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D. degree“, Counsel inq Psychology Mafia/4 Major professor ll-2-83 MSU is an Affirmative Action/Equal Opportunity Institution 0-12771 j ' I I ’91”; ‘3 3M" I “5313‘" «3' MM 4....) it I t. 4‘ ~ “w 3" m Egar?fl’:'&fl ' i x. 41““ d' .H 'I . v _ ,m» K2366.- vg in k gy '.\ a___,__~__e_“ _ _W’ MSU LIBRARIES » RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will mm *2 (ylef"/{2 f ' '19 A151 be charged if book is returned after the date stamped below. , ‘7 J fi§31¢m.* 0 Or ‘1) IV 4?; lgfg§9619Wfl ; AN EXAMINATION OF PATTERNS OF EGO IDENTITY AND INTIMAOY DEVELOPMENT IN COLLEGE WOMEN OF DIFFERING SEX ROLE IDENTITIEs By Romulo Valdez, Jr. an Abstract of a Dissertation Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Educational Psychology and Special Education 1983 ABSTRACT AN EXAMINATION 0F PATTERNS OF EGO IDENTITY AND INTIMACY DEVELOPMENT IN COLLEGE WOMEN OF DIFFERING SEX ROLE IDENTITIES BY Romulo Valdez, Jr. The study was designed to investigate the relationship between sex-role identity and ego identity and intimacy development in college women. The research was based on two conflicting theories of women's ego identity and inti- macydevelopment: 1) Erikson's (1968) theory that women follow the same pattern as men but that their ego identity deve10pment is delayed because their identity is contingent upon finding a permanent partner to fill their "inner space", 2) Gilligan's (1979, 1982) theory that women are relation- ship oriented and therefore they deal with intimacy issues prior to or simultaneously with ego identity issues. The variable of sex role identity was added as a means to deter- mine the impact that women's changing role in society has upon ego identity and intimacy development. A sample of 138 undergraduate women from.classes in various,departments volunteered to participate in the study. Each subject completed a research packet which included a sheet of instructions, a Consent Form, a Demo- graphic Information sheet, the Bem.Sex Role Inventory (BSRI), Romulo Valdez, Jr. and the Assessment of Adult Adjustment Patterns (AAAP) booklet. Hypotheses were divided according to sex role classi- fications. Student's dependent one-tailed t-test was used to test hypotheses about Masculine and Feminine subjects. A one-way analysis of variance followed by t tests of planned comparisons was used to list hypotheses about Andro- gynous and Undifferentiated subjects. An alpha level of .05 was established for the study. Masculine-typed subjects reported higher levels of intimacy development than ego identity development. Femi- nine-typed subjects reported the same results as the mascu- line typed subjects. Although Androoynous subjects reported higher levels of both ego identity and intimacy development than the other three sex role types, the result was not sig- nificant at the .05 level (p (.06). Undifferentiated sub- jects level of ego identity and intimacy development was significantly lower than the other three sex role types. It was also evident that the higher the ego identity score of each sex role group, the higher the intimacy scores. The results, therefore, lend credence to Gilligan's theory and supports Erikson's notion that dealing with issues in higher stages of development is contingent upon resolutions of stages below it. To Kim and Adrienne Ho Ho ACKNOWLEDGMENTS To Bill Farquhar, Chairman of my committee, who frus- trated, supported and encouraged me enough to make it through the programymy warmest thanks for being my mentor, my associate, and my friend. To Don Beere, who was with me in spirit and who will always be in my heart, my deepest thanks for helping me develop my identity and to know true intimacy; without you and our creative work together I would not be who I am today nor would I be where I'll be tOmorrow. To Ralph Kron, who understood my silence, respected my words and expanded my knowledge of my clients through the awareness of myself, my warmest appreciation. To Mary Ann Stehr, who helped me put music to the words that my clients spoke, thank you for freeing my pain and creating a new meaning of psychotherapy and women for me. To David and Shirley Harris, whose fearless commit- ment to the computer analysis of my data was matchless, thanks so much for your dedication to a piece of research that is now partly yours. To the Bluesmobile and its regular passengers, who will never forget the true meaning of "road trip", please excuse me while I kiss the sky. iii To the Comprehensive WOrkers, Solidarity! To the Spartan Hockey Team, who had an incredible '82-'83 season, thanks for getting me out from under the reading and writing every Saturday night that winter. To Jan Bagley, who worked so hard in typing this dis- sertation so that I'd meet my deadline, my appreciation for your time and effort. To Ike and Eileen, whose love and companionship made it a very good year, I want to thank-you for being family. To Adrienne, who brought me joy when my work was getting me down, and who brought me back to reality when the work absorbed me, your birth was the origin of this dissertation, thank heaven for little girls. And finally, and most importantly, to Kim, whose love, sensitivity'and creative energy helped me through the darkest times, my deepest respect for your strength, your competence,and your knowledge of women from being yourself, I give you my enduring love. iv TABLE OF CONTENTS LIST OF TABLES . LIST OF FIGURES LIST OF APPENDICES . Chapter I II III THE PROBLEM Need for the Study . Purpose of the Study Research Hypotheses . Hypothesis Hypothesis Hypothesis Hypothesis Theory . . . . . . . . . . Basic Trust vs. Mistrust (0- 1%) . . Autonomy vs. Shame and Doubt (1%- 3) Initiative vs. Guilt (3-5) . Industry vs. Inferiority (5- 12) . . Ego Identity vs. Role Confusion (12-18) Intimacy vs. Isolation (18- 30) . . Generativity vs. Stagnation (30— 45) Ego Integrity vs. Despair (45- ) Overview of the Thesis . . . . . Major Limitation of the Study . DUMP REVIEW OF THE LITERATURE Description of the Ego Identity Status Interview and the Intimacy-Isolation Status Interview. Identity and Intimacy Studies . Discussion and Summary of the Literature DESIGN OF THE STUDY Sample . . . Procedure for Data Collection . Page viii xi NHO‘O‘O‘LflMUIbwUJWWWNNNH FHA 13 29 33 42 TABLE OF CONTENTS (cont.) IV Instruments Bem Sex R.ole Inventory . Scoring Problems with the Dem Sex Role Inventory . . Bem Sex Role Inventory. Scale Reliabilities Assessment of Adult Adjustment Patterns Problems with the Assessment of Adult Adjustment Patterns Assessment of Adult Adjustment Patterns. Scale. Reliabilities Research Design . . Testable Hypotheses . . . . . . . . Hypotheses about Masculine Subjects Hypotheses about Feminine Subjects Hypothesis about the Four Sex Role Groups Hypothesis about Androgynous Subjects . Hypothesis about Undifferentiated Subjects Procedure for Data Analysis . . . . . Student's t- test Analysis of Variance Additional Mathematical Procedures Summary . RESULTS OF THE DATA ANALYSIS Hypotheses about Masculine Subjects Hypotheses about Feminine Subjects Hypothesis about the Four Sex Role Groups Hypothesis about Androgynous Subjects Hypothesis about Undifferentiated Subjects Summary . . . . . . . . . . . . . . . SUMMARY AND CONCLUSIONS Summary of the Study . . Hypotheses about Masculine Subjects Hypotheses about Feminine Subjects Hypothesis about the Four Sex Role Groups Hypothesis about Androgynous Subjects Hypothesis about Undifferentiated Subjects Conclusions . . . . . . . . . . Discussion of the Results . . Limitations of the Results . Alternative Examination of the Pesults Implications for Future Research vi Page TABLE OF CONTENTS (cont.) Page APPENDICES . SELECTED BIBLIOGRAPHY vii LIST OF TABLES Table 1 Age of College Female Subjects 2 Race of College Female Subjects . 3 Academic Status of College Female Subjects 4 Mbther's Educational Background .5 Father's Educational Background 6 Mbther's Occupation . . . . 7 Father's Occupation . . 8 Mbther's Employment Status . 9 Father's Employment Status . _Parents' Social Standing . . .11 Subject' 3 Sense of Physical Well- -Being . .12 Subject' 3 Emotional Well- -Being . .13 Subject' s Satisfaction with Personal Relationships . . . .14 Subjects Grouped According to Their Departments . .15 Scoring Categories for Measure of. Femininity and Masculinity as Independent Domains .16 Means, Standard Deviations, and Reliabilities fOr. the Scales of the Bem Sex Role Inventory .17 Stage and Scale Statistics for the Assessment of Adult Adjustment Patterns . .18 The Factors Emerging from the Assessment of Adult Adjustment Patterns . . .19 Comparison Between the Normal and Psychiatric Samples on the Ego Stages Scales of the Assessment of Adult Adjustment Patterns . L») w U) U) w 1» wwwwuwwwwwwww H O U) N O the Scales of the Assessment of Adult Adjustment Patterns . . . . . . . Masculine Hypothesis t- Test Feminine Hypothesis t- -Test . Four Sex ROle Groups Planned Comparisons t Test for Hypothesis about Androgynous Subjects (Pooled Variance Estimate) . . 4.5 Planned Comparisons t Test for Hypothesis about Undifferentiated Subjects (Pooled Variance Estimate) -l> «PI-‘45 «P LAN?“ viii Means, Standard Deviations, and Reliabilities fOr. Analysis of Variance for the Hypothesis about the. Page 34 34 35 36 37 38 38 39 39 40 4O 41 41 43 47 50 52 53 54 56 64 65 66 67 LIST OF TABLES (cont.) Summary of the Results Itemeans and Average Scores for Stage 5 and. Stag e 6 of each Sex Role Group . . List of Studies Supporting Erikson' 3 Theory, Gilligan's Theory, and Studies that include a Sex Role Identity Component . . . Bem Sex Role Inventory. Masculine Scale Corre- lation Matrix . Bem Sex Role Inventory: Masculine Scale Corrected Item-Total Correlation, Alpha if Item Deleted . . Bem.Sex Role InventOry: Feminine Scale Correlation 4 Matrix . . . Bem Sex Role Inventory: Feminine Scale Corrected Item-Total Correlation, Alpha if Item Deleted . . . Bem Sex Role Inventory. Neutral Scale Correlation Matrix . . Bem Sex Role Inventory. Neutral Scale Corrected Item-Total Correlation, Alpha if Item Deleted . . . . . . . Assessment of Adult Adjustment Patterns: Stage 5 Correlation Matrix . . . . . Assessment of Adult Adjustment Patterns: Stage 5 Corrected Item-Total Correlation, Alpha if Item Deleted . . . . . . Assessment of Adult Adjustment Patterns: Stage 6 Correlation Matrix . . . . . . Assessment of Adult Adjustment Patterns: Stage 6 Corrected Item-Total Correlation, Alpha if Item Deleted ix Page 68 69 73 ‘105 107 108 110 111 113 114 118 120 123 LIST OF FIGURES Figure 1.1 Summary of Erikson's Epigenetic MOdel . . 3.1 Pictorial Representation of the Design of the Present Study 4.1 Itemeans and Average Scores for Stage 5 and . Stage 6 of each Sex Role Group . Page 57 70 LIST OF APPENDICES Appendix ' Page A Instructions . . . . . . . . . . . . . . . . . . . . . 87 B Consent Form . . . . . . . . . . . . . . . . . . . . . 83 C Demographic Information . . . . . . . . . . . . . . . 39 D Bem Sex Role Inventory . . . . . . . . . . . . . . . .' 90 E Assessment of Adult Adjustment Patterns . . . . . . . 91 F Bem.Sex Role Inventory: Masculine Scale Correlation Matrix . . . . . . . . . 105 G Bem Sex Role Inventory: Masculine Scale Corrected Item-Total Correlation, Alpha if Item Deleted . . . . . . . . . . . . . 107 H Bem Sex Role Inventory: Feminine Scale Correlation Matrix . . . . . . . . . 103 I Bem Sex Role Inventory: Feminine Scale Corrected ItemeTotal Correlation, Alpha if Item Deleted . . . . . . . . . . . . . 110 J Bem Sex Role Inventory: Neutral Scale Correlation Matrix . . . . : . . . . . 111 K Bem Sex Role Inventory: Neutral Scale Corrected Item-Total Correlation, Alpha if Item Deleted . . . . . . . . . . . . . 113 Assessment of Adult Adjustment Patterns: Stage 5 Correlation Matrix . . . . . . . . 114 M Assessment of Adult Adjustment Patterns; Stage 5 Corrected Item-Total Correlation, Alpha if Item Deleted . . . . . . . . . . . . . 118 N Assessment of Adult Adjustment Patterns: Stage 6 Correlation Matrix . . . . . . . . 120 0 Assessment of Adult Adjustment Patterns; Stage 6 Corrected Item-Total Correlation, Alpha if Item Deleted . . . . . . . . . . . . . 123 xi CHAPTER I THE PROBLEM Erikson's theory of psychosocial development has been used to understand both male and female psychosocial develop- ment. However, recent intereSt in women's psychosocial development has resulted in a more careful examination of Erikson's theory and how it relates to women's development. Need for the Study Though current research has been done in the area of the differences between the sexes with respect to ego iden— tity and intimacy development, there has been no research directly studying how sex role identity effects the pattern of ego identity and intimacy development with either men or women. The importance of this particular area of study lies in the present stage of sex role transition that women are experiencing in American society. WOmen are no longer restricting their life planning to marriage, family and a traditional female job. The traditional female role has been broadened to include life goals that are typically thought of as masculine in nature. With the new possibilities for women, the question arises: does the change in the culture's sex role standards have any effect on the pattern of wOmen's development of ego identity and intimacy? Studies of a descriptive nature are 1 2 needed in order to begin to understand the pattern of women's ego identity and intimacy development as well as to gain more insight into what impact the changing role of women has on the pattern. Purpose of the Study The purpose of the study was to investigate in what order college women of differing sex role identities deal with the stages of ego identity and intimacy. The study's aim was to not only defend the notion that women follow a different psychosocial developmental pattern than men but to also show that differences in women's sex role identity is a factor that is related to their developmental pattern. Research Hypotheses The following are the hypotheses to be tested in this study. At present they are stated in broad research form which will give the reader the general implications expected to be found in the study. Each of the hypothesis will be stated in Chapter III in testable form. Hypothesis 1 College women whose sex role identity is masculine will- show a higher level of development in the ego identity stage than the intimacy stage. Hypothesis 2 College women whose sex role identity is feminine will show a lower level of development in the ego identity stage than the intimacy stage. Hypothesis 3 College women whose sex role identity is androgynous will show a higher level of development in the stages of ego iden- tity and intimacy than masculine, feminine and undifferenti- ated sex-roled college women. Hypothesis 4 College women whose sex role identity is undifferentiated will show a lower level of development in the stages of ego identity and intimacy than masculine, feminine, and androgy- nous sex-roled college women. Theory Erikson's (1963) epigenetic theory of ego development encompasses the human life cycle beginning from birth and spanning to old age. He has divided the life cycle into what he has termed "the eight ages of man." The following is a brief description of each of the stages. I. Basic Trust vs. Basic Mistrust (0-1 1/2) The infant in Stage I is strongly dependent on a pri- mary caregiver (typically the mother) for physical survival and emotional well-being. The infant therefore experiences 4 trust in the caregiver if the infant is fed, held, loved, and cleaned in a consistent way. Thus the infant can rely on a familiar person and environment with the assurance of certainty and sameness. The emergence of basic trust on the- external environment with emphasis on the caregiver-infant relationship results in basic trust in one's self (i.e. ease in bowel movements, digestion of food, deep restful sleep). Trust is life-long in endurance and is the cornerstone of Erikson's developmental theory. Without trust, basic mistrust develops. If such is the case the infant is left with defi- cits in its rudimentary ego and is emotionally handicapped in future psychosocial development. II. Autonomy vs. Shame and Doubt (1 1/2-3) As the infant continues to grow and develop physically, ability to crawl and then to walk allows movement away from and towards people. In addition, bladder and sphincter mus- cular development results in the ability to control defeca- tion and urination. Therefore, the infant is faced with the decision to "hold on" or to "let go". In this sense the infant has autonomous control and for the first time is able to challenge the parental demands with her own will. If the infant is continually denied autonomy, the experience of self— doubt and shame will result. 5 III. Initiative vs. Guilt (3-5) The toddler, now having even greater abilities in loco- motion and cognition is able to do things independently. Pleasure is derived from the actions of doing and of making. If this initiative is thwarted by rigid parental restrictions (superego demands) the toddler is left with the experience of guilt which may be manifested in flight, withdrawal, over- aggression or manipulation of others. IV. Industry vs. Inferiority (5-12) In Stage IV the child learns that producing things using both "tools and skills" is a way to gain recognition from significant others. The child's sphere is no longer limited to the family but extends to the school and neighborhood. If the child repeatedly experiences a sense of inadequacy by others devaluing or ignoring productions or productive actions then the industrious energy is transformed into feelings of inferiority. V. EggIdentity vs. Role ConfusiOn (12-18) DevelOping a sense of "who I am" is the major task of the adolescent. The sense of identity involves development of one's social/sexual role, moral values and religious and political beliefs as well as crystallization of career goals. Without the emerging sense Of self-identity, role confusion results. 6 VI. Intimacy vs. Isolation (18-30) Intimacy is the willingness of a person to be committed to a close, interpersonal and heterosexual relationship de- spite the hardships that are inherent in relationships. The person.who experiences isolation rather than intimacy fears that the intimate relationships will result in a loss of their ego. VII. Generativity vs. Stagnation (30-45) Generativity is the stage of procreation and the desire to guide the next generation. It is synonymous with the true meaning of parenting. Stagnation occurs when the individual regresses to an earlier dependent relationship of treating one's self as a child or having the spouse do so. VIII.' Ego Integrity vs. Despair (45- ) Accepting one's life and one's death are the character- istics of ego integrity. Also, one's relationship with their parents is transformed into a different love -- a deeper friendship and understanding of each other. Despair is a fear of death, a dissatisfaction of one's past life and the urgency of building a new life with the hope of gaining the desired fantasy of what life should have been. The outline presented in Figure I is a summary of Erik- son's epigenetic model. Gilligan (1979, 1982a, 1982b) argues that there are no adequate developmental theories for women. The primary 7 FIGURE 1.1 SUMMARY OF ERIKSON' S EPIGENETIC MODEL 1. Trust-Mistrust (Ibpe) 4. age: 17-11; Mitua‘l recognition vs . autistic isolation Capacity for faith Oral incorporative & sadistic Assured reliance on parent's integrity ' . Autonomy-Shame 6: DouthWill) Age: 135-3 Willing to be oneself Holding on-letting go . Initiative-Guilt (Purpose) Age: 3-5 Anticipation of roles vs. inhibition l’btor novanent Imguage , Intrusive (phallic) node Rivalry without those there (bnscience (family) Industry- Inferiority (Competence) Age: 5- 2 Task identification vs. sense of futility Sublimation of drives I am what I take work Identification Trust of adults (other than parents) Ease of feeding Depth of sleep Relaxation of bowel Let mother out of sight Rely on sameness, consistency, constancy Trust self to cope with bodily urges Basic faith in existence, law 6: order ‘ Control from outisde is firmly reassuring Stand on own feet Guidance gradually encourages independent choice Pleasure in conquest Self-Observation Self-Guidance Self-Punislnmt Sense of Responsibility Obedience Win recognition by producing things Renunciation of wish to live forever in the family Apply self to tasks Perseverence , diligence Suhnit to instruction "Wat works" 8 FIGURE 1.1 (continued) 5. Identity-Confusion (Fidelity) Age: IZ-IBS Trust in peers Fidelity tests Occupational search Cliques -heroes Identification without heroes Stereotyping self Social group pressures Ideological mind Ideological thought Rituals , creed , programs l’blding identity 6 . Intimacy-Isolation (love) Age: 18-30 Uses of identity Fusion with another Genital maturity Conmitment to affiliation Ethical strength to honor conndtment Orgastic potency Heterosemnl mutuality Sensitivity of sex organs Mutual regulation of work, procreation , recreation 7 . Generativity-Stagnation (Care) Age: 30-45 Maturity Belief in the species Establishing & guiding next Charity generation Productivity & creativity supplements but doesn't replace generativity 8. Integrigy-Dispair (Wisdom) Agezvh5+ Order 6: meaning Acceptmce of one's life cycle Acceptance of other's significant to it vs. disgust, regret "I am what survives of we" Accrued assurance of order & meaning love of the "humn ego" Defend dignity of one's own life cycle Consolidation of meaning Acceptance of death *Prepared by Fredrick R. Wilson and William W. Farquhar, 1977 9 theorists in developmental psychology have been men (i.e. Erikson, Kohlberg, Piaget, Vaillant) and they have developed theories based on male development. WOmen have been unjustly forced to fit into a male developmental conceptual framework and in the process have appeared to develop less adequately than their male counterparts. Erikson's (1968) brief writings on women's ego identity development focuses on women's capacity to bear children and how the filling of the "inner space" void via a permanent heterosexual partner is somehow related to women's ego iden- tity formation. Gilligan does not take Erikson's writings on the above subject literally. Instead, she interprets Erik- son's theory about women's development to mean that women's identity is based on the developing of interdependent relation- ships. She states that: "WOmen not only define themselves in context of human relationships, but judge themselves in terms of their ability to care. WOman's place in man's life cycle has been that of nurturer, caretaker, and helpmate, the weaver of networks of relationship on which she, in turn, 1 Given Gilligan's notion of how women define them— relies." selves it only follows that she would view women's pattern of ego identity and intimacy development in a different light 1Gilligan, C. Why Should a WOman Be Mbre Like A Man. Psychology Today, 16 (1982), p. 68. 10 than Erikson. She suggests the following pattern for women: "Intimacy precedes or rather goes along with, identity as the female comes to know herself as she is known, through her relationships with others."2 Chodorow's (1978) interpretation of why women are rela- tionship or interdependently oriented rather than independent like men is based on the preoedipal relationship that the child has with the mother. She suggests that the process of female identification is "relational" and "continuous" whereas the process of male identification "deny relationship" and is "discontinuouS". Chodorow attributes the sex differences as ' a result of female children remaining much longer in the pre- oedipal relationship with the mother than male children. The process of identification for women is therefore embedded in the interpersonal relationship with the mother. The process of identification for males is not embedded in the relation- ship with the father or men but involves the earlier denial of the affective relationship with the mother. The major crux of the present study was heavily based on the ideas of Gilligan and Chodorow. In addition, the notion of'a positive relationship existing between androgyny and. psychological health was suggested in one of the hypothesis. It was posited that androgynous subjects would show a higher 2Gilligan, C. WOman's Place in Man's Life Cycle. Harvard EduCational Review, 49 (1979), p. 437. 11 level of development in the stages of ego identity and inti- macy than non-androgynous subjects. The idea of a positive relationship between androgyny and psychOlogical health is consistent with the thinking of Bem (1974) and Spence, Helm- reich, and Stapp (1975). Overview of the Thesis In Chapter II, studies in ego identity and intimacy development that include females in the sample or were exclu- sively done with female subjects will be reviewed in depth. In addition, a description of two instruments most commonly used to measure ego identity and intimacy will be given to facilitate the reader's understanding of the literature. In Chapter III, the modus operandi of the research will be discussed. This includes a deScription of the sample, the instruments used, the design of the study and the analysis. In addition, the hypotheses will be restated in testable form. In Chapter IV, the results of the statistical analysis will be reported. Each hypothesis will be stated, the result of the analysis will be given, followed by a statement of re- jection or acceptance of the hypothesis. In Chapter V, the results of the study will be integrated with the theory on which the study was based. Conclusions will be drawn and implications for future research will be discussed. 12 Major Limitation of the Study The focus of the present study was on college women's pattern of ego identity and intimacy development and what im- pact sex role identity has on the pattern. The type of study described would certainly have more far reaching impli- cations if it was designed as a longitudinal study. However, given the time constraints of a dissertation study, following the same group of women from late adeolscence to early adult- hood is not feasible. Therefore, the present study should be viewed as a pilot study with the expectation of a longitu- dinal study being done in the future. CHAPTER II REVIEW OF THE LITERATURE Due to the nature of the present study, articles directly addressing the relationship between women's pat- tern of ego identity, intimacy development and sex role identity are extremely sparse. Therefore, the few articles directly related to the subject matter will be reviewed. Also, since most of the studies reviewed use the Ego Iden- tity Status Interview (EIS)(Marcia, 1966) and the Intimacy- Isolation Status Interview (IIS)(Orlofsky, Marcia and Lesser, 1973), these two instruments will be described. Description of the Ego Identity Status Interview and the Intimacy-Isolation Status Interview The instruments most commonly used to measure ego identity and intimacy are the Ego Identity Status Inter- view (EIS)(Marcia, 1966) and the Intimacy-Isolation Status Interview (IIS)(Orlofsky, Marcia and Lesser, 1973). The EIS is composed of a twenty to thirty minute semi- structured interview as well as an incomplete sentence blank which delineates four styles of meeting the demands of the Ego Identity Stage. In addition, information about a person's commitment to occupation, religion and politics is gained. The following is a brief description of the four styles: 13 14 Identity Achievement -- Individuals in this response style have made a commitment to an occupation as well as a basic ideology after experiencing a period of decision- making. Moratorium -- These individuals are in the midst of the identity crisis. Though they may have made commitments, such commitments are weak and vague. Foreclosure -- These are individuals who have depended on their parents to make career-related and values-oriented decisions for them. Identity Diffusion -- Individuals in this category are uncommitted. The IIS is a measure of how one copes with the Inti- macy vs. Isolation stage of Erikson's theory. The measure consists of a twenty to thirty minute semi-structured interview as well as two scales: the intimacy scale which is cdmposed of twenty items directly related to intimacy issues and the twenty item isolation scale which taps into a person's degree of isolation. Five intimacy styles of coping with the crisis were found: Intimate -- Individuals in the intimate status work at and develop close, mutually satisfying relationships with both sexes. The heterosexual relationship they deveIOp with a significant other usually involves sexual intercourse that is mutually satisfactory. In addition, expression of 15 positive and negative affect, and the sharing of problems and concerns is an important part of the heterosexual rela- tionship. Commitment to marriage may or may not have been made. Pre-intimate -- The pre-intimate person has not had an intimate, love relationship to a person of the opposite sex. Close relationships to both men and women have been developed, however, there is some ambivalence about making a definite heterosexual commitment. Stereotyped Relationships -- The relationships of a person in this status lack any significant depth. Hetero- sexual relationships usually involve sex but the other is treated as a sexual object. The relationships, in general, are one-way having a narcissistic flavor to them” Isolate -- The isolate status person experiences anxi- ety with close, interpersonal relationships -- the anxiety being a fear of ego "dissolution". The person masks the ' anxiety by being malignant or self-content. The isolate' has minimum social contact and dates very infrequently. The isolate's social skills and assertive behaviors are underdeveIOped. The original form of the EIS was for men only. Marcia and Friedman (1970) added a section on attitudes toward pre- marital intercourse which was expanded to a sexual ideology component by Schenkel and Marcia (1972) in order to make 16 the EIS applicable to women. The reason for the sexual ideology addition for women was due to Erikson's (1968) statement about the achievement of womanhood being related to the time when a woman finds a sexual partner to perma- nently fill the woman's "inner space". Schenkel and Marcia (1972) did find that for women sexual ideology was a better predictor of identity status than political/religious ide- ology or occupation. Waterman and Nevid (1977) found more women in advanced statuses on sexual identity than men. From the results of the above two studies, it appears that the sexual ideology component has some relationship to women's ego identity development as Erikson (1968) suspected. Although the EIS and the IIS are the instruments which have gained the most notoriety in identity and intimacy research, there are two major problems with the semi-struc- tured interview format: 1) the time factor, and 2) the subjectivity in scoring responses. Identity and Intimacy Studies Research in identity and intimacy have been predomi- nantly done with a male population. The following studies were done with both sexes or exclusively with females. A study by Hodgson and Fischer (1979) explored the possibilities of sex differences in the resolution of the stages of identity and intimacy with male and female college students. The instruments used were the Schenkel and l7 Marcia (1972) version of the EIS with an added section on sex role thinking, the IIS and the Rosenberg (1965) self- esteem scale. The following four hypotheses were investi- gated: 1) Men wOuld exhibit more advanced statuses of ego identity (i.e. achievement and moratorium) in the intra- personal sphere. The areas of occupation and political/ religious ideology were considered intrapersonal in nature and therefore termed the "male pathway". WOmen, on the other hand, would be more advanced in the interpersonal sphere. Sex role thinking and sexual ideology was con- sidered interpersonal in nature and therefore termed the "female pathway”. 2) Males and females that are advanced in both the intra- and interpersonal spheres (the androgy- nous pathway) of ego identity would score highest on the self-esteem measure. Males and females that are advanced in the intrapersonal sphere would score higher on the self- esteem.measure than those advanced in the interpersonal sphere. 3) Fewer men than women would be more advanced in 'intimacy. 4) Regardless of the level of identity status, fewer men than women would be rated high in intimacy. How- ever, it was expected that men's level of intimacy status would be related to their identity status. The first hypothesis was supported indicating that men were more developmentally-advanced in the areas of oc- cupation, politics and overall ideology than women. WOmen were more advanced in sex role thinking andooverall sexual 18 ideology than men. There were no significant differences between men and.women in sex values. The results indicated no clear evidence in support of hypothesis two. The problem was that there were no men that followed the female identity pathway. However, in com- paring the differences between the means of men in the male pathway with those in the androgynous pathway, there was a tendency for men who were successfully resolving conflicts in the intra- and interpersonal sphere to have higher self- esteem than those achieving a sense of identity in the intrapersonal sphere only. ‘This may be due to the support they receive from their interpersonal relationships. ' With the women subjects no differences were found be- tween subjects following the androgynous pathway and those in either the male or female pathways. However, women fol- lowing the female pathway scored higher on self-esteem than women following the male pathway. Although the result was, opposite of what was expected, it seems logical that society would be more rewarding towards women that follow the tradi- tional female role. The third hypothesis was supported indicating that more women than men scored higher in intimacy status. The results for hypothesis four indicated that more women than men rated high in intimacy. More particularly, women were rated high in intimacy no matter which pathway they were following, and those 19 following no pathway were rated low in intimacy. There were no differences in intimacy status for women following androgynous, female or male pathways. But more women fol- lowing female and androgynous pathways were high in inti- macy when compared to women following no pathway. With the male sample, it was found that androgynous men were rated higher in intimacy than men following the. male pathway. There were no differences in intimacy for men following the male pathway or no pathway at all. Hodgson and Fischer discussed the ego identity results in terms of how men and women view the world. They believed that "the late adolescent male tests out who he is via issues of competence and knowledge -- competence, as mani- fested by settling on a career pathway and thereby project- ing both for himself and Others a stable sense of his future role in society; and knowledge, as he comes to develop a sense of ideology, or a firmly held belief about the nature of the world. "3 With women, the task of late adolescence is much dif- ferent. The interpersonal dimension in the identity stage is of greater importance. Hodgson and Fischer stated that for women"...identity issues therefore seem to be based on relating, as if her sense of self rests on the success with which she can resolve issues of getting along with others 3Hodgson, J.W., Fischer, J.L. Sex Differences in Iden- tity and Intimacy Development in College Youth.‘ Journal of Youth and Adolescence, 8 (1979), p. 47. 20 in a way that satisfy both herself and those important to her."4 The identity pathway results indicated that women are more flexible in choosing identity pathways than men. In the study not a single man was found to be following the female identity pathway whereas women were evenly distri- buted across all three pathways. The cultural constraints on men may partially explain the above result. It was expected that women following the male or andro- gynous pathway would have higher self-esteem than those following the female pathway. However, it was found that women following the female pathway had the highest self- esteem. The finding implies that women who follow masculine or androgynous pathways put themselves in a situation which is detrimental to their self-esteem; possibly due to the effect of going against societal norms. The intimacy results indicating that women have greater capacity for high levels of intimacy than men regardless of their identity pathway implies that women's readiness for intimacy either precedes or accompanies the initial uncer- tain search for identity. The capacity for interpersonal relating is also prominent in women's identity resolution. (Over one-fourth of the female sample was achieved in the sex ideology part conflict but was not achieved in the 4Hodgson, J.W., Fischer, J.L. Sex Differences in Identity and Intimacy DevelOpment in College Youth. Journal of Youth and Adolescence, 8 (1979), p. 47. 21 intrapersonal part conflict.) Thus late adolescent women appear to be less concerned about identity issues related to the intrapersonal sphere than late adolescent men. Hodgson and Fischer concluded that it "...is not that female identity development is necessarily delayed, as Erikson has suggested, but that it follows different path- ways. Mbreover, the data suggests that compared to male development, these pathways for women are both more complex and more conflicted, and that issues of intimacy are inter- twined in female identity development in ways not adequately recognized by Erikson."5 A study by Kacergius and Adams (1980) used the EIS (Marcia, 1966), the intimacy scale items (Orlofsky, Marcia and Lesser, 1973) of the IIS and Orlofsky's (1976) Intimacy Interview, as well as Rubin's (1970) Love and Liking Scales. They investigated whether: 1) there would be a relationship between advanced ego identity status and advanced intimacy status with both males and females, 2) resolution of occu- pational and political identity issues would be more pre- dictive of male intimacy development than female intimacy development, and, resolution of religious identity would be more predictive of intimacy development for women than for men. Though the results supported their first hypothesis, the second hypothesis was unsupported. Instead it was clear 5Hodgson, J.W., Fischer, J.L. Sex Differences in Iden- tity and Intimacy Development in College Youth. Journal of Youth and Adolescence, 8 (1979), p. 47. 22 that resolution of identity issues in the areas of occupa- tion was the best predictor for high level intimacy forma- tion. They concluded that occupational identity is equally important for women as it is for men. Fischer (1981) compared males' and females' relation- ship style and the changes in relationship styles that occurs for both sexes from adolescence to young adulthood. She hypothesized that "intimate, empathic, disclosing, non-ego- centric and friendly" would be more characteristic of: 1) females than males, 2) college students than high school students, and 3) cross-sexed relationships than same-sexed relationships. From.two independent factors: 1) intimacy -- "ease of communication", "egocentrism", "closeness", and "distance" and 2) friendly -- "voluntary interdependence", and "other as unique", Fischer statistically derived four styles of relating. The four relationship styles are: l) Uninvolved -- falling below the median on intimacy and friendship, 2) Friendly -- above the median on friendship and below the median on intimacy, 3) Intimate -- above the median on in- timacy and below the median on friendship, and 4) Integrated -- above the median on intimacy and friendship. In comparing school and gender by relationship style, Fischer found that the most frequent style of relating for college students was integrated while that of high school students was uninvolved. The comparison based on gender 23 indicated that the most frequent style of relating for males tended to be uninvolved, while the most frequent style of relating of females was integrated. Comparison of male and female high school and college students revealed that col- lege women most frequently related in an integrated style while men and high school women most frequently related in other styles but most often in an uninvolved style. Male- male relationship style was typically uninvolved; one-third of male-female relationship style was integrated; and female- female relationship style was more evenly distributed across categories. Male-male relationship style, whether they were in high school or college, was uninvolved and high school female-female relationship style was typically uninvolved. College female-female relationships were typically high in intimacy. Female relationships from high school to college increased in intimacy while male relationship style stayed I the same. Male-male relationship style in high school and college was uninvolved while male-female relationship style was friendly, intimate and integrated regardless of age. From these results, Fischer concluded that college women are more competent in the area of intimacy than men. She suggested that this competence may be due to the possi- bility that women relate in an intimate style earlier than men. A study by Waterman and Nevid (1977) investigated the possibility that premarital sex as an identity issue is of 24 more concern to college women than college males. They proposed that women would be more likely in the moratorium or achieved statuses (on the EIS) on the premarital sex issue than men, and, that women would be more likely to have undergone a crisis in the area of sex rather than the areas of occupation, and religious/political ideOlogy. The re- sults supported their hypotheses. In addition, they found that while females did experience a crisis in the area of sex, most males were foreclosed in that area. They explained the results as supporting Erikson's notion that a woman's "inner space" is important in resolving female identity issues. Waterman and Nevid also feel that women undergo a sexual identity crisis because they are most often the ones to decide about premarital intercourse, contraception, and abortions. The finding about males being predominantly- foreclosed in the area of sex is interpreted by Waterman and Nevid as being due to the cultural standard that men are not put in a situation in which they need to contemplate sexual values. Another important finding from.the Waterman and Nevid study is that the status distribution of males and females is identical with respect to occupation. Also, the dif- ference between-male and female distributions were relatively small in the areas of religion and politics. They concluded that in all areas except for sex, male and female identity 'patterns are basically the same. For future research in 25 ego identity, Waterman and Nevid suggested using a sample from an older population. They also indicated that using a measure of attitudes toward sex roles would give richer information than the measure of attitudes toward premarital sex. An earlier study by Heilbrun (1964) examined conformity to sex stereotyped behaviors and its effect on role consist- ency in male and female adolescents. He considered role consistency as one prerequisite (stated by Erikson) in form- ing ego identity and defined it as: "the adolescent's per- ception of himself as essentially the same person over time and interpersonal situations."6 An important difference that Heilbrun pointed out be- tween males and females is that males are expected by soci- ety to exhibit stereotyped masculine behaviors and are punished for feminine behaviors. Females, on the other hand, are allowed from early childhood to behave in both mascu- line and feminine ways. He also emphasized that the role of women is in transition, therefore, female adolescents will receive both positive and negative feedback from soci- ety if they behave in either a masculine or feminine way. Given the above ideas about males and females, Heilbrun hypothesized that older adolescent males who exhibit more stereotypic masculine behaviors than feminine behaviors will 6Heilbrun, A.B. Conformity to Masculinity-Femininity Stereotypes and Ego Identity in Adolescents. 'PsycholOgical Reports, 14 (1964), p. 351. 26 show higher role consistency than males who are less mascu- line. Since females present a less clear picture he tested the same relationship but did not predict directionality. The measure Heilbrun employed for testing masculinity- femininity was a set of fifty-four adjectives which reliably discriminates between masculine college males and feminine college women. Since this is a bipolar scale, high scores for both sexes indicate masculinity, and low scores for both sexes indicate femininity. Heilbrun's role consistency measure was a set of twenty self-descriptive adjectives which subjects rank ordered from most to least characteris- tic of themselves for each of eight interpersonal situations. In the analysis of the data male subjects were divided into two categories: 1) high masculine 2) low masculine. Females were divided into three groups: 1) high feminine, 2) low feminine, and 3) moderate feminine. Heilbrun's find- ings were in support of his hypothesis about males. Females who scored either high or low on femininity showed high role consistency while women who scored moderate on femini- nity showed low role consistency. Heilbrun discussed the results in terms of role con- sistency being an index of ego identity (i.e. self-concept) and psychological adjustment. He postulated that the less masculine male and the moderately feminine female lack the ability to anticipate appropriate ways of behaving in a variety of interpersonal situations resulting in the person 27 experiencing anxiety. The person begins to expect social punishment for behaving in her own way. Thus the role-con- fused person will experience chronic anxiety in interper- sonal situations and be more likely to avoid social inter- action than the role consistent person to avoid experiencing high anxiety. Dignan (1965) studied the relationship between women's ego identity and identification (in the psychoanalytic sense) with the mother. She hypothesized that there would be a positive relationship between ego identity and maternal identification. Her hypothesis is based on Erikson's (1956) theory that in order for a healthy ego identity to emerge, a combination of masculine and feminine qualities must be acquired through appropriate identificatiOn with both the mother and father. If either the masculine or feminine identification is suppressed, the ego identity formation is impaired. It is from the above statement that Dignan based her hypothesis that females with adequate maternal identi- fication will have good ego identity formation. Dignan developed the Ego Identity Scale (1963) to test Erikson's ego identity concept. In her study, she used the Ego Identity Scale, a semantic differential scale and a Rating for Identity Traits. All three scales were ad- ministered to two hundred forty-five college freshmen and sophomores who were attending a private, Catholic women's college in the Midwest. The semantic differential scale 28 was given to their mothers to test the similarity between mother and daughter. The semantic differential scale was, therefore, the test of the daughter's degree of identifica- tion with the mother. Dignan's findings supported her hypothesis that a pos- itive relationship exists between strong ego identity and high maternal identification. She explained the finding as follows: "This is interpreted to mean that shared mean- ings between mother and daughter, indicative of maternal identification, contribute to stabilization of the daughter's identity formation....This identification, reaching back to childhood, safeguards the sense of self-continuity during adolescence when many new and transient role identifications disturb the continuity and sameness of meaning for self and others."7 Dignan also found that sophomores scored significantly higher on the Ego Identity Scale than freshmen. She ex- plained the result as being due to the sophomores having more time to integrate fresh experiences with other parts of their personality. Dignan regarded the extra year that the sophomores have over the freshmen as critical in crystal- lizing social roles and vocational goals. 7Dignan, M.H. Ego Identity and Maternal Identification. Journal of Personality and Social Psychology, 1 (1965), p. 481. 29- Discussion and Summary of the Literature The preceding literature on women's development of ego identity and intimacy using Erikson's developmental frame- work indicates mixed results with respect to supporting either Erikson's (1963, 1968) or Gilligan's (1979, 1982a, 1982b) theory. The results from the Hodgson and Fischer (1979) study and the Fischer (1981) study support Gilligan's (1979, 1982) contention that women deal with intimacy issues prior to or concurrently with identity issues. The Waterman and Nevid (1977) study is in support of Erikson's notion that his developmental schema is applicable to both males and females. Waterman and Nevid's results also support the literal translation of Erikson's (1968) idea that women need to fill their "inner space" in order to develop a sense of identity. The Dignan (1965) study also supports Erikson's theory that women, like men, go through an identity crisis at the same time as men. Her point that the strength of women's ego identity is contingent upon the degree of maternal iden- tification is rather weak since she draws upon Erikson's (1956) theory which states that ego identity is based on a blend of identifications with both parents. Dignan does not take into consideration the degree of masculine identifica- tion of her sample. It may very well be that women with 30 high scores on the Ego Identity Scale would show equally high paternal and maternal identification. Kacergius and Adams (1980) used the original (male) form of the EIS with both males and females and.made the erroneous assumption that religious ideology was female- related and political ideology was male-related. This may be one reason why the hypotheses: 1) resolution of occupa- tional and political identity issues would be more predict- ive of male intimacy development than female intimacy development, and 2) resolution of religious.identity would be more predictive of female intimacy development than male intimacy development were unconfirmed. Instead their re- sults indicated that resolution of occupational identity issues was the best predictor for high level intimacy forma- tion for both sexes. Given their line of thinking and their results, the study can also be categorized as in support of Erikson's developmental schema being applicable to both men and‘women. Only the Heilbrun (1964) and the Hodgson and Fischer (1979) studies include a sex role component. The Heilbrun (1964) study which eXamined the relationship between sex role stereotypes and ego identity studied an area which is of importance to the present study -- the effect of the changing role of women on women's ego identity development. The major problem.with the Heilbrun study is that he inves— tigated only one of the three criteria (role consistency) .31 that makes up Erikson's ego identity concept and.made it synonymous with ego identity. Another problem with the Heilbrun study is his concept of masculinity and femininity. He considers masculinity and femininity as a unidimensional bipolar concept, with masculinity on one end of the continuum and femininity on the other. The assumption is that a unitary trait is being measured. However, viewing masculinity and femininity as bipolar makes it difficult to interpret the middle zone. Despite this difficulty, Heilbrun categorized women into "low feminine", "moderately feminine", and "high feminine". Apparently, why Heilbrun categorized women, and not men, in the above fashion was to account for the effects of the changing role of women in today's society. The Hodgson and Fischer (1979) study comes closest to the examination of sex roles and its relationship to pat- terns of ego identity and intimacy development in college males and females. They identify three ego identity path- ways (masculine, feminine, and androgynous) and test how subjects in the pathways measure on self-esteem and inti- ‘macy. However, the constructs used to identify the path- ways were related to ego identity issues (i.e. occupation, political/religious ideology and sexual ideology). The pathways were not determined from.a measure of sex role identity. 32 The literature presented indicates that there is no wealth of studies which support or disconfirm the idea that women follow the same pattern of ego identity and intimacy development as men. Nor are there studies that directly measure sex role identity and relate it to the pattern of ego identity and intimacy development of women. The present study, therefore, has theory to support it but not empirical studies. This fact indicates that research must be gene- rated to test the pattern of ego identity and intimacy development in women, and how sex role identity affects the pattern. Such research will give psychologists a better understanding of women and their developmental issues. CHAPTER III DESIGN OF THE STUDY The study was designed to investigate the relationship between sex-role identity and ego identity and intimacy development in college women: The methodology of the research is described in this chapter. Included in the chapter is a description of the sample, an outline of the procedure used in gathering the data, a description of the instruments, an explanation of the research design used, a list of the hypotheses stated in testable form, and the 'statistical methods of analyses. Sample The sample consisted of 138 undergraduate college women at Michigan State University. Of the 138 subjects one subject failed to complete the Demographic Information sheet and the Bem Sex Role Inventory. Two other subjects did not complete the Demographic Information sheet. The three subjects were deleted from.all analyses except for the analyses of scale reliability. As shown in Table 3.1 the subjects ranged in age from 18 to 22 years, however, 95.5% of the subjects were be- tween 19 and 22 years of age. The 18 year old represented 2.2% of the sample and 2.2% had failed to mark their age on the IBM answer sheet. The mean age was 20.48 years and 33 34 the modal age was 20 years. TABLE 3.1 AGE OF COLLEGE FEMALE SUBJECTS (N = 135) Age f Z (Years) 18 3 2.2 19 28 20.7 20 35 25.9 21 34 25.2 22 32 23.7 Missing 3 2.2 TABLE 3.2 RAGE OF COLLEGE FEMALE SUBJECTS (N = 135) Race f Z Asian 1 .7 Black 16 11.9 Caucasian 114 84.4 Hispanic 1 .7 Other 2 1.5 Missing 1 .7 35 In Table 3.2 is a summary of the subjects grouped according to race. As expected the most represented groups were Caucasian (84.4%) followed by Black (11.9%). Asian, Hispanic and other comprised 2.9% of the total sample and .7% of the subjects failed to mark their race on the IBM answer sheet. The academic status of the college female sample is summarized in Table 3.3. Sophomores, Juniors and Seniors made up 94.9% of the sample. There were only 5.2% from the Freshman class. TABLE 3.3 ACADEMIC STATUS OF COLLEGE FEMALE SUBJECTS (N = 135) Academic Year . f . % Freshman 7 5.2 Sophomore 41 30.4 Junior 51 37.8 Senior . 36 V g 26.7 As displayed in Table 3.4, the highest educational level of 62 of the subjects' mothers was high school, 42 had completed a bachelors degree, 18 had finished trade school, eight have masters degree, three have an EDS degree, one has a doctorate, and another one had completed a grade school education. 36 TABLE 3.4 MOTHERS' EDUCATIONAL BACKGROUND (N = 135) Education: Highest Level Completed f % Grade School 1 ’ .7 Junior High 0 0 High School 62 ' 45.9 Trade School 18 13.3 BS/BA 42 31.1 MS/MA/MBA 8 5.9 EdS I 3 2.2 EdD/PhD/MD/DDS/DD l .7 The summary of the highest educational level completed by the subjects' fathers is displayed in Table 3.5. There ‘were 41 fathers who had completed a bachelors degree, 37 were high school graduates, 21 had graduated from trade school, 14 have masters degrees, 12 have doctorates, six had completed junior high school, two were grade school graduates, one has an educational specialist degree, and one subject did not mark a response on the IBM answer sheet. 37 TABLE 3.5 FATHERS' EDUCATIONAL BACKGROUND (N = 135) Education: Highest Level Completed f. % Grade School 2 '1.5 Junior High 5 -4f4 High School ' 37 27.4 Trade School 21 15.6 BS/BA 41 I 30.4 MS/MA/MBA 14 10.4 EdS 1 .7 EdD/PhD/MD/DDS/DO 12 8.9 Missing 1 . .7 Subjects were asked to indicate whether their mothers' occupation was traditional (i.e., housewife, secretary, teacher, nurse, social worker, etc.) or non-traditional (i.e., lawyer, physician, psychologist, business, etc.). Mbthers with traditional occupations comprised 83.7% of the sample. Mothers with non-traditional occupations made up 14.8% of the sample. There was 1.5% of the sample that failed to give a response. Table 3.6 is the summary of the above results. 38 TABLE 3. 6 MOTHER' s OCCUPATION (N = 135) Category f % .Traditional 113 83.7 Non-traditional 20 14.8 Missing 2 1.5 Subjects were also asked whether their fathers' occu- pation was traditional (i.e., lawyer, physician, psycholo- gist, business, etc.) or non-traditional (i.e., house-hus- band, secretary, teacher, nurse, social worker, etc.). As displayed in Table 3.7, 88.9% of the subjects indicated that their father has a traditional occupation while 10.4% said that their father has a non-traditional occupation. Only one subject did not respond to this question. TABLE 3.7 FATHER'S OCCUPATION (N = 135) Category f . % Traditional 120 88.9 Non-traditional 14 10.4 Missing 1 .7 39 A total of 90 subjects indicated that their mother is employed while 45 subjects have mothers that are not em- ployed (Table 3.8). Subjects having fathers employed totaled 118 while 16 of the subjects reported that their fathers were not employed. Only one subject failed to indi- cate the status of their father's employment (Table 3.9). 'TABLE 3.8 MOTHER'S EMPLOYMENT STATUS (N = 135) Category f % Employed 90 66.7 Unemployed ' 45 33.3 TABLE 3.9 FATHER'S EMPLOYMENT STATUS (N = 135) ' Category I f ' % Employed 118 87.4 unemployed 16 11.9 Missing 1 p .7 40 As far as parents' social standing, 76.3% of the sample come from middle class homes, 20.7% from upper class homes and 3% from lower class homes. TABLE 3.10 PARENTS' SOCIAL STANDING (N = 135) Level f % Lower - 4 3.0 Middle 103 76.3 Upper 28 20.7 A summary of information regarding subjects physical well-being is displayed in Table 3.11. A.majority of the subjects (114) reported being healthy, 20 reported feeling average and only one felt unhealthy. TABLE 3.11 SUBJECT'S SENSE OF PHYSICAL WELL-BEING (N = 135) Category f % Unhealthy 1 .7 Average 20 14.8 Healthy 114 84.4 41 Subjects were also asked to rate their sense of emo- tional well-being. Only one subject felt unhappy, 33 felt average, and 101 felt happy (Table 3.12).- TABLE 3.12 SUBJECT'S EMOTIONAL WELL-BEING (N = 135) Category f % Unhappy l .7 Average 33 24.4 Happy 101 g 74.8 Finally, subjects were asked to rate their satisfaction with personal relationships. As displayed in Table 3.13, 98 subjects reported their relationships as satisfactory, 33 indicated their relationships were average and four re- ported dissatisfaction with their personal relationships. TABLE 3.13 ' SUBJECT'S SATISFACTION WITH PERSONAL RELATIONSHIPS (N = 1.35), Category f ’ . .. _% Dissatisfied 4 3.0 Average 33 24.4 Satisfied 98‘_ ‘ ... , '72.6 42 The demographic summary of the sample used in the pre- sent study appears to be typical of the normal college popu— lation. No peculiarities are evident in any of the sections described above thus appropriate inferences to a larger female college population can be made. Procedure for Data Collection After the University Committee on Research Involving Human Subjects approved the research proposal letters re- questing permission to ask for volunteers to participate in the study were sent to the following departments: American Thought and Language, Audiology and Speech Sciences, Busi- ness, Chemistry, Counseling, Educational Psychology and Special Education, Economics, Engineering, Nursing, Physi- ology and Teacher Education. The following departments responded affirmatively: Audiology and Speech Sciences, Counseling, Educational Psychology and Special Education, Nursing, and Teacher Education. Table 3.14 is the diaper- sion of volunteers who participated according to department. Instructors teaching classes with a high enrollment or classes with several sections were contacted. The study was explained to them briefly and ten minutes of two class periods was requested. In the first ten minute segment the study was explained to the students by the researcher as a project examining patterns of women's psychosocial develop- ment. It was explained to them that the major theories of develoPment were based on observations and research on men 43 TABLE 3.14 SUBJECTS GROUPED ACCORDING TO THEIR DEPARTMENT (N = 138) Department ' f % Audiology and Speech Sciences 27 19.6 Counseling, Educational Psycho- logy and Special Education 67 48.5 Nursing 13 9.4 Teacher Education . 31 22.5 and that women were viewed from a male developmental per— spective. Therefore, part of the research was to determine a female developmental pattern. It was also explained that the research would, in addition, explore whether or not women's sex role orientation affected the developmental . pattern. I After the brief explanation of the study, questions were answered to clarify any issues without contaminating the research. This procedure was followed by a request for volunteers in the age range of eighteen to twenty-two years to participate in the study and the distribution of the pac- Akets. (See Appendices A, B, C, D, E for the Content of each packet.) The names and phone numbers of those partici- pating in the study were recorded for purposes of contacting volunteers who failed to return their incomplete or com- pleted packets. Addresses of those desiring an abstract 44 and summary of the results of the study were also recorded. It was emphasized that volunteers work on the packets indi- vidually so that the answers would reflect only their own thinking. Finally, it was explained that the researcher would return the following class period to pick up the com- pleted or incomplete research packets. In following class period, the packets were picked up. For those who had forgotten their packets, arrangements were made for them to leave their packets on the researcher's desk in the Graduate Assistant's area, or to send them to the researcher by campus mail. Those that were absent from class were contacted by telephone and given the same option for returning the packets as delineated above. If the pac- kets were not returned within two weeks a second phone call 'was made reminding them to return the paCket whether or not it was completed. A total of 138 volunteers participated in the study through this process. Only three subjects failed to return their packets and out of the 138 who re- turned their packets, one subject failed to complete the Demographic Information Sheet plus the Bem Sex Role Inven- tory. Two other subjects failed to complete only the Demo- graphic Information Sheet. These three subjects were ex- cluded from.all analyses except for the scale reliability analyses. A total of 98% of the sample of 138 volunteers gave complete data that was analyzed using all statistical procedures. 45 Instruments Two instruments were used in the present study: the Bem Sex Role Inventory and the Assessment of Adult Adjust- ment Patterns. Both are objective, self-report question- naires; the former is designed to measure sex role identity and the latter measures mastery or non-mastery of each of Erikson's eight stages of ego development. Bem Sex RoleInventory (BSRI) The BSRI (Bem, 1974) is an objective, self-report in- strument developed to measure masculinity and femininity as two independent constructs rather than the bipolar ends of a single continuum. Bem considers people as being able to have both masculine and feminine attributes. She uses the term "androgynous" to describe people who have such attri- butes. The BSRI is composed of three scales: 1) masculine 2) feminine, and 3) gender-neutral social desirability. 'The masculine and feminine scales consist of twenty posi- tively-valued sex stereotyped adjectives and the gender- neutral social desirability scale consists of twenty neutral items (ten positive and ten negative). Subjects are asked to rate themselves on a seven point scale of how well each of the items are characteristic of their personality. The rating scale ranges from 1 (never or almost never true) to 7 (always or almost always true) with each gradation labelled. 46 One way that the BSRI can be scored is the median-split technique: Masculine--the subject's masculine scale score is above the median and the feminine scale score is below the median. Feminine--the subject's feminine scale score is above the median and the masculine scale score is below the median. ‘Androgynous--the subject's masculine and femi- nine scale scores are both above the median. Undifferen- tiated--the subject's masculine and feminine scale scores are both below the median. (Bem, 1977; Strahan, 1975). Table 3.15 is a pictorial representation of the scoring categories for measures of femininity and masculinity as independent domains. The three scales of the BSRI were shown to have high internal consistency reliability scores as computed from the two normative samples: masculinity c = .86, .82; femi- ninity s = .80, .82; social desirability c = .75, .70. (Bem, 1974) The masculinity and femininity scales were also empir- ically tested for independence. The results from the two normative samples are as follows: male r = .11, -.02; female r = -.14, -.07. (Bem, 1974) Test-retest reliability scores were also computed. The product-moment correlations for masculinity, femininity, androgyny and social desirability are as follows: masculi- nity r = .90; femininity r = .90; androgyny r = .93; social desirability r = .89. (Bem, 1974) I 47 The BSRI was also correlated with two other instru- ments: the masculinity-femininity scale of the California Personality Inventory (CPI) and the Guilford-Zimmerman Temperament Survey (G-ZTS). The BSRI correlated higher with the masculinity-femininity scale of the CPI than with the G-ZTS but neither correlations were particularly high. This indicates that the BSRI is not measuring the same as- pects of sex role identity as the masculinity-femininity scale of the CPI or the G-ZTS. (Bem, 1974). TABLE 3.15 SCORING CATEGORIES FOR MEASURES OF FEMININITY AND MASCULINITY AS INDEPENDENT DOMAINS Masculinity ' ..Femininity High’ ‘ Low (Above Median). _(Below Median) High Androgynous Masculine (Above Median) Low Feminine Undifferentiated (Below Median) . o . . . . ..(Indeterminate) Note. From "The Relationships Between College WOmen's Sex Role Identities and Self-Esteem and Their Perceptions of Their Parents' Sex Role Identities, Self-Esteem and the Quality of the Parent-Daughter Relationship" by E. Monroe-Cook, Doctoral Dissertation, Michigan State University, 1979. 48 Scoring Problem with the Bem Sex Role Inventory The major problem with the BSRI is in the scoring tech- niques. Bem (1974) originally recommended the use of a student's t ratio to find the difference between a subject's masculine and feminine self endorsements. Subjects who chose significantly more masculine characteristics than feminine characteristics were categorized as masculine in sex role identity. Subjects who chose significantly more feminine characteristics than masculine characteristics were categorized as feminine in sex role identity. Subjects who chose relatively equal numbers of masculine and feminine traits were categorized as androgynous in sex role identity. The student's t-ratio method of scoring was strongly criti- cized by several researchers (Spence, Helmreich, and Stapp, 1975; Strahan, 1975; Baucom, 1976). They pointed out that the procedure failed to recognize the absolute number of items endorsed and instead emphasized the relatively equal endorsement of masculinity and femininity. Bem (1977) fol- lowing the recommendation made by Spence, Helmreich and Stapp (1975) revised her scoring procedure using the median split technique which was described earlier in this section. Although the median split technique resolves the cri- ticisms cited above and has simplified the mechanics of scoring it brings with it a new problem. It is now not pos- sible to determine the degree to which a subject is femi- nine, masculine, androgynous or undifferentiated. This problem makes analyses requiring quantitative variables 49 difficult to do. In spite of the above problem, the BSRI was chosen for the present study because of the following strengths: 1) It measures masculinity and femininity as two independent constructs. 2) The three scales were shown to have high internal consistency reliability scores. 3) The correlation between the scales was low which indicated that the two scales were independent. Bem Sex Role Inventory: Seale Reliabilities Reliability estimates of the masculine, feminine and gender neutral scales of the BSRI were computed on the sample used in the present study. The reliability coeffi- cients of the masculine and feminine scales were consistent with those reported by Bem (1974), but the reliability co- efficient of the gender-neutral social desirability scale was far below those reported by Bem.(l974). Table 3.16 is the list of means, standard deviations, and reliabilities for the scales of the BSRI. The reliability coefficientS of Bem's (1974) normative data is also included. It is unclear as to why the social desirability scale's reliability coefficients of the present sample differs in such magnitude from the reliability coefficient of Bem's (1974) two normative samples. One possible explanation is that males and females may respond to the Social Desirability 50 TABLE 3.16 MEANS, STANDARD DEVIATIONS, AND RELIABILITIES FOR THE SCALES OF THE BEM SEX ROLEINVENTORY (N = 138) Cronbach's Cronbach's Scale Mean SD Alpha Alpha (present study) Bem (1974) Masculine 97.36 14.97 .87 .86, .82 Feminine 104.65 9.67 .72 .80, .82 Social 94.89 6.98 .35 .75, .70 Desirability items differently. (Bem's (1974) data included both males and females in the samples while the present study used only a female sample.) The theoretical explanations are that the scale does not include enough items or the items within the scale have very little in common (Nunnally, 1978). Since the social desirability scale does not influence the subjects' sex role identity there will be no further dis- cussion of this peculiar phenomenon. Assessment of Adult Adjustment Patterns (AAAP) The AAAP (Farquhar, Wilson and Azar, 1983) is an ob- jective, self report instrument based on Erikson's eight stage epigenetic theory of ego development. The instrument, in its present form, consists of three hundred twenty items. The test measures mastery or non-mastery of each of the stages. Included in the test are a social desirability 51 scale index, an unusual response scale validity index and a consistency scale index. Subjects are asked to rate themselves on a four point scale ranging from I (definitely true of me) to 4 (defini- tely not true of me) with each intermediary gradation labelled. From the responses given, a mastery or non- mastery score is given for each stage. Mastery is defined as responding in the resolution direction over a specified percentage of the time to items in each particular stage. The necessary mastery levels for each stage are: Stage 1-- 67%; Stage 2--78%; Stage 3--69%; Stage 4--78%; Stage 5-- 85%; Stage 6--80%; Stage 7--73%; Stage 8--84%. (Azar, Doctoral Dissertation, Michigan Stage University, 1982). The ego stages of the AAAP have quite high internal consistency (See Table 3.17). A factor analysis of the original instrument revealed twenty-three factors that are consistent with Erikson's theory and are moderately reli- able (Azar, Doctoral Dissertation, Michigan State Univer- sity, 1982). (See Table 3.18) Construct validity was esta- blished by comparing a normal with a psychiatric population. The means for each stage were significantly higher for the normal population than for the psychiatric population except for Stage 6 (p <.l65). 52 TABLE 3.17 STAGE AND SCALE STATISTICS FOR THE ASSESSMENT OF ADULT ADJUSTMENT PATTERNS (N = 354) Fkihmxlsumu: Nuflxu' bken* lkuiamxz Sammhrd CnxthhHs of Items Deviation .Alpha Reliability 1. Trust 18 54.01 54.71 7.33 .88319 2. Autonomy 36 108.86 134.24 11.59 .90717 3. Initiative 26 75.27 79.29 8.90 .87019 4. Industry 63 190.56 440.53 20.99 .95076 5. Identity 33 100.08 108.39 10.41 .90255 6. Intimacy 28 88.09 116.72 10.80 .90126 7. Generativity 29 84.37 116.03 10.77 .88837 8. Integrity 25 74.23 74.83 8.71 .85431 *Based upon individual items weighted one to four summed across the scale. Note. From "Assessment of Adult Adjustment Patterns (AAAP) Research Instrument: First Report" by William Farquhar, unpublished Report, 1983. (Azar, Doctoral Dissertation, Michigan State University, 1982). (See Table 3.19) Problems with the Assessment of Adult Adjustment Patterns Since the AAAP is still in its infancy there are many problems which have yet to be resolved. There is no test- retest reliability coefficient, nor is there evidence of criterion validity. As was mentioned above, the construct validity of Stage 6 is in question, i.e., the mean of the 53 TABLE 3.18 THE FACTORS EMERGING FROM THE ASSESSMENT OF ADULT ADJUSTMENT PATTERNS No.0f'Cron- 'Erikson Stage Name of Factor Items bach's N=354 Alpha 1. Trust vs. Mistrust Basic trust 18 .88 2. Autonomy vs. Shame Will to be oneself 23 .89 and D°“bt Solitude ll .82 Holding on, letting go 13 .82 3. Initiative vs. Guilt Self-punishment & guilt 23 .86 Anticipation of roles by 4 .81 parents 4. Industry vs. Apply self to task 26 .92 Inferiority 5. Identity vs. iden- Trust in peers 16 .86 city C°nfUSi°n Ideological thought 8 .79 Mblding identity 13 .84 Fidelity tests 10 .79 6. Intimacy vs. Commitment to affiliation 19 .90 Isolation Fusion with another 7 .68 7. Generativity vs Establishing & guiding 17 .88 Self-Absorption next generation Charity 15 .84 8. Integrity vs. Order and Meaning 17 .83 DngUSt’ Despair Accepting one's life cycle _13_ p.80 Note. From."Assessment of Adult Adjustment Patterns (AAAP) Research Instrument: First Report" by William Farquhar, Unpublished Report, 1983. 54 normal population was not significantly higher than that of the psychiatric population (p <.165) (Azar, Doctoral Dissertation, Michigan State University, 1982). (See Table 3.19.) TABLE 3.19 COMPARISON BETWEEN THE NORMAL AND PSYCHIATRIC SAMPLES ON THE EGO STAGE SCALES OF THE ASSESSMENT OF ADULT ADJUSTMENT PATTERNS (N = 354) E .1 . . Mbans Standard.Deviation Fttest P Safl. anmfl.PqnbLm:ic an fl Ramhflmzic _ 1. Trust 55.08 44.19 6.45 6.92 97.65 .000 2. Autonomy 110.30 94.34 10.17 14.75 65.27 .000 3. Initiative 76.49 63.00 7.81 10.01 82.13 -.000 4. Industry 193.14 164.59 18.72 24.96 63.34 .000 5. Identity 103.44 91.66 9.73 12.21 40.62 .000 6. Intimacy 88.34 85.56 10.74 11.30 1.94 .165 7. Generati- 84.84 79.62 10.62 11.26' 6.94 .009 v1ty 8. Wisdom 74.75 69.06 8.56 . 8.64 12.81 .000 Note: From "Assessment of Adult Adjustment Patterns (AAAP) Research Instrument: First Report" by William Farquhar, Unpublished Report, 1983. This may be due to Stage 6 items having high face validity. Further tests of construct validity with different samples are needed to verify this hypothesis. 55 Despite the above deficiencies, the fact that all of the AAAP's ego stage scales have high content validity and, with the exception of Stage 6, high construct validity merit its use in research studies. Assessment of Adult Adiustment Patterns: Scale Reliabilities Reliability estimates of the eight stage scales were computed on the sample used in the present study. The reliability coefficients of the eight stage scales of the present sample were fairly consistent with but lower than those reported by Azar (Doctoral Dissertation, Michigan State University, 1982). The greatest discrepancy in reli- ability coefficients was in Stage scale 4 (Industry)(present study¢== .79; Azar's c = .87). It should be pointed out that the sample used by Azar consisted of Michigan State University faculty members and psychiatric patients at Pine Rest Christian Hospital. The mean age of Azar's sample was 41 while the mean age of the present study's sample was 20. Thus the similarities of the reliability coefficients of the two samples indicate that the individual scales of Assessment of Adult Adjustment Pat- terns instrument are internally consistent regardless of the population tested (Table 3.20). 56 TABLE 3.20 MEANS, STANDARD DEVIATIONS, AND RELIABILITIES FOR THE SCALES OF THE ASSESSMENT OF ADULT ADJUSTMENT PATTERNS (N = 138) Stage Cronbach's Cronbach's Scale Mean SD Alpha Alpha (Present Study) .Azar (1982) 1. Trust 71.20 7.48 .83 .88 2. Autonomy 107.67 10.71 .89 .91 3. Initiative 72.84 7.12 .79 .87 4. Industry 183.47 19.09 .94 .95 5. Identity 103.87 11.20 .90 .90 6. Intimacy 93.11 10.72' .90 .90 7. Generativity 84.27 9.74 .85 .89 8. Integrity 77.16 8.26 .85 .85 Research Design The study presented was descriptive in nature. It was a survey project using instruments designed to investigate the relationship between sex role identity and patterns of ego identity and intimacy develOpment of college women. Since it was a descriptive study, only the above relationship was examined and there was no attempt to determine "causal" relationships. Figure 3.1 is a pictorial representation of the design. 57 Assessment of Adult Adjustment Patterns Stage 5 Stage 6 (Ego Identity) (Intimacy) Masculine Feminine Bem Sex Role Androgynous Inventory Undifferentiated Figure 3.1 Pictorial representation of the design of the present study. Testable Hypotheses The testable hypotheses formulated for the present study were divided into five categories: 1) hypotheses about masculine subjects, 2) hypotheses about feminine sub— jects, 3) hypothesis about the four sex role groups, 4) hypo- thesis about androgynous subjects, and 5) hypothesis about undifferentiated subjects. The relationship between sex role identity and the stages of ego identity and intimacy were explored in each hypothesis. The following sections include the statement of the null and alternative hypotheses for each category. gypotheses about Masculine Subjects H0 : There will be no difference between the mean ego 1 identity score and mean intimacy score of mascu- line subjects. 58 Masculine subjects' mean score on ego identity HA1: will be higher than their mean score on intimacy. Hypotheses about Feminine Subjects H02: There will be no difference between the mean ego identity score and mean intimacy score of feminine subjects. HA2: Feminine subjects mean score on ego identity will be less than their mean score on intimacy. Hypothesis about the Four Sex Role Groups H03: There will be no difference among masculine, femi- nine, androgynous and undifferentiated subjects with regard to their mean scores on ego identity and intimacy. Hypothesis about Androgynous Subjects H1 . Androgynous subjects mean score on ego identity a and intimacy will be higher than the mean ego .identity and intimacy scores of masculine, femi- nine and undifferentiated subjects. Hypothesis about Undifferentiated Subjects Hlb: Undifferentiated subjects mean score on ego identity and intimacy will be less than the mean ego identity and intimacy score of masculine, feminine and androgynous subjects. 59 Procedures for Data Analysis Two different statistical procedures were used in test- ing the hypotheses of this study: Student's one-tailed dependent t-test and one-way analysis of variance with planned comparisons. In the following sections each of the statis— tical tests are described. Student's t-test Student's (one-tailed) dependent t-test was used to test hypotheses about the differences between two dependent sample means. The differences between the mean ego identity and the mean intimacy scores of masculine and feminine subjects were tested using the t-test method. The assumptions underlying the use of the dependent t-test are: l. normality 2. homogeneity of variance In the present study the assumption of normality is met by the Central Limit Theorem“ The theorem states that when the sample size becomes sufficiently large the sample mean will approach a normal distribution. The sample size in the pre- sent research is 135 which meets the criterion of the Central Limit Theorem and, therefore, the assumption of normality. The homogeneity of variance assumption is also met in the present study. Since the statistical method is a depend- ent sample t-test, the pairs of means are drawn from the 60 same samples. Thus the criteria of: l) the underlying popu- lation distributions of sample means having the same shape and 2) the sample sizes being equal are both met. In addi- tion, the term "dependent" implies that the pairs of means be correlated. This minor assumption is also met. Analysis of Variance A one way analysis of variance was used to test a hypo- thesis about the relationship between a discrete variable (e.g., sex role identity) and continuous variables (e.g., ego identity score and intimacy score). The omnibus analysis of variance was followed by E tests of a priori contrasts. The assumptions underlying the use of the analysis of variance method are: l. Normality 2. Homogeneity of variance 3. Independence of observations As with the students' dependent t-test, the assumption of normality for the analysis of variance is met by the Central Limit Theorem. The homogeneity of variance assumption is also met, the criterion being that if the cell sizes for each category are equal or nearly equal then the analysis of variance is robust to violations of the homogeneity variance assumption. In the present study the cell sizes for the categories were: masculine = 30, feminine = 32, androgynous = 40 and undifferentiated = 33. 61 The assumption of independence was also met by the following: When subjects volunteered to participate in the study it was strongly emphasized that they complete the instruments without discussion with anyone else. In addition, since subjects were placed in categories according to their sex role identity there was independence between groups. Additional Mathematical Procedures Because the stage scores on the Assessment of Adult Adjustment Patterns instrument were based on varying numbers of items within each stage comparing one stage score with another stage score would prove to be meaningless unless the stage scores were divided by the number of items in that particular stage. This standardization procedure (of sorts) had to be done prior to any of the analySes. The standard- ized stage score was termed "itemean" by the researcher. Another mathematical procedure had to be used with the hypothesis tested using the analysis of variance statistical method. The standardized Stage 5 and Stage 6 scores were added and divided by 2 (e.g., itemean stage 5 + itemean stage 6 -: 2 = itemean average score). This procedure was neces- sary to test for differences among the sex role groups with respect to Stage 5 and Stage 6 development. Summary The study presented was designed to explore the rela- tionship between sex role identity and ego identity and 62 intimacy development in college women. A sample of 138 undergraduate women from.classes in various departments volunteered to participate in the study. Each subject com- pleted a research packet which included a list of instructions, a Consent Form, a Demographic Information sheet, the Bem Sex Role Inventory, and the Assessment of Adult Adjustment Pat- terns questionnaire. Hypotheses were divided according to sex role classifi- cations. Students' dependent one-tailed t-test was used to test hypotheses about the differences between two dependent sample means. A one-way analysis of variance procedure along with Eftests of planned comparisons were used to test hypo- theses involving the relationship between a discrete and con- tinuous variables. A standardizing mathematical procedure was used in order to make the comparison of stages meaningful. The standardized stage score was termed "itemean". In addi- tion an averaging procedure was used to test for differences among the sex role groups with respect to Stage 5 and Stage 6 development. CHAPTER IV RESULTS OF THE DATA ANALYSIS In the following chapter the results of the data analyses will be presented. Each hypothesis will be re- stated in testable as well as symbolic form. The results of the analysis will be given followed by a statement of whether or not the hypothesis was accepted or rejected. Hypotheses about Masculine Subjects HO : There will be no difference between the mean 1 . ego identity score and mean intimacy score of masculine subjects. Symbolically stated: H : M = M 01 5 6 A : Masculine subjects mean score on ego identity 1 H will be higher than their mean score on intimacy. Symbolically stated: HAl‘ M5 ’ M6 The results of the students' dependent (one-tailed) t- test (Table 4.1) allowed the rejection of the null hypothe- sis. The alternative hypothesis could not be accepted since it was significant in the opposite direction stated above (t = -2.32, p <.05). 63 64 TABLE 4.1 MASCULINE HYPOTHESIS t-TEST _ 2-tail t 2-tai1 ‘Wmdabha N ){ 8J1 D ELD. Cbrr. Rafi» Vkflpe ILF. Ihpb. Itemean 5 3.22 .27 30 -.12 .28 .58 .001 -2.32 29 .028 Inmmmm16 3n$4.33 Hypotheses about Feminine Subjects H0 : There will be no difference between the mean ego 2 identity score and mean intimacy score of femi- nine subjects. Symbolically stated: HO: F = F 2 5 6 H Feminine subjects mean score on ego identity will A 2 2 be less than their mean score on intimacy. Symbolically stated: HA2: F5 < F6 The results of the students' dependent one-tailed t-test (Table 4.2) allowed the rejection of the null hypothesis and the acceptance of the alternative hypothesis (t = 5.76, p <.05). TABLE 4.2 FEMININE HYPOTHESIS t-TEST 2- taiI t 2- tail ‘Wndabhe N SE 3J1 D ELD. Cbrr. Pnflx \kflue ILF. Iipb. inmmamIS 3LEZ.27 32 -.25 .25 .66 .00 -5.76 31 .000 Tammanti 3L§3.32 65 Hypothesis abOut the Four Sex Role Groups H03: There will be no differences among masculine, feminine, androgynous and undifferentiated sub- jects with regard to their mean scores on ego identity and intimacy. Symbolically stated: H03‘ M5/6 = F5/6 = A5/6 = U5/6 The results of the analysis of variance (Table 4.3) allowed the rejection of the null hypothesis (F = 2.97, p <.05). TABLE 4.3 ANALYSIS OF VARIANCE FOR THE HYPOTHESIS ABOUT THE FOUR SEX ROLE GROUPS Source of Variation D.F. SS MS F-ratio F-prob. Between Groups 3 1.11 .37 2.97 .034 Within Groups 131 16.35 .12 Total 134 17.46 Planned comparisons were then tested to contrast andro- gynous and undifferentiated subjects with the other three sex role groups. Hypothesis about Androgynous Subjects Hla: Androgynous subjects mean score on ego identity and intimacy will be higher than the mean ego 66 identity and intimacy score of masculine, feminine and undifferentiated subjects. Symbolically stated: H1a‘- A5/6 ’ M5/6. F5/6, U5/6 The results of the planned comparisons E test (Table 4.4) failed to accept the above alternative hypothesis (E = -l.90, p >.05). TABLE 4.4 'PLANNED COMPARISONS t TEST FOR HYPOTHESIS ABOUT ANDROGYNOUS SUBJECTS (POOLED VARIANCE ESTIMATE) Standard Value Error E Value D.F. E Prob. -.38 .20 -1.90 131.0 .059 Hypothesis about Undifferentiated Subjects Hlb‘ Undifferentiated subjects mean score on ego iden- tity and intimacy will be less than the mean ego identity and intimacy score of masculine, feminine and androgynous subjects. Symbolically stated: Hlb‘ U5/6 ‘ M5/6. F5/6. A5/6 The results of the planned comparisons E test (Table 4.5) supported the above alternative hypothesis (E = 2.74, p‘<.05). 67 TABLE 4.5 PLANNED COMPARISONS t TEST FOR HYPOTHESIS ABOUT UNDIFFERENTIATED SUBJECTS (POOLED VARIANCE ESTIMATE) Standard Value Error E Value D.F. E Prob .58 .21 2.74 131 .007 Summary A series of hypotheses were tested to determine the effects of sex role identity on ego identity and intimacy development in college women. Each of the hypothesis were restated in testable and symbolic form- The alternative hypothesis about masculine subjects proved to be signifi- cant at the .05 level but in the opposite direction expected. The alternative hypothesis about feminine subjects proved to be significant at the .05 level in the direction stated in the hypothesis. The omnibus hypothesis about the four sex role groups was also significant at the .05 level as was the a priori contrast about undifferentiated subjects. The only hypothesis that failed to be accepted at the .05 level of significance was the a priori contrast about andro~ gynous subjects. Table 4.6 is a summary of the results. 68 TABLE 4.6 SUMMARY OF THE RESULTS Symbolic Hypotheses Results Masculine Subjects H : M = M 0 5 6 t = -2.32*+ H1: M5 > M6 . Feminine Subjects H : F = F O 5 6 t = -5.76* H1: F5 < F6 Four Sex Role Groups Ho‘ M5/6 = F5/6 = A5/6 = U5/6 F = 2.97* Androgynous Contrast Hla: A5/6 ’ M5/6, F5/6, U5/6 2 = -1.90 Undifferentiated Contrast Hlb‘ U5/6< manum Hwazowuumo umzu :H mEmuw mo umnapc m.opoom manum u apoEmuH ”meoz mu<9m all-\o m : m.~ motoom . pwopmzw . O m H.m z< Qz< mz.05. Fail to accept Hla at«==.05. Hypothesis about Undifferentiated Subjects Hlb: Undifferentiated subjects mean score on ego identity and intimacy will be less than the mean ego identity and intimacy score of masculine, feminine and androgynous subjects. Results: t = 2.74, p <.01. Accept Hlb atpoo .oo coupaasu mm>o4 .om maucow .mm mpoaufina< . m Hpmuome .nm ofiumwamppa>fich .Nm o>aufiuoaaoo .mm m wwppwcma soup: vapouamp< .Hm owumaoumhmaa .em om: uo: moon .mm uamwowmwoaH .wq . . mapwaapu .nq oxwapawso om umpmoa o no muo< me popcofi .cq pppum m m>ammouww< .oq zappoaum .me mcaapommz .oq o w . . . xMu ou paHst ms chHom up EMMB He pouwmuaou .om m . . . Hoods“; mm noxoenuouom mm oooofiaoa mm oumcofimmmmaou .Nm mwafiammw pup: powwowwmpmlmaom .cm whoocwm .mm m m u o mu m uoom ou Hows . o” mafiaflaz .mm s H mm o>Humuomm .om wpfipamumumpma .mN xafimmo mcowmwomp mmxmz .Hm mpoammh .«N mumsuo mo mpmo: moaufiaflnm prnupua .mm mnu ou o>fiufimcmm .om awsmuopmoa mm: .mm o: a Em . a H m cm ofiuocumaaxm .mm Hmowuhama< .NN oapmuaom .HN zufiamcomumm . waouum .cH Hammouom ma manmuofipmumcs .ma Hmhoa .NH Hmoauumoce .NH heap: .nH mapmuouupam .qH o>Hummmm< .MH 0, mwowaop pampcomopaH .m hpooz .o pruoonu .m mac nonouoa .6 Houcaom .m momoeoes .N oomeaoeumsom .H Dana we mo oppu mmo3am mpuu mauaopvmumcw opuu no: we no mpuu uo>m= umoaam no mzm3H< opuu Adampms mpuu coumo zaaopofimpooo app moawuoaom mHHmme umoaam no um>oz o n q n N H "pow mmpfiuomop mofiumfiumuomumnu wcwsoaaom map up some HHo3 3o: mucomoumou upon noasa uopapa onu no woman mnu poxupp .oamom wagsoaaom onu.wdfima wMOHzm>zH mqom XMm 2mm 9 NH92mmm< APPENDIX E ASSESSMENT OF ADULT ADJUSTMENT PATTERNS 91 APPENDIX E ASSESSMENT OF ADULT ADJUSTMENT PATTERNS Directions Please answer the questions in this booklet as honestly as you can. The statements were designed to measure how you view yourself, and how you view life in general. Be as honest as you possibly can. Work quickly, not spending too much time on any one question. There are no right or wrong answers to these questions. Make your marks on the answer sheet next to the same number that appears before the question. Please use a number two pencil. DO NOT MARK ON THIS BOOKLET All items are to be rated: (1) Definitely true of me (2) True of me, or mostly true of me (3) Not true of me, or mostly not true of me (4) Definitely not true of me Example: 1. I believe that people should save money. ANSWER SHEET (5)P1ease ignore this response 1. (10 (2) (3) (4) This person marked space number one on question one indicating the belief that people should save money is "definitely true of me." NOW TURN THE PAGE AND BEGIN Use the BLUE answer sheet first. 10. 11. 12. 13. 14. 15. 16. 17. 18.. 19. 20. 21. 22. 23. 24. 25. 92 I learn fast. I generally attend community or school meetings. I have gone door-to-door collecting signatures on a petition. I give blood (or would if not medically prohibited). My life is the result of choices I have made. When I have to speed up and meet a deadline, I can still do good work. I generally feel pleased with my performance when I talk in front of a group. ‘ I like children. I have difficulty in getting down to work. If I want to, I can charm a member of the opposite sex. I make it a point to vote in all elections. I check things out for myself. When I argue, I use facts to support my position. When the situation demands, I can go into deep concentration concerning just about anything. I publicly question statements and ideas expressed by others. People are more important to me than material things are. It's easy for me to know whether people really like me. I enjoy interacting with children. I have volunteered my name as a witness at the scene of a crime or an accident. I enjoy being sexually stimulated. I have actually sought out information about my school board members in order to form an opinion. I do things for my community. How many friends I have depends on how pleasing a person I am. I handle myself well at social gatherings. I can work on ideas for hours. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 93 I have "put myself on the line" in my relations with others. My social life is full and rewarding. When things are not going right in my work, I reason my way through the problems. It is hard for me to keep my mind on what I am trying to learn. I am confident when learning a complicated task. If I can't solve a problem quickly, I lose interest. I like problems that make me think for a long time before I solve them. I enjoy finding out whether or not complex ideas work. I like problems which have complicated solutions. When I was younger, I wanted to run away from home. I enjoy parties. I feel self-confident in social situations. I can work even when there are distractions. I feel uneasy if I don't know the next step in a job. I can work under pressure. I feel that people are genuinely interested in me. In times of trouble, I have friends I turn to. It is hard for me to work on a thought problem for more than an hour or two. I learn well when someone gives me the problem and lets me work out the details myself. I have difficulty imagining how other pe0ple feel. People like to work with me. In times of crisis, I'm one of the first people my friends call for help. When I was prepared, teachers couldn't fool me with trick questions. I am dedicated to my work. In my work I show individuality and originality. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 94 I am proud of my work. My plans work out. I get stage fright when I have to appear before a group. When I'm in a group, I feel confident that what I have to say is acceptable. I get caught up in my work. I like to solve problems. When I get hold of a complicated problem, I return to it again and again until I come up with a workable solution. I get along with people. The thought of making a speech in front of a group panics me. I feel inferior to most people. For me to learn well, I need someone to explain things to me in detail. When I took a new course in school, I felt confident that I would do all right. I play around so much I have a hard time getting a job done. No matter what the task, I prefer to get someone to do it for me; I feel proud of my accomplishments. I will probably always be working on new projects. My judgement is sound. People expect too much of me. I feel useless. I'm interested in people. I enjoy doing favors for my friends. I am always a loyal friend. I do many things well. I like to participate actively in intense discussions. When I sit down to learn something, I get so caught up that nothing can distract me. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 95 I know the children who live in my neighborhood. I think about the big issues of life. I like to discuss ways to solve the world's problems. When I decide to do something, I am determined to get it done. I like to answer children's questions. I give clothing and other items to charitable organizations such as the Salvation Army. I lend things to my neighbors when they need them. I work to make my community better for children. I have gone door-to—door collecting money for charity. I see to it that my work is carefully planned and organized. I find it hard to keep my mind on a task or job. I go at my work without much planning ahead of time. I am proud of the accomplishments I have made at work. Completed and polished products have a great appeal for me. I read a great deal even when my work does not require it. I have worked on a school committee. I devote time to helping people in need. I feel there is nothing I can do well. I am active in community or school organizations. Children bore me. I can stay with a job a long time. I like curious children. Young people are doing a lot of fine things today. I enjoy the times I spend with young people. - Children's imaginations fascinate me. I have met the leaders of my community and have formed my own opinions about them. I keep my word. I do not understand myself. 96 104. Because I have to be so different from situation to situation, I feel that the real me is lost. 105. Children talk to me about personal things. 106. I am proud of my accomplishments. 107. I enjoy things that make me think. 108. I enjoy explaining complex ideas. 109. I get those things done that I want to do. 110. I am pretty much the same person from situation to situation. 111. I do not expect people to be consistent. 112. I have very few good qualities. 113. Often other people determine the kind of person I am. 114. My work is usually up to the standards set for me. 115. I am determined to be the kind of person I am. 116. I'm just not very good with children. 117. I am good at solving puzzles. 118. My happiness is pretty much under my own control. 119. I feel disappointed and discouraged about the work I do. 120. I keep up with community news. 121. Once I have committed myself to a task, I complete it. 122. I feel more confident playing games of skill than games of choice. 123. I feel confident when learning something new that requires that I put myself on the line. 124. I never have serious talks with my friends. 125. I like the way young children say exactly what they think. 126. I like to participate in intense discussions. 127. I feel awkward around members of the opposite sex. 128. I analyze my own motives and reactions. 129. I feel deep concern for people who are less well off than I am. 130. 131. 132. 97 People of the opposite sex think well of me. I enjoy interacting with children. I find it easy to introduce people. PLEASE TURN OVER YOUR ANSWER SHEET AND CONTINUE MARKING YOUR ANSWERS. 133 O 134. 135. 136 C 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148 O 149. 150. 151. 152. 153. My table manners at home are as good as when I eat out in a restaurant. I am a worthwhile person. It is very important that my mate loves me. My life is what I made it to be. My basic state of happiness is dependent upon me. I make my own decisions. I can't stand the children who live in my neighborhood. It's pretty neat to be me. I get a feeling for the meaning of life through contemplation. I have not deliberately said something that hurt someone's feelings. I like myself. Compliments embarrass me. I am self confident. I am not irked when people express ideas very different from my own. Getting along with loudmouthed, obnoxious people is impossible for me. Even though I do not like the thought of it, my death does not frighten me. I have had experiences in life which were so intense that they were almost mystical. I feel good when others do something nice for me. I am close to someone with whom I talk about my feelings. I have been so close to somebody, that it is not possible to find adequate words to describe the feelings. I don't think I'll ever find someone to love. 154. 155. 156. 157. 153. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. 173. 174. 175. 176. 177. 98 My values change as I discover more about life and the universe. I ignore the feelings of others. I would not care to be much different than I am. I get a feeling for the meaning of life through art. My feelings about nature are almost sacred. I am sometimes irritated by people who ask favors of me. With the person I am closest to, I share my inner feelings of confidence. I find myself thinking about things much more deeply than I did in years past. There have been times when I was quite jealous of the good fortune of others. I keep my word. I cannot stand silence. When someone says something critical about me, I keep my composure. The best times of my life were in the past. Even when I am doing something I really enjoy, I can never get totally involved. After a lot of hard struggling, I am comfortable being me. I enjoy privacy. I have been so close to someone that our relationship seemed almost mystical. When I get angry at someone, I boil inside without letting them know. As far as I know about myself, once I choose a mate, I do so for life. For me to act on a sexual urge, I have to have feelings for the other person. I am sensitive to how other people feel. When I am alone, silence is difficult to handle. I learn from constructive thinking. There have been occasions when I felt like smashing things. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 194. 195. 196. 197. 198 O 199 O 200. 201. 99 It's good to be alive. I have been so close to someone, that at times it seemed like we could read each other's mind. I have no one with whom I feel close enough to talk over my day. I get a feeling for the meaning of life through beauty. I like to be by myself a part of every day. I have had experiences in life when I have been overwhelmed by good feelings. I trust the spontaneous decisions I make. With the person I am closest to, I share my inner anxieties and tensions. I play fair. I can make big decisions by myself. I am amazed at how many problems no longer seem to have simple right and wrong answers. I don't worry whether anyone else will like the friends I choose. I like being by myself. I am a citizen of the world. I am basically cooperative when I work. It is very important that my mate likes to snuggle. When I get angry at someone, it rarely wrecks our relationship. I can see little reason why anyone would want to compliment me. I~am strong enough to make up my own mind on difficult questions. I am comfortable being alone. I have a person with whom I talk about my deepest feelings about sex. The more I look at things, the more I see how everything fits with everything else. I find there are a lot of fun things in this world to do alone. Even though I am pretty much in touch with who I am, I am always discovering new aspects of myself. 202. 203. 204 O 205. 206. 207. 208. 209. 210. 211. 212. 213. 214. 215. 216 O 217. 218. 219. 220. 221. 222. 223. 224. 225. 226. 100 The inner wisdom of people never ceases to amaze me. I feel strongly about some things. It is very important that my mate be thoughtful of me. I get a feeling for the meaning of life through nature. Life gets better as I get older. When I get angry at someone, I tell them about it, and it's over. There is at least one person in my life with whom I can talk about anything. Whatever age I am always seems to be the best. With the person I am closest to, I share my inner feelings. There have been times when I felt like rebelling against people in authority even though I knew they were right. No matter who I'm talking with, I'm a good listener. If someone criticizes me to my face, I listen closely to what they are saying about me before reacting. I have had an experience where life seemed just perfect. I am outspoken. Circumstances beyond my control are what make me a basically unhappy person. I can take a stand. I have a sense of awe about the complexity of things in the universe. I have had moments of intenSe happiness, when I felt like I was experiencing a kind of ecstasy or a natural high. I can remember "playing sick" to get out of something. I give help when a friend asks a favor. No matter what the task, I prefer to do it myself. I like to gossip at times. If someone criticizes me to my face, I feel low and worthless. I sometimes try to get even rather than forgive and forget. I do not intensely dislike anyone. 227. 228. 229. 230. 231. 232. 233. 234. 235. 236. 237. 238. 239. 240. 241. 242. 243. 244. 245. 246. 247. 248. 249. 250. 101 I like being able to change my plans without having to check with somebody. I see to it that my work is carefully planned and organized. My values are formed from many sources, and I integrate them to give meaning to my life. With the person I am closest to, I share my inner feelings of weakness. I seem to understand how other people are feeling. I just can't be courteous to people who are disagreeable. When people express ideas very different from my own, I am annoyed. When I was young, there were times when I wanted to leave home. Being close to another person means sharing my inner feelings. I value the deep relationship I have formed with the opposite sex. I sometimes feel resentful when I don't get my way. It is very important that my mate likes to touch me and be touched by me (hold hands, hug, etc.). I feel free to express both warm and hostile feelings to my friends. Being deeply involved with someone of the opposite sex is really important to me. How many friends I have depends on how pleasant a person I am. I am ashamed of some of my emotions. I never like to gossip. For me, sex and love are tightly linked together. The closest I get to another person is to share my opinions and ideas. Reading or talking about sex stimulates me. I get a feeling for the meaning of life through music. I have not found a person with whom I can be close. As I look back at my past decisions, although I wish I might have done things differently, I realize those were the best decisions I could make at the time. My morals are determined by the thoughts, feelings, and decisions of other people. 102 251. I act independently of others. 252. I wouldn't enjoy having sex with someone I was not close to. 253. I go out of my way to avoid being embarrassed. 254. I rarely check the safety of my car no matter how far I am traveling. 255. I have been punished unfairly. 256. Sometimes I deliberately hurt someone's feelings. 257. With the person I am closest to, I share my inner feelings of tenderness. 258. I have had experiences in life when I have felt so good that I have felt completely alive. PLEASE BEGIN MARKING YOUR RESPONSES ON THE BROWN ANSWER SHEET 1. If I were one of the few surviving members from worldwide war, I would make it. 2. People like me. 3. No one understands me. 4. My parents caused my troubles. 5. It takes a lot to frighten me. 6. There are questions that interest me which will not be answered in my lifetime. 7. I must defend my past actions. 8. It's hard for me to say "no" without feeling guilty. 9. I feel optimistic about life. 10. My free time is spent aimlessly. 11. Feelings of guilt hold me back from doing what I want. 12. My word is my bond. .13. I admit my mistakes. 14. I worry or condemn myself when other people find fault with me. 15. I am happy. ' 16. I believe people are basically good. 17. 18. 19. 20.. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 103 My feelings are easily hurt. Whatever stage of life I am in is the best one. When somebody does me wrong, I get so hung up on my own feelings I can't do anything but brood. When I feel tense, there is a good reason. I like being able to come and go as I please. I have taken time to help my neighbors when they need it. I worry about things that never happen. I have feelings of doom about the future. I trust others. I am basically an unhappy person. My family understood me while I was growing up. Mostly I like to just sit at home. I am happy with the pace or speed with which I make decisions. People hurt my feelings without knowing it. I take the unexpected in my stride. I I frighten easily. I eat balanced meals. I find people are consistent. My day-to-day frustrations do not get in the way of my activities. I think the best way to handle people is to tell them what they want to hear. I worry about my future. -It takes something of real significance to upset me. My mistakes annoy me, but do not frighten me. Guilt is a feeling I seem to have outgrown. I believe the best times are now. I constantly need excuses for why I behave the way I do. When I feel worried, there is usually a pretty good reason. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 104- Basically, I feel adequate. I like people who say what they really believe. I learn things as fast as most people who have my ability. People respect my work because I do a good job. I am picky about my food. I don't need to apologize for the way I act. I have a lot of energy. I am calm. No matter what the task, I prefer to get someone to do it for me. I am willing to admit it when I don't know something. I enjoy being sexually stimulated by someone I don't‘know. I am an even-tempered person. If a clerk gives me too much change, I correct the error. I punish myself when I make mistakes. My duties and obligations to others trap me. I was raised in a happy family. When it's time to go to bed, I fall asleep easily. My parents treated me fairly. I am a stable, dependable worker. APPENDIX H TABLE H.1 BEM SEX ROLE INVENTORY: FEMININE SCALE CORRELATION MATRIX 105 mincn. .~N~_. o=m~_. nmwsw. enccn. mncno. moac_. NNnam. -=c_. ccccc . _ wuoz<> omcqm. c_oo_. mas—n. ouficm. n_nm¢. ~_o_n. gamma. cmmmc. m~_cn. ocmcm. dancm. cocco.~ mucx<> a~N__. smsn_. _amn_. aacnu. noses. «amen. cman~. scdsu. can—N. comma. acseu. oscsu. cocoo.~ -cm<> mmm¢_. mammw. ~nns—. cwwmn. a—cac. fiance. ansnm. nwoon. Oncuo. amend. oncuu. -m6n. cancu. cocoa.— o~c¢<> m__~m. cmnx_. mmqmn. mcmcc. comNn. —m-c. Gamma. c—ncc. wanna. n—mcn. women. ~a¢nn. manna. c—omN. cocoo.~ oncx<> mac—n. ncwso. accom. mcocm. n-~m. annnc. suacq. .mnmq. mon~n. Omann. -~_n. nan—n. sncmu. nonnc. Neann. cococ.~ .n~¢¢<> xuuh «amen. Qmmcc.n ooaww. omega. ccmsu. «mama. gccmo. concu. madam. ccmcc. scamn. emcee. oncem. s-~o. ucnou. scone. enunu. cococ.~ socm<> u>¢682m>z~ mac: xmm tun nmocw. Newc—. den_. «omen. ~95-. manna. wuama. n¢¢¢n. c-n—. Ncha. canuu. Nccmn. nonmd. onuun. «mono. wasnn. human. wanna. O¢OOO.~ ccoz<> cadmu. mmmec.l «oqa_. Nocwn. Nemmm. asaew. s—cwn. nNmNc. mneno. scwon. O~Oon. <~n¢n. cased. anecc. hncmu. deson. ee¢a~. mmunn. mNc-. occcc.~ ~¢O¢<> wmcx<> mmcz<> ~m¢¢<> accm<> occ¢<> ncoz<> cccx<> sn0:<> cncm<> «noz<> a~c¢<> m~ox<> N~O¢<> adcz<> o~oz<> m~°¢<> c~cz<> scc¢<> ~Oc¢<> Zahu 109 :3:::.~ mwsz<> acxmm. AVA..V..A.. — Ill." omom<> mowmo. ¢q_oc.n oazgofl..— nmom<> qc~cc. _wxo3.t qc-c. 3925 . _ cmomew xmmxc.l Macao... cmam_. 630:: . _ MamMQN “meow. od-~. o—ccc.l mmoco. m_¢qc.l oocoo._ <¢0m<> amazHBZCQ : xdGmea< fimofim. mmmm_. cowo_. occco. cocoo.l cc_mm. cocoa.— «wox<> codmm. cameo. mo—co. mmamo. ¢_m¢o. mm~m_. wwo~o.I oocoo.— wmox<> ¢cN~m. oam¢_. mcscc. N~q~_. ccmnfl. ~c¢om. sumac. cuweo. oocco.~ mmmm¢m ommmq. ommmm. OAQO—. ¢o~n_. Nm~co. wacm “ammo. Omdmo. mNMAm. cocoo.~ Nmom<> omox<> cmcm<> mmoz<> Omom<> scoz<> eqox<> dccz<> amom<> anom<> mmo¢<> IIIII-ll Zmau APPENDIX G TABLE G.l BEM SEX ROLE INVENTORY: MASCULINE SCALE CORRECTED ITEM-TOTAL CORRELATION ALPHA IF ITEM DELETED 107' ccoow. canoe. wmom<> wanna. 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Ococc.a aaa> mmmae. ma¢aa. mmmmm. mmaoe. oaamm. canoe. mmama. awawa. acmma. mmemm. acaac. amaoa. mammm. amcam. mmomm. naa> mamma. moOmm. caame. ooccc.a eoa> mamma. acwma. aaema. mammm. camec. momma. meama. mmmaa. mamaa. macma. ammma. acaaa. mamaa. hamoa. anoma. ama> mmcac. aaamm. ammmc. cmmmm. ococc.a mca> amoem. cemma. amaam. macaa. aaawa. mammm. mmama. «come. aacea. occaa. amcam. amaaa. amana. mamaa. aoaoa. cma> oqama. amncm. aamam. «oaam. acmmm. cacao. mmma occaa. mamaa. ocaea. mocmm. cacoa. mcmam. ammoa. mmcmc. cacmc. Oaama. Gamma. ammca. namOa. aamma. mamaa. ama a odds n~a> «Ha» «ca» nc~> mans mmam ao> aa> aa> ca> ,me> mm> ma> caa> maa> aaa> «ca> mOa> maa> caa> ca> ZNHH 117 meocc. aemom. amomm. OOOOO.a oaaae. acmma. amaea. Gamma. coooc.a fla cocmm. amaam. Naome. amcam. ammaa. ccoco.a mm> comma. aaoaa. coaaa. omcoa. mamaa. ”coma. ooccc.a a cameo. aaa¢a. ommmc. ammqa. mamma. mmema. aamma. Oaa> momma. «ammo. cmmec. m¢~ma. aeamo. acmao. mmaca. maa> an32ahzoo a xanzmmm< mamaa. Oaamm. mmmca. ammam. coaca. ccmem. omcma. ma ~|.Va maaha. amaaa. mcmhm. mammm. ceaoa. mmmma. mcema. «ca> 2|> ccohc. ohoma. heOaa. cmooa. mamaa. aomoa. ommea. m0a> coccc.a maa Gamma. Omaha. mamaa. mamca. mamma. maoca. maama. maa> aa> ZMHH ac> aa> aa> o~> me> mm> oa> :HHa APPENDIX M TABLE M.l ASSESSMENT OF ADULT ADJUSTMENT PATTERNS: STAGE 5 CORRECTED ITEM-TOTAL CORRELATION ALPHA IF ITEM DELETED 118 camac. ceacc. ca> cacoa. oamaa. ca> aamac. acacc. sub macaw. caaam. caa> aacac. cmccc. oaa> ccaac. acmcc. saa> cacac. aacac. ama> ocmam. cmacm. cma> aacac. macac. ca> mmcac. camam. hm> macaw. acaac. cm> ccaac. oaaaa. ac> cacac. acamm. cc> cnaac. mmcma. ca> amaaw. acaoc. aa> acaac. caaac. na> macaw. amccc. ca> mamaa. aacac. ac> acmac. accmm. ca> g a a zuaa ha A aa> aa> c~> mc> om> ca> caa> maa> aaa> cca> mca> maa> caa> xMHa APPENDIX N TABLE N.1 ASSESSMENT OF ADULT ADJUSTMENT PATTERNS: STAGE 6 CORRELATION MATRIX 112() amcac. acaam. camcm. ammcc. amacm. aamam. mcqcm. mamcm. amcac. acmcc. amccm. cocoo.a Oma> cocaa. camca. camam. cmcaa. aaOOa. aaaaa. aammc. ccamm. aammm. aaccm. mamcm. aaacm. cacao.a mma> Namma. na-n. oe~cm. oemQN. manna. aamam. daune. maaam. ccaaa.. accac. cease. aemcc. camam. ccocO.a ama> aamam. camam. maccc. aaawm. aammm. mcacc. aammm. accmm. mmacm. amama. mmOam. ccccc. aoanm. camac. ococO.a ama> mamaa. eacmc. aammm. mmacm. mmcam. aamac. accac. anacm. cmaac. amcca. caaam. aamcm. mamaa. caccc. aaacc. c¢oo¢.a mama mamma. cacma. «mocc. cacco. cacao. amoaa. enema. Omcca. caaoa.. cmacc. ccmca. acoca. aaaaa. mcamm. mcoaa. acaaa. cacao.a caa> cacaa. aaaam. acamm. acaac. «comm. accac. aammc. acaoc. mcmmm. amaac. ccmac. comcc. cmaac. amawc. acmmc. Omaac. ccaaa. accac.a oaa> xauh cocca. acoca. cmcaa. comma. ccaaa. accaa. mamaa. cmcao. ccmaa. aaaca. aaaoa. mecca. cacco. cacma. caaaa. ccmma. aaaaa. aacaa. cacao.l aacco. cocc°.a aca> oo~> on~> nma> qc~> noa> noa> oo~> moa> owa> mafia ooa> on~> nn~> ~na> ana> mn~> aha» oa~> ne~> oe~> kq~> xMHa 121 mamaa. cmcca. amama. accac. accac.a wma> moocm. maaam. mamaa. cacOm. ccamm. acaca. aamcm. oma> mmaca. aamma. maaam. ammcm. mcacm. accac.a mma> amaaa. ccmaa. acaca. macaa. aaaac. amama. accac. mma> caccm. cccca. accac. acmam. amacc. mccac. accac.a coa> amama. aaaca. amaca. ccaaa. cmacm. caaaa. mammm. ama> cwmca. aaaaa. accam. aaomm. aawac. aamam. ccacc. occa°.a maa> aaocc. acmma. aaama. Ocaom. aaacm. ccaaa. amOam. ama> coamm. amama. aaaac. acsam. maccm. accac. mmccc. ccooc. cocoa.a mca> aamma. aaacm. aoama. aoama. ammma. mecca. accmc. mma> mason. cmmma. Nuaue. aamma. accaw. acoan. «anon. onanN. o~nno. accac.a coa> amaao. amaca. mammc. macaa. cccma. acmam. aacoa. o~a> nu=2ahzoo z Nanzmmm< cacma. ccoca. omcmc. mamcm. comma. amaca. camam. ccmmm. aamam. aammm. accac.a caa> mamam. coomm. mamaa. mmcaa. accam. ammaa. cmccm. caa>. mammm. Cacaa. macaw. cmmma. aammm. aaacm. maaam. aaacm. cmmcm. ccoom. maaam. Ocaoc.a oca> mamaa.! ccaaa.! amenc. maaam.: amama.: acmaa.l aamma.l mca> cmaaa. casaa. chaac. amama. macca. accca. aaaaa. cmmma. amamm. Omccm. cmacm. maaam. cacao.a aaa> accaa. acmma. acaoa. mmaca. amamm. cmmma. Qaamc. aca> ccaaa. caaaa. coham. «cmac. maaam. ccmac. accmm. camam. amaac. emaam. mamoc. aammm. acccm. OOOOO.a oca> amcaa. caaac. amama.: cacao. accca. aacaa. smaoa. aca> mma> caa> cma> cca> cma> mma> cca> maa> mca> cca> oaa> cca> aaa> cca> :NHa caa> maa> aaa> ama> mma> «ca? cma> xflha 122 mamcm. ccaaa. mmaca. caoaa. cma> ammaa. ccaca. mcaaa. amoaa. mma> ccooc.a ena> amame. caamm. mamaa. ocmcc. «ca> cmmaa. cacao.a maa> acaca. aaawo. maaca. aammm. maa> cmmma. acaaa. coocc.a ana> accma. occma. aamma. cacca. mca> aacom. mecca. aaaca. cocoa.a ama> mamoa. mmama. mmcao. mcaaa. coa> QHDZHHZOO z xanzmmmd ccaaa. maaam. ammaa. aaaam. ccooo.a mma> aaaca. aamma. «coco. MNHQN. caa> mamco. mmaaa. amama. amcma. aaaca. cacoO.a cca> aacma. acaca. ammma. cmmaa. cca> aamam. mccaa. amama. aammm. camam. mcaca. cacao.a cma> ammaa. aamma. chase. caamm. aaa> macma. amama. omamc. maaam. ccaaa. maaam. maacc. cacao.a oca> cacaa. ccmaa. aaaca. amaca. oca> cma> maa> aha> ama> mma> cca> cma> oca> EMHH cma> maa> ana> ama> :MHH APPENDIX 0 TABLE 0.1 ASSESSMENT OF ADULT ADJUSTMENT PATTERNS: STAGE 6 CORRECTED ITEM-TOTAL CORRELATION ALPHA IF ITEM DELETED 123 ccaaa. acaam. mma> amcac. camam. cca> cocoa. acace. maa> ccmac. cccaa. mca> oacac. amamc. cca> ccaaa. aammm. caa> camam. mmcmm. ooa> accac. accmm. aaa> amaac. aaacc. oca> aamam. macac. cma> Oaaac. macac. mma> macac. cmcmc. ama> accac. mmamc. ama> acaac. cammc. mma> acaoa. accmm. Oaa> aacac. aacas. caa> amaaa. camam.: mca> acaac. ocacc. cca> amcca. ammaa. aca> a a a tuba ma a aoaca. maaac. maa> mamaa. ccaaa. a~a> aaaca. amamc. ama> ccaaa. cache. mma> mamoa. cccmm. cca> macac. ammcc. cma> mcaac. ccaaa. oca> cacao. accmm. cma> M.H.—mama. a mam zMHa ma a