American Psychological Association on Efiflighglogical Research and Rehabilitation suggested that n 1filers would be great value in cross-cultural studies of I“ .L. 0-. '.o .o. .. adaptation to disability . . . and in studying these attitudinal and belief variables in their extreme states" (Kelly g§_a;., 1960, p. 184). By "extreme states" the authors were referring to different cultural groups. Social-psychological theory suggests that values are important determinants of attitudes. In respect to the physically disabled, it has been suggested that persons who generally value others as having intrinsic worth are likely to hold more favorable attitudes toward the dis— abled than are those who value others according to more absolute comparative standards. An attempt will be made to determine whether this value—attitude relationship can be confirmed. Theory has also suggested that the amount and kind of interpersonal contact with a subgroup are determinants choices and found a considerable range of acceptance- reJeection, with cerebral palsy least accepted, hearing d1SOrders next least, followed by orthopedically and Vislkally handicapped. None of the group received as many Choidzes as "normal" children. Whiteman and Luckoff considered attitude structure and personal value orientations. They found that 38 respondents follow their value orientations in evaluation of physical disability (Whiteman and Luckoff, 1962). Nash (1962) found various social-psychological vari— ables basic to attitudes of non—handicapped persons toward the orthopedically handicapped. He reported that the respondents who manifested favorable attitudes were, for the most part, a younger group, currently married, and of higher educational level. A general confirmation of the view that the acceptance Of the disabled is related to a positive self—image and stable object relationships on the part of non-handicapped persons was found by Siller (1964). There appears to be a strong tendency in recent studies on attitudes toward the physically handicapped to explore such attitudes in terms of basic social-psychological con— cepts of prejudice and ethocentrism. Barker held the position: The physically disabled person is in a position not unlike that of the Negro, the Jew, and other under— priviledged racial and religious minorities; he is a member of an under-priviledged minority (Barker, 1948). He further points out (Barker, 1953) that there exists an irrational prejudice in the public mind regarding the employability and legal status of the disabled which has a striking similarity to the social rejection and ostracism experienced by members of ethnic minority groups. Handel (1960) and Himes (1960) also give support to the evidence that common stereotypes place the physically 39 handicapped in an inferior social role. Cowen gp_al. (1958) found significant relationships between negative attitudes toward blindness, and anti—Negro, anti-minority, and pro-authoritarian attitudes. Sidney Jordan (1963) proposed that the label of "disadvantaged group" can very justifiably be applied to the physically handicapped in order to conceptualize this ingroup—outgroup relationship. A recent study by Chesler (1965) supported the idea that: . for some purposes the physically disabled can be conceptualized as a minority group subject to many of the same attitudinal and behavioral predispositions as are ethnic minorities (1965, p. 881). He also found further evidence to contend that ethnocentrism and prejudice are not narrowly focused on a particular minority group, but are general phenomena expressed toward a wide variety of outgroups. Contact with the blind was not found to relate signifi- cantly to verbalized attitudes toward blindness (Cowen gp_al., 1958). This would be contrary to the studies previously mentioned which tend to support the relationship between contact and positive attitudes toward the disabled. The research coordinators in each country were asked to advise about studies concerning attitudes toward edu— cation and the physically handicapped. It was reported that they were unable to find specific references to such attitudes. Correspondence with the Center for Research and Development on Educational Differences at Harvard University 40 indicates there is very little information available on attitudes toward both education and the handicapped in countries other than the United States. The Measurement of Attitudes Attitudes have been defined as a "delimited totality of behavior with respect to something" (Guttman, 1950, p. 51). Allport defines attitudes in the following manner: An attitude is a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related (Allport, 1935, p. 810). Another definition is offered by Secord and Backman (1965), and places emphasis on affective, cognitive, and behavioral components of attitudes. Guttman's formulation would in- clude belief (cognitive component), overt action (behavioral component), and implicitly, evaluation and intensity (af- fective component). Responses on an attitude scale are one form of de- limited behavior. Guttman (1950) points out that the atti— tude universe may consist of many forms of behavior which are more or less inter—correlated and which form separate subuniverses. Therefore, an adequate attitude abstraction from this universe should include sampling from each of the possible sub-universes, a task of doubtful empirical possibility. A limited sample of behavior would place limitations on the range of inferences one could make. It is necessary to measure attitudes on the assumption 41 that a relationship exists between the statements made about a social object (the physically handicapped), and overt behavior toward that Object. However, the relation— ship needs to be supported by adequate empirical research. Green (1954, pp. 335-336) has analyzed the underlying characteristics of attitudes and their relationship to other variables. He looks for a consistency of response in respect to some social object and points out that an attitude differs from other psychological variables (with the exception of value) because it is always in terms Of a referent class of social objects. This referential char- acter means that one cannot expect an individual to have an attitude toward something which does not exist for him, although it may exist for others. Cross-National Research and Scale Analysis It has been pointed out that attitudes are referential. They reflect evaluations with reference to the world of human experience in a cultural framework. There is little doubt but what experience content is somewhat culturally determined. In cross-cultural research, it is necessary to focus on those attitude referents whose existence is acknowledged in all the cultures we are comparing. The hazards of meaning equivalence in cross-national studies have been pointed out by several authors (Jacobson and Schachter, 1954; Jacobson gp_al., 1960; Klineberg, 1950; Suchman, 1958, 1962, 1964; UNESCO, 1955, 1963). A 42 principal difficulty in these types of studies is that of obtaining comparable input stimuli, a problem concerned with equivalence of instruments, problems of translation, linguistic and sampling equivalence. Suchman (1958, p. 197), in reporting methodological findings of the Cornell Cross-Cultural Methodology Project, has distinguished be— tween "concept" equivalence and "index" equivalence. He reported that it was not possible to compare specific questions and indices across cultures, because: Technical problems such as language translation along with more subtle factors of the meaning of words, combined to make it extremely difficult to compare responses from different cultures with any degree of confidence that they were indeed equivalent. On the other hand, it was found that while specific indices might not be comparable, broader concepts were. He further suggests that scale analysis offered a "particu— larly promising method" of determining concept equivalence. Duijker (1955) points out that an attitude scale which is useful in the United States, cannot be used in the literally translated form in France or Holland. He says that the instruments must not be identical, but equi— valent. The problem of input equivalence of concepts in cross- national studies would appear to be an aspect of the general problem of question bias. Suchman (1950), has explored the use of the measurement of the intensity of feeling with which people hold to their attitudes or opinions as a way of surmounting differences in attitude or opinion measure- ment results due mainly to differences in question wording 43 (bias). Guttman (1954, p. 396), in referring to the application of this approach to the problem of bias by the Israel Institute of Applied Research, has commented: "In Israel where we sometimes have to do the same study in twelve different languages, it is essential to have a technique which does not depend on question wording." The method of scale and intensity analysis was adopted for exploration in the pilot study by Felty (1965) in Costa Rica, and will be used in this study in respect to each of the attitude measures. The following section offers an introduction into scale and intensity analysis. Scale Analysis The writings of Guttman (1950) form the basis for the method used and the rationale for the approach to scale analysis used in this study. Comprehensive discussions of the technique in respect to other scaling methods are to be found in Green (1954), Edwards (1957), and Goode and Hatt (1952). Riley (1963) and Waisanen (1960) presented techniques for introductory work with the method. Scale analysis provides a method for determining whether a set of items can be ordered along a single di- mension. If a particular attitude universe is really one- dimensional, any sampling of items from it should also be one-dimensional, and should provide an ordering of re- spondents essentially the same as that provided by any other sampling of items from the universe. If the predicted 44 ordering does not occur, the universe is judged to be multi- dimensional and consequently not scalable. It is possible, of course, that items have been included which do not refer to the universe of content. These non-scale items might be excluded; however, item exclusion must be exercised with caution (Green, 1954, p. 357). If items do suggest an underlying single dimension, it is meaningful to describe a respondent with a higher total score as possessing more of the characteristic being measured than someone with a lower total score. Most important, if scale properties are obtained, this provides evidence for the existence of a defined body of opinion in the respondent group in respect to the parti— cular area of measurement involved. The fact that item scales are Obtained in each of two or more countries being compared is evidence for concept equivalence, regardless of variation in the content of the particular items in the scales from one nationality group to another. Following Guttman's scale analysis, it is necessary to rank respondents rather than items. He states: "We shall call a set of items of common content a scale if a person with a higher rank than another person is just as high or higher on every item than the other person" (Guttman, 1950, p. 62). The individual item responses of every respondent should be reproducible at .90 or above for accepting the scale hypothesis. The amount of error which is allowable in reproducing item scores from a knowledge 45 of respondent total scores rank has been somewhat arbi- trarily established at 10 per cent, although Guttman has shown that if the errors are random in a given sample of 100 persons and 5 dichotomous items, the population re- producibility should not vary more than 4 or 5 per cent from the reproducibility coefficient of the sample (1950, p. 77). Guttman also describes the quasi-scale, which may occur when the reproducibility of a scale is lower than the .90 coefficient of reproducibility, but when the errors occur in a random pattern. Stouffer (1950, p. 5) states that "the correlation of the quasi-scale with an outside criterion is the same as the multiple correlation between responses to the individual items forming that scale and the outside criterion (which) justifies the use of sets of items from an area not scalable in the strictest sense." Felty (1965) points out that the criterion of 90 per cent reproducibility is no more an absolute standard than is the selection of an alpha of .05 for a test of signifi- cance. For some purposes a lower limit may be satisfactory, for others a higher limit may be necessary. The important criteria in respect to scale error would seem to be the random nature of occurrence of the errors. The error pattern of the quasi-scale question is recognizable from the manner in which the fairly large number of errors that occur gradually decrease in number as one moves further and further away from 46» the cutting point.l These errors . . . do not group together like non-scale errors (Suchman, 1950). Scale and Intensity Analysis in Relation to Cross-National Problem of Comparability of Responses Once scaling has been established so there is some indication of unidimensionality, there remains the question of how to divide the respondents on the basis of favorable- ness or unfavorableness of response. Foa (1950) and Such- man (1950, pp. 214-215) have shown how question bias can be introduced through slight changes of question wording so that the response patterns of a set of questions may be altered considerably. What is needed is an objective "0" point, independent of the content of the items, which will divide the favorables from the unfavorables. According to the proposed method, it is necessary to ascertain for each item how intensely the respondent feels about his response. It has been shown experimentally (Foa, 1950, 1961; Guttman, 1947, 1950; Guttman and Foa, 1951; Guttman and Suchman, 1947; Suchman, 1950; Suchman and Guttman, 1947) that intensity will usually form a quasi- scale which, when plotted against the content dimension, will reveal the point on the content scale Of the lowest 1The "cutting point" refers to the point at which the "favorable" (or, e.g., "yes") responses to an item, can be divided with the least amount of error from the "unfavorable" (or, e.g., "no") responses to an item, when the respondents have been ordered on the basis of total score for all items in the scale. 47 intensity of response. This point has been empirically established as a point of indifference in respect to the item content. Attitudes become favorable on one side of the point and unfavorable on the other side of the point. It then becomes possible to state in respect to a particular group about what per cent of the respondents are actually favorable, neutral, or unfavorable, as defined by an ob- jective and invariant referent point. This concept has potential significance for cross- cultural research, since it offers an Objective technique. for comparing persons from different cultures, regardless of subtle meaning changes resulting from translation pro- blems, providing that the item content is scalable within the countries being compared. Felty (1965) states that both the point of division, and the shape of the intensity curve are of interest. The shape of the curve may indicate whether people are generally apathetic about the issue at hand or are sharply divided into opposing groups. These potential benefits of scale and intensity analysis recommended their use for this study. See Appendix B-6 for further investigations related to the present study. CHAPTER III METHODOLOGY AND PROCEDURES As previously stated, the present research is an exploratory study of attitudes toward education and toward the physically handicapped in six European countries. An attempt will be made to study these attitudes to enable comparisons between four interest or occupational groups in Belgium, Denmark, England, France, The Netherlands and Yugoslavia. This study is part of the international study initiated by Dr. John E. Jordan at Michigan State University. A pilot study was conducted in San Jose, Costa Rica by Felty (1965) and a further study was completed by Friesen (1966) on data from Colombia and Peru. The selection of these European countries provides a population differing in language, culture, socio-economic development and in other respects. This will provide for a more rigorous test of the assumptions underlying the instruments and enable cross-cultural com- parisons. It will be helpful to the study to have some under- standing of each country, its geography, population, economy, political and administrative organization, and the provisions made within the country for education, special education 48 49 and rehabilitation. This should allow for broader per- spective relative to data analysis. The European Situation The influences of the Industrial Revolution and the spirit of nationalism are demonstrated in the cultural and social life of Europe. Social and economic change has re- sulted in compulsory education laws which delegates to the school duties which had been previously assumed by private organizations, the home and the church. The nationalistic spirit tended to equate more and better education with national power, and therefore, has made government more responsible for educational objectives. Prior to the eighteenth century health services and educational objectives were primarily concerns of the indi- vidual and the family. Governmental agencies provided only minor assistance to religious and voluntary societies which were attempting to meet these needs. However, when the magnitude of need became great, national interest dictated that only the government could command the resources com- mensurate with the need. Taylor and Taylor (1960) report that similar stages in the development of special education are found in the twenty-one countries of western Europe: (a) a belief in the desirability of compulsory education for all; (b) recognition of the desirability of extending educational advantages to the handicapped; (c) a parallel development of educational and health services, with problems arising SO concerning the integration of these services; and (d) a steady trend for local, provincial, or national govern— ments, or all three in cooperation to take over the ser— vices and institutions which had been established and maintained by private individuals, voluntary organizations, and religious groups. It is also suggested that the problems of special education in Europe are basically the same as the problems of educating handicapped children in the United States and Canada. However, there are significant differences in ap- proach to these problems. The most striking difference is the slower progress made in most European countries toward the achieve- ment of solutions. This slower progress is caused by a variety of factors: (a) the complexities of large numbers Of political subdivisions, languages, and cultures; (b) a less uniform degree of industrial development; (c) the interruption of normal progress resulting from depression, two world wars, and recon- struction; and (d) the added burden of personnel shortages and damage to facilities and programs dur— ing World War 11 (Taylor and Taylor, 1960, p. 4). The development of educational and social services is uniquely related to the historical, social and economic progress of each country. General Description of Belgium Geographic Belgium is bordered on the east by Luxembourg and Germany, on the south by France, on the north by The Netherlands, and on the northwest its coastline of 40 miles faces toward England. It has 11,781 square miles 51 which can be divided into three belts: the plateau, the plain in the middle and the coastal lowlands. The terrain of the central and western area is quite flat while the Ardennes plateau is rough and heavily wooded. Belgium is divided geographically by the River Meuse and its tributary, the Sambre. The climate reflects regional differences but is generally mild and humid. Mean temperatures vary between 43 and 49 degrees. Population The population of Belgium was reported as 9,464,000 in 1965.1 Approximately 63 per cent are urban and 37 per cent are rural, with about 796 persons per square mile. There are 15 times as many people to the square mile as there are in the United States. A 1963 law creating a linguistic frontier running east—west just south of Brussels, separates the country into two official language groups. Flemish, a language similar to Dutch, is the Official language of the Flemings, while French is the language of the Walloons to the south. The relationship between these two ethnic groups has been difficult at times with the Walloons concerned about the rapid growth of the Flemish population and a decline in their own. . The Belgian people have been characterized as hard working and industrious. They have suffered from the 1Information Please Almanac Atlas and Yearbook, 1967. 52 occupation by other countries and prize highly their independence and religious freedom. They have been known for their readiness to be adaptive to newly developing demands of society and have responded to social change. Economics The economic system of the country is based on the encouragement of private enterprise with very little govern- ment control or ownership. Belgium is one of the most industrialized countries in Europe. It depends to a great extent on exporting its industrial output. The principal industries are mining, textiles, chemicals, steel, food and beverages. The largest industrial centers are Liege and Charleroi. The city of Antwerp is the diamond trading center of the world. The role of agriculture in the economy is gradually decreasing. Approximately 10 per cent of the working popu- lation are engaged in farms averaging about five acres in size. The yield per acre is the highest in Europe due to careful methods of production. Politics Belgium is a hereditary monarchy. The King is the head of the government and is a symbol Of unity to the nation. He appoints and removes ministers and approves laws which are subject to review on the basis of consti- tutionality by the courts. 53 Legislative power is vested in the King and the Parliament. The real executive power is in the hands of a premier and his cabinet. They are appointed by the King and are members of the largest party in parliament. The parliament consists of two chambers, the Chamber of Deputies and the Senate. Each have 175 members with equal rights to introduce new legislation. Senators serve four-year terms. Most are elected by popular vote on the basis of one for every 80,000 people. Senators are also elected from the Provinces on the basis of one for every 200,000 people. The senate itself elects half as many as the provincial councils elect and certain male members of the ruling family become senators auto- matically when they reach the age of 18. Representatives to the Chamber of Deputies are elected by direct popular vote for four-year terms on the basis of one for every 40,000 people. There are several political parties in Belgium. The Social Christian Party and the Socialist Party are the two largest in the country. The Social Christian Party is the former Catholic Party but is supported by various groups representing most levels of political interest. The Socialist Party is modern with a program to extend social welfare programs. The Felmish Nationalist Party is based on social grievances against the French and the interest of the Felmish people. The CommuniSt party is small and is striving for greater influence in national life. 54 The country is divided into nine provinces, each administered by a locally elected council. Councils are elected for a six-year term and govern the communes and cities. The governor of each province is appointed by the King. Education Education is compulsory and is provided free for children between the ages of 6 and 14. Private schools are approved by the national government and also supported by payment of teacher salaries and costs of facilities and equipment. The curriculum of the schools, both elementary and secondary are highly discipline oriented. Choices of curriculum and vocational interest must be made at ages 12 and 15. Programs have been adapted since 1958 to allow for more flexibility in the secondary schools to allow transfer from one section to another. Thus, it is possible to postpone until age 15 the choice of which course to follow. Reuchlin (1964) points out that the 1958 law helped to bring about a common core of studies from age 12 to age 15. Following this stage of secondary education pupils have the opportunity to attend different types of schools. Grammar schools provide classical and modern studies. Technical and vocational schools are available for those interested in a specific field of technology. 55 An interesting aspect of education in Belgium is the stress on high academic standard and strict discipline. Ashby (1955) criticizes the fact that this stress tends to overlook the important aspects of social life in the school which leads toward development of creative talents. The old conflict of Church and State was partly settled at least by a compromise Of 1958 which acknowledged the principle of equal support for parochial and public schools. Higher Education in Belgium consists of many colleges and special schools and four leading universities. The Free University of Brussels is non-denominational, Louvain University is Catholic and has separate Felmish and Walloon administrations. There are also universities in Ghent and Liege. It is reported1 that there are 18,021 schools in Belgium, 561 colleges and universities, and a total of 2,535,237 pupils and students. Sppcial Education and Rehabilitation Services Prior to World War I the disabled were cared for by voluntary organizations both religious and secular. "Catholic orders still maintain about 90 per cent of the institutions for handicapped children" (Taylor and Taylor, 1960, p. 100). Services are still decentralized to a large extent and are provided in large measure by voluntary organizations. 1Information Please Almanac Atlas and Yearbook, 1967. 56 The law requires the provision of special classes annexed to regular schools when a sufficient number of children need them. Special classes in the regular schools have been provided for the mentally handicapped and there is some interest in developing a more comprehensive pro- gram in the regular schools for the physically handicapped. Teachers who wish to teach in special classes or special schools may be granted a certificate of aptitude for the instruction of abnormal children. They must have a teaching certificate and three years experience. Personal qualities are also taken into consideration in the selection of candidates. Much progress has been made relative to the coordi- nation of rehabilitation and special education services. Various laws have been passed since the 1919 National Act for War Invalids which have led to a national program for these services. FitzPatrick (1963) states: A new sense of purpose came into being following the establishment in 1959 of the coordinating organization, the "Fonds de Formation de Readaptation et de Reclasse- ment Social des Handicapes." There is much to build on and evidence of an emerging comprehensive develop- ment. Taylor and Taylor (1960) point out that inter-insti- tutionary rivalry has made it difficult to achieve better coordination of services. 57 General Description of Denmark Geographic The Kingdom of Denmark comprises Denmark, the Faroe Islands, and Greenland. It is a small country, little more than half the size of Scotland or less than one- eighth the size of Norway. It has not always been the size it is today. Parts of northern Germany and southern Sweden were once Danish territory and at one time the Danes have ruled over England, Norway, Sweden, Iceland, and Esthonia. Denmark covers an area of 16,619 square miles. By its situation Denmark forms a land-bridge between Central Europe and Scandinavia. It is a lowlying country, with its highest point 568 feet above sea-level. But, except in Western Jutland and a few other locations, Denmark is not flat. It is pleasantly undulating country with many rounded hills and many lakes and forests. Mid-way between Scotland and Iceland in the North Atlantic, the Faroe Islands constitute a self—governing community within the Danish State. Greenland, with a total land area of 840,000 square miles, is also part of the kingdom. The western shores of the country are warmed by the Gulf Stream, thus the climate is milder than many countries of the same latitude. The weather is also changeable and unreliable because it is almost surrounded by sea. It is also Often windy as there are no sheltering mountains. 58 Population Denmark is about one-eighth the size of Norway but has over one million more people, with about one-fourth of the 4.8 million total living in metropolitan Copenhagen. The average population density reaches 400 per square mile in the fertile eastern islands, but drops to 125 per square mile in the western part of the country. The population density averages 277 per square mile. The annual increase is about 7 per thousand, a relatively large figure due chiefly to the low death-rate of 9.5 and the birth rate of 16.6 per thousand. The Danish language belongs to the East Scandinavian group of Germanic languages. The Nordic group of the European race is rather prominent, being characterized by blond, curling hair and blue eyes. The Danish Lutheran Church is the established Church and is supported by the State. There are approximately 4,448,000 members. Other minority religious groups are represented by the Roman Catholic Church with 26,000 members, the Baptist Church with 20,000 members and other smaller groups. Economics Economic reconstruction and reorganization after World War II resulted in the liberalization of Denmark's economy. The country is quite dependent on its agricultural and dairy productivity. Denmark lacks the mineral, water power, and forest resources of other countries near her. 59 About one out of every four works in the dairy-farming or stock-raising industries. Dairy products, meats, and eggs are leading Danish exports. Denmark is known for its manufacturing industries. Copenhagen dominates the industrial and commercial develop- ment in Denmark. It is the capital, the cultural and intellectual center, and is known for its shipbuilding, food processing, beer manufacturing, textiles, world— famous silverware, procelain, and china. In public finance, government expenditures amount to about 29 per cent of the gross national product with many social benefits, education, public health and public trans- portation being the major areas of economic concentration. Politics Denmark is a constitutional monarchy. The King shares executive power with a council of ministers. The Prime Minister is appointed by the King as are the members of the Council. The King acts on behalf of the State in inter— national affairs. He cannot, however, without consent Of Parliament, take any action which increases or reduces the area of the Realm or undertake any obligation which requires the cooperation of Parliament. He cannot terminate any international agreement which has been established by Parliament. The Parliament, or Folketing, makes the law of the kingdom. It consists of a single chamber elected by popular 60 vote by Danish citizens who are at least 21 years of age. There are 179 members in Parliament, including two from the Faroes, two from Greenland, and one representing the German minority. Parliaments are elected for four—year terms, but may be dissolved at any time by vote of censure or if the Government wishes to appeal to the people. Strong emphasis is placed in the country on the importance Of local government. Each county is adminis- tered by a governor and council. The governor is appointed by the state and the council is elected by the people. Local authorities have historically taken the lead in a long tradition of democratic and social services and local school officials have much to do with the quality of edu- cation and educational services. Education Public education began about 1740, when the State be- gan to develop schools. It is required that all children between the ages of 7 and 14 have a comprehensive course of education. Taylor and Taylor (1960) report that nearly all of the schools are of public establishment (93 per cent). In 1960 526,146 of the 563,652 school-age children attended public schools. Reuchlin (1964) discusses school organization and guidance services in Denmark. At the end of the fifth year of primary education, a preliminary sorting takes place in certain schools (those which have at least a two-form entry, 61 and where the majority of the parents agree to the oper— ation of the plan). According to this plan, children with a practical interest are placed in different sections than those with more academic interests. This placement is based primarily on achievement, but parents' views are taken into consideration. Pupils may leave school at the end of the seventh year of school but are encouraged to stay on for another year or two. The eighth and ninth years provide a final stage for pupils in the practical curriculum. The purpose is to improve their general knowledge, provide pre-vocational education and evidence for employers of each pupil's apti- tudes. For those students in the academic curriculum, the eighth and ninth years are the first stage of a secondary (Real) course. At the end of the second year of the Real course an internal examination is used to redistribute the pupils in two groups. One group is directed into a tenth year which ends the secondary course. The other group enters a second stage of secondary education which lasts three years and is organized as follows: In the first year (the tenth year of schooling), the pupils will choose between an arts course and a science course. In the second and third years, the arts pupils will be subdivided into groups for modern languages, classical languages, or social studies with languages. Similarly, the science pupils will be subdivided into groups for mathematics and physics, general science or social studies with mathematics. At the end of the twelfth year comes the examination marking the end of the secondary course (Reuchlin, 1964, p. 277). 62 Primary school teachers are trained at twenty—nine teachers' colleges. Other institutions of higher education include: The University of Copenhagen, the University of Arhus, Technical University of Denmark, Danish Academy of Engineers, Royal Danish School of Pharmacy, Royal Dental College at Copenhagen and Arhus, and Royal Veterinary and Agricultural College. Special Education and Rehabilitation Services Educational provisions in Denmark were first made for the deaf and blind. The Royal Institute for the Deaf and Dumb was founded in Copenhagen in 1807 as a State institution. The Royal Institute for the Blind was organized by a private society in 1811, receiving an annual grant from the State. "Then under the act of January 21, 1857, the State undertook the education of the blind children" (Taylor and Taylor, 1960). In 1872 the Reverend Hans Knudsen established the Society and Home for Cripples. It served as an out-patient clinic to provide both medical treatment and occupational training for those with neuromuscular disabilities. Several important pieces of legislation indicate the broad commitment that the Danish people give to special edu- cation and rehabilitation services. The Public Assistance Act of 1933 provides that the State shall provide for handicapped persons, including the blind, the deaf, speech handicapped, crippled, and epileptic, to receive special 63 treatment, education, and training. The Handicapped Persons' Division Of the Ministry of Social Affairs admin- isters the Public Assistance Act and supervises the insti- tutions and services providing the care (Taylor and Taylor, 1960). The Act of May 11, 1956 provides for special education and services for the Blind and for the Practically Blind. Counselors have been appointed to give personal and vo- cational guidance to the blind under the Act. The Act of January 27, 1950, established a special Board for the Deaf and a Board for the Hard of Hearing. The Board supervises the social welfare provisions of the Act and advises the Ministry of Social Affairs on all matters. An important Act was the Social Insurance Act of 1933 which provides for disability pensions and financial assis— tance for treatment and vocational training, and requires that all cases Of congenital or acquired disability ob- served by physicians, schools, or local authorities before a patient's thirtieth year must be reported to the Invalidity Insurance Court. This Court is the central disability authority in Denmark. It pays for the expenses of vo- cational training for the handicapped, including the cost of protheses and equipment. The Ministry of Education has responsibility for the regular schools, including special classes in these schools, while the Ministry of Social Affairs has responsibility for 64 medical and welfare provisions and special schools and the education of homebound and hospitalized children. There are many important voluntary organizations which serve the handicapped in many ways. These include the Danish National Association of Cripples, the National Foundation against Polio, the Danish Society for the Wel- fare of Spastics, the Danish Red Cross, the Association for the Blind, and the Association for the Deaf. The principal agency charged with the direction and responsibility of the vocational rehabilitation program is the Society and Home for Cripples (FitzPatrick, 1963). It is also designated by the Ministry of Social Affairs as a special Relief Institution. It is still a private organ- ization but acts mainly as an agency of the state. This is indicative of the excellent cooperation between private organizations and the state and the important role played by such organizations in the total service program. The Society and Home for Cripples operates all the orthopedic hospitals and clinics in Denmark, and maintains rehabili- tation centers, kindergartens and homes for cerebral pal— sied children, schools for crippled children, a nursing home for polio patients, a vocational school and home, sheltered workshops and factories. A comprehensive review of institutional services is available in Taylor and Taylor (1960) and FitzPatrick (1963). 65 General Description of England Geographic The geographical area of England covers 50,874 square miles, smaller than the state of Alabama. It lies in the eastern and southern part of the island of Great Britain, covering three-fifths of the island. England is separated from continental Europe by the English Channel and the North Sea. The Irish Sea cuts England from Ireland, and The River Tweed, the Cheviot Hills and a bay called the Solway Firth separate it from Scotland. The southwest part of the country is rough and rather barren. The south and east sections have rolling hills and plains while the western area toward Wales and the North toward Scotland is mountainous. Due to the Gulf Stream the climate is mild for its latitude. The annual rainfall is approximately 41 inches. Population The combined population of England and Wales is now 47,511,000 as reported in Information Please Almanac Atlas and Yearbook, 1967. The density of population is over 790 people per square mile. This is nearly 27 times as great as Finland although England is only half the size of Fin— land. While being less than a third the size of France, England has a population nearly 4 times as dense. The population trend seems to be toward the suburban areas. Presently, about 80 per cent live in urban areas. 66 Forty per cent of the population live in seven great metrOpolitan areas of London, Manchester, Glasgow, Birm- ingham, Leeds-Bradford, Liverpool and Newcastle. The English people are known for their love of independence and deep respect for tradition. They highly prize the customs of the past and have keen interest in the literature and the arts. Economics The English economic system is a combination of capitalism and socialism. The government is the largest single employer, owning industries such as electricity, gas and mining. The economy is based largely on industry. England is one of the most industrialized countries in the world with economic power concentrated in large corporation, national banks, and large trade unions. England provides only half of the food it eats. It imports great quantities of wheat, meat, butter, livestock feeds and other products. Its chief exports are machinery, ships, locomotives, aircraft, automobiles, chemicals, and textiles. The country has experienced great difficulty since World War II in stabalizing its economy. Its efforts have aimed for full employment, steady prices, a strong currency and expansion of economic growth. 67 Politics The government in England is a monarchy in form and a parliamentary democracy in substance. The central government consists of the sovereign, the executive and the Parliament. Rose (1964) says that "the Queen is the most prominent symbol in the political system." With this tradition it can readily be seen why the "unwritten" con- ventions somehow become common law, precepts and practices due to Parliamentary statutes. Parliament consists of a House of Commons with 630 members and a House of Lords with 900 peers. Elections are held at least every five years or sooner if Parliament is dissolved. The executive power is exercised by the prime minister and the cabinet. The prime minister is traditionally the leader of the majority party in Parliament and the cabinet is composed of members from Parliament. Education The Ministry of Education for England and Wales is directly responsible for education in the United Kingdom. It is the duty of the Minister to "promote the education of the people of England and Wales and the progressive development of institutions devoted to that purpose and to secure the effective execution by local authorities under his control and direction of the national policy for pro— viding a varied and comprehensive educational service in every area" (Education in Britain, 1964, p. 15). 68 It is compulsory for all children between the ages of 5 and 15 to attend school. They may attend either public or private schools. Many of Englands best known schools are large private secondary schools such as Eton, Rugby, and Winchester. The aim of education in Britain has been defined as follows: . to provide a comprehensive education for all who can profit from it; to secure for children a happier childhood and a better start in life; to ensure a fuller measure of educational opportunity for young people and to provide means for all of developing the various talents with which they are endowed and so enriching the inheritance of the country whose citi— zens they are (Education in Britain, 1964, p. 1). Local education authorities number 146 and are estab- lished to work with the Ministry of Education in order to use local knowledge and initiative. A primary system for children between 5 and 11 has traditionally the function of preparing students for the secondary school selection tests. There is considerable concern in England that this emphasis should be revised with greater concentration on general education. Good (1960) says that education "has suffered from the division of people in social strata. There are some areas which are abolishing these 'eleven-plus' exams and are beginning to base the selection on school records, teachers reports, tests taken in primary school and conferences with parents." Independent schools are completely self-supporting and must be registered with the Ministry of Education. 69 There are nearly 4,000 such schools covering all age groups and grades and many types of approaches to curriculum. In 1962 the Minister of Education set up a Curriculum Study Group to improve the value of the service of the Ministry of Education in the area of curriculum and exami- nations. Teachers are appointed by local authorities or school governing bodies or administrators. It is reported that there are 319,000 full—time teachers in primary and second- ary schools in Britain and it is estimated that for England and Wales in the next decade, an increase of around 100,000 teachers will be required to reduce all classes to within regulation size of 40 pupils for primary schools and 30 for secondary schools and to meet the growth in school population. From present trends the actual shortage of teachers is likely to be 35,000 by 1970-1971 (Education in Britian, 1964, p. 33). Special Education and Rehabilitation Services It is generally true that provisions for the handi- capped were initiated by voluntary agencies. National laws came into existence in England when the need for such ser- vices exceeded the resources of voluntary groups. Fitz- Patrick gives the statutory provisions governing the treat- ment and training of the disabled, and defining the benefits to which these persons are entitled: 70 1. The Disabled Persons Employment Act of 1944 which improved placement procedures for disabled per- sons. 2. The Education Act of 1944 providing special edu- cational facilities and training for handicapped children. 3. The National Insurance Act of 1946 which provided benefits and pensions for persons disabled at work by accident or disease. 4. The National Insurance Act of 1946 which provided insurance benefits for the unemployed disabled. 5. The National Health Service Act providing for medical treatment and hospital care, after care, and orthopedic appliances. 6. The National Assistance Act of 1948 which provided for the welfare of the permanently disabled whether caused by illness, accident, or congenital disease. Responsibility for special education rests with the Ministry of Education and local authorities. This service is provided in ways appropriate to the degree of handicap and other important factors. Referral of the child to the Local Education Authority for special educational services may be made by parents, the school medical officer, the school nurse, a teacher or other personnel. The Local Education Authority may then request a study of the case by specialists from various professions. When a decision is made relative to the case, parents have a right to appeal the classification to the Ministry of Education. Complete medical service is provided by the National Health Service under the direction of the Ministry of Health. All types of hospitals and clinics, mental hospitals, and rehabilitation centers operate under a Regional Hospital Board. England is divided into 15 regions. 71 Industrial Rehabilitation Units serve as a workshop with an industrial atmosphere without emphasis merely on production. Government Training Centers provide oppor- tunity for training in a setting specifically structured for the handicapped. One of the problems has been the lack of interrelationship between programs of national vocational training and the service of the National Health Service. Effort in the direction of the development of comprehensive rehabilitation programs and facilities should aid service to the handicapped. General Description of France Geographic France is situated in Western Europe, bounded to the north by the English Channel, to the east by Belgium, Luxembourg and Germany, to the south by the Mediterranean and Spain, to the southeast by Switzerland, and to the west by the Atlantic Ocean. The country is bordered by mountains and seas with lowlands and hills in between. The Jura Mountains and Lake Geneva separate France from Switzerland. The Graian and Maritime Alps separate France from Italy on the south- east and the Pyrenees Mountains form a boundry line from Spain. France covers an area a little larger than the area of Oregon and Nevada, but it has more than 23 times as 72 many people as these two states. The land area of France, including the island of Corsica, is 212,737 square miles. The climate is generally humid with mild summers and cool winters. There is considerable variation in weather conditions due to the coastal and mountain areas. The French overseas empire has dwindled to a few scattered subtropical and tropical areas. Certain ties still exist with past dependencies, but France is more and more focusing attention on domestic and European areas . Population The population of France, stabilized at 40 million since the middle of the nineteenth century, has grown to more than 48 million since World War II. "It now leads most European countries in rate of growth, and its birth rate, coupled with longer life expectancy, results in an average excess of 320,000 births over deaths" (Freeman and Morris, 1965). The Central Plateau, the Pyrenees, Alps, Juras, and other highlands of the northeast are sparsely populated. Of the total population, 56 per cent is urban and 44 per cent rural. With 214 people per square mile, France has the lowest average population density among the industrial nations of Western Europe. The population is rather homogeneous even though regional language-dialect and other cultural differences 73 exist. Small minority groups are found on French borders. A large group in Alsace-Lorraine near the German border are Germanic in language and culture. The French have been characterized as being frank, with a respect for their own independence. They seem to be able to combine acceptance of new ideas with a respect for tradition. They believe in individualistic thinking and place much stress on the existing individual. Economics The significance of France in Europe can be seen in the fact that it accounts for 21 per cent of the value of agricultural output and 18 per cent of the gross national product of Western Europe. France has more than three— quarters of its area under cultivation. Cereals, fruit, vegetables, livestock, butter and cheese are abundantly produced, and national consumption of these commodities is very high. French wines are an important export. More than half of the land is worked by owner-occupiers, and a third by tenant—farmers. Since the Second World War French industry has ex- panded very rapidly. In 1946 a General Planning Office was established to aid in growth and expansion. Particular progress has been made in electronics, transport, the processing industries and housing. While industry is handicapped by raw material deficiencies, especially power, 74 and slow modernization of equipment and organizational procedures, French industrial output has more than doubled prewar levels. The principal industries are steel (over 19 million tons per year), motor vehicles (over a million passenger cars per year), aircraft, mechanical and electrical engineering, textiles and chemicals. Large quantities of coal and iron ore are mined. A wide variety of ser— vices such as fashions, catering and tourism play an im- portant part in the French economy. Freeman and Morris (1965) report that agriculture produces 10 per cent of the national income, manufacturing and construction 43 per cent, trade 12 per cent, trans- portation and communication 6 per cent, and other activities 29 per cent. France ranks third, following the United States and the Soviet Union, among the world's iron ore producers. Over 50 million tons are mined yearly, 90 per cent in the Lorraine district and 10 per cent in the Normandy and East Pyrenees fields. France ranks fourth in the world in bauxite pro— duction. Bauxite is mined on the southern flanks of the French Alps, near the Spanish border in the Pyrenees. It is processed into aluminum and some is also exported. Potash deposits are processed and used in the commercial fertilizers vital to agricultural needs. 75 Other resources include forest products which are of primary importance in the highland economy. Fisheries are located in the Mediterranean and Atlantic coastal waters. France ranks fifth among the European fishing nations. The soils of France are productive with large areas of fertile lowlands. "Postwar figures show 39 per cent in arable cropland, 24 per cent in meadow and pasture, 21 per cent in forest and woodland, and 16 per cent in other uses. Only one-tenth of France is classified as un— productive" (Freeman and Morris, 1965). Politics In September, 1958, by an overwhelming majority in a referendum, a new constitution was adOpted and the Fifth Republic came into being with General deGaulle as its President. The executive is composed of the President and a Council of Ministers headed by the Prime Minister. Legis- lative power is exercised by Parliament composed of a National Assembly and a Senate. The National Assembly is elected by direct adult suffrage for a term of five years. Senators are elected for a nine-year term by an electoral college. One-third of the membership is renewable every three years. By an amendment following a national referen- dum in 1962 the President is elected by direct universal suffrage for seven years. 76 Education Elementary and secondary education is free and com- pulsory for children between the ages of 6 and 16. The first five years of schooling are the same for all children aged from 6 to 11. All teachers and other staff personnel are civil service employees of the national government. For school administration purposes, the country is divided into 17 districts or "academies," each headed by a rector appointed by the Minister of Education. The rectors supervise all educational matters in the districts. Each of these districts includes several departments where the Minister and the rector are represented by an inspector of the "academie." Curricula and teacher training are uniform for the country as the State alone has the right to grant certificates and degrees, even for pupils in pri- vate schools. In the general secondary schools, the pupils are divided, after one term of common studies into a classical or modern group. Transfers from one group to another are decided by an Allocation Committee composed of the group of teachers from the five to eight classes at the same level which are to be found in schools of different types, after due regard to parents' wishes, together with the counselor and others qualified to give a considered opinion about the pupils (Reuchlin, 1964). Secondary education in Lycees with classical and modern sides and in technical or agricultural Lycees lead 77 to the Baccalaureate or to the Technical Diploma. The Lower Technical Diploma is taken after two years (the 10th and 11th) in a technical Lycee. After the Baccalaureate examination or the Technical Diploma, students can pursue their studies at the university, in classes preparing for entry to the higher professional colleges, or in classes leading to the Higher Technical Diploma (Reuchlin, 1964). Special Education and Rehabilitation Services Taylor and Taylor (1960) report that a 1957 investi- gation undertaken in the public schools by the "Commissariat General au Plan" created in 1946 for the purpose of estab- lishing a complete plan for the modernization and economical equipment of the schools in metropolitan France and its overseas territories found the following: 541,000 children of school age in public schools-~that is, 10 per cent of the total school population in the whole of France-—were designated as falling within the jurisdiction of special education: 175,000 mentally deficient, 55,000 emotionally disturbed, 8,000 with poor eyesight, 10,000 with defective hearing, 15,000 with speech difficulties, 8,000 criples, 110,000 with poor health (two-fifths of them receiving preventive treatment in an institution), 55,000 social cases, and finally, 15,000 varied cases (blind and deaf, and victims of chronic ailments such as diabetes, epilepsy, heart disease, rheumatism, and asthma. France has a proud history of educational services for the physically handicapped. The first institution for the blind was a hospital founded in Paris in 1260 by Louis IX for 300 blind persons. The first school for both the blind and deaf in Europe was founded in Paris and exerted much leadership for the rest of Europe. 78 Special classes attached to the public elementary school provide for some categories of handicapped children. Residential schools are available for most handicapped groups. For example, there are 24 residential schools for the blind. Of these, four are public and the other 20 institutions are operated by religious organizations, chiefly Roman Catholic. Nine of the 24 institutions offer vocational instruction as well as elementary school in- struction. There are also 16 trade schools and schools for rehabilitation for the blind, some taking adolescents, al- though most are for adults. The deaf-mute is admitted to 39 establishments of the following types: (a) four national institutions under the authority of the Ministry of Public Health and of Popu- lation (Paris, Metz, Chambery, Bordeaux); (b) three public departmental establishments under the authority of the Ministry of National Education; (c) 32 private establish- ments directed by lay or religious organizations under the control of the Ministry of Health (Taylor and Taylor, 1960). Residential treatment for children with neuromuscular disabilities and cerebral palsy takes place in hospitals, centers of functional re—education, medical-educational centers, and medical-vocational centers. These centers number 17 and are operated by religious organizations or lay voluntary organizations. A program of correspondence instruction is available for the physically handicapped from either a public or a 79 private organization. The Association for the Paralyzed of France provides courses for its members. The National Center of Instruction by Correspondence of Vanves offers free primary, secondary, technical, and higher instruction which conforms to official programs. Responsibility for special education is divided be- tween the Ministry of National Education and the Ministry of Public Health and Population. Voluntary associations play an important role in the education and social welfare of the physically handicapped in France. General Description of The Netherlands Geographic It has been said that "God made the world and the Netherlanders made the Netherlands." If geography could not be altered by men, the Nether- lands as we know it today would not exist. Two-fifths of the country--containing more than half its people, and the cities of Amsterdam, Rotterdam and The Hague-- would be under water if it were not for the intricate network of dikes, dams, sluices and pumps created and maintained by the Dutch. All Dutchmen are aware of this, although by now they tend to take it for granted, except when reminded by a tragedy of the proportions of the 1953 flood in southwestern Holland which killed 1,800 people and destroyed or damaged nearly 50,000 homes (Rachlis, 1963). The outstanding feature of the 12,850 square miles of land is its flatness. The polder lands, which form approxi- mately 40 per cent of The Netherlands, are subject to flood- ing at storm or spring tide levels in the absence of sea and river dikes. Drained and diked lands, called polders, 80 must be constantly drained by the power pumps which have replaced former picturesque windmills. One million, two hundred and eighty-five thousand acres have been reclaimed since the thirteenth century, and an additional 549,000 acres are being reclaimed from the shallow Zuider Zee (Yssel Lake), cut off from the sea by a barrier dam in 1932. The complete project will add seven per cent to the total land area. Population The Netherlands, with 916 people per square mile, is unrivaled in Europe in population density. The Netherlands has a population of approximately 12,152,000 and the Netherlands Antilles and Surinam have a population of about 500,000. Only 14 cities have populations of over 100,000. Of these, only Amsterdam, Rotterdam and The Hague have more than half a million people and no city has more than a million. Two-thirds of the Dutch population is scattered among 968 communities, of which 533 have fewer than 5,000 each. The people of The Netherlands have a common culture and language. They speak the Dutch language, which developed from ancient Germanic dialects. While not considered a bilingual country, The Netherlands has a second language spoken in the province of Friesland. Frisian is recog- nized by linguists as a language rather than a dialect. 81 Approximately 38.5 per cent of the population are Roman Catholic, 44.5 per cent (including 0.15 per cent who are Jewish) belong to the several non-Catholic Churches, and 17.0 per cent do not belong to any religion. Economics The Netherlands is an agricultural and commercial nation whose industry is increasing in importance. Freeman and Morris (1965) report that 20 per cent of the labor force are employed in agriculture, 37 per cent in industry, 24-per cent in trade and transport, and 19 per cent in other occupations. Despite high population density there is a surplus of agricultural produce made possible by land reclamation, intensive scientific cultivation and cooperative crop distribution. Seed crops, flower bulbs, horticultural and dairy products account for one-quarter of exports. The highest use of fertilizer and the highest average wheat yields per acre in the world indicate the intensive agricultural emphasis. Farms are small with 42 per cent less than 12.5 acres. Industrial output includes steel, metals, transport equipment, chemicals, oil, radios, textiles and ships. Chocolate, biscuits, margarine and other foodstuffs are also important products. Widespread cooperatives maintain high-quality products; they control a large percentage of the dairy output. 82 Amsterdam is the center for trade in tobacco, dia- monds, precious metals and art treasures. The Netherlands. is a founder member of the European Common Market. Politics The Netherlands is a constitutional hereditary mon- archy, divided into 11 provinces, each with its own repre- sentative body, the Provincial States. The parliamentary assembly is called the States-General, and consists of the first and second chambers. The second chamber has 150 members elected for four years by proportional repre- sentation. The first chamber has 75 members who are elected by the Provincial Councils for six years. All persons 23 years of age may vote. The Dutch constitution provides that the monarch is limited to the right to advise, to be heard and to warn. The Ministers are responsible. Under its parliamentary democracy, The Netherlands has changed the political make- up of its cabinet without strife or violence. The main political parties are the Catholic Party and the Socialist Party. Both of these promote social legislation which serves the welfare of the people. Ex- tremes of right or left have never had strong support in The Netherlands. Education A new education law was passed in 1963 designed to replace the previous and more complex educational system. 83. Education is compulsory for all children until they reach the age of 15. Primary education to age 12 is followed by opportunity to explore whether they will take pre- university or general post-primary education. Pre-university education lasts for six years and is offered in the classical Gymnasium, the modern Athanaeum and the Fyogg. General post—primary education is divided into higher, lower and middle levels. Generally speaking, these schools seem to be.concerned primarily with vocational education. However, common curriculum allows for some transfer be- tween categories. University education is essentially graduate train- ing in The Netherlands. There are universities at Leiden, Utrecht and Groningin. There is also a municipal univer- sity at Amsterdam as well as the Free University. There is a Catholic University at Nymegen, the Netherland's School of Economics at Tilburg and technical colleges at Delft and Eindhoven. The educational system allows significant freedom to educators. The Ministry of Education inspects schools but there is considerable local autonomy which allows for variety in types of schools and educational approach. Special Education and Rehabilitation Services Early in the nineteenth century voluntary organ- izations began to develop programs for the care of the 84 handicapped. In.l899 The Netherlands Central Society for the Care of the Disabled was organized. It is presently the principal national agency for direction of special education and rehabilitation programs. The program for rehabilitation in The Netherlands is divided between the State, Protestant foundations and Catholic service organizations. Voluntary agencies re- ceive much of their support from the State. One would expect that there would exist some conflict and competition with such an organizational structure. The Municipal Social Employment Provision for Manual Workers was established by the Ministry of Social Affairs and Public Health in 1949. The basic purpose of the G. S. W. program was to find productive work for unemployed manual workers, parti- cularly the disabled, by placing them in municipally controlled occupations suited to their individual capacities, and to help restore and increase their working capacities" (FitzPatrick, 1963, p. 87). There is no system for compulsory registration of the disabled in the country. Some handicapped children are not reported early enough due to the absence Of such a requirement and because parents may wish to conceal the disability. Provision is made for the handicapped to attend the regular class where this is feasible. This approach keeps the disabled from becoming isolated when possible. How- ever, special classes in regular schools are rare. In the education of the deaf there is also an attempt to 85 allow the child to enter as fully as possible into normal activities and social relationships of the hearing world. There.are no special education training colleges and no separate training program designed solely for the teachers of handicapped children. The qualifications for special education teachers are generally the same as those of regular teachers (Taylor and Taylor, 1960). The teachers in special education receive a salary higher than that of the regular teachers. Salaries are paid by the national government. The overall financing of educational programs for the handicapped is shared by State and private groups, although the State is assuming more responsibility for such programs. In reporting on the status of rehabilitation facilities in The Netherlands, FitzPatrick (1963) states:. "The most critical need . . . is for comprehensive rehabilitation facilities for adults with the full range of medical, psychoSocial, and vocational services in one center." General Description of Yugoslavia Geographic Yugoslavia is located in southeastern Europe approxi- mately in the middle latitudes of the Northern Hemisphere. It is the largest Balkan country and is bordered by Austria, Hungary, Rumania, Bulgaria, Greece, Albania, Italy and the Adriatic Sea. It has a territory of almost 100,000 square 86 miles, larger than any Of its neighbors with the exception of Italy, and is the ninth largest country in Europe. The country is shaped like a triangle, with its base resting on the Adriatic seaboard and its apex on the Rumanian border in northeastern Serbia. About four—fifths of the area is mountainous with the Dinaric Mountains as the largest range in Yugoslavia. The great Pannonian Plain is charac- terized by the slopes toward the north and the northeast, and the plains along the rivers which flow from the Dinaric System. The valleys of the Danube, Tisa, Sava, and Drava Rivers to the north and northeast is relatively flat and the most fertile part of the country. The climate along the Adriatic Coast has dry, warm summers and mild, rainy winters. Central Yugoslavia has warm summers and cold winters. The Danube valley has a humid climate, hot and moist in the summer, and cold and snowy in the winter. Due to its karst topography, pro- vincialism has been difficult to overcome. Population While Yugoslavia is the largest Balkan country in terms of geographical area, it is also largest in popu- lation. The 1967 Information Please Almanac, Atlas and Yearbook places the population at 19,511,000. Twelve per cent of the total population is of non—Yugoslav nation- ality. Hungarian, German, Rumanian, Slovak, and Czech minority groups are found in the northern part of the 87 country. Albanians and Turks are in the southern and eastern sections, and Italians are found mostly in the western zone. A dividing factor in Yugoslav life is language. Three separate languages are spoken: SerbO-Croatian, Slovenian, and Macedonian, containing both Serbian and Bulgarian elements. The country has many dialects which has at times been difficult especially in the field Of education. Illiteracy was long a problem with one~fourth of the present population in this category. It should be pointed out, however, that tremendous improvement has taken place relative to this problem in recent years. The Worldmark Encyclopedia of the Nations reports that the religious identification of Yugoslavia is as follows: Orthodox, 41.4 per cent; Roman Catholic, 31.8 per cent; Moslems, 12.3 per cent; Protestant, 9 per cent; other, 1.3 per cent. Most of the Orthodox live in Serbia, Macedonia, and Montenegro, while Catholics are in Croatia and Slovenia. Most of the Moslems live in Bosnia-Hercegovina and Macedonia. Economics In November, 1945, a Constitutional Assembly proclaimed the establishment of the Federal People's Republic of Yugo- slavia. Marshal Tito formed the new Republic consisting of the six republics: Serbia, Croatia, Slovenia, Bosnia- Hercegovine, Montenegro, and Macedonia. y. «D '5: u- .f! 5., ll) , I" 'o, A q 88 The Leninist—Stalinists principles of economic development were soon found to be inadequate to meet the needs of the new Federation of Socialists States. McVicker (1957) points out that the government found by experience that the nationalization Of industry bred "a power-hungry, top-heavy, inefficient, undemocratic bureaucracy which stifled workers' incentive and piled up deficits." There- fore, an attempt was made to have "society" replace the State as the proprietors of the means of production. In 1950, the Worker's Self—Management program was formalized which gave a certain amount of control to the Yugoslav workers. McVicker (1957) states: "Titoist economic decentralization has created a system which is a compromise between the free and the strictly controlled markets." He also summarizes that the results of the Titoist system leaves little doubt that the system of worker self-manage- ment has had a certain amount of real success in the country. About one-half of the population are farm workers. When agricultural collectivism was forced upon the people farm output declined, and since 1953, most of the farms have been returned to individual owners. Chief agricultural pro— ducts are wheat, oats, barley, and corn. Grain crops are produced largely in the Danube Plain. Most other traditional agricultural products are also produced. The mountain regions of the country contain many valuable mineral resources. Mining and ore processing are Yugoslavia's most important industries. It is one of a-AV‘ '4‘“ .1:- I». Hi. ‘uo. . u-" w..‘ a . .A' "u: '- a! n a ‘A 89 liurope's leading countries in mining lead, bauxite, anti- rnony and is not far behind in mining of copper, mercury and zinc . Belgrade is the capital and largest city with large ideustries, principally the manufacture of textiles and Ileather. Zagreb, the second largest city, is the financial aund trading center of the country, as well as an important cziltural and educational center. Politics Yugoslavia is a "socialist democratic federal state" nuade upon the six republics: Serbia, Croatia, Slovenia, IBc>snia-Hercegovine, Montenegro, and Macedonia. The first Ullited Yugoslav state came into being in 1918 from the ruins 01? two multinational empires, the Hapsburg and the Ottoman ermpires. The country has had four constitutions since its 01?ganization with the latest being adopted in 1963. Legislative power is vested in the National Assembly cOnsisting of a Federal Council and a Council of Producers. TWle executive branch consists of the President and a Federal Ebcecutive Council. Judiciary power is vested in the courts. TTle only functioning political party is the League of Yugo- EfiLav Communists. The leadership is drawn from the party's higher echelons . Education One of the most difficult problems of Yugoslavia has been that Of attempting to bring about uniform educational 90 :standards to all parts of the country. Prior to the Second lflorld War little progress had been made in the educational :system. Development had occurred at a different pace. For (example, Slovenia was near the advanced level of the more (developed Central European countries while the level in IBosnia-Hercegovina and Macedonia was so low that their Ixeople were mainly illiterate. The law passed in 1929 re- cpairing school attendance for eight years was not properly enforced. World War II had a serious impact on the development cof‘ education. Tomick (1963, p. 20) pointed out that one- heilf of the elementary schools were in no condition to be umsed, with 14 per cent being destroyed and 36 per cent Severely damaged. In 1945 a compulsory education law was passed which IDINDVided for a uniform educational system and seven years Of’ compulsory education. This was increased to eight years irl 1950. In 1954 the School Reform Commission began the Rerform Movement in education. Its responsibility was to. "Eitudy the school system in relation to the social, material, tiechnical and cultural changes which had taken place in Yugoslavia in the post .war period and to propose to the IMSSembly a new system of education" (Tomick, 1963). As,a r'esult of the work of the Commission the General Law on Education was passed in June, 1958. The new law provided for pre-school training for Children ages three to seven. Children from seven to 91 fifteen years of age were to attend elementary school. The elementary school is the foundation of the educational system. It was defined by the President of the Federal Council of Education, Rodoljub Colakovic, in the following manner: . . . the eight year school . . . ought to extend to the young generations the foundation of a modern general education which also included elements of technical training, to provide students with the foundations of a socialist education and to help them to properly make the choice of their profession by themselves (Tomick, 1963, p. 69). Following elementary education the student may attend a secondary or vocational school. Secondary general edu- cation is obtained in the gymnasium, a four-year school for students who do not plan to go on to the university, but who will enter a career. In the gymnasium, general education has been revised to include technical education, taking into-account practical training as well as abstract knowledge. The curriculum in each of the republics is prescribed by the Council of Education of the Republic in accordance with the basic curriculum established by the Federal Council of Education. Vocational schools for (a) skilled workers; (b) highly skilled workers; (0) technical schools for the economy and public services; and (4) art schools allow opportunity for economic, labor, social and professional organizations to play a part in assisting in the develop— ment of the structure of the types of schools, and in decisions relative to curriculum. 92 The General Law also provided for all national minorities to have their language taught in all schools, including pre-school education. Concern for special schools was also evidenced by establishment of special facilities and programs as well as plans for special classes in the regular schools. Education in Yugoslavia has become a symbol of national pride for the country has made tremendous strides despite the necessity of reconstruction following World War II, and the problems of economic underdevelopment. Tomick (1963, p. 103) stated: One who has talked with government leaders, reviewed the literature, and kept pace with the trends of education in Yugoslavia during the past period of development can only be impressed by the Yugoslav people's intense interest in and dedication to edu— cation as an essential element in their achievement of progress, national identity, and security. Special Education and Rehabilitation Services World War II had its effect on a large number of individuals, physically and emotionally. NO exact data is available, but it has been estimated that over two million children were left homeless during the Nazi occupation and an additional two million were moved or deported. Over one million lost one or both parents and thousands grew up without a family life, sufficient food, clothing, medical care or housing (Taylor and Taylor, pp. 477-478). The development of special education in the regular schools is progressing slowly due to lack of facilities, 93 equipment and trained personnel. The 1958 General Law on Schooling refers only to special classes in schools other than the regular schools except that those special classes currently in the regular school would continue until further development in this regard. The 1958 law was the first in the country to include special education for the physically, mentally, and socially handicapped. The law on disability insurance of 1959 defines three categories of disability. They are (a) persons completely incapacitated for their previous vocation and any other type of vocation and who cannot be rehabilitated; (b) those who are partially able to perform their previous work or similar task and who cannot be trained for full-time work in any other vocation; and (c) disabled persons who are unable to perform their normal task but who might work full- time in another vocation after suitable training. These persons who have been disabled before reaching age 45 for men and 40 for women are entitled to vocational rehabili— tation (FitzPatrick, 1963). Commissions consisting of two or more physicians, a vocational counselor, a social worker, and a social in- surance member, are set up to make a diagnosis, prognosis, evaluation of the degree of handicap, proposed program of rehabilitation, and any other matters pertinent to the case. Vocational rehabilitation is carried on in commercial or industrial institutions, in sheltered workshops, in special schools, or in rehabilitation centers. Medical rehabilitation 94 is carried on in health service facilities while vocational rehabilitation is the responsibility of the Institute of Social Insurance and the Department of Labor. FitzPatrick (1963) has given a comprehensive list of rehabilitation facilities established in the country by 1960 including physical therapy departments, certain out- patient clinics, rehabilitation centers, vocational train- ing centers, children's units, convalescent centers, and other specialized facilities. Sampling Procedures and Research Population Arrangements were made with Dr. John E. Jordan to visit the countries involved in the study in order to work with the research collaborators, working out the problems of translation, sampling, preparation of materials, and developing procedures for data collection. Dr. Jordan re- turned again prior to the data gathering period to work out any possible difficulties experienced in preparation. Data was collected primarily by group administration with the exception of Belgium where approximately one-half of the sample was gathered by individual contact. In all countries an effort was made to select typical schools for the Education group and administer the instrument to all teachers in the school. This was also true of the SER group. It was believed that this would tend to make the sample more representative. One of the problems of a study of this nature is the representativeness of the re— search sample. 95 The administrative procedures were developed for use in all countries. A set of instructions (Appendix B-l) was developed which consisted of: (a) a statement of appreciation for the cooperation Of the group; (b) a general statement of the reason for the investigation; (c) a state- ment of the format of the administration; and (d) an oral explanation of the various instruments. The instruments (Appendix A) were administered in the following order: Attitudes Toward Education Scale The Survey of Interpersonal Values The Personal Questionnaire The Attitudes Toward Disabled Persons Scale U'l-IZ'UUNH The Personal Questionnaire (HP) Belgian Sample This population was obtained in cooperation with Dr. Francine Robaye, Department of Differential Psychology, the Free University of Brussels. The sample was drawn from the greater Brussels area. The instruments were administered according to the plan of the overall study. Most of the instruments were taken on an individual basis. The total sample has an N of 127 with the largest and perhaps most representative group being Education with an N of 51. Sex designation was inadvertently omitted from the data, thus no analysis in this regard is possible. 96 Danish Sample The data was gathered in cooperation with Miss Karen Hansen of the Special Education section of the Ministry of Education in Copenhagen, and Mr. N. E. SOndergaard, Director of the Geelsgard Boarding School in Virum. The sample had an N of 154 with a male population of 97. There were no female respondents in the M group. The instruments were principally administered in groups and an attempt was made to select typical schools and groups. Miss Hansen reported that the SER and E groups were the most representative of the occupational categories. English Sample This sample was gathered by The Spastic Society under the direction of Mr. James A. Loring. The SER group was obtained from a population of those working in special edu- cation and rehabilitation in the greater London area. The M group was gathered with the cooperation of S. Moore- Coulson, Head of Education and Industrial Research Division, Confederation of British Industry. The E group was taken from regular schools under the direction of Mr. J. H. Q. Fox, of The Spastics Society, who made an attempt to select typical schools. The labor group was omitted from the analysis due to the small number of respondents. French Sample The data in France was obtained through the cooper- ation of the International Children's Centre in Paris, 97 under the direction of Madame Jacqueline Fabia, M. D. and with the assistance of Mademoiselle Annik Rouillon, M. D. Group administration procedures were carefully Ob- served. The total N was 223 with 87 males and 136 females. The Dutch Sample The study was carried out under the direction of A. Th. Schweizer, M. D. of the University of Leiden by contract with Dr. Sheldon D. Rose of the Sociaal- Pedagogisch Institvvt, University of Amsterdam. Mr. T. Fris, also of the Institute, assisted in the study. A pretest for each occupational category with 10 exploratory sets was given to enable the researcher to deal with any problems that might arise. A careful attempt was made to select a population in each category that was con- sistent with the purposes of the study. Mr. Fris reported that he felt that the distance between workers and employers in the sample is less than in reality. The total N was 232 with a male population of 130. Yugoslavian Sample This data was gathered in the cities of Zagreb and Celje. Professor Angelina Boric, Dean of the Institute of Defectology of the University of Zagreb, was responsible for the study. Dr. Sulejman Masovic of the Institute also assisted in organizing and directing the study. The Celje data was gathered by Mr. Roman Boban, Director of a school for the mentally retarded. Mr. Frano Berginc cooperated 98 in securing the sample from the L and M groups in Celje. These groups were associated with the EMO industries-- Emajlernica Metalna Industrija Orodjarna. Selection of Variables The selection of variables was dictated primarily by theoretical considerations previously reviewed and by well established sociological tradition in respect to the se- lection of demographic variables. The variables selected were those suspected to be in some theoretical relationship to the two criterion vari- ables of attitudes toward education and physical disability. Other variables were included which were intended to provide information in respect to the characteristics of persons who work with the disabled, rather than in respect to atti- tudes toward disabled persons. These variables are those of: (a) mobility, (b) personalism, (c) institutional satisfaction, (d) religiosity, and (e) change orientation. The major variables used in the study are discussed further in the following sections. Attitudes Toward Disabled Persons Scale The items used in this scale were taken from the Attitudes Toward Disability Scale (Yuker ep_al., 1960). Test-retest reliability scores were reported to range from .67 to .78. Construct validity data (Yuker ep_al., 1960, pp. 5-8) that were collected from disabled employees of Abilities, Incorporation of New York, a light manufacturing 99 company which employs disabled workers, also indicated the adequacy of the scale. Among these employees the test was found to be negatively related to age and anxiety, and positively related to verbal intelligence and job satis- faction. Females and those with low absentee ratings made higher scores. Although the validating group itself has questionable generality and the rationale for item selection is not clear, the test deserves further study and appears to be the only instrument available. Siller and Chipman (1964) attempted to determine the factorial structure and correlates of the Attitudes Toward Disabled Persons Scale. Their data indicated acceptable reliability and comparability over age and educational levels. The Attitudes Toward Disabled Persons Scale used in the present study was modified so as to make provisions for respondent scoring. The Likert-type format was retained, but the response categories for each item were reduced from seven to four. Another modification was that instead of requiring the respondent to transfer a number from a set of coded categories at the top of the page to indicate his response, the item alternatives were stated following each question. Since it was intended to submit the items to scale analysis rather than follow the suggested scoring system, there was no need to follow the same numerical scores. Fifteen of the twenty attitude items are statements of differences between disabled persons and those not 100 disabled, and agreement with those statements is inter- preted as reflecting an unfavorable attitude. Consequently, the scoring is reversed (see Appendix A-l) in the remaining five items in order that a lower score will indicate a more favorable attitude. Attitudes Toward Education Scale The Attitudes Toward Education Scale is an adaptation of Kerlinger's scale (Kerlinger, 1958, 1961; Kerlinger and Kaya, 1959). Modifications similar to those described in the Atti- tudes Toward Disabled Persons Scale were made for this scale. Educational attitudes have been conceptualized by Kerlinger as hinging on two relatively independent underly- ing factors or ideologies. They are: traditionalism and progressivism. Kerlinger has reported that tradition- alism can be conceived as the affirmation of a stand which emphasizes a conservative traditional approach to educational issues. Progressivism, on the other hand, is not just the opposite of traditionalism, but has an existence of its own. The scales represent a factor analysis of a set of 40 items given to 598 subjects of varying backgrounds, but all apparently of above average education. The final instru- ment consisted of 20 items of which ten are progressive and ten are traditional. As employed in this study the pro- gressive and traditional items will be analyzed indepen— dently as two separate scales. The Education scales were included in the study for several reasons. 'First, there seems to be justification in 101 hypothesizing a relationship between progressive attitudes toward education and positive attitudes toward disabled persons. The permissive-progressive factor in education emphasizes problem-solving, in which education is seen as growth and the child's interests and needs are seen as basic to education. Equality and warmth in interpersonal relationship are highly valued. Internal rather than external discipline is considered important. Social beliefs tend to be liberal and education is viewed as an instrument of change. The Intensity Scales The intensity function as described by Suchman (1950) was adopted to measure intensity for both attitude scales. A simple approximation of the intensity function has been successfully attained by asking a question about intensity after each content question. One form used for an intensity question is simply: "How strongly do you feel about this?" with answer categories of "Very strongly," "Fairly strongly," and "Not so strong- ly." Repeating such a question after each content question yields a series of intensity answers. Using the same procedure as . . . for content answers, these are scored and each respondent is given an intensity score. The intensity scores are then cross tabulated with the content scores (Suchman, 1950, p. 219). Modification was made in that four response categories were used instead of the three used by Suchman. Inteppersonal Values The selection of the Gordon Survey of Interpersonal Values (Gordon, 1960), was based on two considerations. First, an_instrument was needed which would yield scores 102 on items that seemed logically related to the values under test in the hypotheses. These values are: those of asset and comparative orientation toward others. Of the six sub-scales in the instrument, the one for Benevolence is described as follows: "Doing things for other people, sharing with others, helping the unfortunate, being generous" (Gordon, 1960, p. 3). In subsequent research reports, Benevolence was found to correlate .49 with the Nurturance score on the Edwards Personal Preference Sche- dule and negatively with Achievement -.24 and Aggression -.28 (Gordon, 1963, p. 22). On the basis of the description, item content, and inter-correlations with the FFFS, it was felt that the Gordon Benevolence Value scale would be an adequate oper- ationalization of appep value. The second value to be operationalized was that of a comparative orientation toward others. The Gordon manual gives the following definition for Recognition Value: "Being looked up to and admired, being considered important, attracting favorable notice, achieving recognition" (Gordon, 1960, p. 3). Conformity value was defined as: "Doing what is socially correct, following regulations closely, doing what is accepted and prOper, being a conformist" (Gordon, 1960, p. 3). Leadership was defined as: "Being in charge of other people, having authority over others, being in a position of leadership or power" (Gordon, 1960, p. 3). All three of these values would appear to involve rankings 103 of others on some kind of absolute scale, either Of social acceptability (Conformity), achievement (Recognition), or power (Leadership). Consideration was given to the scale content and Recognition and Leadership items were judged to be most representative of Comparative values. A second consideration in the selection of the instru- ment was the suggested validity in a different culture than the one for which it was designed. Gordon (1963, pp. 17- 21) reports that translations in French and Japanese yielded scores between known groups consistent with expectations. The forced-choice format of the instrument may also be less sensitive to subtle shifts in item meaning resulting from translation than a format in which each item is separately responded to as "agree" or "disagree," or according to a Likert-type format. It is expected that in the present study some estimate of validity may be obtained through confirmation of predictions about the values of known groups used in the study (predictive validity), and from expected relationships between other scores (concurrent validity). Personal Questionnaire (General) This questionnaire was composed of two parts. The first part was concerned with contact with education and attempted to elicit knowledge about education from the respondent. The second part of the questionnaire was in— tended to provide personal information about the respondents such as age, income, education, marital status, number of children, mobility, and other items. 104 Contact with education was measured by four items (PQ 4—7) where the respondents were asked to indicate: (a) how much they had worked in schools or educational settings; (b) what per cent of their income was derived from such work; (0) how they generally felt about such work; and (d) what other work opportunities they could have alternatively chosen. An attempt was made to deter- mine various kinds or levels of education experienced, and varieties of contact with education. Preferences for personal relationshgps were measured by three items (PQ 21-23) in an attempt to identify re- spondents, or groups of respondents, along a traditional- modern dimension. The predominance of affective relation- ships as opposed to affectively neutral relationships is supposedly one of the distinguishing characteristics of the "Gemeinshaft," or traditional orientation (Loomis, 1960, p. 61). The respondent is asked to indicate the approximate per cent of personal interactions on the job which were with persons who were close personal friends. Another question (PQ 22) asked how important it was to work with persons who were close personal friends. A third question (PQ 23) was intended to signify diffuseness of speciality of personal interactions under the hypothesis that the traditionally oriented person is more likely to have personal interactions which are diffused between job and family, or other affective non-job interactions. Loomis comments: 105 Members of the Gemeinshaft-like system are likely to know each other well; their relationships are functionally diffuse in that most of the facets of human personality are revealed in the prolonged and intimate associations common to such systems (Loomis, 1960, p. 72). In accordance with our hypotheses about values, the SER group, being committed to aapep values, being more con- cerned with intrinsic valuation of the person rather than valuing him for his absolute achievements, would also ex— press a greater need for personal interactions generally, and a greater diffuseness of interpersonal relationships. Change orientation items (PQ 39-43 and 47) elicited attitudes toward change in such areas as health practices, child-rearing practices, birth control practices, automation, and political leadership. It-was assumed that people ex- pressing positive attitudes toward education and disabled persons would show greater flexibility and Openness toward change. It was postulated that the SER group would score higher than the other groups on this variable, with the M and L groups expected to respond in ways suggesting resis- tance to change. Self change (PQ 47-49) and future orien- tation (PQ 52-54) were also included for measuring atti- tudes toward change. These items were adapted from Pro- grama Inter-Americano de Informacion Popular (PIIP) in Costa Rica (Felty, 1965). Institutional satisfaction was measured by a set of items (PQ 31 A-I) adapted from Hyman (1955, p. 400). The institutions selected (schools, business, labor, government, 106 health services, and churches) were listed in the questions. Respondents were asked to indicate whether they judged these institutions as excellent, good, fair, or poor in respect to how well they fulfill their role in the com- munity. It was hypothesized that people working in special education and rehabilitation would be less satisfied with institutions generally than other groups. Religiosipy was measured by use of three questions (PQ 19, 20, and 38). The questions asked were: (a) religious preference, (b) the felt importance of religion to the respondent, and (c) conformity to the rules and regulations of the religion. "Religiosity" seems to be related to the traditional-modern dimension, and higher scores would be expected among the lower income groups, and among persons with less education. Demographic characteristics were ascertained by ask- ing respondents to indicate their placement on several variables often found to be of significance in sociological analysis. These were age (PQ 8), marital status (PQ 12), number of children (PQ 13), number of siblings (PQ 16, 17), education (PQ 26, 27), occupation (PQ 37), home ownership (PQ 29), rental (PQ 30), rural-urban youth (PQ 9) and in- come (PQ 14). Analysis will not be made on all of these variables in the present study but will be utilized more fully in the larger Cross-Cultural study previously de- scribed. 107 Personal Questionnaire: HP Contact with ppysically handicappedppersons was measured by nine items (PQ: HP 1-9) in which respondents were asked to indicate: (a) the kind of physical dis— ability with which they had had the most contact, or knew the most about (PQ: HP 1, 2); (b) the type of relation- ship the respondents had had with physically disabled persons--family, friends, working relationships, casual, etc. (PQ: HP 3); and (c) the approximate number of en- counters the subjects had had with physically handicapped persons (PQ: HP 4). Other questions were designed to explore alternative opportunities (PQ: HP 9), enjoyment of contact with handicapped persons (PQ: HP 8), ease of avoidance of such contacts (PQ: HP 5), material gain from contact with the handicapped (PQ: HP 6), and per cent of income derived from working with the disabled (PQ: HP 7). Statistical Procedures Descriptive Statistics Responses from the instruments were scored on a special scoring sheet and then transferred to punched cards for the purpose of feeding the data into the CDC 3600 computer, available at Michigan State University. Two frequency Column Count Programs (Clark, 1964) designated as FCC I and FCC II, were used. These programs were utilized in tabulating the frequency distributions for every item. This proved to be a very useful step in 108 selecting variables for analysis and in gaining a "clinical feel" of the data. Inferential Statistics The one- and two-way analysis of variance was used for testing hypotheses about the difference between group means. For convenience of computer programming, the F statistic was used for testing of all mean differences, even though differences between two means are usually tested by the 3 statistic. Comparisons of F and p sta— tistics have shown that the results are the same (Edwards, 1965, p. 146). If an F between group means was significant, inspection of the size of the two means indicated which one was the highest and consequently the main contributor to the differences reflected in the F ratio. While a significant overall F leads to non-rejection of the hypothesis being tested, we do not know whether every mean is significantly different from every other. Several methods have been proposed by statisticians for determining the nature of the differences between treatment means. The F test for the four group comparisons is the usual one while the F test used to test for differences between the adjusted means of the "pairs-of-groups" is equal to a two-sided F test while also fully accounting for the other experimental factors. The adjusted mean equalizes or accounts for the variance in the size of the group samples as well as the 109 unequal sex distribution within the samples. This pro— cedure for testing for significance among multiple means is approximately equal to Duncan's Multiple Means test (Edwards, 1950; Kramer, 1956, pp. 307-310) up to and in- cluding three treatment means. The procedure is somewhat more liberal than Duncan's when more than three means are included, thus increasing the likelihood of Type I error. The procedure also does not account for the non-indepen- dence among the pairs-of-treatment means. The UNEQl routine (Ruble, Kiel, Rafter, 1966) was used to calculate the one—way analysis of variance sta- tistics. The program was specially designed to handle un- equal frequencies occurring in the various categories. The computer "print-out" also provided the frequencies, sums, means, standard deviations, sums of squares, and sums of squared deviations of the mean for each category, in addition to the analysis of variance tables. The F sta- tistic was also printed out and enabled the researcher to know at a glance whether or not the F was significant. The UNEQl routine also contains provision for desig- nating one.or more dependent variables as missing for an observation, but incorporating other dependent variables listed on the Analysis of Variance table as non-missing. The observation is then ignored for all dependent variables with missing values, but used in the analysis for all de- pendent variables with mon-missing values. The number of 110 missing values in each category is printed after the table giving statistics for the categories for each de- pendent variable. A two-way analysis of variance design for unequal N's was used to analyze group-Sex interaction (Ruble, Paulson, and Rafter, 1966). Since the samples were not equal in size or in sex ratio within groups an "adjusted mean" was computed on which to base all F tests. The ad- justed mean is shown in the tables along with the obtained mean . Relational and Predictive Statistics The computer programs at Michigan State University enabled the researcher to obtain the following measures of association for the purpose of predictive and relational analyses: (a) zero-order correlations, (b) multiple corre- lations, and (c) partial correlations. The programs pro- vided a host of data including means and standard deviations for each variable, the matrix of simple correlations be- tween all variables, the multiple correlations of selected variables used in the analyses, a test of significance for each beta weight, and the partial correlations between each predictor and the criterion. The zero-order correlational analysis (Ruble and Rafter, 1966) provided a matrix of simple correlations be- tween all variables for the total sample and for the four groups used in the study. Tests of significance of the 111 correlation coefficients from zero are the usual ones, with tables entered for the appropriate degrees of free- dom. Multiple regression analysis (Ruble, Kiel and Rafter, 1966a) was carried out on the two criterion variables, attitudes-toward-handicapped persons and progressive and traditional attitudes toward education, with contact and change variables as the predictors. The use of multiple regression analysis was supported by Ward (1962), who ob- served that it "not only reduces the dangers inherent in piece-meal research but also facilitates the investigation of broad problems never before considered researchable" (p. 206). Since the computer program for multiple regres- sion did not "handle missing data," persons with missing data were dropped from that problem. Partial correlation is one of the outputs of the general multiple regression model (Ruble, Kiel and Rafter, 1966a) used in the CDC 3600 program. The greatest ad- vantage of using partial correlation is that a number of variables which are assumed to have some relationship to a criterion, or dependent variable can be examined simul- taneously. When a series of Pearsonian product-moment ELE are computed between a criterion and a set of variables considered to be predictors of the criterion, spurious con- clusions may be made because the predictor variables are themselves interrelated, rather than predictive of the criterion. However, partial correlation helps solve the 112 problem by taking into account these relationships among the predictor variables in computing the true correlation of each variable with the criterion. That is to say, the effects of all but one are held constant. The Problem Of Scale and Intensity Analyses It was planned at the outset of the study to perform scale and intensity analyses on the data. The computer program currently available was known as Multiple Scalogram Analysis (MSA), developed by Lingoes (1963) and refined by Hafterson (1964). The "CUT" computer program by Hafterson (1965) determined each possible cutting point as well as the number of errors involved in each cut. This method was found to be much more economical, in that it saved numerous hours of work and avoided errors which would have resulted from longer and more tedious methods (e.g., Suchman, 1950; Waisanen, 1960). The dichotomized items resulting from the "CUT" procedure were then to be scaled by the Multiple Scalogram Analysis program. Thus the MSA program would have selected the items forming Guttman—type scales from-the attitude instruments used in the study. Two recent doctoral dissertations (Felty, 1965; Friesen, 1966) which used the MSA program failed to obtain sufficient evidence that the items would form Guttman-type scales. It should be pointed out that the Lingoes procedure can only extract unidimensional scales that exist in a set of items. However, it is "more reasonable" to assume that 113 attitudes are multidimensional, and as such scale and intensity analyses would be more meaningful if the multi- dimensional nature of attitudes are revealed by some special technique. Guttman and Lingoes (1966) have revised the original procedures to make provisions for both uni- dimensional and multidimensional analyses. This new com- puter program (MSA-l) is not yet available at Michigan State University. Hence, the attitude scales in the pre- sent research could not be submitted for scale and intensity analyses. Major Research Hypotheses Hypotheses Related to Contact Frequency, IntensityL and Attitude Scores H-l: Contact-Intensity Interactions Hzla: The more frequent the contact withcdisabled persons, the higher will be the scores on the intensity statements of'the attitudes toward disabled persons scale .regardless of whether attitude Content is favorable or .,unfavorabre. Hypothesis Derivation.--From considerations of Guttman and Foa (1951), Foa (1950), and Rosenberg (1960), to the effect that contact frequency is directly related to attitude intensity, regardless of content directions (see Chapter II). Hypothesis Instrumentation.—-Contact frequency was measured by direct question (PQ: HP 4). The intensity llu scores were obtained through independent intensity questions following each attitude content statement on both attitude scales (Appendix B-U). Hzlb: The more frequent the contact with education, the higher will be the scores on the intensity statements of the Attitudes Toward Education Scale, regardless of whether attitude is traditional or progressive. Hypothesis Derivation.--Same as H—la above. Hypothesis Instrumentation.--Contact frequency was measured by direct question (PQ 4, Appendix B-1) and edu- cation intensity scores were obtained as in H-la. gzg: Contact-Frequency Interactions Hzga; High frequency of contact with physically disabled persons will lead to favorable attitudes if high frequency is concurrent with (a) alternative rewarding opportunities, (b) enjoyment of the contact, and (c) ease of avoidance of contact. Hypothesis Derivation.--From considerations of studies by Homans (1954), Zetterberg (1963), and various studies in special education and rehabilitation reviewed in Chapter II. Hypothesis Instrumentation.-—Attitudes toward dis- abled persons were measured by a 20 statement attitude instrument developed by Yuker et al. (1960) and modified for the purposes of the present study (see Disabled Persons Scale, Appendix B-u). Contact with physically disabled persons was determined by direct question in 115 the Personal Questionnaire (PQ: HP): frequency by PQ: HP 4; alternatives by PQ: HP 9; enioyment by PQ: HP 8; and avoidance by PQ: HP 5. H-2b: High frequency of contact with education will lead to favorable attitudes if high frequency is concurrent with (a) alternative rewarding opportunities, (b) enjoyment of the contact, and (c) ease of avoidance of contacts. Hypothesis Derivation.--Same as Hzga above. Hypothesis Instrumentation.—-Attitudes toward edu- cation were measured by the Education Scale. This scale is a modification of a 20 statement attitude instrument de- veloped by Kerlinger (1959). Contact variables were mea- sured by direct questions in the Personal Questionnaire. Hypotheses Related to Attitude and Value Interactions H113: Persons who score high in need for power and control over others will tend to score £93 in acceptance of disabled personsr 3:32: Persons who score high in need for power and control over others will tend to score lgw in progressive attitudes toward education and high in traditional atti- tudes toward education. Hypothesis Derivation (H-3a,b).--From considerations of Wright in respect to asset and comparative valuations of others (see Chapter II), and of Rosenberg (1956) who suggested that the more the belief content of an attitude is instrumental to value maintenance, the more favorable 116 will be the evaluation of the object of the attitude. There is evidence to support the contention that persons with high needs for power and control over others are applying a comparative yardstick in evaluations of others and should be expected to devalue persons with disabilities as well as progressive attitudes toward education since the latter usually implies changes in the status quo. Some empirical evidence of this appears in findings of Whiteman and Luckoff (1962) in respect to blindness, Felty (1965), and Friesen (1966). Hypothesis Instrumentation (H—3a,b).--Need for power and control measured by the Leadership (L) scale of the Gordon Survey of Interpersonal Values (Appendix B-2); Attitudes toward disabled persons as in h2g3, and atti- tudes toward education as in gzgp. hzfla: Persons who score high in need for recognition and achievement will tend to score 19E in acceptance of disabled persons. hzflh: Persons who score high in need for recognition and achievement will tend to score lEE in progressive atti— tudes toward education and high in traditional attitudes toward education. Hypothesis Derivation (H—ua,b).--Same as H-3a,b above. Hypothesis Instrumentation (H—Ha,b).--Need for recog- nition and achievement measured by the Recognition (R) scale of the Gordon Survey of Interpersonal Values (Appendix B-2). Attitudes toward 'disabled persons as in H-2a and attitudes toward education as in H—2b. 117 H-Sa: Persons who score high in need to help others, to be generous, will tend to score high in acceptance of disabled persons. §2§E= Persons who score high in need to help others, to be generous, will tend to score high in progressive attitudes toward education and ihh in traditional attitudes toward education. 3222‘ Women will score higher than men in (a) the need to help others, (b) positive attitudes toward the physically disabled, and-(c) progressive attitudes- toward-education. Hypothesis Derivation (H-Sa,b,c).--Same as H—3a,b above, but stated in terms of asset-value orientation rather than comparative-value orientation. Hypothesis Instrumentation (H-Sa,b,c).-—Need to be helpful and generous was measured by the Benevolence (B) scale of the Gordon Survey of Interpersonal Values, atti- tudes toward physically disabled persons as in H-2a, and attitudes toward education as in H—2b. Hypothesis Related to Change Orientation and Attitude Scores hzhi: Persons who score high on change orientation will score high on positive attitudes toward physically disabled.persons. hzhh: Persons who score high on change orientation will score high on progressive attitudes toward education and low on traditional attitudes toward education. 118 Hypothesis Derivation (H-6a,b).--As in H-3 and extended to connote that high scores on change orientation represents departure from the status quo and high relation- ship to new ideas (i.e., progressivism) and care for the disabled (i.e., concern for individual differences). Hypothesis Instrumentation (H-6a,b).--Change orien- tation was measured by questions 39-43 in the Personal Questionnaire. These questions deal with change in health practices, child-rearing, birth control, automation, politi- cal leadership, and self change. Attitudes toward the physically disabled measured as in h1g3 and attitudes toward education as in hzgh. Hypotheses Related to Charac- teristics of Those Working Directly with the Physi- cally Disabled (SER) H-7: Persons working directly with disabled persons (SER) will have a lower mean attitude-toward-disabled- persons score than will persons in other occupational categories. Hypothesis Derivation.--From considerations of Zetter- berg (1963) to the effect that high frequency of contact is positively associated with favorableness of attitude if (a) the interaction could be easily avoided, and (b) there are other rewarding activities to engage in. The linkage of (a) and (b) with occupational categories rests on the assumption that a measure of choice and Job alternatives was present in the selection of employment, i.e., that SER employees chose this occupation in preference to others. 119 Hypothesis Instrumentation.--Attitudes-toward- physically-disabled-persons measure by the ATDP scale. H-8: The SER group will have a higher mean score than will persons in other occupational categories in re— spect to the value of Benevolence and lower mean scores in respect to the values of Leadership and Recognition. Hypothesis Derivation.--Same as H—3a,b above and applied specifically to the SER group rather than to those who measure high on the value scales. Hypothesis Instrumentation.--Same as H—3,4,5. 3:29: The SER group will have a higher mean score on progressive attitudes toward education than will persons in other occupational categories. 5:33: The SER group will have a lQEEE mean score on traditional attitudes toward education than will persons in other occupational categories. Hypothesis Derivation (H-9a,b).--Same as H-3 and H-4 and applied specifically to the SER group rather than to those who measure high on progressive attitudes and low on traditional attitudes toward education. Hypothesis Instrumentation (H-9a,b).--Same as H-Sb above. hzig: The SER group will have higher mean scores than will other occupational groups on the following change orientation variables: (a) health practices, (b) child- rearing practices, (c) birth control practices, (d) auto- mation, and (e) self change. 120 Hypothesis Derivation.--Same as H-6a,b, and extended to postulate that persons who score high on progressive attitudes toward education will also score high on change orientation variables since both areas represent dissatis- faction with the status quo and emphasize the individual and empirical solutions to current problems. Hypothesis Instrumentation.—-Change orientation mea- sured as in H-6a,b. hzii: The SER group will have higher mean scores than other occupational groups on the amount of contact with mentally retarded or emotionally disturbed persons. Hypothesis Derivation.--The SER group was chosen for known prolonged contact with the physically disabled. The current hypothesis postulates a generalization effect in that increased contact with one area of disability implies increased contact with other areas of disability or ex— ceptionality. Hypothesis Instrumentation.--Contact frequency with the physically disabled measured as in H-la and contact frequency with the mentally retarded and with the emotion- ally disturbed measured by questions from the Personal Questionnaire (PQ: HP 10, 11). Limitations of the Study The major focus of the present study is on cross— group comparison within countries which will enable cross- national comparisons to some extent in this study, but to 121 a much greater degree in the international cross-cultural study previously referred to in Chapter I. Limitations of this type of study are related to the general and specific problems of comparative social research. Concept Equivalence One of the goals of comparative research is to develop procedures for measuring concepts that can be defined in ways which are not culture bound. The present study allows for a test of the instruments in a variety of cultural situations. Suchman (196D) discusses three problems which relate to such studies: 1. The development of a set of concepts which is ex— pected to operate, and is testable, in the several cultures which are to be analyzed comparatively. 2. The phrasing of such concepts in terminology which is defined and understood in the same way by the analysts of the several cultures. 3. The collection of data which are relevant to these concepts and comparable in the several cultures. Careful consideration was given by the research team to concept definition and theoretical formulations prior to item translation and data collection. As previously men- tioned, it was planned to use Guttman's method of scale and intensity analysis which is designed to get at the problem of concept equivalence. However, previous efforts by Felty (1965) and Friesen (1966) failed to produce sufficient evidence that this method would be useful. Lingoes and Guttman (1966) have revised the original procedures to make provision for both unidimensional and multidimensional 122 analyses. This aspect of the study is limited by the unavailability of the new computer program (MSA-l). Language Equivalence It was necessary to work with experts in each country to insure that the instruments were linguistically equi- valent. Jacobson (195“) reported on a study of Teacher attitudes carried out under the auspices of the Organization for Comparative Social Research (OCSR). He stated: "The translation had to reproduce the English meaning adequately, and the adequate translation had to be judged in terms of its psychological equivalence to the forms being used in the other countries" (Jacobson, 1954, p. 45). It is felt by the research coordinators in each country and the writer that translation of the instruments used in the study was accomplished successfully enough to insure reasonable linguistic equivalence. The Problem of Sampling One of the first steps in drawing a sample is to define the population one wishes to study. Sampling is based upon objective criteria such as age, sex, occupation, residence, etc. Sampling bias places certain limitations on the generality of the results. Due to various technical linutations, it was not possible to control the sampling Process for each group in each country as planned or as exactly as desired. However, an attempt was made in each cOurltry to select respondents in occupational categories 123 who would most typically be representative of that group. A major concern was with obtaining a large enough repre- sentation within each group for analysis, while keeping in mind the necessity of adequate sampling. It was re- ported that the SER and E groups were thought to be repre- sentative of the total population. Some difficulty was experienced in attempting to draw samples from the M and L groups. The ideal situation would be to secure a com- pletely comparable representative sample at random that would reflect major distribution of group characteristics within the country. It is necessary for generalizations to be limited due to suspected problems of sampling bias. Al- though this situation would impose a serious limitation on a study purporting to be representative, it appears at least adequate for an exploratory study of this nature. CHAPTER IV ANALYSIS OF THE DATA The analysis of data is organized into two main sections: Section I: descriptive data on designated charac- teristics of the sample; Section 2: testing of hypotheses and comparison of mean differences of various scores when respondents are divided according to: (a) occupational categories; (b) sex,; (c) contact with criterion; and (d) other indices. Correlational relationships (zero—order, partial, and multiple) will also be studied for selected variables. Section 1: Descriptive Data Descriptive characteristics of the sample are derived from a combination of the FCC I and II and the CDC 3600 MDSTAT programs which provide a number of statistics use- ful for simple demographic descriptions. Table 1 gives the distribution of the total sample according to sex and occupational category. Table 2 pre— sents the occupational composition of the total sample divided by sex and four respondent groups. Close ob— servation of the tables reveals the omission of sex 12U 125 .mHQEmm smamamm medaocfi pom mmoa m .mNHm mHQEmm on mzp UmppHEo ma Qsouw A: .oaofimmoq mH mfimzamcm xmm o: msnp .ESHmem CH poopHEo zapcmppm>©mcfi mm: COHpmsmHmmp xmmm mm>fipzomxm \mpmwmcmz u 2 mcoflpmospm n m whoomq u A macapmuflafinwgom COHpmozpm Hmflomom u mmmm .mCOHmeflmHmmmHo CH mmocmommgwp LOQHE saw some mafimmfie do mEmHnooo 0p map mfi mane .mmaomp HmOHpmeMpm oozpo ozp paw .m “H mmfiome cmozpmp zflpomxm momma poc oo m.z mnp mmocmpmcfi mEom QH H mo: mm: mm 20H NOH oma mma mm mm mm mm mm wma Hmpoe mm mm mm :m om mm Fm OH I: In Ha NH mm :4 w: mma Ha mm m mm Hm ma H NH o om om z mma :HH Hm ma mm mm mm Hm OH :H mm mm Hm m mza om Hm wa mm ma H: mm ma 5 mm Hm mm mmm m E m z m z m 2 m z m z mampoe mampoe mfi>maw mpcma mocmpm pcmawcm xpmecmm Ezfiwamm mqsopo Iomsw newspmz one HmCOHmezooo xmm cam zmpcsoo .mmfippcsoo xfim CH esopw Hmcoapmozooo pew mom on wcfippooom mpCmUQOQmmh do coapzofippmaaln.a mqm¢9 126 1 TABLE 2. --Occupational composition of total sample by sex and occupational group in five countries. Data was not available from Belgium on occupation. Country2 and Sex Occupation The Nether- Yugo- Code Description Denmark England France lands slavia Total M F M F M F M F M F M F (01-09, SER) 01 Adm. persons - - A 2 l 3 1 3 - - 6 8 02 Teachers 20 22 2 13 15 17 8 5 16 31 61 88 03 School spec. ser. - 1 l - - ‘ — 2 9 - - 3 10 OH University tchrs. - - - - l l l - — - 2 l 05 Medical 1 — - — 2 - l 1 - - a 1 06 Psych., soc. wkrs. - - - - - 7 - 2 - - — 9 '07 Para—medical - - — - 9 11 - 9 - - 9 2O 08 Unskilled - - - - 1 1 - 2 - - 1 3 09 Other — - - - - - - 1 - - - 1 (10-19, Educators) 10 Elem. teachers 13 17 - - 15 20 2 22 6 8 36 67 11 Sec. teachers 9 5 6 5 6 3 u 3 13 - 38 16 12 Guidance l - - — l u - 2 - l 5 13 Spec. services — - — - 2 2 - - — - 2 2 14 Adm. personnel 1 - 6 2 - - u - - - 11 2 15 University tchrs. - - 2 3 l 6 l2 8 - - 15 15 16 Open - - - - - l - - - - - 1 (20— 29, Medical) General practitioners l - — - 3 2 - - - - A 2 21 Surgeons - - - - 1 - - - - - l - 23 Dentists 2 - - - - - - - 1 2 3 2 2“ All other medical - - - - 1 - - - - —- 1 - 25 Open - - - - 2 7 - - - - 2 7 26 Tech. & prof. - - - 2 A - 2 1 2 3 8 27 Non-tech. & non-prof. - - - - - 2 1 - - - 1 2 (30-39, Other Professional Personnel) 30 Engineers 3 - - - A - 3 - 2 - l2 - 31 Lawyers 2 - 2 — l - 1 - A 1 10 1 32 Ministers - - - - - — 1 - - 1 — 1 35 Researchers - - 1 — l - 3 - 1 - 6 1 36 Social workers - - - - - 15 - - 1 - 1 15 37 Other — - - - 2 - 3 - 3 - 6 - (DO-UQ, Business & Industry) “0 Government officials U - - - - - i - U 1 11 1 Al Mfg. executives U - 1 l — l 15 - 7 — 28 1 A2 Non-mfg., service 1 - l - - - 7 l 5 u in 5 A3 Retail trades 3 - — - - - 8 l 2 - 13 1 AM General 10 - — — — - 6 1 A - 2O 1 US Open - — — - — - — l — - - l (u6-N9, Farm Owners) U6 Farm owner - - - - 1 - - - - - 1 - (SO-59, White Collar Workers) 50 Clerical 8 10 3 A 10 28 13 16 5 2H 39 82 51 Sales workers - — - - l 3 - 1 3 53 Waiters - - - - - - - 1 - - - 1 (60—69, Blue Collar Workers) 60 Craftsmen 2 — - - - - 5 - 5 - l2 - 61 Foremen 1 — - - - — 1 - - - l - 63 Mechanics 5 - - - - - 2 — 5 - 12 - 67 Oper. of mech. equip. - - - - - - — - 1 - 1 - (70-7A, Service and Private Household Workers) 70 Private household 1 l - - - — - l - — l 3 (75- 79, Military Personnel) 75 Ranking officers (all services) - - ll - - - - - - - 11 - 76 Jr. off., Army & Air - - — - - - - 1 - — - l (80- 87, Laborers) 80 Small farm owners - — - - - - 1 - - - 1 - 81 Non— —mfg. non- -indus. - - — - - - l - — - 1 - 82 Mfg. of durable goods - - - - - - l - 18 — 19 - 83 Mfg. of non-durable goods - - - - - - 3 - - - 3 - 8U Non-mfg. industries - - — - - - 1 - - — 1 - 87 Persons that haven‘t worked (housewives, students) - — - - - l 2 - - A 2 lSER - Special Education Rehabilitation; L - Labor; E - Education; M a Managers/ Executives 2 127 designation from the Belgian sample, the inability to use the L group from England due to the small number of respondents, the small N in various sub-samples, and the sex-linked character of some of the occupational groups. All of these factors lead to difficulties in data analysis and interpretation. Differences in Educationp Income; and Age Between Respondent Groups The data for the three demographic variables of edu- cation, income, and age are in Tables 3-5. Mean differences, standard deviations, and E statistic were computed for four occupational categories. The E for group differences was computed while holding constant sex interaction within the group. A significant difference was found between the occupational groups in each country in respect to amount of education, income, and age. The data for education and income were analyzed in coded form. Table 6 gives an interpretation of the edu- cation scores in terms of educational attainment. See Special Code Book Instructions for income code. The data is presented such that each score represents a range: i.e., grades completed or amount of income. The data is ordinal in that a higher mean score always represents higher educational attainment or greater amount of income earned. 1238 TABLE 3. --Comparison of mean differences, standard deviations, and F statistic in respect to education for four occupational groups in six countries. Ranking of Adjusted Means: Mean's Test: 3(“. 97) > SER(“. 83) > M(“. 63) > L(3. ““) SER > L, E > L; M > Significance 1 Adjusted Standard 2 of 3 Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 28 5.57 1.1“ ---- 7.6“ ---- .005 E 50 6.08 1.03 M 20 6.30 1.72 L 27 “.78 1.u8 Ranking of Means: -M(6.30) > E(6.08) > SER(5.57) > L(“.78) Mean's Test: SER > L; E > L; M > L Denmark SER ““ 5.1“ 5.17 1.10 . .16 12.3“ .69 .005 E “7 5.28 5.30 1.06 M 30 “.70 “.60 1.29 L 28 3.86 3.86 1.16 Ranking of Adjusted Means: E(5.30) > SER(5.17) > M(“.60) > L(3.86) Mean‘s Test: SER > M; SER > L England SER 23 5.56 1.“1 ---- 9.37 ---- .005 . E 2“ 6.12 .85 M 18 “.50 1.3“ Ranking of Means: E(6.12) > SER(5.56) > M(“.50) Mean's Test: SER > M; E > M; E > M; E > L; M > L France SER 68 5.25 5.25 1.31 0.29 5.55 .60 .005 E 69 5.35 5.38 1.““ M “9 6.08 6.06 1.87 L 37 “.73 “.70 1.82 Ranking of Adjusted Means: M(6.06) > E(5.38) > SER(5.25) > L(“.70) Mean's Test: M > SER; M > E; E > L; M > L Netherlands SER “8 5.“6 5.53 1.32 0.22 2“.82 .6“ 005 E 59 5.71 5.77 0.95 M 6“ 5.16 5.0“ 1.37 L 52 3. 86 3. 90 1.12 Ranking of Adjusted Means: E(5. 77) > SER(5. 53) > M(5. O“) > L(3. 90) Mean's Test: SER > L; E > M; E > L; M > Yugoslavia sen u7 “.83 “.83 .73 .02 35.“6 .85 .005 E “0 “.97 “.97 .92 M “6 “.63 “.63 .93 L 59 3.““ 3.““ .8“ 1 Executives. SER - Special Education Rehabilitation; L - Labor; E - Education; M . Managers/ 129 TABLE “. --Comparison of mean differences, standard deviations, and F statistic in respect to income for four occupational groups in six countries. Significance Adjusted Standard 5 °r 5 Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 28 7.71 6.58 ---- 7.25 ---- .005 E “7 6.62 “.60 M 17 17.9“ 10.33 L . 26 8. 69 1“. 0“ Ranking of Means: M(l7. 9“) > L(8. 69) > SER(7. 71) > E(6 62) Mean's Test: M > SER; M > E; L > . Denmark SER “3 8.86 9.07 3.26 . 15.16 10.83 .005 .005 E “6 8.“3 8.“? 3.32 M 30 12.80 12.26 “.90 L 28 8.1“ 8.18 3.“7 Ranking of Adjusted Means: M(12.26) > SER(9.07) > E(8.“7) > L(8.18) Mean's Test: M > SER; M > E; M > L; L > M >Eng1and SER 22 8.68 3.20 ---- .20 ---- .82 E 23 8.96 3.39 M 18 9.50 5.69 Ranking of Means: M(9.50) > E(8.96) > SER(8.68) France SER 65 21.59 21.50 17.“0 2.81 3.58 09 .01 E 68 17.98 17.87 10.68 M “6 23.26 23.36 13.01 L 3“ l“.56 l“.93 6.0“ Ranking of Adjusted Means: M(23.36) > SER(21.50) > E(l7.87) > L(l“.93) Mean's Test: SER > L; M > E; M > L Netherlands SER “l 5.“6 5.76 2.50 9.3“ 3.81 005 .01 E 56 6.5“ 6.79 “.77 M 61 8.95 8.“9 7.80 L ““ 5.1“ 5.07 2.1“ Ranking of Adjusted Means: M(8.“9) > E(6.79) > SER(5.76) > L(5.07) Mean's Test: M > SER; M > L Yugoslavia SER “7 9.0“ 8.91 “.12 1.11 12.17 29 .005 E “0 9.20 9.16 “.77 M “6 7.69 7.8“ “.85 L 59 “.86 “.89 2.56 Ranking of Adjusted Means: E(9.16) > SER(8.91) > M(7.8“) > L(“.89) Mean's Test: SER > L; E > L; M > L 1230 TABLE 5.--Comparison of mean differences, standard deviations, and P statistic in respect to age for four occupational groups in six countries. Adjusted Standard F Signégigan°° Country Occupation N Mean Mean Deviation - — 1 way 2 way 1 way 2 way sex group sex group Belgium SER 28 33.“3 _ 10.71 ---- 3.85 ---- .01 E 51 32.69 10.95 M 20 “1.75 11.75 L 27 38.07 12. 33 Ranking of Means: M(“l. 75) > L(38E 07) > SER(33. “3) > E(32. 69) Mean's Test: M > SER; M > E; L > Denmark SER ““ 35.79 36.“5 9.93 17.98 12.“2 .005 .005 E “7 3“.“7 3“.88 9.70 M 30 “6.57 ““.90 9.6“ L 28 37.1“ 37.22 10.57 Ranking of Adjusted Means: M(““.90) > L(37.22) > SER(36.“5) > E(3“.88) Mean's Test: M > SER; M > E; M > L England SER 23 “1.65 8.27 ---- u 68 ---- 01 E 2“ 36.50 7.96 M 18 “3.78 7.88 Ranking of Means: M(“3. 78)E > SER(“1.65) > E(36.50) Mean's Test: SER > E; M > France SER 68 33.01 32.99 10.51 0.12 7.“2 .72 .005 E 68 30.15 30.16 8.50 M “7 37.0“ 37.3“ 11.83 L 37 39.“0 39.59 13.“3 Ranking of Adjusted Means: L(39.59) > M(37.3“) > SER(32.99) > E(30.16) Mean's Test: M > SER; L > SER; M > E; L > E _ Netherlands SER “8 31.58 33.06 9.59 ' 28.19 5.17 .005 .005 E 57 3“.“8 35.6“ 13.22 ~ M 6“ “2.8“ “0.7“ 12.65 _ L . 52 32.23 32.23 12.67 Ranking of Adjusted Means: M(“0.7“) > E(35.6“) > SER(33.06) > L(32.23) Mean's Test: M > SER; M > E; M > L Yugoslavia SER “7 37.36 37.97 10.23 “.79 12.93 .03 .005 E “0 35.25 35.“6 8.99 M “5 31.73 31.03 10.22 L 59 27.69 27.60 6.90 Ranking of Adjusted Means: SER(37. 97) > E(35. “6) > M(31.03) > L(27.60) Mean's Test: SER > M; SER > L; E > M, E > 131 TABLE 6.--Interpretation of education scores in terms of actual educational attainment. Scores Interpretation Range of Inverval 1 Less than “ years completed 0- 3 inclusive 2 From “ to 6 years completed “— 6 inclusive 3 From 7 to 9 years completed 7- 9 inclusive “ From 10 to 11 years completed lO-ll inclusive 5 Some college or university 12-15 inclusive 6 College or university degree 16 7 Post-degree study -- 8 Advanced degree -- 132 Summary of Descriptive Data in Tables 346' Significant differences between the four occupational categories in all countries is indicated in Tables 3-5 for education, income, and age. The sample sizes seem to be adequate except for the M group in Belgium and England. The L group is lowest in educational level in each country. This does not hold in respect to income or age in Belgium or age in Denmark, France, and The Netherlands. The M group were generally older than other groups with higher mean income. The E and SER groups had a higher level of education than the M group except in Belgium, England, and France. It can be noted from the tables that the actual significance level of the H statistic is printed out rather than merely indicating if it is significant at a stated level. It was decided to present the actual H value since the computer program provides this information. This will enable one to know when the level "just-does-not-make" an acceptable level of significance. Section 2: Hypothesis Testing, Mean Differences,L and Correlational Analyses Hypotheses Related to Contact Frequency,fiIntensity,yand Attitude Scores H—l: Contact-Intensity Interactions H-la: The more frequent the contact with handi- capped persons, the higher will be the scores on the 133 intensity statements of the disabled person (ATDP) scale, regardless of whether attitude content is favorable or unfavorable. Hzih: The more frequent the contact with education, the higher will be the scores on the intensity statements of the attitudes-toward-education scale, regardless of whether attitude is traditional or progressive. Table 7 indicates that high frequency of contact with disabled persons did relate significantly to inten- sity scores on the ATDP scale in several countries. Approxi- mately 25 per cent of the total sample in each country hav- ing the highest contact scores were compared with approxi- mately 25 per cent of the same sample who had the lowest contact scores. England was omitted from all high-low comparisons due to the omission of the L group from the total sample. H-la is confirmed in Belgium, Denmark, and The Netherlands. It can be observed that France and Yugo- slavia "just-did—not-make" an acceptable level of significance. 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Hm.HH Hs.m mm.Hm mm 30H mnCmHCmeoz mm.m mm.Hm on Cme mm. mm.H oo.m sm.om ms 30H moCmCm os.m mm.om om stm no. mo.o sm.m NH.mm sm 30H meECoQ Ho.m mm.Hm oo Con sm. oo.o oo.m oo.om mm 30H sonHom M Co M COHpmH>mQ m>Hmmma0Cm z mHomHCm> mCquoo ooCmoHCHCme pCmUCmCm Co Coo: COHCHCwoomm .moHCpCsoo o>HC CH moCOom COHmeCUoIUCmsmpImmpspHpumIm>Hmmon0Co Csz COHCHCwoomC Co mmCoOm 30H pCm CwHC wCHCmQEoo OHCmemam m pCm .mCOHpmH>mp pCmpCmpm .mCmszI.mH mHm oCosooo moCMOHmHCme UCMUCMpm mo Cmoz COHpHCwoomm .moHCpCCoo o>HH CH mmCoom COHmeCUoICCmsmpImmUCuHpmeHmCOHpHUMCp Cqu COHpHCwoooC Co mmCoom 30H pCm CwHC wCHCmCEoo OHCmempm m pCm .mCOHpmH>mp,vapCmum .mCmszI.mH mHmHB 152 mm.m om.Hm sm CmHm oH. mm.o oo.s Hs.mm os 30H oHeoHnomsH mo.s om.os oo Cme oo. so.m mo.s mm.os Ha 30H nosoHCosooz oo.o sm.os moH stm oo. Ho.o mo.o oo.os sm 30H sosoCC mo.o oo.os os stm oH. mo.H os.o mm.os mm 30H sCossoo oo.s oo.os os Cme so. oo.m om.m oo.os os 30H ssHmHsm m C0 m COHooHeoo sHoom mass 2 sHosHCo> CCosooo ooCCOHCHCme UCmeCmum Co Coo: ooCoHo>oCmm .moHCuCCoo m>Hm CH mmCoom mComCmQ UwHommHCIUszouImoCCpprm Csz moCoHo>mCoo Co mmCoom 30H UCm CwHC wCHCMQEoo oHpmemnm m pCm .mCOHCMH>op UprCMCm .mCmole.om MHHCB 153 om.m so.om mm Cme om. om.o ms.m om.Hm Hm 30H oHeanoon oo.m os.Hm oo smHm moo. Hm.oH Ho.m mo.oo os 30H noCnHCoCaaz oo.s oo.om ooH smHm mo. Hm.H sH.s oa.Hm om 30H monoCC os.o mo.sm Hs smHm sm. Ho.o so.m mo.mm om 30H xCosCao oo.m om.Hm as anm so. om.H Ho.m oo.Hm Hs 30H susHmm M Co M COHpmH>oo m>HmmoCMOCm z oHomHCm> zCquoo ooCmOHmHCme UCmUCmpm mo Cmoz moCmHo>mCmm .mmHCpCsoo o>Hm CH COHamoCUmIvasmpImoCspHpmeo>HmmmaOCQ Csz moCoHo>mCmo Co moCoom 3OH pCm CwHC wCHCmCEoo oHumemCm m CCm amCOHCMH>0p pCmoCmpm .mCmozII.Hm mHHHB 15“ oo.m so.Hm mm Cme oo. oH.o oo.o oo.Hm om 30H sHeoHnoon . om.m oo.oo oa smHm oo. Ho.m oH.m so.oo mo 30H nosaHConosz om.s sm.oo ooH CmHm oo. oo.o os.s Hs.oo om 30H sosoCC os.m oo.oo Hs anm ms. .om.o Ho.s mo.oo om 30H xCoECao oo.s oo.oo os smHm mo. oH.o oo.m oo.oo Hs 30H esHmHam M mo M COHpmH>oa Cams 2 mHCMHCm> mCquoo ooCmonHCme pCmpCmum HMCOHHHCMCB moCmHo>oCmm .mmHCpCsoo mme CH moCoom COHpmospoIoCmsmpImmvCpHpmeHmCOHuHcme.Csz ooCmHo>oCmo Co moCoom 30H UCm CwHC wCHCmQEoo oHpmemum m pCm .mCOHumH>op pCmUCmpm memozII.mm MHmCB 155 H253: Women will score higher than men in (a) the need to help others, (b) positive attitudes toward the physically disabled, and (c) progressive attitudes toward ‘education. As shown by Table 23, H253 is confirmed (P < .005) in The Netherlands and Yugoslavia on Benevolence. While the difference in the other countries was not significant, the relationship between males and females was in the direction of the hypothesis. It can be seen in Table 2“ that there is no confir— mation of the hypothesis that women will have more positive attitudes toward the physically disabled than men. It should be mentioned that the Denmark sample almost ob— tained a significant H. Table 25 indicates that females in France are signifi- cantly different than males on progressive attitudes toward education. Thus, H253 relative to progressive attitudes toward education is confirmed only in France. Hypothesis Related to Change Orientation and Attitude Scores thh: Persons who score high on change orientation will score high on positive attitudes toward physically disabled persons. 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Hmpoe H oo oo oo oo oo oo oo oo oo oo oo oo Hzo NH.I mNm.I oH. oH. oo. mom. so.I Hm.I mom. oo. HH.I MH.I Hopoe H no 1 Hm Hm Hm Hm Hm Hm Hm Hm Hm Hm Hm Hm Hzo mo. oo.I mo.I No. oHo.I ooo. oo.I oHo.I mH. .Ho. Ho. so.I House H No No No No No No No No No No No No Hzo oo. omm.I No. Hoos. mom.I oo.I mH.I No.I mH. om. oo.I mH. Hmuoe . Cmm B C . B . C B .C a. C B C o5 oC CHCmCmomoH ooCoHo>mCom ooCooCmCmoCH COHCHCmoomm CCHECOCCoo pCOCCCm CCOCo .ECHmHmm CH HmCCOCm HMCOHmeCooo CCOC COC onom osHm> CooCoo on oCm ApCopCooV COHpmosooIoszouImoospHppm Cmozumo COHumHoCCoo CooCOIOCoNII.mm HHCHB 176 No No No No No No No No No No No No Hzo oo. oo.I oo. oo.I oo.I oo. oo.I oH.I oo. No. oo.I oo.I HMCOC II II II II II II II II II II II II zo II II II II II II II II II II II II onEmC No No No No No No No No No No No No Hzo oo.. oo.I oo.. oo.I oo.I oo. oo.I oH.I oo. No. oo.I oo.I aHoz H oo oo oo oo oo oo oo oo oo oo oo oo Azo soo.I so.I oos. oH. oHs.I Ho. 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No.I oos.I oH. aHo: HHH C C C C C C o C C C H C CHCmCoUmoH moCmHo>oCom ooCoCCoCoUCH COHpHCmooom CCHECOCCoo pCOCCCm CCOCo .meECmQ CH mCCOCw HmCOHmeCooo CCOC COC onOw oCHm> CooCoo oCu oCm ApCopCoov COHpmosooIoszouImooszppm Coozumo COHpmeCCoo CmUCOIOCoNII.sm MHCHB 177 NH NH NH NH NH NH NH NH NH NH NH NH Hzo mm.I oo. oo.I HH. mH. oH. oo. om.I oH. NH.I oo. so. Hmpoo H so so so so so so so so so so so so sz oH.I NH. mo. oos. mo.I omo. om. ooo.I om. coo.I mH. so.I Hopoe H oH oH oH oH CH CH CH CH CH CH oH oH Hzo oH.I mo.I MH.I om. oH. mH.I oH. sH.I oH. mH. No.I oo. Hopoe Cmm B C B C B C B C e C B C CHCmCmommH moCmHo>mCom moCmoCmCmoCH COHpHCwoomm CCHECOCCoo CCOCCCm CCOCo .oCmecm CH mCson HmCOHmeCooo ooCCp COC onom msHm> CooCoo me oCm ApCopCooV COHpoosooIoCCBOCImoospprm Cmmspoo COHumHoCCoo CmoCOIOCmNII.mm mHmoCom moCooCoCmoCH. COHpHCwooom CpHECOCCoo CCOCCsm CCOCo .ooCoCC CH mCCOCw HmCOHmeCooo CCOC COC mHmOm osHm> CooCoo me oCm ApCopCooV COHpmosooIoszouImoospprm Coospoo COHpmHmCCoo CooCOIOCoNII.om mHCHB 179 mo mo mo mo oo oo oo oo oo oo oo oo Hzo mo.I oH.I oo. asm. .HH.I Ho. oH.I nNo.I moo. oo. soo.I mH.I House o o o o o _o o o» o o o o sz oo.I oo.I os. ooN. oo.I os.I oo.I om.I Ho. oNN. om.I Ho. aHosmC Nm No No No No No Nm Nm No No No No sz Ho.I oH.I mo. Q_oo. oH.I oo. mH.I sNo.I ooo. oo. oo.I oo.I sHaz H ms as as as ms ms ms ms os as as as sz oo.I oH. oo. oos. oH.I oo.I No. mNo.I oo. oH. mo.I mom.I Hmpoe Ho Ho .Ho Ho Ho Ho Ho Ho Ho Ho Ho Ho Hzo Ho.I oo. mH. ooN. oo.I mo.I mo. wos.I mH. 0H. oo. mH.I onEoC No No No No No No No No No No No No Hzo mH.I oo.I oH. oom. mH.I oH.I mH. oH.I oH. Ho. oo.I nos.I mHmz H om om om om om om om om om om om om Hzo oo.I oo. oo.I oo. Ho.I Ho.I Ho. mNo.I woo. mo. oH.I oH.I Hmpoe mm mm mm mm mm mm mm mm mm mm mm mm Hzo mo. mo. Ho. so. mHm.I sH.I HH.I mHHI oo. 0H. mo.I wom.I mHmEoC oo oo oo oo oo oo oo oo oo oo oo oo Hzo wom.l oo.I so.I No. oH.I oo. oH. mom.I mom. MH.I mo. oo.I mHmz H ss ss ss ss ss ss ss ss ss ss ss ss Azo oo. No. mom. oo. oom.I oo. sH.I oH.I oos. Ho.I mo.I oo.I Hopes Hm Hm Hm Hm Hm Hm Hm Hm Hm Hm Hm Hm Hzo mmm. oo. mHm. oH. oms.I HH.I oH.I mH.I cos. so. oom.I oo. onsoC oH oH oH oH oH oH oH oH oH oH oH oH Hzo was.I mo. mo. mo.I so.I om. oH.I mH.I os. mo.I mo. mH.I on2 HH 9 C B C B C a C B C B C CHCmCmomoH ooCmHo>oCmm ooCooCoCmoCH CoHpHCwooom CpHECOCCoo pCOCCCm CCOCo .moCmHConoz mCe CH mCCOCw HmCOHmeCooo CCOC COC ondm msHm> CooCoo on oCm ApCmuCooV COHHoodooIoszopImmosqupm Comzpmo COHpmHmCCoo CmoCOIOCoNII.Nm mHmmCmm moCmoCoCooCH COHuHCwoomm CCHECOCCoo CCOCCCm CCOCo .mH>mHmowCH CH mCCOCw HmCOHumosooo CCOC COC onom msHm> CooCoo me oCm AqupCoov COHpmosooIoCmsopImmospHppm Coozpmo COHpmHoCCoo CooCOIOCmNII.mm mHmHe 181 Hypotheses Related to Charac- teristics of Those Working Directly with the Physi- calinyisabled (SER) H21: Persons working directly with disabled persons (SER) will have a lower mean attitude-toward-disabled- persons score than will persons in other occupational categories. A two-way analysis of variance design for unequal N's was used to analyze group-sex interaction (Ruble, Paulson, and Rafter, 1966). Two-way analysis of variance with adjusted means and mean's test were run for all 591 problems in England and Yugoslavia. In the remaining countries, adjusted means and mean tests were run only where there was a significant difference. As indicated in Table 39, the H statistic for Belgium was significant at the .01 level, suggesting significant difference between occupational groups on attitudes toward disabled persons. H2: is confirmed for Belgium. The significance level in France and the mean's test between groups indicates that H11 is not confirmed for France. Although the significance level for Yugoslavia is .01, which suggests that the group means did not come from a common population, H21 cannot be considered fully confirmed as the SER group did not rank lowest as predicted. 182 TABLE 39. -—Comparison of mean differences, standard deviations, and F statistic in respect to attitudes-toward-disabled-persons scores for four occupational groups in six countries. Executives. 2High scores on ATDP scale means less favorable attitudes. . Significance ‘ Mean of Adjusted Standard 2 0"! Country Occupation N ATDP2 Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 28 “5.96 “.95 ---- “.06 ---- .01 E “6 “8.82 5.0“ M 20 “9.50 3.90 L ' 28 50. “2 5.69 Ranking of Means: L(50. “2) > M(“9. 50) > E(“8. 82) > SER(“S. 96) Mean's Test: E > SER; M > SER; L > SER Denmark SER ““ “9.00 5.92 2.80 0.79 0.09 .50 E “7 “7.“9 8.“6 M 30 “9.60 7.88 L 27 “7.“1 5.87 Ranking of Means: M(“9.60) > SER(“9.00) > E(“7.“9) > L(“7.“1) ’England SER 19 50.7“ .73 ---- 9.82 ---- .005 E 23 “9.39 3.3“ M 18 ““.67 “.52 Ranking of Means: SER(50.7“) > E(“9.39) > M(““.67) Mean's Test: SER > M; E > M France SER 66 “8.18 “8.17 6.89 .0“ 2.79 .82 .0“ E 6“ “9.76 “9.85 5.95 M “7 “9.62 “9.63 5.07 L 3“ 51.73 51.77 “.99 Ranking of Adjusted Means: L(51.77) > E(“9.85) > M(“9.63) > SER(“8.17) Mean's Test: L > SER ' Netherlands SER “5 “8.51 “.8“ 0 15 0 ““ 70 73 E 57 “8.5“ “.“6 M 62 “8.32 “.59 L 52 “7.58 “.38 Ranking of Means: E(“8.5“) > SER(“8.51) > M(“8.32) > L(“7.58) Yugoslavia SER 51.“1 51.“9 5.68 19 “.37 67 01 E 51.89 51.91 5.““ M 50.69 50.62 “.78 L 5“.31 5“.30 5.87 Ranking of Adjusted Means: L(5“.30) > E(51.9l) > SER(51.“9) > M(50.62) Mean's Test: L > SER; L > E; L > M 1SER I Special Education Rehabilitation; L = Labor; E 8 Education; M = Managers/ 183 H-8: The SER group will have a higher mean score than will persons in other occupational categories in respect to the value of Benevolence and lower mean scores in respect to the values of Leadership and Recognition. Table “0 indicates that H28 is confirmed for Benevo- lence in England and The Netherlands. A significant differ- ence was found in Denmark with the E group higher than other groups on Benevolence value. The France sample was some- what different with the M group highest. The L group was lowest except in Denmark and The Netherlands. Comparison on Recognition value scores is illustrated in Table “l. The SER group in Denmark was significantly different than the M and L groups and higher than the B group. This is not a confirmation of H28. Significant differences are found also in England, France, The Nether- lands and Yugoslavia. While the findings are generally in the direction of the hypothesis regarding Recognition value, thiis not confirmed. Leadership value comparisons are given in Table “2 for the total sample. England, France and The Netherlands show significant differences between groups on Leadership value. A look at the adjusted means and the mean's test indicates which one contributes most to the difference. However, the Leadership hypothesis is not confirmed in any country. In France, the SER group is significantly higher than the B group on Leadership value. 153“ ‘TABLE “0.--Comparison of mean differences, standard deviations, and F statistic in respect to benevolence value scores for four occupational groups In six countries. Ranking of Means: E(19.18) > SER(19.11) > M(l8.93) > L(18.29) Significance Adjusted Standard _ of g . Country Occupation N Mean Mean Deviation ' 1 way 2 way 1 way 2 way sex group sex group Belgium SER 27 22.22 . 3.76 ---- 5.01 ---- .005 E 51 21.57 “.00 M 18 20.11 “.30 L 26 18.08 5.51 Ranking of Means: SER(22.22) > E(21.57) > M(20.11) > L(18.08) Mean's Test: SER > L; E > L Denmark SER ““ 20.27 20.21 “.58 1 17 2.59 0.28 .05 E “6 22.“6 22.“1 “.18 M 27 19.18 19.35 5.2“ L 26 20.50 20.50 7.“2 Ranking of Adjusted Means: E(22.“1) > L(20.50) > SER(20.21) > M(19.35) Mean's Test: E > SER; E > M 8 England sea 19 21.79 “.12 ---- “.83 ---- .01 E 2“ 17.92 5.3“ ‘ M 17 l7.“7 “.“2 Ranking of Means: SER(21.79) > E(l7.92) > M(17.“7) Mean's Test: SER > E; SER > M France SER 6“ 20.75 20.77 3.97 1.73 2.2“ .19 .08 E 66 20.21 20.30 “.62 M ““ 21.“3 21.36 “.19 L 36 19.05 18.93 5.17 Ranking of Adjusted Means: M(2l.36) > SER(20.77) > E(20.30) > L(18.93) Mean's Test: SER > L; M > L - Netherlands SER ““ 19.6“ 19.1“ “.26 19 6“ 9 16 005 .005 E 58 18.12 17.81 “.85 M 63 15.08 15.70 5.21 p L ' “9 18.53 18.56 “.76 Ranking of Adjusted Means: SER(19.1“) > L(18.56) > E(l7.81) > M(15.70) Mean's Test: SER > M; E > M; L > M Yugoslavia SER “5 19.11 “.11 8.68 “5 005 72 E 38 19.18 5.19 M “5 18.93 5.25 L 58 18.29 “.39 185 TABLE “l.--Comparison of mean differences, standard deviations, and E statistic in respect to recognition value scores for four occupational groups in six countries. Significance - Adjusted Standard 3 or 5 Country Occupation N Mean Mean . Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium 552' 27 6 37 3 13 ---- 1.5“ ---- .21 E 51 5. 2 2.88 M 18 6.9“ 3.“2 L 26 7.58 “.20 Ranking of Means: L(5.58) > M(6.9“) > SER(6 37) > 2(5 92) Denmark SER ““ 7 36 7.72 “ 57 9 13 5 01 .005 005 E “6 6 3 6.22 2 97 H 27 “.70 5.17 3.23 L 26 5 85 6.07 3.03 Ranking of Adjusted ’eans SER(7.72) > €(6.22) > L(6.07) > M(5.17) Mean's Test: SER > E; 37R > M; SER > L England SER 19 6.05 3.67 ---— “.82 ~--- .01 E 2“ 10.12 “ 67 M 17 8.00 “ 3“ Ranking of Means: r:(10 12) > M(8.00) > 3 9(6 05) Mean's Test: E > SER France SE? 6“ 6.03 6.02 2.“9 0 20 5.16 66 005 E 66 5.7? 5.79 3.93 M “5 5.38 5.51 2.85 L 36 8.03 8.1“ 3.37 Ranking of Adjusted Means: L(8.l“) > SER(6.02) > E(5.?9) > M’5.51) Mean's Test: L > SEE; L > E; ; > M Netherlands SER ““ S 79 5.86 “ 23 “ 6“ 3.29 0 03 02 E 58 6.“0 6.67 “ 06 M 63 6.67 6.80 3.96 L “9 6.57 6.6“ 3.90 Ranking of Adjusted Means: M(6.80) > E(6.67) > L(6.6“) > SER(5.86) Yugoslavia SER “5 7.“2 3.“0 2 00 5 82 15 005 E 38 7.89 “.53 M “5 7.00 3.“5 L 58 10.03 “.71 Ranking of Means: L(10.03) > E(7.89) > SER(7.“2) > M(7.00) Mean's Test: L > E; L > M; L > SER 186 TABLE “2.--Comparison of mean differences, standard deviations, and 3 statistic in respect to leadership value for four occupational groups in six countries. Significance Adjusted Standard 3 of Z Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 27 l3.“8 . 5.12 ----— 1.01 ---- .39 E 51 12.37 5.0“ M 18 1“.55 “.8“ L . 26 13.61 “.60 Ranking of Means: M(l“.55) > L(13.61) > SER(13.“8) > E(12.37) _ —--- - Denmark SER ““ 11.“7 6.28 ° 30.01 1.68 .005 0.17 E “6 10.15 5.71 M 27 13.33 5.60 L 26 9.96 6.27 Ranking of Means: M(13.33) > SER(11.57) > E(10.15) > L(9.96) England SER 19 13.37 6.63 ---- 11.20 ~--- .005 . E 2“ 13.5“ “-“9 M 17 21.35 6.“9 Ranking of Means: M(21.35) > E(13.5“) > SER(13.37) Mean's Test: M > SER; M > E France SER 6“ 13.58 13.53 5.6“ 13 15 3.88 005 01 E 66 11.1“ 10.86 “.60 M ““ 13.“3 13.32 5.28 L 36 11.19 11.53 5.91 Ranking of Adjusted Means: SER(13.53) > M(13.32) > L(ll 53) > E(10.86) Mean's Test: SER > E; M > E Netherlands SER ““ 13.5“ 1“.67 5 10 “u “5 9.5“ 005 005 E 58 1“.8“ 15.55 6 39 M 63 18.“9 17.06 “.69 L “9 13.69 13.67 6.26 Ranking of Adjusted Means: M(17.06) > E(15.55) > SER(l“.67) > L(l3.67) Mean's Test: M > SER; M > L Yugoslavia SER “5 10.38 10.72 5 O“ “ 86 1.“6 O3 23 E 37 8.65 8.79 5 20 M “5 10.78 10.“1 “ 61 L 58 10.60 10.5“ “.20 Ranking of Adjusted Means: SER(10.72) > L(10.5“) > M(lO.“1) > E(8.79) 187 flzga: The SER group will have a higher mean score on progressive attitudes toward education than will persons in other occupational categories. gng: The SER group will have a lower mean score on traditional attitudes toward education than will persons in other occupational categories. Table “3 indicates that hypothesis @293 is not con- firmed in any country. A significant F (.005) is computed for France where the B group is significantly higher than all other groups on progressive attitudes. While the 3 statistic for Denmark is not significant, the relationship between group means is in the direction of the hypothesis. It_is interesting to observe the means of the four groups and the 3 statistic (.99) for Yugoslavia. It could almost be said that these groups were taken from the same popu— lation. Significant differences between occupational groups on traditional attitudes toward education are given in Table ““. Denmark (.005), France (.005), and England (.005) show significant differences, although not in the predicted direction. The B group was lower than the SER group on traditional attitudes. While the E was not at an acceptable level (.09) for Belgium, the mean comparisons were in the hypothesized direction. The E for Yugoslavia (.92) again suggests the lack of differences between occu- pational groups. 188 TABLE “3.--Comparison of mean differences, standard deviations, and 3 statistic in respect to progressive-attitudes—toward-education for four occupational groups in six countries. Significance .1: or 2 Adjusted Standard Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 28 31.78 3.50 ---- 1.“2 ---- .2“ E 51 32.1“ 2.97 M 19 30.89 3.69 L 38 30.68 3.73 Ranking of Means: E(32.1“) > SER(31.78) > M(30.89) > L(30.68) Denmark SER ““ 3“.50 2.82 1.36 2.30 0.2“ 0.08 E “7 33.96 2.38. M 30 33.03 3.36 L 28 32.89 3-78 Ranking of Means: SER(3“.50) > E(33.96) > M(33.03) > L(32.89) England SER 23 31.00 2.59 —--- 1.68 ---- .19 E 2“ 32.08 2.8“ M 18 30.““ 3.55 Ranking of Means: E(32.08) > SER(31.00) > M(30.““) France SER 66 31.01 31.08 “.75 5.52 7.65 .02 .005 E 68 33.03 33.12 3.15 M “7 29.57 29.58 5.75 L 37 30.03 29.82 “.2“ Ranking of Adjusted “6&18 E133 12) > SER(31.88) > L(29.82) > M(29.58) Mean's Test: E > SER; E > M; E > L Netherlands SFR “8 3O 50 3.5“ O 30 0.57 O 59 O 6“ E 57 30 “2 3.29 M 5“ 30 1“ “.17 L “1 31 02 3.51 Ranking of Means: L(31.02) > SER(30.50) > E(30.“2) > M(30.1“) Yugoslavia SER “7 32.32 32.“3 3.66 1 1“ .03 29 99 E “0 32.27 32.31 3.05 M “6 32.33 32.20 3.6“ L 50 32.35 32.3“ 3.35 Ranking of Adjusted Means: SER(32.“3) > L(32.3“) > E(32.31) > M(32.20) 189 TABLE ““.--Comparison of mean differences, standard deviations, and 3 statistic in respect to traditional-attitudes-toward-education for four occupational groups in six countries. Country Occupation' Adjusted Standard N Mean Mean Deviation Significance of E Ranking of Adjusted Means: 1 way 2 way 1 way 2 way sex group sex group Belgium SER 28 27.03 3.97 ~--- 2.19 ---- .09 E 51 27.06 ’ 3.9“ , M 19 28.05 3.61 L 28 29.32 “.69 Ranking of Means: L(29.32) > M(28.05) > E(27.06) > SER(27.03) Denmark SER 1:“ 27.11 26.90 “.63 0.2“ 15.83 0.63 .005 E “7 25.76 25.63 “.3“ M 30 31.80 32.33 “.9“ L 28 31.25 31.22 “.19 Ranking of Adjusted Means: M(32.33) > L(3l.22) > SER(26.90) > E(25.63) Mean's Test: M > SER; L > SER; M > E England SER 23 25.61 3.20 ---- 5.8“ ---- 005 ' E 2“ 23.33 “.60 M 18 27.39 3.50 Ranking of Means: M(27.39) > SER(25.61) > E(23.33) Mean's Test: SER > E; M > E; L > E France SER 68 29.88 29.91 3.92 6.73 17.21 .01 .005 E 68 26.57 26.69 “.“2 M “7 30.59 30.65 3.70 L 37 32.03 31.90 3.31 Ranking of Adjusted Means: L(31.90) > M(30.65) > SER(29.91) > E(26.69) Mean's Test: SER > E; L > SER; M > E; L > E Netherlands SER “8 29.02 3.28 0.“2 O 38 0.52 0.77 E 59 29.3“ 3-79 M 6“ 28.9“ 3.08 L 52 28.63 3.51 Ranking of Means: E(29.3“) > SER(29.02) > M(28.9“) > L(28.63) Yugoslavia SER “6 31.85 31.8“ 3.10 .00 .16 .93 .92 E “0 32.10 32.10 2.91 M “6 31.67 31.68 2.95 L 59 32.02 32.02 3.25 E(32.10) > L(32.02) > SER(31.8“) > M(31.68) 190 £210: The SER group will have higher mean scores than will other occupational groups on the following change orientation variables: (a) health practices, (b) child-rearing practices, (c) birth control practices, (d) automation, and (e) self change. Table “5 gives comparisons between the groups on health practices. As previously stated, this variable was left out of the Belgian questionnaire due to the controversy over flouridation at the time the sample was being drawn. It can be seen that significant differences are com- puted in England, The Netherlands, and Yugoslavia. Denmark (.06) and France (.10) are very close to being significant. However, £210 is not confirmed as the SER group does not have higher mean score on this change variables. It is interesting to note that in Denmark, England, and France, the SER group has the lowest mean score on health practices of the four groups. Table “6 gives the mean differences, adjusted means, mean's test and 5 statistic for child-rearing practices. A significant difference is found only in Yugoslavia where the ranking of means shows the SER group to be lowest, in the opposite direction of the hypothesis. Both M and L groups are significantly higher than the SER group. The significance level (.07) for The Netherlands and the rank- ing of means is in the direction of the hypothesis. However, H-lO is not confirmed for child-rearing practices. 191 Comparison between groups on birth control practices is shown in Table “7. While the difference between the groups in France is highly significant (.005) the SER group mean is lower than the mean of the M and L groups. Therefore, the hypothesis is not confirmed for any country on birth control practices. Table “8 gives the comparisons on automation. A significant difference was found in Belgium (.01) and The Netherlands (.005). The Ranking of means indicates that the SER group is not highest. Therefore, H-lO is not con- firmed for automation in all countries. The self change variable comparisons is shown in Table “9. No significant differences were found which would confirm the hypothesis. £311: The SER group will have higher mean scores than other occupational groups on the amount of contact with Mentally Retarded or Emotionally Disturbed persons. This hypothesis was confirmed on contact with mentally retarded persons in all countries except France. Contact with emotionally disturbed persons confirmed the hypothesis in Denmark, The Netherlands, and Yugoslavia. 1592 TABLE “5.--Comparison of mean differences, standard deviations, and 5 statistic in respect to health practices for four occupational groups in five countries. , Significance Adjusted Standard E °f 3 Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way ‘ sex group sex group Denmark SER ““ 3.18 0.87 0.82 2.53 0.37 0.06 E “7 3.“7 0.88 M 30 3.67 0.“8 L 28 3.25 0.89 Ranking of Means: M(3.67) > E(3.“7) > L(3-25) > SER(3.18) England SER 23 2.96 1.02 —--- “.“7 ---- .02 E 23 3.61 .72 ' M 18 3.67 .8“ Ranking of Means: M(3.67) > E(3.61) > SER(2.96) Mean's Test: E > SER; M > SER Franee' SER 69 2.90 1.01 1 69 2.13 19 10 E 68 3.26 0.89 M “8 3.02 1.0“ L 37 3.22 1.05 Ranking of Means: E(3.26) > L(3.22) > M(3.02) > SER(2.90) Netherlands SER “8 3.73 3.71 O.“9 0.25 “.31 0.62 0.01 E 59 3.63 3.61 0.72 M 62 3.69 3.72 0.62 L 52 3.29 3.27 0.98 Ranking of Adjusted Means: M(3.72) > SER(3.71) > E(3.6l) > L(3.27) Mean's Test: SER > L; E > L; M > L Yugoslavia SER “7 2.85 2.80 ' 1.10 3.36 “.58 .08 .005 E “O 3.27 '3.26 .68 M “6 3.26 3.32 .93 L 59 2.73 2.7“ 1.08 Ranking of Adjusted Means: M(3.32) > E(3.26) > SER(2.80) > L(2.7“) Mean's Test: E > SER; M > SER; E > L; M > L 1993 TABLE “6.--Comparison of mean differences, standard deviations, and F statistic in respect to child-rearing practices for four occupational groups in st countries. \ Significance Adjusted Standard 3 °’ 3 Country Occupation N Mean -- Mean Deviation 1 way 2 Way 1 way 2 way sex group sex group Belgium SER 28 2.71 .81 ---- .“2 ---- .7“ E 51 2.59 .72 M . 20 2.75 .79 L 28 2.53 .96 Ranking of Means: M(2.75) > SER(2.71) > E(2.59) > L(2.53) Denmark SER ““ 2.89 0.78 0.31 O.“3 0.58 .7“ E “7 3.0“ 0.75 M 30 2.93 0.83 L 28 2.86 0.85 Ranking of Means: E(3.0“) > M(2.93) > SER(2.89) > L(2.86) Eng1and SER 22 3.09 .61 ---- .16 ---- .85 E 2“ 3.00 .66 M 18 3.11 .83 Ranking of Means: M(3.11) > SER(3.09) > E(3.00) France SER 69 2.“6 0.90 3.2“ 2.25 .09 .08 E 69 2.53 0.76 M “9 2.61 0.96 L 36 2.61 0.80 Ranking of Means: M & L(2.61) > E(2 53) > SER(2.“6) Netherlands SER “8 3.10 ’ O.“7 .005 2.33 0.90 0.07 E 59 3.07 0.55 M 6“ 3.03 0.50 L 51 2.8“ 0.6“ Ranking of Means: SER(3.10) > E(3.07) > M(3.03) > L(2.8“) Yugoslavia SER “7 2.3“ 2.37 1.22 55 2 61 “6 05 E 39 2.77 2.78 1.2“ M “6 3.06 3.0“ .95 L 59 2.88 2.88 1.20 Ranking of Adjusted Means: Mean's Test: M(3.0“) > L(2.88) > E(2.78) > SER(2.37) M > SER; L > SER 19“ TABLE “7.-—Comparison of mean differences, standard deviations, and E statistic in respect to birth control for four occupational groups in six countries. A Significance .1: or 2 Adjusted Standard Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 28 1.57 .69 ---- 1.08 —--- .36 E 51 1.“7 .50 M 20 1.65 ‘ .67 L 28 1.71 .65 Ranking of Means: .L(1.71) > M(1.65) > SER(1.57) > E(l.“7) Denmark SER ““ 1.52 0.55 O l“ 1 “2 0 71 2“ E “6 l.“3 0.65 M 30 1.37 0.56 L 28 1.68 0.72 Ranking of Means: L(1.68) > SER(1.52) > E(l.“3) > M(l.37) England SER 22 1.50 .67 ---- 2.8“ ---- .06 E 2“ 1.62 .“9 M 18 1.22 .“3 Ranking of Means: E(1.62) > SER(1.50) > M(1.22) Mean's Test: E > M France SER 68 1 66 1.66 0.58 0 05 7 60 81 005 E 68 1.“2 l.“3 0.53 M “9 1.96 1.96 0.57 L 37 1.76 1.76 0.76 Ranking of Adjusted Means: M(l.96) > L(1.76) > SER(1.66) Mean's Test: SER > E; SER > M; M > E; L > E 2(1.“3) V Netherlands SER “7 1.59 - 0.58 2 89 0 27 0 09 85 E 58 1.55 0.57 M 6“ 1.55 0.59 L 50 1.50 0.58 Ranking of Means: SER(1.59) > E & M(1.55) > L(1.50) Yugoslavia SER “7 1.32 l 30 59 .87 16 36 92 E “O 1.32 1.32 .“ M “6 1.33 1.3“ .52 L 59 1.37 1.37 .58 Ranking of Adjusted Means: L(1.37) > M(1.3“) > E(1.32) > SER(1.30) 195 TABLE “8.--Comparison of mean differences, standard deviations, and F statistic in respect to automation for four occupational groups in six countries. Significance Adjusted Standard 3 of 2 Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 27 2.55 .93 ---- “.“3 ---- .01 E 51 2.16 - .85 M 20 3.00 .85 L 28 2.53 1.00 Ranking of Means: M(3.00) > SER(2.55) > L(2.53) > E(2.16) Mean's Test: M > E Denmark SER “2 3.02 0.81 10.“? 2.28 .005 0.08 E “7 3.11 0.79 M 30 3.“7 0.73 L 28 3.28 0.71 Ranking of Means: M(3.“7) > L(3.28) > E(3.11) > SER(3.02) England SER 22 3.“1 .50 ---- 1.“6 ---- .2“ E 2“ 3.25 .53 M 18 3.55 .70 Ranking of Means: M(3.55) > SER(3.“1) > E(3.25) France SER 68 2.27 0.95 0 52 0.72 “8 52 E 67 2.28 1.30 M “9 2.26 1.01 L 37 2.03 0.93 Ranking of Means: E(2.28) > SER(2.27) > M(2.26) > L(2.03) Netherlands SER “8 2.9“ 3.00 0.78 20.“5 5.77 .005 .005 E 58 2.81 3.86 0.63 M 6“ 3.30 3.19 0.70 L 51 3.0“ 3.0“ 0.53 Ranking of Adjusted Means: M(3.19) > L(3.0“) > SER(3.00) > E(2.86) Mean's Test: M > E Yugoslavia SER “7 3 08 3 17 1.08 5 56 57 02 6“ E “O 3.05 3 08 1.06 M “6 3.28 3.19 1.13 L 59 2.95 2 93 1.25 Ranking of Adjusted Means: M(3.19) > SER(3.17) > E(3.08) > L(2.93) 196 TABLE “9.--Comparison of mean differences, standard deviations, and F statistic in respect to self change for four occupational groups in six countries. Significance 2 ore Adjusted Standard Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way sex group sex group Belgium SER 27 2.63 0.69 ---- 1,1u ---- ,3“ E 51 ’2.37 0.72 M 20 2.25 0.7“ L 27 2.“1 0.83 Ranking of Means: M(2.02) > L(1.78) > E(1.70) > SER(1.69) Denmark SER “u 2.6“ 2.65 0.98 08 1.22 77 .31 E “7 2.68 2.69 0.59 M 30 2.77 2.“6 0.86 L 28 2.86 2.86 0.65 Ranking of Adjusted Means: L(2.86) > M(2.“6) > E(2.69) > 3ER(2.65) r«Wetland SER 21 2.“8 .75 ---- 1.“2 ---- .25 E 2“ 2.33 .87 M 18 2.78 .9“ Ranking of Means: M(2.78) > SER(2.“8) > E(2.33) France SER 68 2 88 2.56 90 O 73 0.80 “O .50 F 69 2 59 2.61 8“ M “9 2 39 2.39 67 L 37 2 “9 2.“7 73 Ranking of Adjusted Means: E(2.6l) 2 SER(2 56) > L(2.“7) > M(2.39) Netherlands SER “7 2.“5 2.“7 0.72 1.21 17 27 .92 E 59 2.“6 2.“8 0.62 M 6“ 2.50 2.“6 0.80 L 52 2.“0 2.“1 0.80 Ranking of Adjusted Means: "(2 “8) > °1 (2.“7) > M(2 “6) > L(2.“1) Yugoslavia SER “6 1.69 .69 .““ 1 85 51 .1“ E “0 1.70 .72 M “8 2.02 .7“ L 59 1.7 83 Ranking of Means: M(2.02) > L(l.78) > E(1.70) > SER(l 69) 197 TABLE 50.--Comparison of mean differences, standard deviations, and F statistic in respect to contacts with mentally retarded persons for four occupational groups in six countries. Significance of E AdJUSted Standard 1 way 2 way l.way 2 way Country Occupation N Mean Mean Deviation sex group sex group Belgium SER 28 3.86 - 1.32 . ---- 2“.O3 ---- .005 E “8 1.71 1.18 M 19 1.“2 .77 L . 22 2.00 1.27 Ranking of Means: SER(3.86) > L(2.00) > E(l.7l) > L(l.“2) Mean's Test: SER > E; SER; M; SER >_L _4 __ ‘- *— — —— —— ---- Denmark SER ““ “.1“ “.16 1.32 0.75 20.86 .39 .005 E ““ 2.“1 2.“2 1.51 M 30 2.20 2.1“ l.“9 L 28 1.82 1.82 1.22 Ranking of Adjusted Means: SER(“.16) > E(2.“2) > M(2.l“) > L(1.82) Mean's Test: SER > E; SER > M; SER > L England SER 21 3.28 1.87 ---- 13.13 ---- .005 E 2“ 2.37 .97 '7—7 M 16 1.12 .3“ Ranking of Means: SER(3.28) > E(2.37) > M(l.12) Mean's Test: SER > E; SER > M; E > M — __ --—-----------------~a--—---I-------- France SER 66 3.26 3.25 1.“8 .76 10.08 .18 .005 E 66 2.36 2.“1 1.56 M “3 2.81 2.85 1.59 L 31 1.58 1.5“ 1.23 ) > E(2.“1) > L(l 5“) Ranking of Adjusted Means: SER(3.25) > M(2.85 Mean's Test: SER > E; SER > L; E > L; M > L . Netherlands SER “8 3.“6 3.“9 1 “9 0 03 20 88 85 005 E 56 1.62 1.65 1.12 M 62 2.32 2 38 l.“6 L . “7 1.6“ l 65 1.13 Ranking of Adjusted Means: SER(3.“9) > M(2.28) > E(l.65) > L(1.65) Mean's Test: SER > E; SER > M; SER > L; M > E; M > L Yugoslavia SER “7 3.68 3.73 1.“0 1.““ 21.““ .23 .005 E “0 1.95 1.97 1.28 M ““ 1.93 1.88 1.28 L 59 1.85 1.8“ 1.35 Ranking of Adjusted Means: SER(3.73) > E(l.97) > M(1.88) > L(1.8“) Mean‘s Test: SER > E; SER > M; SER > L 198 TABLE 51. --Comparison of mean differences, standard deviations, and F statistic in respect to contacts with emotionally disturbed persons for four occupational groups in six countries. Significance . _ of 5 Adjusted Standard Country Occupation N Mean Mean Deviation 1 way 2 way 1 way 2 way . sex group sex group Belgium SER 28 2.00 1.““ ---- 3.76 ---- .01 E “9 1.22 .55 M 19 1.58 1.12 L 2“ 1.5“ .88 Ranking of Means: SER(2.00) > M(1.58) > L(1.5“) > s(1.22) Mean's Test: SER > E; SER > L Denmark SER ““ 3.20 3.15 1.59 5.05 12.90 0.03 .005 E ““ 1.8“ 1.81 1.1“ M 30 1.77 1.89 1.30 L 28 1.53 1.53 1.1“ Ranking of Adjusted Means: SER(3.15) > E(1.81) > M(1.89) > L(1.53) Mean's Test: SER > E; SER > M; SER > L England SER 21 2.86 1.62 —--- 1.72 --—- .19 E 2“ 2.16 1.20 M 17 2.18 1.29 Ranking of Means: SER(2.86) > M(2.18) > E(2.16) France SER 63 2.16 2.16 1.“0 0 20 3.61 .66 01 E 6“ 1.59 1.61 1.21 M “5 2.“0 2.“1 1.32 L 31 1.81 1.80 1.““ _ Ranking of Adjusted Means: M(2.“1) > SER(2.16) > L(1.80) > E(l.61) Mean's Test: SER > E; M > E Netherlands SER “8 2.85 2.89 1.65 0.03 12.62 0.8“ 005 E 56 1.77 1.79 1.22 M 62 2. 03 1.98 1.“2 L “6 1. 2“ 1.2“ 0.56 'Ranking of Adjusted Means: SER(2.89) > M(l.98) > E(1.79) > L(1.2“) Mean's Test: SER > E; SER > M; SER > L; E > L; M > L Yugoslavia SER “7 2.“5 2.“5 1.5“ 02 13.80 .86 .005 E 39 1.36 1.36 .99 M “5 1.60 1.59 1.07 L 59 1.1“ 1.13.51 Ranking of Adjusted Mean's Test: SER > Means: E, SER > M, SER > L, M > SER(2. “5) > M(l. 59) > E(l 36) > L(l l3) .mamozu0Q>c on» yo coapocuac on» ca use omsnfiucoo p02 a m mmcpcsoc was» now come no: mfimzamc< n o mmfimocuoqm: mo coamepaucoo u x 199 x x I I I I I I I I I I I mfi>mamowsw x x I I m m m I I m m x I nonmanmnumz I m w I I I I I I I I I m oocmnm m x I I I I I I I m m x I ecsamcm x x I I I I I I m I I I I xnascoo m x m I I I I m I . 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QHIm mIm mI: NI: anode mmm x x x I I x I m m I m m I x m I I I I m m ma>eanomsw x x x m I x I x w I x m I m I x x x m m x nonmaaocuoz x x x m m m n I I m I I m I m x I x I m m museum x x .x x x x o o o o o o o o o I x x o o o sesamem x n x m m m I m m I m I I I m I x I I I x xcmEQoa x x x o o o m m m I m m x x m I x x x m x Esawaom mmomzm omIe oMIm an m mm m oMIe omIm do omIe omIm ma omIe vam an nmIe omIm do omIB QMIm do coauducodno mmccoanmco>mm zuamcmucH ocw emanco xmm mocmao>mcom coapacmoocm dacmpmnmmq oUSpfiup< 0cm accosampm uomucoo mmHanLm> mucoscopm womucoo mIm amI: mIm st mI: . mum HI; .moHQEMm hpucsoo you muaawcofipoopfio cam cofipwELHucoococ no coaumELHMCOO wcfiumOfincfi Ha cwsoncp H momonpoaaz no ancessmII.mm mqm<9 CHAPTER V SUMMARY, DISCUSSION, AND RECOMMENDATIONS An attempt will be made to summarize the original objectives of the study and to integrate the results and implications with these objectives. The chapter will be divided into three major sections: Part I will be a re- view of the theoretical and methodological considerations of the study; Part II presents a discussion of the results of hypotheses testing with implications; Part III is de- voted to recommendations for further study. Part I: Review of Theoretical and Methodological Considerations The Nature of the Problem It was suggested that obstacles to responsible social change are attitudinal in nature and must be studied as they become diffused into the cultural situation. Interest in attitudes toward education and toward rehabilitation of the disabled has greatly intensified in the past decade. The social frame of reference for rehabilitation concepts and programs coupled with the need for greater integration of the purposes of social institutions, are essential to the achievement of a greater degree of well-being for all. 200 201 The Second International Seminar on Special Edu- cation at Nyborg, Denmark (July, 1963), expressed concern for the acquisition of normative data about attitudes of various interest groups toward special education and re- habilitation. Such data was considered indispensable to a coherent approach to international cooperation in a health-related field such as special education and reha- bilitation. Review of Theory The theoretical framework of the present study is generally consistent with Kerlinger's theoretical model used to study attitudes toward education and the social- psychological orientation of Wright (1961) and Meyerson (19“8, 1963) regarding attitudes toward physical disability. The main focus of the study has been the relationship be- tween certain variables having to do with interpersonal values, personal contact, and attitude, with the assumption that both value and contact variables serve as determinants of attitudes. Kerlinger has developed a theoretical model based on a basic dichotomy which includes permissive-progressive or restrictive-traditional dimensions of attitudes toward edu- cation. He suggests that the sharpness of this dichotomy is dependent upon occupational role, knowledge of and experience with education as well as the perceived impor- tance of education (Kerlinger, 1956, p. 312). The present 202 research is based on Kerlinger's assumption that the progressive-traditional dimensions of attitudes toward education generalize to attitudes in other areas. Concepts central to the theoretical framework of Wright (1960) and Meyerson (19“8, 1963) are those of self, other, reference groups, role, attitude, contact and value. These concepts are presumed to arise from, and are related to, interpersonal interaction with emphasis on interpersonal activity. Underlying these assumptions is a belief in the active nature of the individual as an agent of change in his physical and social environment. Theory has suggested that values are important deter- minants of attitudes. Values can be viewed as basic to a "theory of action" in which value orientations are viewed as the basis of attitudes taken toward various social ob- jects. A conceptual value framework has been formulated (Dembo, Leviton, Wright, 1955; Wright, 1960) that is speci- fically related to attitudes toward physical disability. Values can be clustered according to whether they are de- rived from comparisons or intrinsic assets. While it is true that some circumstances require comparative evaluations, the gssgg theory holds that this need never be done without evaluating the disabled person for his own unique charac- teristics as a human being. It has been suggested (Felty, 1965) that the whole concept of rehabilitation and special education (taken apart from the economic argument that in the long run 203 education and training are cheaper than public support) is a response to the asset values of a society. A reason- able inference from the asset-comparative value framework seemed to be that those persons working in the field of rehabilitation and special education would be expected to hold higher asset values than those working in other occu- pations. Theory has suggested that the amount and kind of interpersonal contact with a subgroup are determinants of attitudes. Several studies were reviewed which suggested the importance of personal contact in changing attitudes and reducing prejudice. Homans (1950) held the general relationship that the more frequent the contact between persons or groups, the more favorable the attitudes. Guttman and Foa (1951) have shown that attitude intensity is related to the amount of social contact with the atti- tude object. Zetterberg (1963) observed that the effects of frequency of social contact on liking or disliking are dependent on the cost of avoiding interaction and whether this interaction is perceived as rewarding. Attempts have been made to test interaction between contact frequency, intensity and the related contact indices of enjoyment and avoidance. Review of Hypotheses Construction The pilot study conducted by Felty (1965) applied several of the hypotheses of the present study to the 20“ physically disabled in San Jose, Costa Rica. Friesen (1966) extended the hypotheses to include attitudes toward education. Sinha (1966) included similar hypotheses in his study on maternal attitudes and values in respect to emotionally disturbed and physically disabled persons. H:1 and H12 are related to contact-frequency and contact-intensity interactions. The hypotheses were de- rived from considerations by Guttman and Foa (1951), Foa (1950), and Rosenberg (1960), to the effect that contact frequency is directly related to contact frequency regard- less of content direction. Contact-frequency interactions took into account the relationship of contact variables: (a) alternative rewarding opportunities, (b) enjoyment of the contact, and (c) ease of avoidance of contact. H-3 through H-5 attempt to test the assumptions con- cerning asset or comparative value orientation. H-6 postulates a relationship between change orientation and positive attitudes toward the disabled and high scores on the progressive education scale. It was felt that high scores on change orientation would represent departure from the status quo and high relationship to new ideas and concern for the quality of care and equality of treatment for the disabled. H21 through H211 were derived from the assumptions that persons working in the area of special education and rehabilitation would have more favorable attitudes toward disabled persons; would be more asset minded; would have 205 more progressive attitudes toward education; would be more change oriented; and would have more contact with mentally or emotionally handicapped persons. Instrumentation The Attitudes Toward Disabled Persons Scale was adapted from the attitudes scale developed by Yuker and associates (1960). The scale was modified so as to make provisions for respondent scoring. The Likert—type format was retained, but the response categories were reduced from seven to four. The Attitudes Toward Education Scale, developed by Kerlinger (Kerlinger, 1958, 1961; Kerlinger and Kaya, 1959) was used to measure both traditional and progressive atti- tudes toward education. A relationship between progressive attitudes toward education and favorable attitudes toward physically disabled persons was measured. The Gordon Survey of Interpersonal Values (Gordon, 1960), was used to test the values of asset and comparative orientation toward others. On the basis of the description, item content, and intercorrelations with the BEES, it was felt that the Benevolence Value sub-scale would be an ade- quate operationalization of asset value. Recognition and Leadership sub-scales were judged to be most representative of comparative values. Contact with education, preferences for personal relationships, change orientation, institutional 206 satisfaction, religiosity and other demographic charac- teristics were taken from the Personal Questionnaire: General. The Personal Questionnaire: HP meaSured con- tact with physically handicapped persons with intervening variables such as amount, kind, type, alternative to, enjoyment of, and material gain from contacts with dis- abled persons. Statistical Procedures Two frequency programs, FCC I and FCC II (Clark, 196“) were used in tabulating frequency distributions for every item. The one- and two-way analysis of variance was used for testing hypotheses concerned with differences between group means. The effect of sex on attitude scores was held constant by two-way analysis of variance procedures (Ruble, Paulson, and Rafter, 1966). Since the samples were not equal in size or in sex ratio, where a significant E oc- curred an "adjusted mean" and mean's test was indicated. The procedure used for testing for significance among multiple means is approximately equal to Duncan's Multiple Means test (Edwards, 1950; Kramer, 1956, pp. 307-310) up to and including three treatment means. Relational and predictive statistics were obtained by zero-order, partial, and multiple correlation analyses. The zero-order correlational analysis provided a matrix of simple correlations between all variables for the total 207 sample used in the study. The multiple correlation analyses used as a criterion the total raw scores from the ATDP Scale, the Progressive and Traditional Education Scales, and change orientation items. Partial correlation analyses allowed the examination of a number of variables which were assumed to have some relationship to a criterion or dependent variable. Tests of significance of the cor- relation coefficients from zero are the usual ones, with tables entered (Edwards, 1950, p. 362) for the appropriate degrees of freedom. Part II: Discussion of the Results and Implications of Hypothesis Testing There were a total of 18 hypotheses which were divided into four major categories pertaining to: (a) contact fre— quency, contact intensity and attitude scores; (b) attitude- value interactions, (c) change orientation and attitude; and (d) differences between SER and other occupational groups. Each major category had several hypotheses and sub-hypotheses with a view to comparing relationships and making appropriate inferences and predictions about re- spondent groups. Hypotheses Relating to Contact Frequency and Intensity It was hypothesized in this section that higher con- tact frequency with disabled persons and education would lead to greater intensity of attitude irrespective of whether attitude content is positive or negative, 208 {traditional or progressive. England was dropped from the problem due to the availability of only three groups. This hypothesis was confirmed in Belgium, Denmark, and The Netherlands. Low frequency of contact was found to be related to less intense attitudes toward the dis- abled. In France and Yugoslavia (P < .09) there was also reasonable support for the hypothesis. Zero—order cor- relations for the four occupational groups (Tables 10-12) show trends in the direction of the hypothesis but the N in various categories is too small to allow generalizations. The findings do not support the hypothesis that fre- quency of contact with education (progressive or traditional) leads to greater intensity. However, it is true that on the progressive intensity scale, those with low frequency of contact scored lower in progressive intensity than the high frequency group. This direction would tend to support Friesen (1966) who suggested that those who hold progressive attitudes toward a given cause in Latin America tend to be active in challenging the status quo with reference to that cause, while those holding traditional attitudes toward a given cause emphasize the dangers and risks involved. The impli- cation is that those holding progressive attitudes in Latin America might tend toward greater intensity of feeling. It can be asked whether the concepts relating to traditional and progressive attitudes toward education 209 take on the same meaning in different cultures. It was not determined that contact frequency is related to atti— tude intensity on attitudes toward education, except in Belgium on the traditional attitude scale. Felty (1965) and Friesen (1966) reported that con— tact frequency was not significantly related to intensity of attitudes toward disabled persons. The findings of this study would not support the interpretation given (Felty, 1965, p. 170). Partial and multiple correlations between attitudes toward disabled persons and toward education as related to contact variables are indicated in Table 13. A signi- ficant correlation is indicated between combined contact variables and favorable attitudes toward disabled persons in all countries of the total sample. When partialled out, enjoyment of contact contributes highly to the cri- terion variable. Amount of contact contributed most in England, while ease of avoidance would be the best predictor variable in France along with enjoyment of contact. The multiple correlation between the combined contact variables (predictors) and attitudes toward education (pro- gressive and traditional) are not significant in all countries as is the ATDP scale, nor are the multiple cor- relations as high as on the ATDP scale. Significant multiple correlations were not found on progressive atti- tudes toward education in France and The Netherlands, or in Belgium, Denmark, and England on traditional attitudes 210 toward education. The partial correlations indicated that amount and enjoyment of contact were significant contributors to this multiple correlation. It is interesting to note that the multiple cor- relations are higher for the ATDP scales. This might tend to suggest that the nature of the attitude object is an important factor in respect to attitude intensity and content. Hypotheses Related to Attitude and Value Interactions Personal contact has been found to relate to atti— tudes toward a social object. Values are also believed to be determinants of attitudes and instrumental to maintenance of attitudes. An attempt was made to deter- mine the relation between values and attitudes with the help of several hypotheses. It-was hypothesized that those who score high in need for power and control over others would tend to have unfavorable attitudes toward the disabled. This hypothesis was not confirmed. However, with the exception of The Netherlands, those scoring low on leadership did appear to have more favorable attitudes toward the disabled. These findings would tend to lend some support to the hy- pothesis. There was a significant relationship between Leader- ship value and progressive attitudes toward education in Belgium and Yugoslavia. Those who scored low on Leadership 211 value scored high on progressive attitudes toward edu- cation. The hypothesis is only confirmed in these two countries. As reported by Felty (1965), Friesen (1966), and Sinha (1966) the present study also reports that there is no significant relationship between high and low leadership value scores and traditional attitudes toward education. It should be mentioned that the only relation- ships on zero-order correlations between leadership and traditional attitudes toward education are negative, thus in the opposite direction of the hypothesis. Although the results seem to confirm the hypothesis in Belgium and Yugoslavia on leadership and progressive attitudes, there appears to be a contradiction in both samples. The high leadership group seems to respond differentially on progressive and traditional attitudes. They have responded as you would expect, in the direction of traditional attitudes. However, the low group responded in both directions. This would suggest that those who score low on leadership value are clearly responding to both progressive and traditional attitudes. One explanation of this could be that in the European culture individuals are expected to show leadership quali- ties or submit to them. It is questionable whether the distinction between leadership, recognition, and benevo- lence is made differentially by occupational groups within or between countries. For example, it conceivably would be possible for a person to score high on leadership value 212 while at the same time using the Rogerian theory and technique in counseling without perceiving there was sup- posed to be a difference. It could be postulated that in Yugoslavia there is considerable stress placed upon the need for strong identi- fication with the social system and structure, and at the same time, a desire for change and reform which will allow for a progressive approach to solving social problems. There is also a strong feeling in Europe toward the traditional which in no way is viewed as "traditionalism." The European people seem to be able to combine acceptance of new ideas with a respect for tradition. This may be a factor in considering results between value and attitudes. The value of Recognition includes achievement orien- tation, the tendency to attract favorable attention and to receive admiration from others. Recognition was considered as related to comparative orientation as opposed to asset orientation measured by Benevolence value. The Recognition hypotheses were not confirmed for attitudes toward disabled persons or traditional attitudes toward education. A significant difference was found in The Netherlands between those who scored low on Recog- nition value with scores on progressive attitudes toward education. It is interesting to note the response pattern in Denmark. Those who scored low in recognition value scored high on progressive attitudes. This group also scored high 213 on traditional attitudes. The same pattern can be ob- served in The Netherlands. This appears to be another example of lack of clear-cut differentiation where re— spondents are responding ambivalently to the attitude scales. It may be true that in some cultures, progressive and traditional concepts are not perceived as being dis- tinctive. Benevolence value refers to the need to help others, and to be generous. When the sample for each country was divided into high and low groups on Benevolence and com— pared to attitudes toward disabled persons, no significant differences were computed. However, the findings give some support to value and attitude theory upon careful examination of Table 20. Exceptions are again found in Denmark and The Netherlands. In the other countries, high scores on Benevolence value led to lower mean scores on the ATDP scale, thus in the direction of the hypothesis. A similar pattern of results obtained on the recog- nition value in Denmark and The Netherlands occurred on Benevolence value and attitudes toward education. Those in the high group on Benevolence scored high on both pro— gressive and traditional attitudes toward education. Perhaps it could be said that in certain cultures values have a long history of being viewed in traditional ways. A look at the data for France on the relationship between Benevolence value and the attitude scales raises some speculation. It was not possible to make a "good" 21“ cut on high and low Benevolent scores due to respondent grouping. This no doubt had considerable effect on the analysis of variance due to the size of the N in the high and low categories. However, one could speculate about the homogeneous nature of the response pattern on Benevolence and its obvious lack of relationship to the criterion variables, attitudes toward disabled persons, and attitudes toward progressive and traditional education. The same observation can be made on the other value scales in France. It was also hypothesized that women would score higher than men on Benevolence, positive attitudes toward the physically disabled, and progressive attitudes toward education. As predicted, females had significantly higher mean scores on Benevolence value in The Netherlands, and Yugoslavia. While the results in Denmark and France were in the direction of the hypothesis, the means were not significantly different. It can be observed from Table 2“ that while the female group had differentiated means on Benevolence, there is no significant difference on attitudes toward disabled persons. Contrary to Felty's (1965) findings, there was very little difference in terms of mean scores between men and women on progressive attitudes toward education. A significant difference was found in France to confirm the 215 hypothesis for that country. Other minor differences were in the direction of the hypothesis except in Yugoslavia. Change Variables as Related to Attitude Scores Felty (1965) suggested that attitudes toward change might have a salient relationship to attitudes toward edu- cation and toward the disabled and recommended change orientation variables be included in the study. Table 26 indicates that significant multiple correlations were ob- tained in all countries between combined contact variables and the three attitude scales with the exception of Denmark on traditional attitudes toward education. While several significant multiple and partial cor— relations were found, low amount and inconsistency of re- sults with expected directions makes interpretation some- what difficult. It can be observed that the multiple cor- relation for combined change variables is higher on pro- gressive attitudes toward education than for traditional attitudes in Belgium, Denmark, The Netherlands and Yugoslavia. In England, change variables are more related to attitudes toward disabled persons than to education. Child-reading practices seems to have a general consistency of relationship to the criterion variables. It is negatively related to traditional attitudes in several countries and makes a significant differential contribution in respect to progressive attitudes toward education in all countries except England. Some of the 216 findings between self change and attitude scores are not easily explained. It might be assumed that these kind of inconsistencies are the result of lack of perceived concept equivalence or of conflicting loyalties between the traditional and the progressive, the old and the new. Hypotheses Related to Charac— teristics of Those Working Directly with the Physi— cally Disabled (SER) It was hypothesized that persons working directly with disabled persons (SER) will have a lower mean attitude- toward-disabled-persons score than will persons in other occupational groups. This hypothesis can only be con- sidered confirmed in Belgium. The findings for France indicate a significant difference between the groups, but the means' test suggests that SER is only significantly lower than the L group. However, the findings for France are in the direction of the hypothesis. It is interesting to observe again the similarity in Denmark and The Netherlands in respect to group comparisons on attitudes toward disabled persons scores. In both countries, the Labor group reflects the most favorable attitudes while the SER group ranks next to highest. The question is raised as to why the Labor group has the most favorable attitudes toward the disabled in Denmark and The Netherlands? One would expect that professionals working in the field would tend to have more favorable 217 attitudes. It may be that the L group in these countries is well aware of the problems of disability resulting from industrial accidents. Friesen (1966) and Sinha (1966) have discussed the adequacy of the attitude scales used in the study. They have suggested that the attitude instruments may be mea- suring a limited portion of the attitude universe related to the disabled. The items on these scales are possibly reflecting only stereotyped statements about disabled persons, so that an individual with a direct and prolonged personal contact might appear less accepting on a "stereo- type" level than those whose relationships are less frequent and perhaps more superficial. Further discussion in this regard will be made in the following section. It was hypothesized that the SER group would have a higher mean score than persons in other occupational cate- gories in respect to Benevolence value and lower mean scores in respect to Leadership and Recognition value. Benevolence scores are given in Table “0. Significant differences between the groups are found in Belgium, Den- mark, England, and The Netherlands. In Yugoslavia, the four occupational groups did not respond differentially. The hypothesis is confirmed only in England and The Nether- lands as indicated by the mean's test. The SER group scored significantly higher than all other groups on Benevolence in these two countries. In Belgium the findings 218 were in the direction of the hypothesis but did not achieve an acceptable level of significance. The SER group scored significantly higher than other groups except the E group in Belgium. The hypothesis on Recognition value is not confirmed for any country. The L group in Yugoslavia scored signifi- cantly higher than the other occupational groups. This raises speculation as to why the L group obtained a signifi- cantly higher score on Recognition value than all other groups. Perhaps the answer is related to the social and political value system within the country. Significant differences were also found in Denmark and France. In these countries the M group scored lower than the SER group. Leadership value results are indicated in Table “2. The hypothesis is not supported in any of the countries for the SER group. It is the researcher's current thinking that the E group could normally be expected to score lower on Leadership value than other groups. There may be an in- herent tendency for professional "paternalism" to exist among the SER group. The L group consistently scored lower than the M group on Leadership value, which would be expected. Tables “3 and ““ compare SER with other groups on progressive and traditional attitudes toward education. A significant difference for progressive education was found only in France with the E group scoring highest. This may be due to the composition of the SER sample. It- 219 is not likely that there would be much difference between the E and SER groups if SER were educators. However, there are some medical and para—medical personnel in the SER sample. The F statistic in Yugoslavia is .99 on progressive attitudes and .92 for traditional attitude comparisons. This suggests that the Yugoslavian groups do not respond differentially on either progressive or traditional atti- tudes toward education. It is likely that in Yugoslavia a clear-cut dicotomization of progressive and traditional education does not exist. The significant differences found in Table ““ do not support the hypothesis that the SER group will score higher on progressive and lower on traditional attitudes than other groups. The E group generally had lower scores on traditional education. It was hypothesized that the SER groups would have higher mean scores on the following change orientation variables: (a) health practices, (b) child-rearing prac- tices, (c) birth control practices, (d) automation, and (e) self change. This hypothesis was not confirmed for any of the change orientation variables in any countries. It is my feeling that these findings on comparisons between change variables and SER are due in part to the hetergeneous composition of the SER sample. It can also be postulated that in a more highly developed culture the need for change in social services is not perceived as being as 220 great as in developing cultures. Hence the theoretical consideration of Jordan (1963) and the findings of Friesen (1966) in Latin America, would not appear to be applicable in Europe. As indicated by Tables 50 and 51, the SER group had significantly more contact with mentally retarded and emotionally disturbed persons than did the other groups. The exception to this is with the M group in France on contacts with emotionally disturbed persons. The results clearly confirm the hypotheses. Summarygof Hypothesis Testing Table 52 gives a summary of the confirmation or nonconfirmation of hypotheses for the sample in each country. There was a significant relationship between contact frequency and intensity on the ATDP scale in Belgium, Denmark and The Netherlands. The F statistic was nearly at an acceptable level of significance in France and Yugoslavia. This data lends support to the theory that contact frequency with disabled persons is related to atti- tude intensity regardless of content direction. The re- sults do not show a relationship between contact and atti- tudes toward education. The theoretical position of Homans (195“) and Zetterberg (1966) stressing the volitional nature of con- tact as related to attitude, finds some support in this study. Enjoyment of contact and the ease of avoidance 221 of.contact was frequently related to attitude favorable- ness. While the hypothesis relating Leadership and atti- tudes toward disabled persons (H-3a,b) was not confirmed, there was evidence to show that those who scored low on Leadership value tend to have more favorable attitudes toward disabled persons. The hypothesis (H-3b) on Leader- ship and attitudes toward education was confirmed in Belgium and Yugoslavia on the progressive education scale. Recognition value hypotheses were not confirmed for attitudes toward disabled persons or traditional attitudes toward education. A relationship was confirmed between Recognition and attitudes toward progressive education in The Netherlands. The only significant relationship on Benevolence value and attitude scales was in The Netherlands on pro- gressive attitudes toward education. However, part of the findings are in the direction of H-5a,b. The hypothesis (H-Sc) on sex differences on Benevo- lence value was confirmed in England, The Netherlands, and Yugoslavia. The results in other countries were in the direction of the hypothesis. No difference was found on the attitudes toward disabled persons scale. In France, women scored significantly higher than men on progressive attitudes toward education. This was the only hypothesis confirmation on the education scales. 222 It was felt that high scores on change orientation represents departure from the status quo and high relation- ship to new ideas (i.e., progressivism) and concern for the disabled. The multiple correlation for the combined change orientation variables indicates support for this theoretical position. Table 52 also indicates that group membership may be an important factor in values and contact. Significant differences were found among occupational groups on con- tact, attitude scales, values scales, and change orien— tation items. However, very few hypotheses comparing the SER group with other groups within countries were con- firmed. In Belgium, the SER group had significantly more favorable attitudes toward physically disabled persons. In England and The Netherlands the SER group was found to have higher Benevolence value scores than all other groups. The SER group had significantly higher contact with mentally retarded persons except in France and significantly higher contact with emotionally disturbed persons in Denmark, The Netherlands, and Yugoslavia. Part III: Recommendations Recommendations Relating to the Instruments It has been stated by Felty (1965) and Friesen (1966) that one of the probable reasons for failure to obtain sufficient evidence that the items would form Guttman-type 223 scales is related to the complexity of attitude compo- sition. It is much more reasonable to assume that atti- tudes are multidimensional and scale and intensity analyses must be designed to take this into account. Guttman-type computer programs that make provisions for both unidimensional and multidimensional analyses are not yet available at Michigan State University. It has been implied that the attitude instruments used in this study may be measuring a limited portion of the attitude universe related to the disabled or to education. It has been recommended by Friesen (1966) and Sinha (1966) that the model for the selection and scaling of attitude items within the framework of a component approach as developed by Guttman (1959, 1961) would be useful for further study. This model, known as "facet theory" attempts to substructure an attitude universe into logically estab- lished components.1 It is felt that use of these procedures would solve some problems relating to determination of atti- tude content, sampling of the items, and length of the scales. Recommendations Regarding SamplingrProcedures Since the present study was an exploratory study with limited resources, serious questions arise as to the 1A detailed discussion of Guttman's facet theory and its implications for study of attitudes can be found in Felty (1965), Friesen (1966), and Sinha (1966). 22“ representativeness of the sample. Observation of the data reveals certain obvious inadequacies in regard to sex and group distribution. It is recommended that an effort be made to obtain a representative sample with the cooperation of a research group in EurOpe that is now able to more fully understand the purposes and objectives of the international cross- cultural study. This could perhaps best be done by the interview method rather than the group procedures used in this study. This personal interview approach would enable data collection from "illiterate sectors" of the national samples. Interview data will also enable a more.detailed clinical analysis of the data, which was not possible in the present study. It is suggested that further differentiation of the occupational groups be made. There is some indication in the present study that the SER group is diverse in nature and interest. This no doubt was influential in the re- jection of a number of hypotheses. Knowledge of differ- ences among other social interest groups toward an atti- tude object would be useful in planning for social develop- ment and progress. Recommendations Relating to Cross-National Comparisons The present study was not concerned with cross- national comparisons. Some of these were obvious at times due to the organization of the data analysis. The next 225 step in the international study will be to make a cross- national comparison on a number of similar hypotheses or variables relating to differing value systems, contact, and attitudes toward social objects. It is recommended that this phase of the research program be carried out with the cooperation of the research group in each European country. Their knowledge of the culture, and their "feel" for its underlying meaning and value structure is indispensable to analysis and meaningful interpretation. Recommendations Regarding Statistical Analysis It is recommended that the Guttman-Lingoes's MSA-I computer program be used in subsequent studies. This pro- cedure has been previously discussed, and it was indicated that MSA-I allows for multidimensional and multi-uni- dimensional data analyses. It is suggested by Felty (1965) that factor analysis also appears to be of great value in determining predictor variables for subsequent multiple regression analyses. This would possibly lead to a reduction of predictor vari- ables to a more realistic size. This method will reduce the matrix of inter-correlations among variables to a minimum number of psychological dimensions (traits, factors) which will account for the diversity of responses and a reasonable amount of the total variance. 226 Recommendations Relating to the Findings of the Study It has been postulated by Jordan (1963) that the special education and rehabilitation group represents what the social psychologist might label as "the growing edge of a pragmatic social consciousness in Latin America." This idea led to the development of hypotheses concerning the SER group and studies to compare the group cross- culturally. There is evidence in this study to indicate a role reversal between SER and E groups in Europe. Further study should be made of the SER group in developed and developing nations as well as the nature of the SER group itself. It may be that the teachers in the SER group are more benevolent, change oriented, and progressive than the other groups but that "subgroups" (i.e., medical or para— medical) within the SER group effect its comparative stand- ing. It is recommended that further exploration be made of the apparent similarities in attitude and value structure in Denmark and The Netherlands. It was suggested earlier in this study that values in France as measured by the Gordon Scale were somewhat undifferentiated. This may be a cultural phenomenon, or it is possible that some other instrument purporting to measure values may be more useful. 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Here you may express how you think by choosing one of the four possible answers following each statement. These answers indicate how much you agree or disagree with the state- ment. Please markyyour answer by placing a circle around the number in front of the answer you select. You are also asked to indicate for each statement how strongly you feel about your marking of the statement. Please mark this part of your answer in the same way as before, by placing a circle around the number in front of the answer you select. 1. Parents of handicapped children should be less strict than other parents. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly 2. Physically handicapped persons are just as intelligent as non-handicapped ones. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly No. 3. 2 ATDP 'Handicapped people are usually easier to get along with than other people. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly Most physically handicapped people feel sorry for themselves. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2.. Not very strongly “. Very strongly Physically handicapped peeple are the same as anyone else. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2.. Not very strongly “. Very strongly No. ...... 3 ATDP. There shouldn't be special schools for physically handicapped children. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly It would be best for physically handicapped persons to live and work in special communities. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly It is up to the government to take care of physically handicapped persons. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly No. 10. ll. “ ATDP Most physically handicapped people worry a great deal. 1. Strongly disagree 3. Agree 2.’ Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly Physically handicapped people should not be expected to meet the same standards as non—handicapped people. 1. Strongly Disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly Physically handicapped people are as happy as non- handicapped ones. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 23 Not very strongly “. Very strongly ‘ Ne. 12. 13. 1“. 5 ATDP severely physically handicapped people are no harder to get along with than those with minor handicapps. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly It is almost impossible for a handicapped person to- lead a normal life. 1. Strongly disagree» 3. Agree. 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly You should not expect too much from physically handi- capped peeple. 1. Strongly disagree 3. Agree 2. Disagree “. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly “. Very strongly No. is. 16. 17. 6 ATDP * Physically handicapped people tend to keep to them~ selves much of the time. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly 4. Very strongly Physically handicapped pocple are more easily upset than non-handicapped peeple. l. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly Physically handicapped persons cannot have a normal social life. 1. Strongly disagree 3. Agree 2. Disagree 4. Strongly agrcc About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly lo. 18. 19. 20. 7 £20! Most physically handicapped people feel that they are not as good as other people. 1. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly You have to be careful of what you say when you are with physically handicapped people. 1. Strongly disagree 3. Agree 3. Disagree u. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly Physically handicapped peeple are often grouchy. l. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree ’ About how strongly do you feel about your answer? 1. Not strongly at all *3.~ Fairly strongly 2. Not very strongly A. Very strongly APPENDIX A-2 EDUCATION SCALE 2611 '0. Location _g lllle ’bmale EDate ED CA I 5 ALB égstructions: Given below are 20 statements of opinion out e uca on. We all think differently about schools and education. Here you may express how you think by choosing one of the four possible answers following each statement. These answers indicate how much you agree or disagree with the statement. Please mark you__gnswer by plgcing a circle around the number in front of the ensue: you gelect. You are also asked to indicate for each statement how strongly you feel about your marking of the statement. Please mark this part of your answer in the same way as . before, by placing a circle around the number in front a: the answer you select. "T-mup .... _.4 y —— ”...-A 4:“ M A l. The goals of education should be dictated by children's interests and needs as well as by the larger demands of society. 1. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly 2. No subject is more important than the personalities of the pupils. l. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly No. .3. 2 . 3.9. Schools of today are neglecting reading, writing, and arithmetic; the three 8'5. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all A 3. Fairly strongly 2. Not very strongly A. Very strongly ‘ I. ‘flhe pupil-teacher relationship is the relationship be- OIIII a.child who needs d1rection,_guidance, and control and a teacher who is an expert supplying direction, guidance. and control. 1. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree 5. About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly Teachers, like university professors, should have academic freedomp-freedom to teach what they think is right and best. i. Strongly disagree 3. Agree 2. Disagree ' A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. ’Not very strongly A. Very strongly .0. 6. T. w 3 EDD. The backbone of the school curriculum is subject matter; activities are useful mainly to facilitate the learning of subject matter. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly disagree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly . A. Very strongly Teachers should encourage pupils to study and criticise our own and other economic systems and practices. 1. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly The traditional moral standards of our culture should not just be accepted; they should be examined and tested in solving the present problems of students. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly No. 9. 10. 11. A E.D. Learning is experimental; the child should be taught to test alternatives before accepting any of them. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly The curriculum consists of subject matter to be learned and skills to be acquired. l. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly 4- Very strongly The true view of education is so arranging learning that the child gradually builds up a storehouse of knowledge that he can use in the future. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly. 2. Not very strongly A. Very strongly w No. 5 E.D. 12. One of the big difficulties with modern schools is that discipline is often sacrificed to the interests of children. 1. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree About how strongly do you feel about your answer? _1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly 13. The curriculum should be made up of an orderly sequence of subjects that teach to all students the best of our cultural heritage. l. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly 13. Discipline should be governed by long-range interests and well-established standards. 1. Strongly disagree 3. Agree 2. Disagree 4. Strongly agree About hos strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. lot very strongly A. Very strongly N90“ I. 6 Bone 15- 16. 17. Education and educational institutions must be sources of social ideas; education must be a social program undergoing continual reconstruction. l. Strongly disagree 3. Agree ‘2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly Right from the very first grade, teachers must teach the child at his own level and not at the level of the grade he is in. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About now strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly Children should be allowed more freedom than they usually get in the execution of learning activities. 1.. Strongly disagree 3. Agree 2.- Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Dot very strongly A. Very strongly No. 18. 19. 20. W 7 IUD. Children need and should have more supervision and discipline than they usually get. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly Learning is essentially a process of increasing one's store of information about the various fields of knowledge. 1. Strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly "In a democracy, teachers should help students under- stand not only the meaning of democracy but also the smeaning of the ideologies of other political systems. 1. strongly disagree 3. Agree 2. Disagree A. Strongly agree About how strongly do you feel about your answer? 1. Not strongly at all 3. Fairly strongly 2. Not very strongly A. Very strongly APPENDIX A-3 GORDON SURVEY OF INTERPERSONAL VALUES 272 . . II. III ll ls"! l ’11. PERCENTILE NORM GROUP Alariial Staiusia School or Firm Mark your answers in column A ——) afi- SURVEY OF INTERPERSONAI. VALUES By LEONARD V. GORDON DIRECTIONS In this booklet are statements representing things that people consider to be important to their way of life. These statements are grouped into sets of three. This is what you are asked to do: Examine each set. Within each set, find the one statement of the three which represents what you consider to be most important to you. Blacken the space beside that statement in the column headed M (for most). Next, examine the remaining two statements in the set. Decide which one of these statements represents what you consider to be least important to you. Blacken the space beside that statement in the column headed L (for least). For every set you will mark one statement as representing what is most important to you, one statement as representing what is least important to you, and you will leave one state- ment unmarked. Example M L To have a hot meal at noon :::::: _ TO get a gOOd night’s sleep :::::: :::::: To get plenty of fresh air _ :::::: Suppose that you have examined the three statements in the example, and although all three of the statements may represent things that are important to you, you feel that “To get plenty of fresh air is the most important to you. You would blacken the space in the column headed M (for most) beside the statement. Notice that this has been done in the example. You would then examine the remaining two statements to decide which of these represents something that is least important to you. Suppose that “To have a hot meal at noon” is the least important to you. You would blacken the space in the column headed L (for least) next to this statement. Notice that this has been done in the example. You would leave the remaining statement unmarked. In some cases it may be difficult to decide which statement to mark. Make the best decision that you can. This is not a test; there are no right or wrong answers. Be sure to mark only one M (most) choice and only one L (least) choice in a set. Do not skip any sets. Answer every set. Turn this booklet over and begin. SCIENCE RESEARCH ASSOCIATES, INC. 8 E 259 EAST ERIE STREET, CHICAGO ll, ILLINOIS Copyright I960 © Science Research Associates, Inc. All rights reserved. Printed in U.$.A. Reorder No. 7-2760 5/9 To be free to do as I choose To have others ag1ee with me 1. _ , To make friends with the unf01tunate ,,,,,, To be in a position of not having to follow orders,,,, , To follow rules and regulations closely, _ , ,,,,,, To have people notice what I do To hold an important job or office , ._ . , ,,,,,,, To treat everyone with extreme kindness , _ , ., , . To do what is accepted and proper ,,,,,,,,,,,,,,, To have people think of me as being important To have complete personal freedom To know that people are 011 my side To follow social standards of conduct , y . . To have people interested in my well being , , To take the lead in making group decisions To be able to do pretty much as I please To be in charge of some important project To work for the good of other people To associate with people who are well known , To attend strictly to the business at hand To have a great deal of influence To be known by name to a great many people To do things f01 other people , , , . .. ’l o w01 k on my own without direction ,, , ,, ,,,,,,,,,,,,, To follow a strict code of conduct T 0 be in a position oi authm ity 'l 0 have people aiound who will encouiage me To be friends with the friendless ,,,,,, , To have people do good turns for me To be known by people who are important To be the one who is in charge To conform strictly to the rules. , To have others show me that they like me , ,,,,,,,,, To be able to live my life exactly as I wish .1 .. , . To do my duty ., .............. _ .. T 0 have otheis t1 eat me with undeistanding , , , , ,,,,, To be the leader of the group I’m in To have people admire what I do , ,, , . .. To be independent in my work . , . , ,, ....................... To have people act considerately toward me ,. , ........ To have other people work under my direction , ,, To spend my time doing things for others _ ,,,,,,,,,,,,,,,,,,,,, To be able to lead my own life To contribute a great deal to charity , ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, To have people make favorable remarks about me, , a , , Turn the page and go on. the I» 0 he re] in on mt of of (fc sot lea th tht BI ‘L El i -1 . 1 .. . i it .. :25 .3 3:: ¢30m0 2:02 u 1 i- . lid/533$ Zita—4 Ii ARV 35 flaky fl ECZwUmwm : . 1 - .334 . . .. ::._:z_:.5:.:.3:: Mark your answers in column B ———-) B A To be a person of i11fluence1,1 __ .......................................................... oooooooooooooooooooooooo To be t1 eated with kindness ........................................ """"""""""""""""""""""""""""""""""" T 0 always maintain the highest moral standards __ . 1. ------------------------ To be piaised by other people ,1_1. 11 ........................ 'l o be relatively unbound by social conventions ------------------------ To woik fo1 the good of society ._ _ 1 1 . 1 1 ------------------------ oooooooooooooooooooooooo To have the allection of other people __ 1 .1 . ------------------------ uuuuuuuuuuuuuuuuuuuuuuuu To do things in the approved manner _ __ _ 1 ........................ To go around doing favors for other people 1 _ 1 11 1 1_ ........................ To be allowed to do whatever I want to do 1 1 .................. .................................. To be regarded as the leader 1 1 1 11 1 ........................ To do what is socially correct 1 1 _ 1 1 , 1 _ ........................ oooooooooooooooooooooooo To have others approve of what I do 1 _1 1 ........................ To make decisions f01 the gioup . 1 1 1 1. ........................ To shaie n13 belongings with other people . . 1 ........................ nnnnnnnnnnnnnnnnnnnnnnnn To be free to come and go as I want to 1 11 , __ ....................... . oooooooooooooooooooooooo To help the poor and needy 1 1 ..... 11 1 1 ........................ To show respect to my superiors . 1 . ....................... . uuuuuuuuuuuuuuuuuuuuuu To be given compliments by other people 11 1 . ------------------------ To be in 21 very responsible position __ 11 ........................ nnnnnnnnnnnnnnnnnnnnnnnn To do what is considered conventional 1. 1 . 1 ------------ .1 ---------- oooooooooooooooooooooooo To be in charge of 21 group of people . . _ .1 ------------------------ uuuuuuuuuuuuuuuuuuuuuuuu To make all of my own decisions 1 .1 1. ------------------------ To receive encouragement from others 1 1_ 11 _ ------------------------ To be looked up to by other people . 1 _ .1 11 ------------------ 33;; oooooooooooooooooo To be quick in accepting others as friends. 1 ...... 1 . ------------------------ To direct others in their work 11 . . 1. ._ 11 1 ------------------------ To be generous toward other people _ 1 1 ............................... To be my own boss 1 . 11_ 111 11 1_ ........................ To have undeistanding fiiends .1 1. . ------------------------ To be selected {01 a leadeiship position . 1 ._ 1 .1 1 1 1. 1 ........................ T o be t1e21ted as a pe1 son of some importance 1 , ....... 1 --------------------------- oooooooooooooooooooooooo To have things p1etty much my own way __ A ........................ oooooooooooooooooooooooo To have other people interested in me _ 1 1 1, 1 ........................ nnnnnnnnnnnnnnnnnnnnnnnn To have proper and correct social manners .............................................. cccccccccccccccccccccccc To be sympathetic with those who are in trouble 1_ 1 1 . . ........................ To be very popular with other people . 1 .................................... uuuuuuuuuuuuuuuuuuuuuuuu To be free from having to obey rules __ _1 ___________________ ........................... oooooooooooooooooooooooo To be in a position to tell others what to do ....................... 1 ............................ To always do what is morallv right . .. :::::: :::::: To go out of my way to help others 1 . .11. :::::: :::::: oooooooooooo To have people willing to offer me 11 helping hand .1 1 1 _ ------------------------ oooooooooooooooooooooooo TO have people admire me _ 1_ _ 1 .1 1 1 . :::::: :::::: :::::: 2::::: TO 2th2135 do the zippioved thing 1 . -1 . :::::: :::::: :::::: :::::: Tobe able to leave things l3ing aiound if I wish 2:22;: 2;:::: :::::: :::::: APPENDIX A-A PERSONAL QUESTIONNAIRE (GENERAL) 2714 PERSO T ONNAI This questionnaire has two parts to it. The first part hae to do with your contacts with schools and education, and what you know’about education. You may have had considerable contact .with echools and education, or you may know a great deal about ieducation. 0n the other hand. you may have had little or no contact with schools or education and.may have never thought much about it at all. For the purposes of this investigation, the answers 9; all 93;- gggs at; importagt. If you know'very little or nothing about schools or education, your answers are important. If you know a great deal about them, your answers are important. The second part of the questionnaire has to do with personal information about you. Since the Questionnaire is completely agggymous. you may answer all of the questions freely without any concern about being identified. It is important to the study to Obtain you; answer to .very question. 1C5 No . gsssosAL QUESTIONNAIRE P10... read each question carefully and do not omit any questions. Please gnswer byficircligg the correct answer (or answers) or fill in'the answer as requested. SECTION 1: Experiences with Schools and Education 1. Below are listed several different kinds of schools or edu- cational divisions. In respect to these various kinds or ilevels of education, which one haveyou_had the most‘profegr sional or work experience with, or do you have the most knowledge about? This does not refer to your own education. Please answer by circlingfi_he number of the group you select. Circle only one. Elementary School (Grade School) .' ............ 1 Secondary School (High School) ............... 2 College or University ............ . ...... ..... 3 Other Types (Please Specify) 4 I have had no such experience ................ 5 ‘. 2. Which other groups, in addition to the one indicated above, have you also had some professional or work experience with? Please circle the number of gggh additional group with which you have had some eXperience. Elementary School (Grade School) ............. 1 Secondary School (High School) .............. 1 2 College or University ........................ 3 Other Types (Please Specify) 4 I have had no such eXperience ....... .... ..... S 165 .No, 2 I ' 9.0. m 3. The following questions have to do with additional kinds of contracts you have had with schools or education. Please gircle the number of each eerrience that applies to ygu. Be sure and circle the number of every ggpgrienge that applies to you. I know little or nothing about education .............. 1 I have read or heard a little about schools and education one.senseseeIODOCOOOOO'OOOOeeeeoeocenooeeeOOO 2 I have studied about schools and education through- reading, movies, lectures. or observations ............ 3 iAneighbor'of mine works in education ................. 4 'A friend of mine works in education ................... 5 Some relative works in education .......... ........ .... 6 my father, mother, brother, sister, wife (husband). or child works in education (in any position, pro- fessional or non-professional) ........................ 7 I have worked in education, as a teacher, adminis- trator, counselor, volunteer, etc. ..... ..... . ..... .... 8 Other (Please Specify) “ 1 9 1 ._.-- .2 ———~ - ~~~~~ ~— -—- w ...:a- l 1 If on the preceding three questions you indicated that you 1 have had no personal eXperience with any kind of education.‘ I please skip Questions #4 through #71 If you indicated that | you have had experience with one or more of the levels of L education listed, please answer Questions #4 through #7. ... ...... . _-__.... ...“..._.., ~ ...—.....-»fl... ...—.1 ..-. m“-.. ”...—.... . .... . ...-....“ ".-., ...—.1 165 lo. 3 P.Q. W 4. About how much have you worked in schools or educational lettings? Please circle the number of the one best answer. Less than three months ..... . ......... ................. 1 Between three and six months .......................... 2 Between six months and one year ....................... 3 Betwaen one and three years ................ ..... ...... 4 Between three and five years ..... ..... ................ 5 ~3etween live and ten years ...........................1 6 'Over ten years ........................................ 7 Over fifteen years .............1...................... s 5.. If you have ever worked in education, about what per cent of your income was derived from such work? Less than 10% ....... ................... ......... ...... 1 Between 10 and 25% .... ...... ............ ...... ....1... 2 Between 25 and 50% ... ................ . ........ ........ 3 Between 50 and 75%.. ........................ . ...... .... 4 Between 75 and 100% ...... . ................. ........... S 6. If you have ever worked in education, how have you generally felt about it? I definitely have disliked it ........ ....... ....... ... l I have not liked it very much .1....................... 2 I have liked it somewhat .............................. 3 165 No. 4 ' P.Q. 7. III you have ever worked in education for pereonl gain. (in: example, for money or some other gain), what gaggggggigigg did you have (or do you have) to work at something else instead. that is. something else that was (or is) acceptable to you as a job? I do not know'whet other jobs were available or accept— able ............. ...... ............... ..... . ..... ..... 1 No other job was available .. ...... . ...... ...... ....... 2 Other jobs available were not at allyacceotgble to me ..3 Other jobs available were not quite acceptable to me .. 4 Other jobs available were fully acceptable to me ..... . 5 8. HOW’Old are you? (Write age in box) ........... ..... .... 9. Where were you mainly reared or "brought up“ in your youth (that is, up to the age of 15 or 16)? Country ............................. . ........... .. . 1 Country Town ....................... . . . .. ...... . 2 City .......................................... . ........ 3 City Suburb ........................................... 4 10. Where have you (or the main bread winner in your family) been emgloyed during the past three years? Country ..................................... .......... 1 Country Town ..................... . ............. .... .. 2 City ............................ , ............... . ..... 3 City Suburb . ...... . ............... . ....... . ............ 4 165 la. 5 p 2.0. 11. ‘Ihere you have mainly lived during the past three years? “nutty sees-oo.ooso.sesseeeas...eeeeeeeeeeeesoOeerO’o, 1 matrym seeso.o.ooeeeeeosoeesseeeseseeoeseeeeoseee 2 City eooeoeseeeeeoeeoo'eeeeeesoil...eooQOeO'OOOOOOOOOOO3 City Suburb ........................................... 4 12. What is your marital status? Married ....... ........ ........ ....... .... ............. 1 'Single .......... .............. . ............ . ......... . 2 Divorced . ....... ............ ..... ..................... 3 Widowed . ..... ......... ..... ........................... 4 SeparatEd ....... .... ...... 0.0.0..........OOOOCO’OOOOOO5 13. How many children do you have? (Please write number in box). 14. Please answer either A or B, which applies best to your present situation. Please read both choices, than answer only one. ‘ A. If you are self-supporting, about what is your total yearly income before taxes (or, if you are married, the total yearly income in the family). Include extra income from any regular sources such as divi- dends, insurance, etc. Please write the total in the box B. If you are not self—supporting (or, if you are married, if your family is not self-supporting), what is the approximate total yearly income before taxes of the persons who mainly provide your sup- port (that is, parents, relatives or others). Make the best estimate you can. 165 No. 6 P.Q. 15. According to your answer to Question 14. about how does your income compare with that of most people in the total commune ity where you live? umhlmnrqn. ............. ..g.n.n.u.u.n.u.n..l Lower .... ....... ...................................... 2 Aboutthe same . ........ 3 Higher .. ..... .... ...... ................. ..... w......... 4 'nuch higher .. .............. ........ ......... .......... 5 16. How many brothers have you? (Please write number in box). [:1 17. HOW many sisters have you? (Please write number in box). 18. About how does (or did) your father's income compare with that of most peOple in the community in which he lives (or lived)? Much lower ........................... _ ................. 1 Lower ................................................. 2 About the same ................... . .. ........... .. ... 3 Higher . ................ .. .... . ..... . ......... . . .. 4 Much higher ............. . ..... . ......... . . . ........ 5 165 m- 7 . . P.Q. W 19. What is your religion? cathOliC eeeeeeeeeeeeeeeeseeeeeeoeeeeeeseseseeeeeeesees1 PrOteBtant eeeeeeeeseseeeeeeeeeeeeeeeeeeeeeeeeeeeeeeese2 Jewish ................... ............................. 3 None ................. ................................. 4 Other (Please Specify) - ~5 20. About how important is your religion to you in your daily life? Ihave no religion ............OOCOCO0.00.0....000000001 Not very important ......... ........... . ........ . ...... 2 Fairly important ............. . ........................ 1 Very important ........................................ 4 21. During an"average" work day, you probably have occasion to talk and make contact with other adult persons where you are employed. Estimate about what per cent of these contacts and conversations are with people you feel personally clogg to, whom you consider to be close friends, or that are rela- tives of yours. I do not usually talk or make contact with other adult persons where I am employed .......... .......... . 2 Less than 10% .... ............. ...... ............... ... 3 Between 10 and 30% ......... ....... ......... . ..... ..... 4 Between 30 and 50%, ....... . ........... .... ..... ........ 5 Between 50 and 70%. ................. . ........... ....... 6 Between 70 and 90% ............ . ......... .............. 7 More than 90% ..... .. ......... .. ..... ..... ..... ........ 8 165 w so.’ - a , P.Q. 22. How important is it to you to work with people you feel personally close to? .Not at all important ..... ..... ........................ 1 Net very important ....................... .......... ... 2 Fairly important .. ..... ......... ........... ........... 3 Very important ............. .... ............... ........ 4 23. snow please consider all of the personal contacts you have with people when you are not at work. WOuld you estimate about what per cent of your contacts apart from working hours are spent with people whom you know becaugg of your 192; that is, those who work at the same job, trade, or profession, or in the same place that you do, or that you otherwise contact in the pursuit of your job. None ........................................... ... . 1 Less than 10% ........ . ................ . .......... ..... 2 Between 10 and 30% ................................... . 3 Between 30 and 50% ............................... ..... 4 Between 50 and 70% .................. . ............ ..... 5 Between 70 and 90% ................................. ... 6 More than 90% ......................................... 7 24. What social Class do you believe vou are in? Lower ................................................. 1 Lower Middle .......................................... 2 Middle ................................................ 3 Upper Middle ...................................... .... 4 Upper ...... ........................................ ... 5 Upper Upper ........................................ ... 6 165 No. ‘ 9 l P.Q. w 25. .Which social class do you believeyour father is (or was) in? Lower Middle .......................................... 2 Middle ., 3 Upper Middle .......................................... 4 Upper .... ........ v ........ . ......... ................... 5 Upper Uooer .......... L ........................... ,.... 6 26. About how much education do you have (Circle only one). 3 years of school or less ............................. l 6 years of school or less ............................. 2 9 years of school or less .............. . .............. 3 12 years of school or less ............................ 4 Sbme college or university ............................ 5 A college or university degree ........................ 6 Some graduate work beyond the first degree ............ 7 One or more advanced degrees .......................... 8 Other (Please note number of years of study or diploma obtained) - 9 r 165 NO. 27. 28. 29. 165 10 P.Q.- About how does your education compare with that of most people? Much less than most ..... ....... 00.0.00000000000000001 Less than most 0.00000...0.00.00....OCQOCCCIICOICOUCII 2 About average ... ............... More than most ................. ..................... 3 MUCh more than mOSt eeeee ...... OOOOOOOOOOOOOOOOOOOOCOs lhout how does (or did) your father's education compare‘with that of most people in his time? ”Ch less than mOSt eeeeee eeeeeeeeseee eeeee eeeeeeeosO‘ “SS thanmost 0.0...0......O.......O...‘O...........2 About average ....................................... 3 More than most ........... ..... . Much more than most ............ .. ...... ............. 4 ......... ............ 5 What type of living arrangement do you have? Rent a house ........ .......... . Rent an apartment .............. 00.00.00.0000000000001 ..................... 2 Rent a room (meals in a restaurant, etc.) ........... 3 Purchase a room and board (rooming house, etc.) ..... 4 Own an apartment ..... ...... .... Own a house ............... ..... Other (Please Specify) ..... .....OOOOOOOOOOO 5 ........... .000000000 6 7 No. 30. 31. 165 11 P.Q. Please answer either A or B. Please reggipgth hetero answering.. A. If you are renting the house in which you live, about how much money per month do yOu pay for rent? (write amount in boxL .................................... 1' ‘ 1L... If you gwg the house in which you live (house. aparte ment, or other), about how much.money per month do you believe you could rent the house for? (write ......“ amount in box). ................................... Lulu-“d In every community each group (for example, schools, busi- nessmen, labor, the local government) has a different job to do for the community. In your community, would you say that job? the schools are doing an excellent. good, gair, or pgor How about businessmen? Labor? The local government? The doctors and hospitals? The church? (Please circle the apprOpriate number to indicate how you feel each job is being done).. Please answer for each group. 7X. Elementary Schools Do not know ....................................... 1 Poor .............................................. 2 Fair ......................................... . ... 3 Good ............................................. . 4 Excellent .......... . ........... .; .................. 5 Secondary SchoOIS Do not know ....................... . ............... 1 Poor ..... . ...... . ..... ............ . ....... . . ... 2 Fair .......... . ...... ....... .......... . .. ..... ... 3 Good ......... .. ...... .... .. .................... .. 4 Excellent ..... ..... ....... ........ ................ 5 NO. 31. -165 12 _ P.Q. Centinued from Page 11.. The instructions on the previoug pgge apply to the following sections, C through E. C. Universities DO nOt know eeeeseeOeeeeeeeeeeeeeeeeeeeeeeeeeeoeole 1 P00: eeoeoeeeeeeeeessseeee'eeseeeeeeeeeeeeeeOIOQOOe 2 Fair eeeeeeseeeeeeeeeeeseeeeeeeeeeeeeeseesseeesoeee 3 GOOd obeenso.seeseeeeoeeoeeooooeeeeeeeeoseeeeeeeeoe 4 -Ex¢ellent ....ICOQQOOOOOIOOIOOOOOOOO......DCOOOOOO0‘5 D. Businessmen DonOtknow O0............OOOOOQOOOOOOOOOOQOOO‘OOOOO 1 Poor eeseeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 2 "it eeeeeeeeeeeeeeOeeeeeeeeeeieeeeeeeeeeeeeeeeeeee 3 6.06 eeeeeseeeeeeeeeeeeeeeeeeeeeeeepeeeeeeeeeeeeeee 4 xfl‘ellent eeeeeeeeeeeeeeeeeeeeebeseepeeeeeeeeeeeeee 5 E. Labor no net knOW'...-............sp...o.o.,...,,.....ovo 1 Poor ......OOCOOOOOOOOOIOIC....‘OOOOQOOOOOCCOO0.0.0'2 Pair oeseeeeeeeeeeeeseeeeeeeeeeeeeeeeeeeeeeeesepeee 3 NO. 31.. 165 13 P.Q. continued from Page 12. The instructions on Ppge ;; apply .to the following seetions, F through- It . F. Local Government DO nOt know sees.see-esseeeeeeeeeeeeeeeeeeeeeérvree POOr eeeeeeeeeoeeeeeeeeeeeeeeeeeeeeeieeeeeeeeeeeeee Fair-peqeeeeeeeeeeeeeeeseseeeefeeeeee‘eeseeofi-mwfilvh Goad eeeeeeeoseeeeeeeeseeseeeeseesaeed((;&?wvooee;s «nouns- Exc.11ent eeeeeeeeeeeeeeeeeeeeeeeeeeedeeeewroerweee G. National Government DO nOt know eeeeeeeoe'eeeeeeeeeeeeooeeeeoeeoeeeee..e 1 Poor eeqeeeeeeeseeeveeeeeeeeeoeeeooodoee’ooso.0e...I Fair eeeeepeeeeeeseeeeeeeceaseeeoose.§voooeseseOOOO Goad oeoo.soe000.00....eooQ‘I.OOI-OeOOOOOOOOOOOOOIOOO.I thN' Excellent eeeeeeeeeeeeeeeOOOeOIeeeD'ODOeeeeoeeoebe.o a. health Services (Doctors 834 Mun} DO not know OOOOOOOOOOOO 0.0.0.000000'0'00000 ......... .0 1 Excellent ...O0...;0‘.........’....".OO$0.00........ S I. Churches Do not know Q.OOOO......OOCOOOOODCDOOOOOOO00.0.00... Poor eeee'eeeeeeeeeeeeeeeGeeseeoeqlloooeeeeeeoeleeee Fair eeeeeeeeeeeeeeeeeeeeeeeeeeeOOIooeeeeeeeeoeeee? Goad I'OUOO0.0....COO......0.0.0.0...000...,OOOOQO‘OO an 9» u: a) rd Excellent O........q?......lOCOOU‘...VCOOOOOO......Uh 1N0. l4 P.Q. 32. How long have you lived in your present community? Less than 1 year .................................... 1 From 1 to 2 years ................................... 2 From 3 to 6 years ... ..... ........................... 3 From 7 to 10 years ......,........................... 4 Over 10 years ..... ...... ....... ..... ................ 5 33. Have you changed your residency (from one community to another) during the past two years? Please circle the correct number. 34. Have you changed your employment during the past two years? Please circle the correct number. NO 0... ...... O 0000000000 O. ....... ..., ..... ......OIOOOZ 35. About how many times have you changed residency (communities) during the past 10 years? Please circle the correct number. None ....... .. ....................... . ................ l 1 Time .............................................. 2 2 — 3 Times ................................ . .. 3 4 - 6 Times .................. . .... ......... . .... 4 7 - 10 Times ........................................ 5 Over 10 Times ......... . ........... . .................. 6 165 m .1... 1.5 m. 36. About how many times have you changed jobs during the past 10 years? Please circle the correct number. None .. .............. ...... ..... ..................... l A 1 Time .............................................. 2 2 - 3 Times ......................................... 3 ¢ - 6 Times ......................................... 4 7 - 10 Tiles ........................................ 5 0'0: 10 Tiles ....................................... 6 . 37. Please state your occupation. Briefly state the title or name of your job and the nature of your work. 38. In respect to your religion. about to what extent do you observe the rules and regulations of your religion? Please cirelg the correct number. Imno IQIigiOn ocooooooooooeoeoevoooooeooeoeoooro1 Seldouoo.o-oooceoeeoOeooeoocean-00000000010.ecceero.2 Sometimes ..... 3 U'UCIIY oeso-oeeeeo-OooeeooqocOoo0.000000000000000000 4 Alm.t always 00.0.0000... ..... .....‘OOCOOO........'C..5' 165 NO. 39. 40. 41. 165 16 P.Q. Health experts say adding certain chemicals to drinking water results in less decay in people's teeth. If you could add these chemicals to your water with little cost to you, would you be willing to have the chemicals added? Please .gigglg the correct number. Probably not .......................... ................ 1 NO 0.0.0.0...............OCO.'COOOOOOOOO OOOOOOOOOOOOOOO 2 Mam .0000oo.o.oooooooooqbqOOOQOOOoooeuse oooooooooo be. 3 YES Coco-e oooooo oo.o-ooevgnoonq000000 oooooooooooo oo.o-4 Some people feel that in bringing up children, new ways and methods should be tried whenever possible. Others feel that trying out new methods is dangerous. What is your feeling about the following statement? "New'methods of raising children should be tried out whenever possible." Strongly disagree ............................. . ..... 1 Slightly disagree ........................ ..... ...... 2 Slightly agree ....................................... 3 Strongly agree ...................................... 4 Family planning on birth control has been discussed by many people. What is your feeling about a married couple prac- ticing birth control? Do you think they are doing something good or bad? If you had to decide, would you say they are doing wrong, or rather, that they are doing right? It is always right .................................... 1 It is probably all right .............................. 2 It is usually wrong ................................... 3 It is always wrong .................................... 4 No. 17 P.Q. 42. Peeple have different ideas about what should be done con— cerning automation and other new ways of doing things. How do you feel about the following statement? “Automation and similar new procedures should be encouraged (in government, business, and industry) since eventually it creates new jobs and raises the standard of living." Disagree Strongly ..................... . ........... .. l Disagree Slightly .................. ..... . ....... .... 2 Agree Slightly ...................................... 3 Agree Strongly .......................... . ..... . ..... 4 43. Running a village, city, town, or any governmental organiza- tion is an important job. What is your feeling on the following statement? "Political leaders should be changed regularly, even if they are doing a good job." Strongly disagree ................................ ... 1 Slightly disagree .................................. 2 Slightly agree ........ . ...... ... ............... ..... 3 Strongly agree ...................................... 4 44. Some peOple believe that more local government income should be used for education even if doing so means raising the amount you pay in taxes. What are your feeling on this? Strongly disagree ..................................... 1 Slightly disagree ..................................... 2 Slightly agree .................................. a..... 3 Strongly agree ........................................ . 4 165 so. 18 P.Q. 46. PeOple have different ideas about planning for education in. their nation. Which One of the following do you believe is the best way? Answer gnlz one. Planning for education should be left entirely to the parents ............................................... 1 Educational planning should be primarily directed by the individual city or other local governmental unit .. 2 Education planning should be primarily directed by the national government ............... ................ 3 47. Some peOple are more set in their ways than others. HOW would you rate yourself? Please circle the number 0‘ your choice. I find it very difficult to change ........... . ..... ... l I find it slightly diffiCult to change ...... . ...... ... 2 I find it somewhat easy to change my ways .. ..... ...... 3 I find it very easy to change my ways .............. ... 4 48. I find it easier to follow rules than to do things on my own. Agree strongly ........................ . ......... ...... 1 Agree slightly ................................ ........ 2 Disagree slightly ............. . ......... . ......... .... 3 Disagree strongly ............ ............ ...... ....... 4 165 No. 49. 50. 51. 165 19 P.Q. I like the kind of work that lets me do things about the same way from one week to the next. Circle the number of your choice. Agree strongly ............. .... ....................... 1 Agree slightly ............... . ...................... .. 2 Disagree slightly .... ..... ...... ......... ............. 3 Disagree strongly ........ .. ........................... 4 A good son will try to find work that keeps him near his parents even though it means giving up a good job in another part of the country. Agree strongly ..... ................................ ... 1 Agree slightly ................................ ........ 2 Disagree slightly ..................................... 3 Disagree strongly ................................. .... 4 We should be as helpful to people we do not know as we are to our friends. Disagree strongly ..................................... l Disagree slightly ............................... ...... 2 Agree slightly ................. . ....................... 3 Agree strongly ................................... ..... 4 No. 20 P.Q. 52. Planning only makes a person unhappy beceuee your plane - ‘ hardxy ever work out enyflly. Agree Strongly O0..........0............COCUOOOOOOOOOOC 1 Agree Slightly 00.00.000.00000300......OOQO;OOOOQOOO.OOO 2 Disagree slightly. ...... ....... ..... ................... 3 Disagree strongly ............. ....... ..... ..... ....... 4 53. Which one of the following requisitieo do you consider mogt important to make your life more happy and satisfactory in the future? Circle the single, most important choice. Nothing ................... ..... ....................... 1 More money ...... .................. ..... ............... 2 More friends . ....... .................................. 3 Better job ..... ...... ................ ..... ............ 4 Good health . ..... ...................,................. 5 Other (Please Specify) - _ .- 6 54. What do you think you can do to make this possible? Please answer one of the two alternatives below. Nothing Please Specify 165 APPENDIX A-S PERSONAL QUESTIONNAIRE (HP) 296 No. .. p Location Male 7W4 Group Female H _ _ Date PERSONAL QUESTIONNAIRE: HP This questionnaire deals with your contacts with physically handi~ capped persons, and what you know about them. Perhaps you have had much contacr with physically handicapped persons, or YOU’IUY‘. have studied about them, On the other hand, you may have had little or no cantaot with physically handicapped persons, and may have never ttowgnz much about them at all. For the purposes of this investigation, the answers of all per- sons are imports r, so even If you know very little or nothing about phySically handicapped persons your answers are important. 165 PERSONAL QUESTIONNAIRE: HP Please read each question carefully and_do not omit anyyguestions. Please answer by circling-the correct anawez (or answers) or fill in the answer as requested. 2. 165 Some physically handicapping conditions are listed below. In respect to these various handicaps, which have you had the most actual experience with. Please answer by circlingr§he number of the group you select. Circle only one. 1. blind 6. disfigured (such as severe burns or scars on face) 2. partially blind 7. spastic (or cerebral 3. deaf (and deaf—mute) palsy) 4. partially deaf 8. speech disorders 5. crippled or amputated 9. none limbs Which‘Other groups have you also had some experience with? Please circle the number of each additional group with which you have had some experience. 1. blind 6. disfigured (such as severe burns or scars on face) 2. partially blind 7. spastic (or cerebral 3. deaf (and deaf-mute) palsy) 4. partially deaf 8. speech disorders 5. crippled or amputated 9. none limbs M AA-‘ _. A VW w If on the preceding question you-indicated that you have had no personal experience with physically handicapped per— sons (by circling response No. 9, please skip questions #3 through #9. If you indicated that you have had the echt~ '1 ience with one or more of the above handicapping conditiona, pleaseyanswer questionsAEB through #9Lmy ___‘“p __ .- fl w—wv r—vv W _-.— w- ——w—' NO. 165 2 P.Q.rHP The following questions have to do with the kinds of exper- iences you have had with physically handicapped persons. Please circle_the number of each eXperience that applies to you. If more than one eXperience applies, please circle a number for each experience that applies. I have read or heard a little about physically handicapped persons ................................. l I have studied about physically handicapped persons through reading, movies, lectures, or observations .. 2 A friend is physically handicapped ........... ...... . 3 Some relative is physically handicapped . ........ .... 4 I have personally worked with physically handicapped persons, as a teacher, counselor, volunteer, child care, etc. .................... . ...... . ............. .. 5 My father, mother, brother, sister, wife (husband) or child is physically handicapped .................. 6 I, myself, have a physical handicap. (Briefly, 7 please indicate the kind of handicap) Considering all of the times you have talked, worked, or in some other way had personal contact with physically handi- capped persons, about how many times has it been altogether? Please circle the number of the Single best answer. Less than 10 occasions .............................. 1 Between 10 and 50 occasions .......... .. ....... . ..... 2 Between 50 and 100 occasions .......... .......... .... 3 Between 100 and 500 occasions ....................... 4 More than 500 occasions .0. ........... .. ........ ..... 5 NO. 6. 165 3 ' _ , P.Q.-HP When you have been in contact with physicially handicapped people, how sag! tor you, in general, would it have been £g_ haye:avoide§ being with thee. handicapped persons? I could generally have avoided those personal contacts only at great cost or difficulty ........-.......-..... 1 I could.generally have avoided these personal contacts only with considerable difficulty ..................... 2 I could generally have avoided these personal contacts but with some inconvenience ........................... 3 I could generally have avoided these personal contacts without any difficulty or inconvenience ............... 4 During your contact with physically handicapped persons, did you gain materially in any way through these contacts, such as being paid, or gaining academic credit, or some such gain? No, I have never received money, credit, or any other material gain ......OOOCOOOOOOOOOOOO ....... ......OOOQO>O 1 Yes, I have been paid for working with handicapped persons ......... ................. ..................... 2 Yes, I have received academic credit or other material gain OOOOOOOOOOOOOOO O OOOOOOOOOOOOOOOOO ... .......... ’00. 3 Yes, I have both been paid and received academic credit 4 No. 4 ‘ 9.0.412 7. If you have never been paid for working with handicapped persons, go on to the next question. ;f_youyhaye been paid, about what per cent of your income was derived from contoCt with physically handicapped person: during the actua1.poriod when working with them? ' Less than 10%O...._.OOOO....OOOOOOOO ..... ......OOOOOQOO 1 Between 10 and 25%COO0..O0.00.00.00.00.......OOOOOOOOO 2 Betweenzsand50%0.00.00.00.01.........OOOOCOO.CCOOOOO ’ ‘ Between 50 and 75%0......OOOO'......;O09.000.00.000..." more than 75% 00......OOOOOOOOOOOOO......QOOOO'OOOOOOOOO 5 8. How have you generally felt about your experience with handi- capped persons? ‘I definitely have disliked it ......................... 1 Ihave not medit very muCh 0..........OOOOO-OOOOOOQOOC 2 I have liked it somBWhat oo.oooooooooooo‘ooooooooooooOCr 3 I have definitely enjoyed it ............-........-.... 4 9. If you have ever worked with the physically handicapped for personal gain (for example, for money, or some other gain), what gppgggggigigg did you have (or do you have) to work at something else instead; that is, something else that was (or is) acceptable to you as a job? I do not know what other jobs were available or acceptable ......OOCOOOOOOOOO0.0000.........OOOOOOO'OOO_O 1 No other job was available ............................ 2 Other jobs available were apt as all acgeptable to me , 3 Other jobs available were not quite acceptable to ma .. 4, other jobs available were fully acceptable to me ...... 5 165 . NO. 10. 11. 165 5 . P.Q.-HP AAA-... A“ The following questions should be answered f by all persons, regardless of whether or not they have had any personal contact with persons who are physically handicapped. 1 fl —'r Have you had any experience with mentally retarded persons? Considering all of the times you have talked, worked. or in some other way had personal contact with mentally retardeg persons, about hOW'many times has it been altogether? Please circle the number of the single best answer. Less than 10 occasions ...... ..... ..................... 1 ‘Between 10 and 50 occasions .... ........... ............ 3 Between 50 and 100 occasions . ..... . ........ ........... 3 Between 100 and 500 occasions ...... ..... .............. 4 More than 500 occasions ..... ......... ....... .......... 5 Have you had any experience with emotionally ill persona? Considering all of the times you have talked, worked, or in some other way had personal contact with emotionally ill persons, about how many times has it been altogether? Please circle the number of the single best answer. Less than 10 occasions .... .......... .................. 1 Between 10 and so OccaSions oo.oOQOOOCOODOOD'OUOOOOOOOO0 2 Between 50 and 100 occasions ...........,.......e...... 3 Between 100 and 500 occasions ............. ...... ...... 4 More than 500 occasions ........ ....................... 5 APPENDIX A-6 DEFINITIONS OF PHYSICAL HANDICAP 303 The words 304 DEFINITIONS What is meant by "physical handicap." "physically handicapped" will be used often in the questions and statements that follow. Where these words are following 1. used, they will include persons with any of the handicaps: blind persons--those who have no useful sight at all. partly blind persons--those who have some sight but have trouble reading and getting about even with glasses. deaf persons-—those who have no useful hearing at all. partly deaf persons—-those who have some hearing but have trouble understanding other persons even with a hearing aid. cripples or amputees—-those who have arms or legs that have been paralyzed or removed even though they may be of some use with artificial hands or legs. spastic (or cerebral palsy)--those who have poor control and coordination of their leg, arm, and head movements. Movements are often Jerky and speech hard to under- stand. disfigured--those who have been obviously damaged about the face, such as with burns or scars, so that the face has been changed. APPENDIX B-l ADMINISTRATION PROCEDURES 305 PROCEDURES FOR ADMINISTRATION: CROSS-CULTURAL ATTITUDE STUDY ..«i'l’ John E. Jordan Michigan State University East Lansing, Michigan December, 1964 The specific instructions will vary in detail from nation to nation. However, the following outline is presented on the basis of my experience thus far with the questionnaires and attitude scales. 1. Arrange for a meeting room and/or place. The respond- ents should have a table (or similar surface) on which to write and ample room between respondents (in group administration) to minimize influencing each other. After introducing oneself (or being introduced), state briefly the following kind of rationale for the study: "This is an international study of attitudes toward education; part of it deals with education in gen- eral and part of it deals with the education of handicapped persons. Each part is clearly stated. Remember, in a study like this, there are no right or wrong answers to the attitude questions. We want you to answer how you feel about certain things. Therefore, we do not want your name on the question- naire. Please answer quickly, with your first idea first, and do not spend a lot of time thinking about each item. Remember this is an international study and all the peOple in the other countries will be answering in the same manner. If there is no answer that fixagtly fits what you would like to answer, please choose the alternative nearest to your desired answer. Please answer all items. 3. If you have any questions as you proceed, please raise your hand and we will come to you and dis— cuss it individually so as not to disturb the other people. When we have all completed the questionnaires, I will be glad to discuss the study in more detail if you desire. Thank you very much for taking time to c00perate in the study." Distribute the page of definitions. "We will now distribute to you a page of definitions of certain handicapping conditions which will be referred to in some of the questionnaires. We will all take a few minutes to read these so we will all have the same idea about the same words. You may refer to these later if you so desire. Also, we want you to put a number in the upper left hand corner of the page like this (show them what you mean). Since we do not want you to put your name on the questionnaire, you will use this num— ber. In this manner no one will know your answers. We must have your number and group (special educa- tion, teacher, business, etc.) on each question- naire so we can put all the answers of one person together at the end." Here the respondents "number off" and see that no two persons have the same number. Remember if two people in a group have the same number, the data cannot be analyzed. Distribute the attitude scales and questionnaires in the following order. In group administration be sure to pass out only one instrument at a time. Order of Administration of Instruments 1. Page of definitions . Education Scale . Survey of Interpersonal Values Personal Questionnaire Handicapped Persons Scale Personal Questionnaire: HP mmbwm O Distribute the Education Scale. Have the respondent fill out data on the top of scale: (1) Number, (2) Sex, (3) Location, (4) Group, and (5) Date. Either instruct the respondents to read silently the instructions or the administrator may read them to the group; this is left to each country to do in the manner they consider most apprOpriate. Our experience shows that if the instruc- tions are well understood on this first instrument, the other instruments are easily understood. When the respondents have completed the Education Scale, collect them and distribute the next one as indicated above in Point Number Four. Proceed in a similar manner until all five instruments have been completed. If situations arise where the instruments are left with the respondent (i.e., either in an office or to take home), try to impress on them the order in which to take them (e.g., number them l-2-3—4-5 in the upper right hand corner) and not to look at them ahead of time. Do not leave instruments with respondents except when absolutely necessary and in such cases mark on them .later to indicate they were given in this manner. Respondent identification. See discussion under Points Numbered 3 and 6 above. Remember we need a minimum of 50 persons per each of the four groups: (1) special educa- tion, (2) teacherwprimary and secondary, (3) workers- blue and white collar, and (4) employers-business, com- merce, industry. We would prefer to have more so secure as many as you can conveniently locate up to 100 per group. Each of these respondents must fill out all five instru- mentgj using the samgmrgépgggent number and group. If either the respondent number or group is omitted or dupli- cated, the data cannot be collated for data analysis! When you have secured enough completed sets of instruments for a "usual size" mailing package in your country, please mail to me rather than waiting to send all of them at one time. In this manner I can have the data scored and tabu- lated for computer processing in an orderly manner. If I receive all the data at one time, it will be difficult to hire assistants here at the university on any regular basis. Each time_you mail a package of data, you should send me a letter describing it so I can keep records. I. Ill!- ll'lill'.lflllfl ‘1: APPENDIX B-2 BASIC VARIABLES OF THE STUDY 309 565 BASIC VARIABLES - INTERNATIONAL Attitudes Toward Education 1 Traditional attitudes, Items 3, 4, 6, 10, ll, 12, l3, 14, 18, 19 — Content Raw Score total Adjusted total score (dichotomized) 2 Traditional attitudes, Items 3, 4, 6, 10, ll, l2, l3, 14, 18, 19 — Intensity Raw Score total Adjusted total score (dichotomized) 3 Progressive attitudes, Items 1, 2, S, 7, 8, 9, 15, l6, 17, 20 - Content Raw Score total Adjusted total score (dichotomized) 4 Progressive attitudes, Items 1, 2, 5, 7, 8, 9, 15, l6, 17, 20 - Intensity Raw Score total Adjusted total score (dichotomized) Contact with Education (Q'aire) 1 Levels of education experienced Q'aire, Item 1 (primary contact) Q'aire, Item 2 (additional contacts - no. kinds of) 2 Varieties of contact with education Q'aire, Item 3 3 Amount of contact (work) with education Q'aire, Item 4 4 Personal gain through working in education Q'aire, Item 5 (% of income) 5 Alternative opportunities available Q'aire, Item 7 (refers to other possible employment) 6 Enjoyment of contact Q'aire, Item 6 Aid to Education — Financial (Q'aire) Item 44 (local) Item 45 (federal or national) G. 565 2 BASIC VARIABLES .—4 INTERNATIONAL Education Planning (Q'aire) Item 46 Interpersonal Values - Gordon Scale mm-waI—u scores: Support scores: Conformity scores: Recognition (comparative score) scores: Independence scores: Benevolence (asset score) scores: Leadership (comparative score) flail-151100) Demographic, S.E.S., Other Control Data (All from Q'aire) WNH mummb ll 12 Education (self-amount), Item 26 Occupation (specific), Item 37 Income and rental (S. E. Class) Item 14 (income - yearly, self-family) Item 30 (rental) Age: Item 8 Sex: Front sheet of questionnaire Marital status: Item 12 Number of children: Item 13 Size of family: Item 16 (brothers - do not use) Item 17 (sisters - do not use) Items 16 and 17 (siblings) Housing (type of), Item 29 Mobility: Residengy, Items 32, 33 and 35 Card 4, Col. 25 Occupational, Items 34 and 36 Rural-Urban Status: Items 9, 10 and 11 Employment status - current: Item 37 Satisfaction with institutions (Q'aire) l 2 Satisfaction with elementary schools Item 31-A Satisfaction with secondary schools Item 31-B Satisfaction with universities Item 31-C (I'l‘l‘. I‘I‘lllll‘ll 565 3 BASIC VARIABLES - INTERNATIONAL 4 Satisfaction with businessmen Item 3l-D 5 Satisfaction with labor Item 31-E 6 Satisfaction with local government Item 31-F 7 Satisfaction with national government Item 31-G 8 Satisfaction with health services Item 31-H 9 Satisfaction with churches Item 31-I Self-Statements (Q'aire) Comparative income status - self: Item 15 Comparative income - father: Item 18 Comparative social class - self: Item 24 Comparative social class - father: Item 25 Comparative education - self: Item 27 Comparative education - father: Item 28 mifiubtthkd Religiousity Questionnaire (Q'aire) 1 Religious affiliation: Item 19 2 Perceived importance: Item 20 3 Perceived norm conformity: Item 38 Personalism Questionnaire (Q'aire) l Orientation toward job personalism a Statement of extent of personalism on job: Item 21 b Perceived importance of personal relations: Item 22 2 Diffusion of personal relationships Percent of job-social overlap: Item 23 3 Familialism: Item 50, (Son's work) 4 Other orientation: Altruism: Item 51 Attitudes Toward Change (Q'aire) 1 Health practices (water): Item 29 2 Child-rearing practices: Item 40 3 Birth control practices: Item 41 565 4 BASIC VARIABLES - INTERNATIONAL 4 Political leadership change: Item 43 5 Automation: Item 42 6 Self Conception Item 47 (Perceived self-rigidity) Item 48 (Adherence to rules) Item 49 (Job regularity and rigidity) 7 Future orientation Item 52 (Planning - personal) Item 53 (Requisites for happiness) Item 54 (Achievement of happiness) Attitudes Toward Handicapped Persons 1 Handicapped Persons Scale, Items 1-20 - Content Raw Score total Adjusted total score (dichotomized) 2 Handicapped Persons Scale, Items 1-20 - Intensity Raw Score total Adjusted total score (dichotomized) Contact with Handicapped Persons 1 Kinds of handicapped persons experienced P.Q.-HP, Item 1 (most contact) P.Q.-HP, Item 2 (additional contacts — no. of) 2 Varieties of relationship with handicapped P.Q.-HP, Item 3 3 Frequency of contact with physically handicapped P.Q.-HP, Item 4 4 Ease of avoidance of contacts with handicapped P.Q.-HP, Item 5 5 Personal gain through working with handicapped persons P.Q.-HP, Item 6 (experienced gain) P.Q.-HP, Item 7 (% of income) 6 Alternative opportunities available P.Q.-HP, Item 9 (refers to other possible employment) 7 Enjoyment of contact with physically handicapped P.Q.-HP, Item 8 8 Frequency of contact with mentally retarded persons P.Q.-HP, Item 10 9 Frequency of contact with emotionally disabled persons P.Q.-HP, Item 11 APPENDIX B-3 CODE BOOK 3111 CODE BOOK CROSS CULTURAL ATTITUDES TOWARD EDUCATION: THEIR NATURE AND DETERMINANTS INTERNATIONAL STUDY* John E. Jordan College of Education Michigan State University August 25, 1965 INSTRUCTIONS FOR THE USE OF THIS CODE BOOK 1. Code Q_or 99 will always mean Not Applicable or Nothing, except as noted. 2. Code :_for a one column no response, or -9 for a two column no response, or -99 for a three column no response will mean there was fig Information or Respondent did not answer. 3. In each case in the following pages the column to the left con— tains the column number of the IBM card; the second column con- tains the question number from the questionnaire; the third column (item detail) contains an abbreviated form of the item; and the fourth column contains the code within each column of the IBM card with an explanation of the code. The fifth colL .EEE (recode) is reserved to later indicate recoding after the item count is finished; i.e., after all data is key punched, run the data through the M.S.U. computer (ACT II, FCC, and/or Single—Column Frequency Distributions) to determine the pat- terns of response alternatives to a question. This will indi— cate if regrouping, etc., need to be considered for the item. 4. Coder instructions always follow a line across the page and are clearly indicated. 5. In some cases when codes are equal to others already used, they are not repeated each time, but reference is made to a previous code or the immediately previous code with "same". 6. Under Code, the first number is the questionnaire question alternative and the second number is the actual code which is entered on the data sheets (i.e.. 1—4; one I is the question— naire question alternative and g.is the code). * This code book is specifically for the United States sample thru Card 4. Limited modifications and/or additions are made in certain nations and/or states. Special instructions are appended f2£_each study before scoring that sample. 865 Column—Ques. 1,2,3 Face Sheet 865 CARD 1 Item Detail Code Nation and UNITED Location 001 - 002 - 003 — 004 - 005 — 006 - 007 - 008 — 009 - 010 - 011 — 012 - 013 - Page 1-1 Recode* STATES Mich., Mt. Pleasant Mich., Cadillac Mich., Ann Arbor Mich., Port Huron Mich., Lansing Mich., Walden Woods Mich., Flint Mich., Misc., Ka1., Mid. Kansas, Wichita Ohio, Tiffin West Virginia Kentucky Georgia LATIN AMERICA 101 — 102 - 103 - 104 - 105 - 106 - EUROPE 201 - 202 - 203 - 204 - 205 - 206 — 207 - ASIA 301 - 302 - 303 — 304 - AFRICA 401 - 402 - 403 - Costa Rica Colombia Peru Argentina Mexico Surinam England Holland Belgium France Yugoslavia Denmark Germany Israel Japan India Formosa Kenya Rhodesia South Africa Columnjgues. 4,5 Face Sheet 6,7 Face Sheet 8 Face Sheet 9 (Code derived from Col's 722,'23, Card 1) 10 New 11,12 Face Sheet 13,14 Face Sheet Item Detail Group Number (adminis- tration) Respondent Number Sex of Respondent Occupational Recode anterest group) Occupational Recode (Spec. Ed., Rehab. SER)* Deck or Card Number Project Director, location and con— tent area * If respondent is not an SER "educational person", he received a i, 865 Page 1—2 Code Recode* 01 - 99 Check Special Instructions 01 - 99 l - Masculine 2 — Feminine 1 - Code 01 - 09, Rehab., Spec. Ed. 2 - Code 10 - 19, Education 3 - Code 20 — 45, Profes- sional, Business, Medical 4 - Code 50 - 86, White Col- lar, Blue Collar, Laborer l - Teacher, Educable Retarded, (Type A and Type C) 2 - Teacher, Trainable Retarded (Type B) 3 - Teacher, Hearing 4 - Teacher, Vision 5 - Speech Correction 6 - Visiting Teacher (Also Social Worker) 7 - Diagnostician 8 — Other (Professors, Supts., Administrators, etc.) + - Non-teacher 01 LATIN AMERICA 01 Felty: Costa Rica (total — pilot study) 02 Friesen: Peru and Colombia (total) 03 Taylor: Costa Rica (country study) CARD 1 Page 1-3 Column—Ques. Item Detail Code Recode* 13,14 Face Sheet UNITED STATES (continued) . 31 Sinha: Ohio (parents- M. R., emot. dist. and normal) 32 Dickie: Kansas (total and blind scale) 33 Weir: Kansas (total and deaf scale) 34 Mader: Michigan (spec- ial educ. - intra) 35 Jordan: Michigan - Mt. Pleasant (Spec. Ed.) ASIA 51 Cessna: Japan (total plus university stu— dents and government employees) EUROPE 71 Boric: Yugoslavia (total) 72 Fabia: France (total) 73 Hansen: Denmark (total) 74 Loring: England (total) 75 Robaye: Belgium (total) 76 Schweizer: Netherlands (total) 77 Kreider: Europe (total) 15,16 Face Sheet Day of Admin— 01 to 31 istration (Use the actual day) 17,18 Face Sheet Month of 01 - January Adminis- 02 - February tration 03 - March 865 Column-Ques. 17,18 Face Sheet (continued) O . 19,20 Face Sheet 21 Face Sheet 22,23 37 Q'aire * See page 4-2 865 Item Detail Year of Adminis- tration Type of Adminis- stration Occupation of Respon- dent* (Spe- cific) Page 1-4 Code Recode* 10 - October 11 - November 12 - December 64 - 1964 65 - 1965 66 — 1966 70 - 1970 1 - Group 2 - Self-administered 3 — Interview, individual + — No information (01 - 09) Rehab. & Spec. Ed. 01 - All administrative persons, public and private schools or agencies 02 - Teachers, elem. and secondary academic and vocational 03 - School Special Services (Psych., soc. work, speech, etc.) 04 - University teachers, professors, researchers, specialists, etc. 05 - Medical (Doctors, Den- tists, etc.) 06 - Other professional (Psych., Soc. worker, Speech, etc., not pri- marily in public or private schools) 07 — Para-medical (Nurse, O.T., R.T., P.T., ect.) 08 - Unskilled Help (Hospital aide, janitor, any non- prof., non-tech. role) 09 - Other Column-Ques.) Item Detail 22,23 37 Q'aire Occupation (continued) of Respon- dent* (Spe- cific) *‘See page 4-2 865 99432. Page 1-5 Recode* (10 - l9) Educationalppersonnel other than Rehab. and Spec. Ed. 10 - Elementary teachers, (include elem. V.p.'s, counselors, etc.) 11 - Secondary teachers 12 - Guidance and personnel workers (psych., social work, counselor if not elementary) 13 - Other special services (Speech, spec. teacher, audiometric, etc.) 14 - Administrative (e1em., sec., central office adm., including elem. principal, sec. v.p. and princ., etc., in non-teach.) 15 - University teachers, professors, researchers, specialists, etc. 16 - 19 Open (20 - 29) Medical, other than Rehab. and Spec. Ed. 20 - General practitioners 21 - Surgeons 22 - Psychiatrists or psycho- analysts 23 - Dentists 24 - All other medical spec- ialties 25 - Open 26 - Tech. and Prof.: Nurse, O.T., P.T., R.T., Audio, etc. 27 - Non—tech. and non-prof.: aide, janitor, attendant, etc. 28 - 29 Open CARD 1 Columnjgues. Item Detail 22,23 37 Q'aire Occupation (continued) of Respon- dent* (Spe- cific) * See page 4-2 865 Code Page 1-6 Recode* (30 - 39) Professional and Technical, not Spec. Ed. and Rehab. or Medical or Educ. 30 Engineers (degrees): civil, electrical, mechanical, etc. 31 — Lawyers, attorneys, public accountants 32 - Ministers, clergymen 33 - Musicians 34 - Clinical psychologist 35 - Researchers, scientists, not primarily in education 36 - Social workers, etc. 37 - 39 Other 440 - 45) Business and Industry, Managers, officials, prop.'s 40 41 42 43 44 45 146 Gov't and other bureau- cratic officials: public administrators and offi- cers, union officials, stage inspectors, public utility, telephone offic- ials, etc. Manufacturing, industrial officials, exec' 5, etc. Non-mfg., service, indus- try: bankers, brokers, insurance, real Retail trades: estate food, clothing, furniture, gaso- line, vehicle sales, etc. General: i.e., executive, etc., qualifications Open 49) Farm owners, manager no other Operators and managers of large farms, e.g., heavy equipment and/or many empl. Column-Ques. 22,23 37 Q'aire (continued) *See page 4-2 865 Item Detail Occupation 46 of Respon- 47 dent* (Spe- 48 cific) 49 (50 Code Page 1-7 Recode* Farm owner Farm operator (renter) Farm manager Open 59) White Collar: office, clerical, etc. 50 51 52 54 (60 men, 60 61 62 63 64 65 Clerical and similar: tellers, bookkeepers, cashiers, secretaries, shipping clerks, attend- ants, telephone Operators, library asst's, mail clerks and carriers, file clerks, etc. Sales workers: advertising, sales clerks, all mfg., wholesale, retail and other Small shopkeeper or dealer 59 Open 69) Blue Collar: crafts- foremen, and kindred work Craftsmen: carpenters, bakers, electricians, plumbers, machinists, tailors, toolmakers, photographers, etc. Foremen: all construc- tion, mfg., transporta- tion and communication, and other industries Servicemen: telegraph, telephone, etc. Mechanics and repairmen Shoemakers, roofers, painters, and plasterers Merchant marine, sailors (non-military) CARD 1 Page 1-8 Column-Ones. Item Detail Code Recode* 22,23 37 Q'aire Occupation 66 - Bus and cab drivers, (continued) of Respon- motormen, deliverymen, dent* (Spe- chauffeurs, truck and cific) tractor drivers 67 - Operatives of all other mech. equipment (machine, vehicle, misc. mfg.) 68 - 69 Open (70 - 74) Serivce and Private Household workers) 70 - Private household: laun- dress, housekeeper, cook 71 - Firemen and policemen, sheriffs, and baliffs 72 - Attendents, professional and personal (valet, mas- seur, misc. mfg.) 73 - Misc. attendents and services: hospital attendents, bootblacks, cooks 74 - Open 175 - 79) Military Personnel 75 - Ranking officers, all services (Navy Commander and up, Army and Marines Colonel and up) 76 - Junior Officers, Army and Air 77 — Junior Officers, Navy and Marines 78 - Non-commissioned personnel, Army and Air 79 - Non—commissioned personnel, Navy and Marines 180 - 86) Laborers * See page 4-2 865 CARD 1 Columnegues. Item Detail Code 22,23 37 Q'aire Occupation 8O - (continued) of Respon- dent* (Spe- cific) 81 - 82 - 83 84 85 (87) Page 1-9 Recode* Small farm owners, renters, and farm laborers (small farm has no heavy equipment, provides minimal income and substance, employs 3 or less persons, full or part time, except for migrant help) Non-mfg., non-industrial: fishermen, hunters, lumber- men, miners, gardeners, teamsters, garage laborers, etc. Manufacturing of durable goods: wood, clay, stone (stonecutter), metal, glass plastic, machinery, of all kinds Mfg. of non-durable goods: food (bakery, beverages, etc.), tobacco, clothing, cloth, paper, printing, chemicals, rubber, leather, etc. Non-mfg. industries: rail- road, construction, trans- portation, workers, etc. 86 Open No employment 87 - Persons that haven't worked, such as housewives, students or others who have never had a regular occupation * Instructions for Coder: OCCUPATIONS, COLUMNS 22-23. Coding information is derived from two sources: 1. Occupational description of groups as listed by the administrator. 2. Personal statements by the respondents in Question 37 of the questionnaire. Question 37 is the primary source of information. If vague or incomplete, score entirely from notes of administrator. * See page 4-2 865 Column:gues. Item Detail 24 37 Q‘aire Current Employment Status* 25 1 thru A11 ques- thru 20 H-P tions in 44 Content** handicap- ped per- sons scale are to be scored from _r_a_w data. See instruc- tions below. Q22. waI-J I ¢u)Nid \lmUl I I U'luwaH U'IDUJNH Q Q prl-J l I i \lmU'l DWNH QQ three years or less six years or less nine years or less twelve years or less some college degree work beyond degree advanced degree Q Q Q Q Q Q (DNO‘U'IthNI-J Q Q much less less average more much more Q Q Q Q much less less average more much more Q Q Q Q rent house rent apartment rent room purchase room and board , own apartment , own house , other Q Q UNITED STATES 1 2 3 4 5 6 7 - $20 or less - 21 - 40 (dollars) - 41 - 75 - 76 - 125 - 126 - 200 - 201 - 300 - 300 or more Column:gues. 65 31-A Q'aire 66 31-B Q'aire 67 31-C Q'aire 68 31-D Q'aire 69 31-E Q'aire 70 31-F Q'aire 71 31-G Q'aire 72 31-H Q'aire 73 31-I Q'aire 865 Item Detail Institutional Satisfaction Elementary Schools Institutional Satisfaction Secondary Schools Institutional Satisfaction Universities Institutional Satisfaction Businessmen Institutional Satisfaction Labor Institutional Satisfaction Government (local) Institutional Satisfaction Government (National) Institutional Satisfaction Health Services Institutional Satisfaction Churches Code U'inh-uLJLJkJIF-I I Same Same Same Same Same Same Same Same Page 3-8 Recode* 3 do not know 1 poor 2 fair 4 good 5 excellent Column:gues. Item Deta' 74 32 Q'aire Residency (current length) 75 33 Q'aire Residency (change- recent) 865 Code mobWNH I-' U1~>UJNH susos [—0 Q Page 3-9 Recode* less than a year one to two Years three to six years seven to ten years over ten years yes no Column-Ques. 1,2,3 10 11,12 13,14 15,16 17,18 19,20 21 865 Face Face Face Face 37 Q New Face Face Face Face Face Face Sheet Sheet Sheet Sheet 'aire Sheet Sheet Sheet Sheet Sheet Sheet Item Detail Nation and Location Group Number Respondent Number Sex of Respondent Occupational Recode (Interest group) Occupational Recode (Spec. Rehab. Ed.- SER) Deck or Card Number Project Director Day of Adminis- tration Month of Adminis- tration Year of Adminis- tration Type of Adminis— tration Code Same as Card 01 - 99 01 - 99 Same as Card Same as Card Same as Card 04 Same as Card 1-3 and 1-3 01-31 01-12 Same as Card Same as Card 1. l. Page 4-1 Recode* Page Page Page Page pages page 1-4 page 1—4 Column—Ques. 22,23 24 25 26 27 28,29 30 31 32 865 Face Sheet Face Sheet 34 35 36 37 38 39 40 Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Item Detail Code Occupation Same of Respond- 1-4 ent Current Same Employment Status Job change 1 - (recent) 2 - Residency l - (change fre- 2 - quency) (i. 3 - e., last 4 - ten years) 5 - 6 _ Job (change 1 - frequency) 2 - (i.e., last 3 - ten years) 4 - 5 _ 6 _ Occupation Same (Specific) 1-4 Religiousity 1 — (norm con- 2 - formity) 3 - 4 _ 5 _ Change Ori— 1 - entation 2 — (Health 3 - Practices) 4 - Change Ori- l - entation 2 - (Child 3 - Rearing) 4 - Page 4-2 Recode* as Card 1, pages through 1-9 as Card 1. page 1-10 1, yes no N 5 none one time two to three times four to six times seven to ten times over ten times Q Q Q Q OUTPWNH Q none one time two to three times four to six times seven to ten times over ten times Q Q Q Q mmbwmr—I Q Q as Card 1, pages through 1—9 no religion seldom sometimes usually almost always Q Q Q WOhWNH Q Q no probably not maybe yes POUND-4 ssss Q strongly disagree slightly disagree slightly agree strongly agree b<~b0hd Q Q Q CARD 4 Page 4-3 Columnjgues. Item Detail Code Recode* 33 41 Q'aire Change Ori- 1 ~ 1, always right entation 2 - 2, usually right (Birth con- 3 - 3, probably wrong trol Prac- 4 - 4, always wrong tices) 34 42 Q'aire Change Ori- l - 1, strongly disagree entation 2 - 2, slightly disagree (Automation) 3 - 3, slightly agree 4 - 4, strongly agree 35 43 Q'aire Change Ori— 1 - 1, strongly disagree entation 2 - 2, slightly disagree (Political 3 - 3, slightly agree Leaders) 4 - 4, strongly agree 36 44 Q'aire Education 1 - 1, strongly disagree (aid to - 2 - 2, slightly disagree local) 3 - 3, slightly agree 4 - 4, strongly agree 37 45 Q'aire Education 1 - 1, strongly disagree (aid to - 2 - 2, slightly disagree federal) 3 - 3, slightly agree 4 - 4, strongly agree 38 46 Q'aire Education 1 — 1, only parents (planning 2 - 2, only city or local responsi— government bility) 3 - 3, primarily federal government 39 47 Q'aire Change Ori- 1 - 1, very difficult entation 2 — 2, somewhat difficult (self) 3 - 3, slightly easy 4 - 4, very easy 40 48 Q'aire Change Ori— l - 1, agree strongly entation 2 — 2, agree slightly (self-role 3 - 3, disagree slightly adherence) 4 - 4, disagree strongly 865 Colump:gues. 41 49 Q'aire 42 50 Q'aire 43 51 Q'aire 44 52 Q'aire 45 53 Q'aire 46,47 54 Q'aire 865 Item Detail Change Ori- entation (self- routine job) Personalism (Famialism- Parental ties) Personalism (Other ori- entation) Future Ori- entation (Planning) Future Ori- entation (Happiness) Future Ori- entation (Happiness possibility) 9.992 tbbdNH I Same bIoboha .bLuNJH I I OWU‘l-bUJNI-d I 06 07 08 09 10 uwaI-l Page 4-4 Recode* agree strongly agree slightly disagree slightly disagree strongly Q Q Q Q , disagree strongly , disagree slightly 1 2 3, agree slightly 4 , agree strongly , agree strongly , agree slightly , disagree slightly , disagree strongly , nothing , money , friends , job , health , other Nothing Marriage Divorce Friends Religion (Satisfaction with life) Money Job Education Health (Mental) Health (Physical) No response Column-Ques. Item Detail Code Page 4—5 Recode* HANDICAPPED PERSONS QUESTIONNAIRE 48 l-Q-HP HP Contact Group (Pri- mary) 49,50 Z-Q-HP HP Contact Group (Sec- ondary) 51,52 3-Q-HP HP Contact (varieties) 53 4-Q-HP HP Contact (amount) * NOTE: \OCDNOWU'IDUJNI-d blind partially blind deaf (and mute) partially deaf crippled disfigured spastic speech none Q Q Q Q Q Q Q OmflmmwaI-d Q Q 00 If there was no contact to and questions are not 08 answered score 9, \IONU'IDLUNH U1~I>UJNH If either or both alternatives 1 and 2 are circled, as pg - Impersonal contact. The score for this question is the score of the response alternatives circled, i.e., scores can range from Q_to g, 01, Minimum knowledge 02, Studied about HP 03, Friend HP 04, Relative HP 05, Worked with HP 06, Family HP 07, Self is HP 08) 09)* See note below 10) , less than ten ten to fifty fifty to 100 , 100 to 500 , over 500 Q Q 1 2 3 4 5 code If either or all alterna- tives 3-7 are circled, code as 92_- Personal contact. If alternatives from both preceding divisions are circled, code as ;g - Impersonal and Personal contact. 865 Columnegpes. _ Item Detail 54 5-Q-HP HP Contact (ease of avoidance) 55 6-Q-HP HP Contact (gain from) 56 7-Q-HP HP Contact (%.income) 57 8-Q-HP HP Contact (enjoyment) 58 9-Q-HP HP Contact (alterna— tives to) 59 lO-Q-HP Contact (amount- M.R.) 60 ll-Q-HP Contact (amount- EDP) 865 Q Q waI-J humor—- Q Q Q humor—- ohWNI-I Q Q Q Q Q U‘IDWNH mthr—a Q tbLUNI-J Q Q Q U"|-I>I.MI\JI'--II U'I'bWNI—J Q Q Page 4-6 Recode* great difficulty considerable difficulty some inconvenience no inconvenience no rewards paid credit paid and credit less than 10% 10 to 25% 25 to 50% 50 to 75% over 75% disliked, great disliked, little liked, some definitely enjoyed No information on alternatives No other job available Other available job N91 acceptable Other available job acceptable less than 10 10 to 50 50 to 100 100 to 500 over 500 Column:gues. 61,62 Sum of item scores 1-20 Content 63,64 Sum of item scores 1-20 Intensity 65,66 Sum of item scores 3, 4,6,10,11. 12,13,14, 18,19 67,68 Sum of item scores 3, 4,6,10,11, 12,13,14, 18,19 865 Item Detail Code Handicapped 00-80 Persons Scale Total Content Raw Score, entry on trans- cription sheet Handicapped 00-80 Persons Scale Total Intensity .52! Score, entry on transcrip— tion Sheet Education 00-40 Scale, Tra- ditional Total Raw Content score entry on transcrip- tion Sheet Education 00-40 Scale,'1£§- ditional Totalpgpy Intensity, score entry on transcrip— tion sheet Page 4-7 Recode* Columnfigpes. 69,70 71,72 865 Sum of item scores 1, 2,5,7,8, 9,15,16, 17,20 Sum of item scores 1, 2,5,7,8, 9,15,16, 17,20 Item Detail Code Education 00-40 Scale, P397 _gressive Total 33g Content score entry on transcrip- tion sheet Education 00-40 Scale, Egg: gressive Total Raw Intensity score entry on transcrip- tion sheet Page 4-8 Recode* APPENDIX B-A SPECIAL INSTRUCTIONS AND FCC I AND FCC II VARIABLE—COMPUTER PRINT-OUT CODE FORMS 351 352 BELGIUM (203) (Special Instructions) Card/ 2 l of 3 C3olumn Ques. Item Detail Code Card 1 1.24,5 Group Numbers (Adm.) 01 (EN.S) — SER 02 (ENS.) - EDUC 03 (EMPL.) - M—EX OM (TRAV.) - L 1:45-6A 1-20 Intensity HP Scale A The order for intensity only 3 is reversed. Same for all 2 questions. Also "true" 1 for Educ. Scale Card 2 R) :25-BA Ed. Scale Trad. Intensity Same as for HP intensity Ed. Scale 2245-5“ Ed. Scale Prog. Items . n n n u n Intensity Ed. Scale Card 3 3:43—AA 1U Q'aire Income Code for Income 3:U3,44 01 under 100,000 francs 02 100,000 - 124,000 francs 03 125,000 - 149,000 francs in 25L000 increments to 600,000 and above 32A5 21 Q'aire Personalism 1 See immediately below (Job amount) thru for scoring system. The card/col. designations refers to the location in the Code Book: International Study — 865. 2Designates changes and/or additions to the 865 Code Book. All card designations over A will indicate additions. In such cases the full code will be given since it will be new and not contained in the 865 Code Book 1265 353 Card 2 Of 3 Column Ques. Item Detail Code Belgium used the following scale for this question. Con— version to the numerical 1 thru 7 system is indicated. Parfois. Souvent. / / II‘. I I {T7 :l:2:3:4:5l6:7: 3:58 24 Q'aire Social class 1 Code alternatives in Position (self) thru descending order from 6 1 thru 6. One addi— tional code (No. 6) added here. 3:59 25 Q'aire Social Class 1 Same as Q'aire 24. Position thru (Father) 3:60-62 Q'aire #26—-educ. self-amt. 1 thru 9 Code alternatives #27--educ. self—comp. 1 thru 5 in descending #28--educ. father--comp. 1 thru 5 order from #1 onward. 3:64 30 Q'aire Rental (monthly) Code For Rent 3:64 1 under 1,000 francs 2 ‘l,000 - 1,999 francs 3 2,000 — 2,999 francs in lLOOO increments to 8,000 and above 3:75 33 Q'aire Residency—change Qui - 1 (recent) Non - 2 Card 4 4:25 34 Q'aire Job Change Qui - 1 (recent) Non - 2 4:28,29 37 Q'aire Occupation Omitted. Code as missing (Specific) data 4:30 38 Q'aire Religiousity Omitted. Code as missing (Norm conformity) data 4:31 39 Q'aire Change Orient. Omitted. Code as missing (Health) data 354 Card 3 Of 3 Column Ques. Item Detail Code 4:36 44 Q'aire Education-aid Omitted. Code as missing (local) data 4:56 7-Q-HP Contact HP 1 — l (% income) 2 - 3 - 2 4-3 5 - 4 6-5 1265 355 BELGIUM (203) FCC l and 2 Variable computer print out code form John E. Jordan College of Education Michigan State University 1265 356 Belgium FCC l 1 of 4 International Study Card 1 Field Number Question Variable Name Col. 1 Face Sheet of Scales Nation 3 2 Face Sheet of Scales Sex 8 3 37 Q'aire Interest Group Occupation 9 4 Face Sheet of Scales Type of Administration 21 5 37 Q'aire Current Employment Status 24 6-25 H-P Scale H-P Content 25—44 26-45 H-P Scale H—P Intensity 45-64 46—55 Education Scale Trad. Education-Content 65—74 Card 2 First 24 Columns SAME as Card 1 expect for Col. 11, 12 (i.e., Deck or Card No.) 56-65 Education Scale Trad. Education-Intensity 25-34 66—75 Education Scale Prog. Education—Content 35—44 76-85 Education Scale Prog. Education-Intensity 45-54 Card 3 86 4 Q'aire Contact (amount-education) 31 87 5 Q'aire Contact (gain from education) 32 88 6 Q'aire Contact (enjoyment-education) 33 89 7 Q'aire Contact (alternatives to educ.) 34 90 9 Q'aire Early Youth Community 37 91 10 Q'aire Employment Community (recent) 38 92 11 Q'aire Residence Community (recent) 39 93 12 Q'aire Marital Status 40 94 15 Q'aire Income (comparative-self fam.) 5 95 18 Q'aire Income (father's comparative) 52 96 19 Q'aire Religious affiliation 53 97 2O Q'aire Religion (Importance) 54 55 89 22 Q'aire Personalism (Job-importance of) 56 99 23 Q'aire Personalism (Job-diffusion) 57 100 24 Q'aire Social Class position (self) 58 101 25 Q'aire Social class position father 59 102 26 Q'aire Education (self-amount) 60 103 27 Q'aire Education (self-comparative) 61 104 28 Q'aire Education (father—comparative) 62 105 29 Q'aire Housing (type Of) 63 106 30 Q'aire Housing (rental—month) 64 107 3l-A Q'aire Institutional satisfaction 65 1265 (Elementary Schools) 357 Belgium FCC 1 (Cont.) 2 ofll Field bhnnber Question Variable Name Col. 108 3l-B Q'aire Institutional satisfaction 66 (Secondary Schools) 109 31-C Q'aire Institutional satisfaction 67 (Universities) 110 3l-D Q'aire Institutional satisfaction 68 (Businessmen) 111 3l-E Q'aire Institutional satisfaction 69 (Labor) 112 31-F Q'aire Institutional satisfaction 70 (Local gov't.) 113 31-G Q'aire Institutional satisfaction 71 (National gov't.) 114 31-H Q'aire Institutional satisfaction 72 (Health services) 115 31—I Q'aire Institutional satisfaction 73 (Churches) 116 32 Q'aire Residing (current length) 74 117 33 Q'aire Residing (change-recent) 75 Card 4 1st 24 columns SAME except for Columns 11—12 (i.e., Deck or Card No.) 118 34 Q'aire Job (change—recent) 25 119 35 Q'aire Residing (change-frequency) 26 120 36 Q'aire Job (change—frequency) 27 121 40 Q'aire Change orient. (child-rearing) 32 122 41 Q'aire Change orient. (birth control) 33 123 42 Q'aire Change orient. (automation) 34 124 43 Q'aire Change orient. (political ldrs.) 35 125 45 Q'aire Education (aid to-federal) 37 126 46 Q'aire Education (planning respon.) 38 127 47 Q'aire Change orient. (self) 39 128 48 Q'aire Change orient. (selférule adherence) 40 129 49 Q'aire Change orient. (self-routine Job) 41 130 50 Q'aire Personalism (familialism- parental ties) 42 131 51 Q'aire Personalism (other orientation) 43 132 52 Q'aire Future Orientation (planning) 44 133 53 Q'aire Future Orientation (happiness prerequisites) 45 134 1—Q-HP Contact group (primary-HP) 48 135 4—Q—HP Contact (amount of HP) 53 136 5-Q—HP Contact (ease of avoidance) 54 1265 358 Belgium FCC l (Cont.) 3 of 4 Field Number Question Variable Name Col. 137 6—Q-HP Contact (Gain from HP) 55 138 7-Q-HP Contact (% Income from HP) 56 139 8-Q-HP Contact (enjoyment - HP) 57 140 9-Q-HP Contact (alternative to HP) 58 141 lO-Q-HP Contact (amount MR) 59 142 ll-Q-HP Contact (amount emotional ill) 60 FCC II Card 1 1 Face Sheet Group Number 4,5 1st 24 columns or Card No.) \lmU'lt'UUTU Value Value Value Value Value Value Scale Scale Scale Scale Scale Scale Card 2 Support Value Conformity Value Recognitiqp Value (comp.) Independent Value Benevolence Value Leadership Value (comp.) Card 3 SAME as Card 1 except for Columns 11—12 (i.e., Deck 55,56 57,58 59,60 61,62 63,64 65,66 lst 23 Columns SAME as card 1 except for Columns 11—12 (i.e., Deck or Card No.) 8 9 10 ll l2 13 14 l5 l6 Q'aire Q'aire Q'aire Q'aire l3 Q'aire l4 Q'aire 16 Q'aire l7 Q'aire None 03me Contact group (primary educ.) Contact group (secondary educ) Contact (varieties of educ.) Age Number of Children Income (yearly-self,family) Brothers (Do not use) Sisters (DO not use) Siblings Card 4 25,26 27,28 29,30 35,36 141,42 £43,114 46,47 48,59 50,51 lst 23 Columns SAME as Card 1 except for Columns 11—12 (i.e., Deck or Card No.) 1265 359 Belgium FCC II (Cont.) 4 of 4 Field Number Question Variable Name Col. 17 54 Q'aire Future Orientation (happi— ness possibility) 46,47 18 2-Q-HP Contact Group (Secondary HP) 49,50 19 3-Q-HP Contact (Varieties of HP) 51,5 20 HP Scale HP Total Content Raw Score 61,62 21 HP Scale HP Total Intensity Raw Score 63,64 22 Education Scale Trad. Educ. Total Cont. Raw Score 65,66 23 Education Scale Trad. Educ. Total Int. Raw Score 67,68 24 Education Scale Prog. Educ. Total Cont. Raw Score 69,70 25 Education Scale Prog. Educ. Total Int. Raw Score 71,72 1265 360 DENMARK (206) (Special Instructions) Page s-3-l-ll Col. Question Item Detail Code Card 3 43—44 PQ 14 Income 01 to 4,999 Danish Kroners 02- 5,000 - 9,999 03 10,000 - 14,999 04 15,000 - 19,999 05 20,000 - 24,999 etc. 64 PQ 30 Rent 1 under 199 Danish Kroners 2 200 - 299 3 300 - 399 4 400 - 499 5 500 - 599 6 600 - 699 7 700 - 799 8 800 - 999 9 above 1,000 1On all Special Instruction sheets the page code is as follows: a. S = Special Instructions 6. First digit following S = Card or deck number. If the number is from 1 thru 4; it also refers to the original card or deck in the code book entitled: International Study. If the second digit is 5 or greater it indicates that an addi- tional card or deck is being added to the particular study. 0. Second digit following the S = Page number from the deck in the International Code Book. d. Third digit following the S = Page number of the Special Instructions. 361 ATTITUDES TOWARD EDUCATION AND THE HANDICAPPED IN DENMARK: THEIR NATURE AND THEIR DETERMINANTS FCC I AND FCC II Variable—Computer print out code form John E. Jordan College of Education Michigan State University 1166 362 FCC I Denmark 1 of 4 Field Number Question Variable Name Col. Card 1 1 Face Sheet of ““-‘ 3 Scales Nation 2 Face Sheet of Sex 8 Scales 3 37 Q'aire Interest Group Occupation 9 4 Face Sheet of Type of Administration 21 Scales 5 37 Q'aire Current Employment Status 24 6—25 HP Scale HP Content 25—44 26:24 HP Scale HP Intensity 45-64 46-55 Education Scale Trad. Education—Content 65-74 Card 2 First 24 Columns SAME as or Card No.) 56—65 Education Scale 66—75 Education Scale 76-85 Education Scale 2 Card No.) 86 4 Q'aire 87 5 Q'aire 88 6 Q'aire f9 7 Q'aire 90 9 Q'aire 91 10 Q'aire 92 11 Q'aire 93 12 Q'aire 94 15 Q'aire 95 18 Q'aire 96 19 Q'aire 97 20 Q'aire 98 21 Q'aire 99 22 Q'aire ICC 23 Q'aire 1°1 24 Q'aire 102 25 Q'aire 1166 Card 1 except for Col. 11-12 (i.e., Deck Trad. Education-Intensity 25-34 Prog. Education-Content 35-44 Prog. Education-Intensity 45-54 Card 3 4 Columns SAME as Card 1 except for Col. 11—12 (i.e., Deck ED Contact (amount) 31 ED Contact (gain from) 32 ED Contact (enjoyment) 33 ED Contact (alternatives) 34 Early Youth Commu 37 Employment Commu (recent) 38 Residence Commu (recent) 39 Marital Status 40 Income (compar-self fam.) 45 Income (father's compar) 52 Religious affilitation 53 Religion (Importance) 54 Personalism (job-amount) 55 Personalism (Job—import) 56 Personalism (job—diffusion) 5 Social class position (self) 58 Social class position father 59 363 Denmark FCC I (Cont.) 2 of 4 Field Number Question Variable Name Col. 103 26 Q'aire Education (self-amount) 60 104 27 Q'aire Education (self-compar) 61 105 28 Q'aire Education (father-compar) 62 106 29 Q'aire Housing (type of) 63 107 30 Q'aire Housing (rental-month) 64 108 3l—A Q'aire Insti. satis. (elem. schools) 65 109 3l-B Q'aire Insti. satis. (sec. schools) 66 110 31~C Q'aire Insti. satis. (univer.) 67 111 31-D Q'aire Insti. satis. (businessmen) 68 112 3l-E Q'aire Insti. satis. (labor) 69 113 31-F Q'aire Insti. satis. (local gov't.) 70 114 31-G Q'aire Insti. satis. (national gov't.) 71 115 31-H Q'aire Insti. satis. (health services) 72 116 31-1 Q'aire Insti. satis. (Churches) 73 117 32 Q'aire Residency (current length) 74 118 33 Q'aire Residence (change-recent) 75 Card 4 lst 24 columns SAME except for Columns 11-12 (i.e., Deck or Card No.) 119 34 Q'aire Job (Change-recent) 25 120 35 Q'aire Residency (change—freq.) 26 121 36 Q'aire Job (change-frequency) 27 122 38 Q'aire Religiousity (norm-conformity) 30 123 39 Q'aire Change orient. (health practices) 31 124 40 Q'aire Change orient. (child-rearing) 32 125 41 Q'aire Change orient. (birth control) 33 126 42 Q'aire Change orient. (automation) 34 127 43 Q'aire Change orient (political leaders) 35 128 44 Q'aire Education (aid—to-local) 36 129 45 Q'aire Education (aid-to-federal) 37 130 46 Q'aire Education (planning respons.) 38 131 47 Q'aire Change orient. (self) 39 132 48 Q'aire Change orient. (self-role adher.) 40 133 49 Q'aire Change orient. (self—routine job) 41 134 50 Q'aire Personalism (familialism) 42 135 51 Q'aire Personalism (other orient.) 43 136 52 Q'aire Future Orient. (planning) 44 137 53 Q'aire HP Future Orient (happiness pre-re) 45 138 l-Q-HP HP Contact group (primary 48 139 4-Q-HP HP Contact (amount) '53 140 5-Q-HP HP Contact (ease of avoidance) 54 141 6-Q-HP HP Contact (gain from) 55 1166 364 Denmark FTZC I (Cont.) 3 of 4 Field Dhlmber Question Variable Name Col. 1142 7—Q-HP HP Contact (% income from) 56 2143 8-Q-HP HP Contact (enjoyment-HP) 57 1414 9-Q-HP HP Contact (alternatives) 58 ‘145 lO-Q-HP MR Contact (amount) 59 146 ll-Q-HP EDP Contact (amount) 60 FCC II Card 1 1 Face Sheet Group Number (administration) 4,5 2 37 Q'aire Specific Occupation 22,23 1st 24 columns Card No.) Value Value Value Value Value Value CID-\l O\U'| ECU lst 24 columns Card No.) Card 2 SAME as card 1 except for columns 11-12 (i.e., Deck or Scale Scale Scale Scale Scale Scale Support Value Conformity Value Recognition Value (comparative) Independence Value Benevolence Value Leadership Value (comparative) Card 3 55,56 57,58 59,60 61,62 63,64 65,66 SAME as card 1 except for columns 11-12 (i.e., Deck or 9 1 Q'aire 10 2 Q'aire 11 3 Q'aire 12 8 Q'aire 13 13 Q'aire 14 14 Q'aire 15 16 Q'aire 16 17 Q'aire 17 None 1166 Contact group (primary education) 25,26 Contact_group (secondary educa.) Contact (varieties of education) Age Number of children Income (yearly-self,family) Brothers (Do not use) Sisters (Do not use) Siblings 27,28 29,30 35,36 41,42 43,44 46,47 48,49 50,51 FCC II (Cont.) Field Number Question 365 Variable Name Denmark 4 of 4 Col. Card 4 lst 24 columns Same as card 1 except for columns 11-12 (i.e., Deck or Card No.) 18 37 Q'aire 19 54 Q'aire 20 2-Q HP 21 3-Q HP 22 HP Scale 23 HP Scale 24 Education 25 Education 26 Education 27 Education 1166 Scale Scale Scale Scale Occupation (specific) Future Orientation (happiness possibility) Contact Group (Secondary HP) Contact (Varieties of HP) HP Total Content Raw Score HP Total Intensity Raw Score Trad. Educ. Total Cont. Raw Score Trad. Educ. Total Int. Raw Score Prog. Educ. Total Cont. Raw Score Prog. Educ. Total Int. Raw Score 28,29 46,47 49,50 51,52 61,62 63,64 65,66 67,68 69,70 71,72 366 ENGLAND (201) (Special Instructions) Page S—3—2—ll Col. Question Item Detail Code Card 3 25,26 1 Q'aire Ed Contact 01 (primary) 02 01 03 04 02 O5 O6 O3 O7 O4 08 05 27,28 1 Q'aire Ed Contact Same as above (secondary) 37,38, 9,10,11 Community reared number 4 39 Q'aire employ. comm. alternative recent residence omitted 43,44 14 Q'aire Income 01 to 249 British pounds 02 250 - 499 03 500 - 749 04 750 - 999 05 1,000 - 1,249 units of 250 53 19 Q'aire Religious 1- 1 Roman Catholic affiliation 2- 5 Church of England 3- 2 Protestant 4- 3 Jewish 5— 4 None 6- 9 Other 1 On all Special Instruction sheets the page code is as follows: (a) S = Special Instructions; (b) First digit following S = Card or deck number. If the number is from 1 thru 4; it also refers to the original card or deck in the code book entitled: International Study. If the second digit is 5 or greater it indicates that an additional card or deck is being added to the particular study; (0) Second digit following the S = page number from the deck in the International Code Book; (d) Third digit following the S = Page number of the Special Instructions. 367 s—3—2_ l'\) Col. Question Item Detail Code 64 30 Q'aire Rental go Z British pounds -1 15-21 22—28 29-35 36-42 43-49 50-56 over 57 \OCIDNCDUTJZ’UUNH 368 ATTITUDES TOWARD EDUCATION AND THE HANDICAPPED IN ENGLAND: THEIR NATURE AND THEIR DETERMINANTS FCC I and FCC II Variable Computer print out code form John E. Jordan College of Education Michigan State University 1266 369 FCC I England Field 1 of 4 Number Question Variable Name Col. Card 1 1 Face Sheet of Scales Nation 3 2 Face Sheet of Scales Sex 8 3 37 Q'aire Interest Group Occupation 9 4 Face Sheet of Scales Type of Administration 21 5 37 Q'aire Current Employment Status 24 6-25 HP Scale HP Content 25-44 26-45 HP Scale HP Intensity 45—64 46-55 Education Scale Trad. Education Content 65-74 Card 2 First 24 columns SAME as Card 1 except for col. ll, 12 (i.e., Deck or Card No.) 56-65 Education Scale Trad. Education-Intensity 25-34 66—75 Education Scale Prog. Education-Content 35-44 76-85 Education Scale Prog. Education-Intensity 45—54 Card 3 First 24 Columns SAME as Card 1 except for col. 11, 12 (i.e., Deck or Card No.) 86 4 Q'aire ED Contact (amount) 31 87 5 Q'aire ED Contact (gain from) 32 88 6 Q'aire ED Contact (enjoyment 3 89 7 Q'aire ED Contact (alternatives) 34 9O 9 Q'aire Early Youth Commu 37 91 10 Q'aire Employment Commu (recent) 38 92 ll Q'aire Residence Commu (recent) 39 93 12 Q'aire Marital Status 40 94 15 Q'aire Income (compar-self fam.) 45 95 18 Q'aire Income (father's compar) 52 96 19 Q'aire Religious affiliation 53 97 2O Q'aire Religion (Importance) 54 98 21 Q'aire Personalism (job-amount) 55 99 22 Q'aire Personalism (Job-import) 56 ‘00 23 Q'aire Personalism (Job-diffusion) 57 101 24 Q'aire Social class position (self) 58 102 25 Q'aire Social class position father 59 370 England FCC I (Cont.) Field Number Question Variable Name Col. 103 26 Q'aire Education (self-amount) 60 104 27 Q'aire Education (self-compar) 61 105 28 Q'aire Education (father-compar) 62 106 29 Q'aire Housing (type of) 63 107 30 Q'aire Housing (rental-month) 64 108 31-A Q'aire Insti. satis. (elem. schools) 65 109 31-B Q'aire Insti. satis. (sec. schools) 66 110 3l-C Q'aire Insti. satis. (univers.) 67 111 31-D Q'aire Insti. satis. (Businessmen) 68 112 31-E Q'aire Insti. satis. (labor) 69 113 31-F Q'aire Insti. satis. (local gov't.) 70 114 31-G Q'aire Insti. satis. (national gov't.) 71 115 31-H Q'aire Insti. satis. (health services) 72 116 31-1 Q'aire Insti. satis. (churches) 73 117 32 Q'aire Residency (current length) 74 118 33 Q'aire Residency (change-recent) 75 Card 4 1st 24 columns SAME except for columns ll-12 (i.e., Deck or Card No.) 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 1266 34 35 36 38 39 4o 41 42 43 44 45 46 47 48 49 50 51 52 53 Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire Q'aire A'aire l-Q-HP 4-Q-HP 5-Q-HP 6—Q—HP 7-Q-HP Job (change-recent) Residency (change-frequency) Job (change-frequency) Religiousity (norm-conformity) (Health-practices) Change Change Change Change Change orient orient orient orient orient (Child-rearing) (birth control) (automation) (political 1drs.) Education (aid-to-local) Education (aid-to-federal) Education (planning respons.) Change orient (self) Change Orient (self-role adher.) Change orient (self—routine job) Personalism (familialism) Personalism (other orient) Future Orient (planning) HP Future Orient (happiness pre-re.) group (primary) (amount) (ease Of avoidance) (gain from) (% income from) HP Contact HP Contact HP Contact HP Contact HP Contact 25 26 27 30 31 32 33 34 371 England FCC I (Cont.) 3 of 4 Field Number Question Variable Name Col. 143 8—Q-HP HP Contact (enjoyment-HP) 57 144 9-Q-HP HP Contact (alternatives) 58 145 lO-Q-HP MR Contact (amount) 59 146 ll—Q—HP EDP Contact (amount) 60 FCC II Card 1 1 Face Sheet Group Number (administration) 4,5 2 37 Q'aire Specific Occupation 22,23 lst 24 columns or Card No.) (IDN O\U'l IIUU Value Value Value Value Value Value lst 24 columns or Card No.) 9 10 ll 12 13 14 15 16 17 1266 Card 2 SAME as card 1 except for columns 11-12 (i.e., Deck Scale Scale Scale Scale Scale Scale Support Value Conformity,Value Recognition Value (comparative) Independence Value Benevolence Value Leadership Value (comparative) Card 3 55.56 57.58 59.60 61,62 63,64 65,66 SAME as card 1 except for columns 11-12 (i.e., Deck 1 Q'aire 2 Q'aire 3 Q'aire 8 Q'aire l3 Q'aire l4 Q'aire l6 Q'aire 17 Q'aire None Contact group (primary education) 25,26 Contact group (secondary educ.) Contact (varieties of education) Age Number of children Income (yearly-self,fami1y) Brothers (Do not use) Sisters (Do not use) Siblings 27,28 29,30 35,36 41,42 43,44 46,47 48,49 50,51 IFCC II (Cont.) Field thimber Question 372 England 4 of 4 Variable Name Col. Card 4 lst 24 columns SAME as card 1 except for columns 11-12 (i.e., Deck or Card No.) 18 37 Q'aire 19 54 Q'aire 2O 2—Q HP 21 3-Q HP 22 HP Scale 23 HP Scale 24 Education Scale 25 Education Scale 26 Education Scale 27 Education Scale 1266 Occupation (specific) Future Orient (happiness possi.) Contact Group (Secondary HP) Contact (Varieties of HP) HP Total Content Raw Score HP Total Intensity Raw Score Trad. Educ. TOtal Cont. Raw Score Trad. Educ. Total Int. Raw Score Prog. Educ. Total Cont. Raw Score Prog. Educ. Total Int. Raw Score 28,29 46,47 49,50 51,52 61,62 63,64 65,66 67,68 69,70 71,72 373 FRANCE (204) Special Instructions) l of l Cardl 2 Col. Ques. Item Detail Code Card 1 1:4,5 Group Numbers 01 no occup. group (Admin.) 02 meaning. Each 06 group a mixture. 1:45—64 1-20 HP Scale 4 the order for Intensity, 3 intensity only was 2 reversed. Also same 1 for Educ. Scale Card 2 2:25-34 Trad. Ed. Scale Same as above for Intensity HP Intensity 2:45—54 Prog. Ed. Scale Same as above for Intensipy HP intensity Card 3 3:43,44 l4 Q'aire Income 01 to 999 New Francs 02 1,000 - 1,999 03 2,000 - 2,999 etc. increments of 1,000 New Francs 3:57 23 Q'aire Personalism Coding error--omit for (job—diffusion) analysis 3:64 30 Q'aire Rental 1 to 99 New Francs (monthly) 2 100—149 6 300-399 3 150—199 7 400-499 4 200—249 8 500-599 5 250—299 9 600—up 4:36 44 Q'aire Education-aid Omitted in France (local) Code as missing data 1The card/col. designations refers to the location in the Code Book: International Study - 865. 2Designates changes and/or additions to the 865 Code Book. All card designations over 4 will indicate additions. In such cases the full code will be given since it will be new and not contained in the 865 Cod e Book. 374 FRANCE (204) FCC I and II Variable computer print out code form John E. Jordan College of Education Michigan State University 666 375 FCC I France 1 of 3 Field Thimber Question Variable Name Col. 1 Face Sheet of 9532‘; Scales Nation 3 2 Face Sheet of Scales Sex 8 3 37 Q'aire Interest Group Occupation 9 4 Face Sheet of Scales Type of Administration 21 5 37 Q'aire Current Employment Status 24 6-25 HP Scale HP Content 25-44 26-45 HP Scale HP Intensity 45—64 46-55 Education Scale Trad. Education—Content 65-74 Card 2 First 24 columns SAME as Card 1 except for col. 11-12 (i.e., Deck or Card No.) 56-65 Education Scale Trad. Education-Intensity 25-34 66—75 Education Scale Prog. Education-Content 35-44 76-85 Education Scale Prog. Education-Intensity 45-54 Card 3 86 4 Q'aire Contact (amount-education) 31 87 5 Q'aire Contact (gain from education) 32 88 6 Q'aire Contact (enjoyment—education) 33 89 7 Q'aire Contact (alternatives to education) 34 90 9 Q'aire Early Youth Community 37 91 10 Q'aire Employment Community (recent) 38 92 11 Q'aire Residence Community (recent) 39 93 12 Q'aire Marital Status 40 94 15 Q'aire Income (comparative-self fam.) 45 95 18 Q'aire Income (father's comparative) 52 96 19 Q'aire Religious affiliation 53 97 2O Q'aire Religion (Importance) 54 98 21 Q'aire Personalism (Job amount) 55 99 22 Q'aire Personalism (Job-importance of) 56 100 23 Q'aire Personalism (Job-diffusion) 57 101 24 Q'aire SOcial class position (self) 58 ;O2 25 Q'aire Social class position father 59 103 26 Q'aire Education (self-amount) 60 104 27 Q'aire Education (self—comparative) 61 666 376 FCC I (Cont.) France 2 of 3 Field Number Question Variable Name Col. 105 28 Q'aire Education (father-comparative) 62 106 29 Q'aire Housing (type of) 63 107 30 Q'aire Housing (rental—month) 64 108 31-A Q'aire Instit. satis. (Elem. Sch.) 65 109 31-B Q'aire Instit; satis. (Sec. Sch.) 66 110 3l-C Q'aire Instit. satis. (univ.) 67 111 31-D Q'aire Instit. satis. (Bus.) 68 112 31-E Q'aire Instit. satis. (Labor) 69 113 31-F Q'aire Instit. satis. (local gov't.) 70 114 3l—G Q'aire Instit. satis. (Nat. gov't.) 71 115 31-H Q'aire Instit. satis. (health) 72 116 31-1 Q'aire Instit. satis. (churches) 73 117 32 Q'aire Residence (current length) 74 118 33 Q'aire Residence (change—recent) 75 119 34 Q'aire Job (change-recent) 25 120 35 Q'aire Residence (change-frequency) 26 121 36 Q'aire Job (change-frequency) 27 122 38 Q'aire Religiosity (norm conformity) 30 123 39 Q'aire Change orient. (health) 31 124 40 Q'aire Change orient. (child—rearing) 32 125 41 Q'aire Change orient. (birth control) 33 126 42 Q'aire Change orient. (automation) 34 127 43 Q'aire Change orient. (political lead.) 35 128 45 Q'aire Education (aid-to-federal) 37 129 46 Q'aire Education (planning respons.) 38 130 47 Q'aire Change orient. (self) 39 131 48 Q'aire Change orient. (self—rule adher.) 40 132 49 Q'aire Change orient. (self-rout. job) 41 133 50 Q'aire Personalism (familialism) 42 134 51 Q'aire Personalism (other orient.) 43 135 52 Q'aire Future Orient. (planning) 44 136 53 Q'aire Future Orient. (happiness rereq.) 45 137 1-Q-HP Contact group (primary-HP) 48 138 4-Q-HP Contact (amount of HP) 53 139 5-Q-HP Contact (ease of avoidance) 54 140 6—Q-HP Contact (Gain from HP) 55 141 7—Q—HP Contact (% income from HP) 56 142 8-Q-HP Contact (enjoyment HP) 57 143 9-Q-HP Contact (alternative to HP) 58 144 lO-Q-HP Contact (amount M.R.) 59 145 ll-Q—HP Contact (amount-emotional ill) 60 666 377 FCC 11 France 3 of 3 Field Number Question Variable Name Col. Card 1 1 Face Sheet Group Number 4,5 lst 24 columns Card No.) 2 Value 3 Value 4 Value 5 Value 6 Value 7 Value lst 23 columns SAME as Card 1 except for Col. 11—12 (i.e., Deck Card 2 SAME as Card 1 except for Col. 11-12 (i.e., Deck or Scale Scale Scale Scale Scale Scale Card No.) 8 1 Q'aire 9 2 Q'aire 10 3 Q'aire ll 8 Q'aire 12 13 Q'aire 13 14 Q'aire 14 16 Q'aire 15 17 Q'aire 16 None Support Value Conformity Value Recognition Value (comparative) Independent Value Benevolence Value Leadership Value (comparative) Card 3 Ed. Contact group (primary) Ed. Contact group (secondary) Ed. Contact (varieties) Age Number of Children Income (yearly-self, family) Brothers (Do not use) Sisters (Do not use) Siblings Card 4 55,56 57,58 59.60 61,62 63,64 65,66 01" 25,26 27,28 29,30 35.36 41,42 43,44 46,47 48,49 50,51 lst 23 columns SAME as Card 1 except for Col. 11-12 (i.e., Deck or Card No.) 17 18 19 2O 21 22 23 24 25 26 666 37 Q'aire 54 Q'aire 2-Q-HP 3-Q-HP HP Scale HP Scale Education Scale Education Scale Education Scale Education Scale Occupation (specific Future Orient. (happ. possib.) HP Contact Group (Secondary) HP Contact Varieties) HP-Total Content Raw Score HP—Total Intensity Raw Score Trad. Educ. Total Cont. Raw Score Trad. Educ. Total Int. Raw Score Prog. Educ. Total Cont. Raw Score Prog. Educ. Total Int. Raw Score 28,29 46,47 49,50 51,52 61,62 63,64 65,66 67,68 69,70 71,72 378 THE NETHERLANDS (202) (Special Instructions) Page S—3-4-1l Column Question Item Detail Code Recode* Card 1 4—5 Face Sheet Group Number —01 Managers -02 Rehabilitation (SER) -03 Labor -04 Education Card 2 43—44 1. The income question (no. 14) was omitted from The Netherlands Personnel Quesionnaire as being "sensitive" to Dutch respondents. 2. Rental. Question 30 is coded below as and scored in 001's 43—44 where income is normally scored. Column 64 is then left blank for possible recoding of the rental question. Dutch Guilders Code Dutch Guilders Code 0-24 -01 175-199 —08 25-49 —02 200-224 —09 50—74 -03 225-249 —10 75—99 -04 250—274 -11 100—124 -05 275—299 -12 125—149 —06 300-324 —13 150—174 —07 etc. intervals of 25 1 On all Special Instruction sheets the page code is as follows: (a) S = Special Instructions; (b) First digit following S = Card or deck number. If the number is from 4 thru 4; it also refers to the original card or deck in the code book entitled: International Study. If the second digit is 5 or greater it indi- cates that an additional card or deck is being added to the particu- lar study; (C) Second digit following the S = Page number from the deck in the International Code Book; and (d) Third digit following the S = Page number of the Spppial Instructions. 965 379 Page S-4-3—2 (Column Question Item Detail Code Recode* Card 4 36 Question No. 44 (local aid to educ.) is omitted from The Netherlands Personnel Questionnaire as not "applicable." It is scored as missing data, i.e., as a 1. Card 5 1—24 Same as other face sheets except Col's 11-12 (Deck or Card No. 05) 25 Questions Value Scale Questions 1 - Least thru 1 thru 52 2 - Not chosen 76 3 - Most Card 6 1—24 Same as other face sheets except Col's 11-12 (Deck or Card No. 06) 25 Questions Value Scale Questions 1 — Least thru 53 thru 90 2 - Not chosen 62 3 - Most 63-64 Raw Score Total - S (Support) 00-32 65-66 " " " — C (Conformity) 00-32 67-68 " " " — R (Recognition) 00-32 69-70 " " " - I (Independence)00-32 71—72 " " ” - B (Benevolence) 00-32 73-74 " " ” - L (Leadership) 00—32 965 380 THE NETHERLANDS FCC I and II Variable Computer print out code form John E. Jordan College of Education Michigan State University 1175 381 FCC I The Netherlands 1 of 4 Field Iflumber Question Variable Name Col. Card 1 1 Face Sheet Nation and location 3 2 Face Sheet Sex 8 3 37 Q'aire Interest group 9 4 None Occup. recod (rehab.) 10 5 Face Sheet Adm. type 21 6 Face Sheet Employment status 24 7-26 HP Scale HP Content 24-44 27-46 HP Scale HP Intensity 46-64 47-56 Ed Scale Trad. Educ. Content 65-74 Card 2 First 24 Columns SAME as card 1 except for Col. 11-12 (i.e., Deck or Card No.) 57—66 Education Scale Trad. Education—Intensity 25—34 67-76 Education Scale Pr g. Education—Content 35-44 77-86 Education Scale Prog. Education-Intensity 45-54 Card 3 87 4 Q'aire Contact (amount-education) 31 88 5 Q'aire Contact (gain from education) 32 89 6 Q'aire Contact (enjoyment-education) 33 9O 7 Q'aire Contact (alternatives to educ.) 34 91 9 Q'aire Early Youth Community 37 92 10 Q'aire Employment Community (recent) 38 93 11 Q'aire Residence Community (recent) 39 94 12 A'aire Marital Status 40 95 15 Q'aire Income (comparative-self family) 45 96 18 Q'aire Income (father's comparative) 52 97 19 Q'aire Religious affiliation 53 98 20 Q'aire Religion (Importance) 54 99 21 Q'aire Personalism (job-amount) 55 100 22 Q'aire Personalism (Job-importance of) 56 101 23 Q'aire Personalism (Job—diffusion) 57 102 24 Q'aire Social class position (self) 58 103 25 Q'aire Social class position (father) 59 104 26 Q'aire Education (self-amount) 6O 382 FCC I (Cont.) The Netherlands 2 of 4 Field Number Question Variable Name Col. 105 27 Q'aire Education (self-comparative) 61 106 28 Q'aire Education (father-comparative) 62 107 29 Q'aire Housing (type of) 63 108 3l-A Q'aire Insti. satis. (Ele. Schools) 65 109 31-B Q'aire Insti. satis. (Sec. Schools) 66 110 31-0 Q'aire Insti. satis. (Universities) 67 111 31-D Q'aire Insti. satis. (Businessmen) 68 112 31-E Q'aire Insti. satis. (Labor) 69 113 31—F Q'aire Insti. satis. (Local gov't.) 70 114 31-G Q'aire Insti. satis. (National gov't.) 71 115 3l-H Q'aire Insti. satis. (health services) 72 116 31-I Q'aire Insti. satis. (Churches) 73 117 32 Q'aire Residence (current length) 74 118 33 Q'aire Residence (change-recent) 75 9.9.29.3 lst 24 columns SAME except for columns 11—12 (i.e., Deck or Card No.) 119 34 Q'aire Job (change-recent) 25 120 35 Q'aire Residence (change-frequency) 26 121 36 Q'aire Job (change-frequency) 27 122 38 Q'aire Religiousity (norm-conformity) 30 123 39 Q'aire Change orient. (health practice) 31 12 40 Q'aire Change orient. (Child-rearing) 32 125 41 Q'aire Change orient. (birth control) 33 126 42 Q'aire Change orient. (automation) 34 127 43 Q'aire Change orient. (political leaders) 35 128 44 Q'aire Education (aid-to-local) 36 129 45 Q'aire Education (aid—to—federal) 37 130 46 Q'aire Education (planning responsibility) 38 131 47 Q'aire Change orient. (self) 39 132 48 Q'aire Change orient. (self-rule adherence) 40 133 49 Q'aire Change orient. (self-routine job) 41 134 50 Q'aire Personalism (familialism-par. ties)‘ 42 135 51 Q'aire Personalism (other orientation) 43 136 52 Q'aire Future orient. (planning) 44 137 53 Q'aire Future orient. (happiness prereq.) 45 138 l-Q-HP Contact group (primary HP) 48 139 4-Q-HP Contact (amount of HP) 53 140 5-Q-HP Contact (ease of avoidance) 54 141 6-Q-HP Contact (gain from HP) 55 142 7-Q-HP Contact (% Income from HP) 56 143 8-Q-HP Contact (enjoyment HP) 5 144 9—Q—HP Contact (alternative to HP) 58 +4 +4 383 IFCC I (Cont.) The Netherlands 3 of 4 Field ITumber Question Variable Name Col. 145 lO-Q-HP Contact (amount M.R.) 59 146 ll-Q—HP Contact (amount-emotional ill) 60 Card 5 lst 24 columns SAME except for col's. 11-12 (i.e., deck or card no.) 147 Value Scale Value Scale 25 thru Items thru 198 1-52 76 Card 6 lst 24 columns SAME except for col's. 11-12 (i.e., deck or card no.) 199 Value Scale Value Scale 25 thru Items thru 236 53-90 62 FCC II Card 1 1 Face Sheet Group Number 4,5 2 37 Q'aire Specific Occupation 22,23 Card 3 1st 24 Columns SAME as Card 1 except for Col. 11—12 (i.e., deck or card no ) 3 l Q'aire Educ. Contact group (primary) 25,26 4 2 Q'aire Educ. Contact group (secondary) 27,28 5 3 Q'aire Educ. Contact (varieties of) 29,30 6 8 Q'aire Age ’ 35,36 7 13 Q'aire Number of children 41,42 8 30 Q'aire Rental 43,44 9 l6 Q'aire Brothers (Do not use in fan,etc.) 46,47 0 17 Q'aire Sisters (Do not use in fan, etc.) 48,49 1 None Siblings 50,51 1165 IFCC II (Cont.) Field Number .. Question 384 Variable Name Card 4 The Netherlands 4 of 4 Col. lst 24 Columns SAME as Card 1 except for Columns 11—12 (i.e., Deck or Card No.) 12 13 14 15 16 17 18 19 2O 21 37 Q'aire 54 Q'aire 2—Q-HP 3-Q-HP None None None None None None lst 24 Columns or Card No.) 22 23 24 25 26 27 1165 Value Value Value Value Value Value Occupation (Specific) Future Orient. HP HP HP HP ED ED ED ED (happi. pose) Contact group (secondary) Contact (varieties of) Scale, Scale, Scale, Scale, Scale, Scale, Card 6 Total Content raw score Total Intensity raw SCH Trad. Content raw score Trad. Inten. Prog. Content raw score raw SCOPE Prog. Inten. raw SCOPE 28,29 46,47 49,50 51,52 61,62 63,64 65,66 67,68 69,70 71,72 SAME as Card 1 except for Columns 11-12 (i.e., Deck Scale Scale Scale Scale Scale Scale FCUFHfiCDM Support Value Conformity Value Recognition Value (comp.) Independent Value Benevolence Value (asset) Leadership Value (comp.) 63,64 65,66 67,68 69,70 71,72 73,74 385 YUGOSLAVIA (205) (Special Instructions) Page s-l-l-ll Col. Question Item Detail Code Card 1 (l- (2- (3- 4,5 Face Sheet Administration (4— Group (5- (6- (7- (8- Card 3 43-44 PQ 14 Income 01 to 500,000 diners 02 500,000 - 749,999 03 1,000,000 - 1,249,999 04 1,250,000 - 1,499,999 to (units of 250,000) 22 58 PQ 24 Social Class Omitted2 = score as : (self) 59 PQ 25 Social Class Omitted2 = score as : (father) 1On all Special Instruction Sheets the page code is as follows: (a) S = Special Instructions; (b) First digit following S = Card or deck number. If the number is from 4 thru 4; it also refers to the original card or deck in the code book entitled: International Study. If the second digit is 5 or greater it indi- cates that an additional card or deck is being added to the particu- lar study; (c) Second digit following the S = Page number from the deck in the International Code Book; and (d) Third digit following the S = Page number of the Special Instructions. 2Question not "acceptable" in Yugoslavia. 386 Page S-1—1—2 Col. Question Item Detail Code 64 PQ 30 Rent 1 up to 4,000 dinars 2 4,000 - 7,999 3 8,000 - 11,999 4 12,000 - 15,999 5 16,000 - 19,999 6 20,000 - 23,999 7 Zuaooo ' 273999 8 28,000 - 31,999 9 40,000 and above Card 4 36 PQ 44 Aid to Educ. Omitted = score as 1 (local) 387 ATTITUDES TOWARD EDUCATION AND THE HANDICAPPED IN YUGOSLAVIA: THEIR NATURE AND THEIR DETERMINANTS FCC I and FCC II Variable Computer print out code form John E. Jordan College of Education Michigan State University 1066 388 FCC I Yugoslavia 1 of 4 Field Number Question Variable Name Col. 1 Face Sheet of Q§£Q_£ Scales Nation 3 2 Face Sheet of Scales Sex 8 3 37 Q'aire Interest Group Occupation 9 4 Face Sheet of Scales Type of Administration 21 5 37 Q'aire Current Employment Status 24 6-25 HP Scale HP Content 25-44 26-45 HP Scale HP Intensity 45—64 46—55 Education Scale Trad. Education-Content 65-74 Card 2 First 24 Columns SAME as Card 1 except for Col. 11, 12 (i.e., Deck or Card No.) 56-65 Education Scale Trad. Education-Intensity 25-34 66-75 Education Scale Prog. Education—Content 35—44 76-85 Education Scale Prog. Education-Intensity 45-54 Card 3 First 24 Columns SAME as Card 1 except for CO1. 11, 12 (i.e., Deck or Card No.) 86 4 Q'aire ED Contact (amount) 31 87 5 Q'aire ED Contact (gain from) 32 88 6 Q'aire ED Contact(enjoyment) 33 89 7 Q'aire ED Contact (alternatives) 34 9O 9 Q'aire Early Youth Community 37 91 10 Q'aire Employment Community (recent) 38 92 ll Q'aire Residence Community (recent) 39 93 12 Q'aire Marital Status 40 94 15 Q'aire Income (compar.-se1f fam.) 45 95 18 Q'aire Income (father's compar.) 52 96 19 Q'aire Religious affiliation 53 97 2O Q'aire Religion (importance) 54 98 21 Q'aire Personalism (job-amount) 55 99 22 Q'aire Personalism (job—import) 56 100 23 Q'aire Personalism (job-diffusion) 57 101 24 Q'aire Social class position (self) 58 102 25 Q'aire Social class position father 59 389 FCC I (Cont.) Yugoslavia 2 of 4 Field Number Question Variable Name Col. 103 26 Q'aire Education (self—amount) 60 104 27 Q'aire Education (self-compar) 61 105 28 Q'aire Education (fatherhcompar) 62 106 29 Q'aire Housing (type of) 63 107 30 Q'aire Housing (rental-month) 64 108 31-A Q'aire Insti. satis. (elem. schools) 65 109 31-B Q'aire Insti. satis. (sec. schools) 66 110 31—0 Q'aire Insti. satis. (univer.) 67 111 31-D Q'aire Insti. satis. (businessmen) 68 112 31-E Q'aire Insti. satis. (labor) 69 113 31-F Q'aire Insti. satis. (local gov't.) 70 114 3l-G Q'aire Insti. satis. (national gov't.) 71 115 31-H Q'aire Insti. satis. (health services) 72 116 31-1 Q'aire Insti. satis. (churches) 73 117 32 Q'aire Residency (current length) 74 118 33 Q'aire Residency (change-recent) 75 lst 24 Columns SAME except for Columns 11-12 (i.e., Deck or Card NO. 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 1066 34 Q'aire 35 Q'aire 36 Q'aire 38 Q'aire 39 Q'aire 4O Q'aire 41 Q'aire 42 Q'aire 43 Q'aire 44 Q'aire 45 Q'aire 46 Q'aire 47 Q'aire 48 Q’aire 49 Q'aire 50 Q'aire 51 Q'aire 52 Q'aire 53 Q'aire 1-Q-HP 4-Q-HP 5-Q-HP 6-Q-HP 7-Q-HP Card 4 Job (change-recent) Residency (change-frequency) Job (change-frequency) Religiousity (normbconformity) Change Change Change Change Change orient. orient. orient. orient. orient. (health practices) (child-rearing) (birth control) (automation) (political leaders) Education (aid-to-local) Education (aid-to-federal) Education (planning respons.) Change orient. Change orient. (self) (self-role adher.) Change orient (self-routine job) Personalism (familialism) Personalism (other orient.) Future Orient. (planning) HP Future Orient. (happiness prere) HP Contact HP Contact HP Contact HP Contact HP Contact group (primary) (amount) (ease of avoidance) (gain from) (% Income from) 25 26 27 30 31 32 33 34 35 36 37 38 “FEM“trwmwfifl? 390 iFCC I (Cont.) Yugoslavia 3 of 4 Field Iflumber Question Variable Name Col. 143 8-Q-HP HP Contact (enjoyment-HP) 57 144 9-Q-HP HP Contact (alternatives) 58 145 lO-Q-HP MR Contact (amount) 59 146 ll-Q-HP EDP Contact (amount) 60 FCC II Card 1 1 Face Sheet Group Number (administration) 4,5 2 37 Q'aire Specific Occupation 22,23 Card 2 1st 24 columns SAME as card 1 except for columns 11-12 (i.e., Deck or Card No.) 3 Value Scale Support Value 55,56 4 Value Scale Conformitnyalue 57,58 5 Value Scale Recognition Value (comparative) 59,60 6 Value Scale Independence Value 61,62 7 Value Scale Benevolence Value 63,64 8 Value Scale Leadership Value (comparative) 65,66 Card 3 1st 24 columns SAME as card 1 except for columns 11—12 (i.e., Deck or Card No.) 9 l Q'aire Contact group (primary educ.) 25,26 10 2 Q'aire Contact group (secondary educ.) 27,28 11 3 Q'aire Contact(varieties of educ.) 29,30 12 8 Q'aire Age 35,36 l3 l3 Q'aire Number of Children 41,42 14 14 Q'aire Income (yearly—self,family) 43,44 15 16 Q'aire Brothers (Do not use) 46,47 16 17 Q'aire Sisters (Do not use) 48,49 17 None Siblings 50,51 1066 FCC II (Cont.) Field Number Question 391 Yugoslavia 4 of 4 Variable Name Col. Card 4 lst 24 columns SAME as Card 1 except for columns 11-12 (i.e., Deck or Card No.) 18 19 20 21 22 23 24 25 26 27 1066 37 Q'aire 54 Q'aire 2-Q HP 3-Q HP HP Scale HP Scale Education Education Education Education Scale Scale Scale Scale Occupation (specific) 28,29 Future Orient. (happiness poss.) 46,47 Contact Group (Secondary HP) 49,50 Contact (Varieties of HP) 51,52 HP Total Content Raw Score 61,62 HP Total Intensity Raw Score 63,64 Trad. Educ. Trad. Educ. Prog. Educ. Prog. Educ. Total Cont. Raw Score65,66 Total Int. Raw Score 67,68 Total Cont. Raw Score69,70 Total Int. Raw Score 71,72 APPENDIX B-5 DATA TRANSCRIPTION SHEET 392 Attitudes Toward Education: International Study , ' Education Scale - ~ Education Scale - Ha::;::pfizgrzei:°ns Tradit%gg§1 L. Progressive * Card 1 Card 2 Card 1 Card 2 COntent Intensity Content Intensity Content Intensity (C01) (C01) (C01) (C01) 4 (Col) (Col) 1. ___(25) __(45) 3. _(65) ___(25) l. __(35) ____(45) 2. _(26) ___(46)'4. _(66) ___(26) 2. _(36) ____(46) 3. __ __ 6. _(67) ____(27) 5. ____(37) ___(47) 4. __ __ 10. __(68) ___(28) 7. (38) __(48) 5. __ __ 11. _(egi ___(29) a. _(39) _(49) 6. _____ ______ 12.____j70) _____430) 9. ____J40) _____150) 7. __ _______ 13.—(71) ____(31)15. _(41) ____(51) a. __ __ l4.____(72) __(32)16. _(42) ____(52) 9..____ ______ 18.____j73) _____433) I1 ____j43) _____(53) 10. __(-34) ___(54)119.__(74) ___(34) 20 _(44) ____(54) ll _____ ______ 12._____ ______ _____ ______ _____ ._____ 13._____ ______ 14._____ ______ 15.—(39) ___(59) 16._____ ______ l7._____ ______ Location 18'————- -————- Group - _p 1 l9._____ ______ 20.____X44) (64) Respondent No. 865 APPENDIX B-6 ADDENDUM TO REVIEW OF LITERATURE 394 395 While the following studies were not available for review (since they are still in process) they are related to the larger concurrent-replicative cross cultural re- search project on attitudes toward education and toward handicapped persons underway at Michigan State University. They are listed to make them known to the professional public. The additional studies, (with their projected com- pletion dates) examine: attitudes in Japan (Cessna, 1967); of various subgroups of special educators (Mader, 1967); comparison of special versus regular educators (Green, 1967); relationships between attitudes, values, contact and theological orientations (Dean, 1967); attitudes of college counselors (Palmerton, 1967); ministers attitudes toward mental retardation (Heater, 1967); attitudes toward general disability versus blindness (Dickie, 1967); atti- tudes toward general disability versus deafness (Weir, 1968); and factors influencing attitudes toward integration of handicapped children in regular classes (Proctor, 1967). Cross Cultural Attitude Research Project Cessna, w. 0. Jr. The nature and determinants of attitude toward education and toward physically disabled perSons in Japan. Unpublished doctoral disser- tation, Michigan State University, 1967 (c. June). 396 Dean, J. T. An analysis of attitudes toward education, theological orientations, interpersonal values, and educational experience. Unpublished doctoral disser- tation, Michigan State University, 1967. Dickie, R. F. An investigation of differential attitudes toward the physically disabled, blind persons, and attitudes toward education and their determinants among various occupational groups in Kansas. Un- published doctoral dissertation, Michigan State University, 1967 (0. June). Felty, F. E. Attitudes toward physical disability in Costa Rica and their determinants: A pilot study. Unpub- lished doctoral dissertation, Michigan State University, 1965. Friesen, E. W. Nature and determinants of attitudes toward education and toward physically disabled persons in Columbia, Peru, and the United States. Unpublished doggoral dissertation, Michigan State University, 19 . Green, J. H. Attitudes of special educators versus regular teachers toward the physically handicapped and toward education. Unpublished doctoral dissertation, Michigan State University, 1967 (C. Sept.). Heater, W. H. Attitudes of ministers toward mental retard- atiOn and toward education: Their nature and_deter- minants. Unpublished doctoral dissertation, Michigan State University, 1967 (C. June). Kreider, P. E. The social-psychological nature and deter— minants of attitude toward education and toward physically disabled persons in Belgium, Denmark, England, France, The Netherlands, and Yugoslavia. Unpublished doctoral dissertation, Michigan State University, 1967. Mader, J. B. Attitudes of special educators toward the physically disabled and toward education. Unpublished doctoral dissertation, Michigan State University, 1967. Palmerton, K. E. Attitudes of college counselors toward education and toward physically disabled persons. Unpublished doctoral dissertation, Michigan State University, 1967 (C. Sept.). .-7'Ifi‘fl ' scw'alg I, I' ‘ Q‘I—‘d I ‘37s: 397 Proctor, Doris I. The relationships between knowledge of disabilities, kind and amount of experience, and- classroom integration of exceptional children. Unpublished doctoral dissertation, Michigan State University, 1967 (C. June). Sinha, B. K. Material attitudes and values in respect to emotionally disturbed and physically disabled per- sons. Unpublished doctoral dissertation, Michigan State University, 1966. Weir, R. C. An investigation of differential attitudes toward the physically disabled, deaf persons, and attitudes toward education, and their determinants among various occupational groups in Kansas. Unpublished doctoral dissertation, Michigan State University, 1968 (C. June). Additional Theses--i.e., Out of the U. S. A. Mainland Gilbert, 0. E. An assessment of the usefulness of the Wartegg Drawing Completion Test as a cross—cultural non-language predictor of academic achievement among elementary school children in Guatemala. Unpublished dogtoral dissertation, Michigan State University, 19 5. Keith, J. P. Assessing academic achievement with specific variables of the Drawing Completion Test in certain Sub-Saharan tribal groups: A pilot study. Unpub- lished doctoral dissertation, Michigan State Uni- versity, 1963. McAlees, D. C. An exploratory study of the field of special education in the Central American Republic Of Guatemala. Unpublished doctoral dissertation, Michigan State University, 1963. Tanaka, I. I. The development of the Drawing Completion Test as a cross-cultural non-language measurement of academic achievement among elementary school children in Hawaii. Unpublished doctoral dissertation, Michigan State University, 1964. Toth, J. C. An analysis of the nature and extent of rehabili- tation in Guatamala. Unpublished doctoral dissertation, Michigan State University, 1963. NOTE: A second series of theses is being planned on mental retardation.