WE VALEWW €32 $§EX££AL D‘iFizERENfiA'NGN SCORENG C)? THE £3RA‘:—’i‘«A~PE§§’.SGN TEST AF? A ME AEL‘RE Chi: SEXUAL EDEN? ; "MATE? N ‘imsfis fez Hm" “agree of Ni. .31.. “1333 “(ii-J}. STQTE GNEVERii-ifY E3 4;. 5‘5; . 44‘ flat; “g. LL35. 23; 3.. «as. 14932. 11mm:mmmnmmmn J 31 93 01083 5126 ' LIBRARY Michigan State University ABSTRACT THE VALIDITY OF SEXUAL DIFFERENTIATION SCORING OF THE DRAW-ArPERSON TEST AS A MEASURE OF SEXUAL IDENTIFICATION by Phillip I. Snett The major purpose of this study was to investigate the validity of the sexual differentiation scoring of human figure drawings (DAP) as a measure of sexual identification. Two hundred and twelve 7th. 8th. and 9th grade children were administered the DAP and the Sentence Completion Sexual Identification Test (SC). The drawings were scored on the Haworth Sexual Differ- entiation Scale. and each § received two DAP scores. In addition. each § received two scores on the SC. It was observed that the degree of sexual differentiation. in terms of levels. did not increase with chronological age. 0f greater importance is the fact that boys and girls differed significantly in their treatment of the individual figures. Although the majority of girls at each age empha- sized the same-sex figure. the majority of boys emphasized the opposite-sex figure. An attempt was then made to determine whether or not the sexual differentiation method of scoring DAP drawings Phillip I. Snett is a measure of the strength and adequacy of sexual identifi- cation. It was reasoned that four relationships should exist between the DAP scores and the SC scores if the former scores are alternative measures of sexual identification. None of these relationships existed for groups which are homogeneous with respect to either sex or age. It was concluded that due to the unknown validity and low split-half reliability (.496) of the SC. these results cannot be interpreted as disproving the validity of sexual differentiation scoring as a measure of sexual identification. Before the exact meaning of the results can be determined. effort is first needed to increase the reliability of the SC and to obtain an estimate of its con- struct validity. Approvede-uw {M Date W 77’ /76 L THE VALIDITY OF SEXUAL DIFFERENTIATION SCORING OF THE DRAW—A-PERSON TEST AS A MEASURE OF SEXUAL IDENTIFICATION BY Phillip I. Snett A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Psychology 1962 ACKNOWLEDGEMENTS Space will allow me to mention only a few of the many individuals who have helped me in one capacity or another in completing this thesis. My deepest appreciation goes to my chairman. Dr. C. L. Winder whose guidance over the past year has been a highly rewarding experience. I would like to also thank my other committee members. Dr. Robert E. McMichael and Dr. Terrance Allen whose many suggestions have been extremely helpful. I also express my gratitude to Dr. Mary R. Haworth now at Nebraska Psychiatric Institute. While at Michigan State University. Dr. Haworth served as my chairman in the initial stages of this research. Also deserving mention are Mr. Dow, of the Michigan State University College of Education. Mr. Brandenberg. Principal. Grand Ledge Junion High School and Mr. Lawrence. Principal. Grand Ledge High School. ii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . ii I. INTRODUCTION . . . . . . . . . . . . . . . . . . l A. Statement of Problem 1 B. Sexual Identification l C. The Use of the DAP in the Assessment of Sexual Identification 6 D. The Criterion MEasure of Sexual Identification 12 II. METHOD . . . . . . . . . . . . . . . . . . . . . 14 A. Subjects 14 B. Demographic Data 15 C. Procedure 17 III. RESULTS . . . . . . . . . . . . . . . . . . . . 26 A. Sexual Differentiation in DAP Drawings 26 B. Relationships between the Sexual Differentiation Scoring of the DAP and Scores Derived From the Criterion Measure of Sexual Identification 30 IV. DISCUSSION . . . . . . . . . . . . . . . . . . . 39 A. Sexual Differentiation in DAP Drawings 39 B. The Validity of Sexual Differentiation Scoring of DAP Drawings as a Measure of Sexual Identification 40 V. SUMMARY AND CONCLUSIONS . . . . . . . . . . . . 42 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 45 iii LIST OF TABLES Table Page 1. Number of boys and girls at each age . . . . . l4 2. Treatment of figures (Boys) . . . . . . . . . 28 3. Treatment of figures (Girls) . . . . . . . . . 29 4. Comparison between boys and girls as to their treatment of figures . . . . . . . . 29 5. Relationship between the SSP SC and SS DAP scores . . . . . . . . . . . . . . . . . . 32 6. Relationship between the SSP SC and D DAP scores . . . . . . . . . . . . . . . . . . 34 7. Relationship between the DP SC and D DAP scores . . . . . . . . . . . . . . . . . . 36 8. Relationship between the DP SC and SS DAP scores . . . . . . . . . . . . . . . . . . 38 iv LIST OF FIGURES Figure Page 1. Mean level of sexual differentiation of boys and girls at each age . . . . . . . . 27 LIST OF APPENDICES Appendix Page A. Scoring Manual for the Sentence Completion Sexual Identification Test . . . . . . . . 50 B. Appendix Tables . . . . . . . . . . . . . . . 73 Table A. Sexual Differentiation Scale for the Draw- ArPerson Test . . . . . . . . . . . . . 74 B. Number of boys and girls in each age level . 77 C. Occupations of fathers . . . . . . . . . . . 78 D. Comparison of 1.0. scores of boys and girls at each age . . . . . . . . . . . . . . 79 E. Comparison of mental ages of boys and girls at each age . . . . . . . . . . . . . . 79 F. The Sentence Completion Sexual Identification Test 0 O O O O O O O O O O O O O O O O O 80 G. The Preliminary Sentence Completion Sexual Identification Test . . . . . . . . . . 81 H. Comparison between thirteen-. fourteen-. and fifteen-year-old boys as to their treatment of figures . . . . . . . . . . 83 I. Comparison between thirteen-. fourteen-. and fifteen-year-old girls as to their treatment of figures . . . . . . . . . . 83 vi I. INTRODUCTION A. Statement of Problem The general purpose of this study is to investigate the validity of the Draw-A-Person Test (DAP) as a measure of sexual identification. More specifically. an attempt will be made to determine whether or not a system of scoring DAP performance. that of the degree of sexual differentiation in the drawn figures. reflects the strength and adequacy of sexual identification. as determined by the outside criterion of the Sentence Completion Sexual Identification Test (SC). B. Sexual Identification l. Theories of identification Implicit in most major theories of sexual identifi- cation is the assumption that the development of sexual identification is dependent upon the perception of certain characteristics in the person with whom identification is made. Further. as the following review shows. these theories as a unit postulate that both positive and negative perceptions of the parent are crucial in the development of sexual identification. It appears. therefore. that the important factor is that the child is somehow affected by the parent and becomes emotional or affectively involved with him before culturally appropriate sexual identification can occur. According to Freud (17) the little boy develops an object cathexis for his mother which originally related to her breast. In addition. he also develops an early weak identification with his father. These two relation- ships co-exist until the boy's sexual wishes toward his mother are intensified. and the father now is perceived as a threatening obstacle to the possession of the mother. Since the father is viewed as castrating. the boy. in order to protect himself. represses the desire for the mother and the original identification with the father is intensified. Concerning the female. Freud (18) states that the girl wishes for a penis and believes that her mother denied her this. In disappointment. the girl turns from her initial love for the mother. and a desire for a child from the father replaces the original wish for a penis. The girl now enters the Oedipal period. and the hostility toward the mother is reinforced by the fact that the mother becomes a rival who has the relationship with the father that the girl wants. In order to minimize further harm. the girl identifies with the mother who seems to be the threatening rival. The concept of identification has held a prominent place in other psychoanalytic writings. such as those of Anna Freud (16). Attempts to explain its development have also been made by various learning theorists (e.g.. 28. 32 and 35). Lazowick (28) states that although identification is the result of copying the behavior of another person. it differs from imitation. Identification involves an alter- ation of the ego while imitation refers to isolated skills or acts. According to Martin (32) identification with the appropriate sex occurs when the child is rewarded for sex-appropriate behavior which was originally consciously imitated by the child. Approval for these acts is especially significant when it comes from persons upon whom the child depends for various satisfactions. Mowrer (35) stresses the importance of the boy's perceptions of his father. He states that the boy imitates the father if the latter is perceived as nurturing. rewarding. and satisfying. It is then that his character— istics acquire a secondary reward value and the boy then imitates him. The development of sexual identification has also been explained in terms of role-playing theory (7. 12. 45). Sears. §t_al. (45) state that in role practice the child discovers and learns new actions by observing what other people do and then pretending in fantaSy to be the other person. Since an important motive leading to role practice is the desire to reproduce pleasant experiences. the child will enjoy playing the parental role in fantasy if he has perceived the parent as nurturant. supportive and accepting. Brim (7) adds that the choice of a model depends upon his pgweg. that is. upon a combination of both his reward value and his threat of punishment. A similar position is taken by Emmerich (12). 2. The assessment of sexual identification a) The use of objective tests. One main method utilized in research on sexual identification involves the use of various objective tests to determine the degree of similarity between a subject (S) and his parents. either §§_perceived by‘§ or as it actually exists. Concerning perceived similarity. the amount of correspondence is determined between the way § completes an inventory for himself and the way he completes it as he thinks his parents would. Such inventories are the Minnesota Multiphasic Personality Inventory (MMPI) (l. 48). the Strong VOcational Interest Blank (11). and the Allport- Vernon Study of Values (21). Also concerned with perceived similarity are those studies utilizing the semantic differential technique to determine the degree of similarity between an S's ratings for himself on a list of adjectives and his ratings of his parents (3. 4. 5. 6). Attempts to measure identification in terms of actual similarity between g and his parents utilize information regarding the amount of agreement between the way g and his parents independently respond to such objective tests as a check-list questionnaire of preferences (10). the Allport-Vernon Study of Values (21). the MMPI (28) and the California Psychological Inventory (39). b) The use of projective techniques. The second main method used in the assessment of sexual identification involves the attempt to infer its presence by the way § responds to various projective techniques such as the Blacky Pictures (11). the Thematic Apperception Test (4. 6). the doll—play technique (12). choice of sex-typed objects (37. 40). and the DAP. C. The Use of the DAP in the Assessment of Sexual Identification Human figure drawings were first used extensively by Goodenough (19) when she devised the Draw—A—Man Test for the purpose of assessing the intelligence of children. Although she did hint at the projective potentialities of the drawings. it remained for Machover (30) to give formal treatment to the projective aspects of the drawings. According to Machover (30) the individual reveals his underlying personality. including his needs. anxieties and conflicts. in his drawings of human figures. Essentially the same position is taken by Schilder (44) who states that an individual tends to project into his drawings the image that he had of his own body. Since the appearance of these writings. two main methods of scoring the DAP have been employed while using it as a measure of sexual identification. In the first approach the drawings are scored on the basis of sex sequence. while in the second and more recent approach information regarding the degree of sexualdifferentiation of the figures is utilized. 1. Sequence of drawing§_and sexual identification Machover (29) asserts that the drawing of the self- sex (S—S) figure first is one indicatia1 of identification with one's own sex-role. On the basis of this it would be predicted that both normal men and women will tend to draw their own sex first. However. several representative studies (13. 15. 20. 23. 31. 46) indicate that although the large majority of men draw their own sex first. only slightly more than half of the women show this tendency. Utilizing a group of non-normal gs. namely sexual offenders. Hammer (22) reasoned that since such individuals are suffering from some type of sexual confusion. a large number of opposite—sex (O-S) first drawings would be expected. He found. however. that 84%.of these males drew their own sex first. this percentage being only slightly below that which would be expected from a normal group. Those studies in which children were given the DAP have yielded such highly conflicting results that no conclusions can be drawn regarding the validity of self-sex first drawing as an indication of appropriate sexual identification. On the one hand. several of these studies have shown that boys tend to draw the 8—8 figure first more frequently than girls (2. 9. 25. 26. 34). Other studies. however. have yielded results which indicate that girls draw the 8-8 figure first more frequently than do boys (51. 53. 54). As Brown and Tolor (8) point out in their review of the literature dealing with the sex of the figures drawn first. there is reason for skepticism and caution in interpreting the significance of the first drawn figure. 2. Sexual differentiation and sexual identification The newest scoring procedure used in the investi- gation of the validity of the DAP as a measure of sexual identification scores the degree of sexual differentiation between the sexes on the basis of various physical. sexual and clothing characteristics. This method also utilizes information regarding the degree of detailing (emphasis) given to each figure individually. The earliest studies concerned with sexual differ— entiation scoring of DAP drawing (14. 33) utilized a general qualitative method of judging the adequacy of sexual differentiation. Somewhat more objectivity was made possible by Swenson (49) who developed the first scale for judging the degree of sexual differentiation. This scale has nine points with five of the points defined and four other points used for drawings judged to fall midway between any of two defined points. Those studies utilizing adult SS (36. 47) have failed to demonstrate the validity of sexual differentiation. as scored by Swensen's scale. as a measure of sexual identification. Using a group of job applicants. Murphy (36) found that the women in her sample differentiated between the sexes more than did men. Of greater importance was the fact that while the average rating of the women signified adequate differentiation. the average rating of the men suggested questionable differentiation although the two groups did not differ in graphic maturity of the male drawing as scored by Goodenough's norms. The author con- cludes that the self-sex drawing of adults tend to be self-portraits rather than an index of identification with the appropriate sex-role. Sipprelle and Swensen (47) obtained results which can be interpreted as suggesting a doubtful validity of sexual differentiation as a measure of sexual identification. Each § undergoing psychotherapy had his pair of drawings scored for sexual differentiation. In addition. the male 10 drawings of the S's were ranked on the dimension of mascu- linity and each of the female drawings was ranked for femininity. Generally. no significant relationships were found between the degree of sexual adjustment and either the degree of differentiation between the sexes or the ratings of masculinity and femininity of the individual drawings. Support for the validity of sexual differentiation scoring of the DAP as a measure of sexual identification is found in a few studies utilizing children (23. 41. 50). Swensen and Newton (50) found that the degree of differentiation between the sexes improves with age for children in the lst. 3rd. 5th. 7th and 8th grades. Although girls tended to differentiate better than boys until about age 13. boys then began to differentiate about as well. Using a modification of Swensen's scale. Rabin and Limuaco (41) hypothesized that Filipino children would differentiate better between the sexes than American children due to the clearer delineation of sex-roles in Filipino society. After obtaining results to substantiate their hypothesis. the authors state that ”the possible relationship between the presence or absence of clear sexual differentiation and the process of identification may only be noted at this juncture? (p. 211). ll Haworth and NOrmington (23) comment upon the inade- quacy of the Swensen scale in that Vthere seemed to be a stage not accounted for . . . in which gag figure was portrayed with more sex appropriate characteristics than was the other? (p. 442). To overcome this deficiency. the senior author modified Swensen's Scale to make it more appropriate for use with children (Table A in Appendix B). The Haworth Sexual Differentiation Scale consists of four levels of sexual differentiation: Level 1. Figures nearly the same. no apparent sex. Level 2. Similar body configuration and facial features. minimal differentiation. Level 3. One figure more clearly differentiated as to sex. Level 4. Each figure well differentiated as to sex. In addition to finding that the degree of sexual differentiation improves as a function of age between ages seven and twelve. Haworth and Normington (23) found that at each age there was no relationship between I.Q. scores and levels of differentiation. They did find. how— ever. that a small relationship (r = .261) existed between mental age and level of sexual differentiation. A.modified version of the Haworth Sexual Differentiation Scale is used in this study. 12 D. The Criterion Measure of Sexual Identification In order to determine whether sexual differentiation scoring of DAP drawings is a valid measure of sexual identification. an outside criterion of sexual identifi- cation was needed. There were several reasons for con- structing our own criterion measure of sexual identification. First. a method was needed which could be administered to groups and would not require much time to complete. None of the methods which were reviewed appeared to fulfill both these requirements. Further. there is some agreement (21) that a sentence completion test can yield relatively clear— cut results concerning parental identification and that a satisfactory level of scoring reliability can be achieved with such an instrument (42. 43). The Sentence Completion Sexual Identification Test (SC) was constructed on the assumption that an appropriate cognitive measure of sexual identification is the intensity of one's attitudes toward the person with whom identifi- cation is made. This assumption is based on the reasoning that a child must be emotionally or affectively involved with a parent before sexual identification can occur and it does not seem to matter whether the child perceives Fpositive? or Fnegative" characteristics in the parent. 13 That is. the individual's emotional involvement with the parent is reflected in his attitudes toward that parent. and strong affective involvement with the parent will manifest itself in relatively intense (positive or negative) attitudes toward him. Conversely. weak affective involve- ment with the parent will manifest itself in mild attitudes toward him. II. METHOD A. Subjects The sample consisted of 212 7th through 9th grade children who attended school in Grand Ledge. Michigan. The 7th and 8th grade children were pupils of the Grand Ledge Junior High School. and the 9th grade children attended Grand Ledge Senior High School. Selection of the §s was left to the discretion of the respective principals. They were instructed only that at least 50.§s in each grade level were desired with each class as evenly divided as to sex as possible. Information obtained from the principals indicated that these classes were not comprised of any special groups of children. Table 1 shows the number of boys and girls in each age group used in the study. Table 1. Number of boys and girls at each age. A e Boys Girls Total 9 1.11 (h) (a) (b) jaL (b) 12-6 to 13-5 33 30 38 37 71 67 13-6 to 14-5 27 21 24 23 51 44 14-6 to 15-5 _1_1 ;_7_ _31 .31 54 54 Total 77 68 99 97 176 165 (a) Number of children used in the sexual differentiation analyses. (b) Number of children used in the sexual identification analyses. l4 15 B. Demographic Data The information obtained from each S's folder included his age. occupation of the father (if given) and an intelligence score (if given) which was derived from the California Test of Mental Maturity. 1. Age Each S's age was calculated to the nearest month. Table B (Appendix B) shows the number of children in each age level. Since interest concerning various aspects of sexual differentiation in DAP drawings is focused on children in the 13 through 15 year age range. all younger and older gs were excluded from those analyses. 2. Occupation of father Whenever possible. information regarding the occupation of each S's father was obtained from the school records. The occupations were classified into groups as specified in the U.S. Census of Population for 1950. The results were compared with information supplied by the U.S. Department of Labor regarding the proportion of employed white male workers in each of these groupings as of December. 1960. 16 Table C (Appendix B) shows that the total group deviates from the national norms in a few respects. First. there is an overrepresentation of industrial occupations while. at the same time. there are fewer professionals and managerials than in the national norms. Of possible importance is the large proportion of ”not reported? occupations in our sample. It is not known what proportion of this group is unemployed. and we can only speculate whether the employed fathers in this group are distributed across groupings in the same proportions as the reported occupations. It is not known whether this unreported group would tend to widen or lessen the dis- crepancies that already exist. 3. Intelligence scores Unfortunately. I.Q. scores were not available for all gs. However. the California Test of Mental Maturity had been given to 114 of the 182 13- through 15- year old gs. Since this is well over half the total number of gs in this age range. some statements regarding the relative intellectual ability of these age groups can be made with some confidence. Table D (Appendix B) shows that there are no significant differences in mean I.Q. scores between the 17 sexes at each age level. The I.Q. scores were then con- verted into mental ages. and still no significant differences were found between the sexes at each age (Table E in Appendix B). C. Procedure Each §_was given both the DAP and the SC. The DAP was administered first to all gs so that testing conditions would be as similar as possible to Normington's (38) in which only the DAP was given. Both tests were given in a group situation with the 7th and 8th grade classes each tested as a unit and the 9th grade comprising two separate classes. An attempt was made to seat boys and girls alternately and as far apart as the size of the room would permit. However. some difficulties were encountered in the 7th grade class regarding overcrowding due to the large size of the class. There is a strong likelihood that some mutual aid between some of the gs occurred in this class. For the administration of the DAP each S was given two blank sheets of 8 l/ZV x 11’ paper and a No. 2 pencil with an eraser. The following directions were then read aloud: 18 In the upper right hand corner of the sheet of blank paper. I want you to write your name. Under your name please write the date of your birth. Now. in the upper left hand corner please write the number Fone.? wa I want you to draw a picture of a person. Draw any person you want and draw it any way you like. but please draw the whole person. There is not time limit so draw as fast or as slowly as you like. At the bottom of the page write down the age of the person that you drew. Any questions concerning how to draw the person. whom to draw. et cetera. were answered by restating relevant parts of the original directions. When all §s had finished. the same instructions were repeated except for one modifi- cation: Now I want you to draw a person of the opposite sex. That is. if you drew a man in your first picture. now draw a woman. If you drew a girl before. now draw a boy. When all gs finished their second drawing. the drawings were collected and copies of the SC were distributed (Table F in Appendix B). The following instructions were read aloud: Please write your name in the upper right hand corner of the sheet of paper that was just given to you. Now. I want you to read the following instructions while I read them aloud to you: In the space below. you will find groups of words which begin sentences. Please finish each sentence with the first thought or idea that comes to mind. There are no right or wrong answers. and you will n9; be graded in any way. Remember. write down the first idea that comes to mind for each incomplete sentence. 19 l. The scoring of the DAP and the reliability of the scoring , a) The scoring. Each pair of drawings was scored for level of sexual differentiation. emphasis of the male figure and emphasis of the female figure using the Haworth Sexual Differentiation Scale for the DAP. The Scale classifies a pair of drawings into one of four levels of sexual differentiation depending upon the kind and number of items that are included in each drawing (Table A. Appendix B). In an empirical study. Haworth and Nonnington (23) found that certain types of items (Type C) appeared developmentally earlier than Type D items which were included in the better articulated level 4 drawings. Thus. the individual items were classified on a developmental basis and are related to the degree of differentiation between the sexes. For the purpose of the present study. the original scale was modified to make it more appropriate for older children. It was noted that some high level items (e.g.. Adam's apple and obvious muscles on the male) appeared in some of the drawings. so these items were added to the scale. Also. there were many more female than male Type C 20 items in the original scale. so an attempt was made to correct this deficiency. Each pair of drawings was first classified into the appropriate level of sexual differentiation according to the criteria specified by the Scale. Then. each §_was given credit for all scorable items included in the pair of drawings. with each Type B item weighted by 1. each Type C item weighted by g_andeach Type D item weighted by 3,1 Using this weighting system. each § received two scores: 1. The §glf1§gx_Draw-ArPerson Test score (SS DAP). This is the sum of the weighted scores given to the items included in the self—sex drawing.‘ 2. The Differential Draw-A-Person Test score (D DAP). This is the sum of the weighted scores given to the items included in the self-sex drawing minus the sum of the weighted scores given to the items included in the opposite—sex drawing. 1Auweighting system was decided upon because the different types of items are known to be associated with the developmental factors. Type D items appear later than Type C items and Type C items appear later than Type B items. Also. Type D items are considered more Fhighly refined. sex—linked items . . .3 (23. p. 442) and consequently should be given such consideration when they appear. 21 b) Reliability of the scoring. One hundred and nine pairs of drawings were scored independently by two judges.1 Concerning the classification of drawings into levels of sexual differentiation. the judges were in agreement 91% of the time. Regarding the scoring of the individual items. there was 92% agreement. 2. Construction of the Sentence Completion Sexual Identification Test (SC) and the Scoring Manual First. 49 incomplete sentences were pooled from various sentence completion tests. Ten judges were given a four point scale and were asked to rate each stem as to how frequently it would elicit endings indicative of sexual identification (Table G in Appendix B). The 10 scores that each stem received were summed. and the 20 stems receiving the greatest sums were designated as sexual identification stems while the four stems receiving the lowest sums were designated as neutral stems. These 24 stems were combined to comprise the SC (see Table F in Appendix B). 1Dr. Mary R. Haworth and the author. 22 a) Construction of the Scoring Manual. A scoring manual was devised to facilitate and objectify the scoring of the individual completions (see Appendix A). It was decided that a 4—point scale would be used in the scoring procedure.l Intense attitude Fairly intense attitude Mild attitude Factual. neutral. avoidance. and undeterminable statements Ol—‘Nw The assignment of the point values to the different types of endings was made on the basis of the following definition of sexual identification: Sexual identification is the result of a perceptual process. first conscious and later unconscious. in which the role of one's sex is incorporated into the individual's psychological makeup. Most important for the development of sexual identification is the presence of emotional or affective involvement with the identificand. The degree of affective involvement of the individual with the person with whom identification was made is later reflected in the intensity of his attitudes toward this person. Among the important intense positive attitudes are those reflecting perceptions of the person as supportive. accepting. understanding. rewarding. and liking the parent. Among the important intense l . . . . . A seven p01nt scale was used in preliminary scoring of the data with intensely negative attitudes scored as l and intensely positive attitudes scored as 7. HOwever. this method was disregarded in favor of the present scoring system because the latter better reflects the theoretical orientation of this study. 23 negative attitudes are those reflecting perceptions of the parent as not being any of the above (e.g.. non- nurturing) and as being punitive. It was decided that completions involving any of the above intense attitudes would be scored 3. In addition. there were endings which involved perceptions of good and bad qualities in the object but did not appear to have the same degree of intensity. These endings were scored g, There were other endings. involving both good and bad perceptions which appeared to reflect mild attitudes. These endings were scored 1. All omissions. factual. neutral. and undeterminable statements were scored 9. Originally an attempt was made to develop scoring criteria for all 20 identification stems. Hewever. five of these stems (Nos. 5. 7. 9. 15. and 19) were not amenable to the method of assigning scores. Therefore. only 15 of the 24 sentences were scored. 3. The scoring of the SC and theigeliability of the scoring a) Reliability of the scoring. Before the entire set of SC protocols was scored. 18 of them were drawn using a table of random numbers. Each of these protocols was scored independently by two judges. er. Leonard Handler and the author. 24 Concerning the assignment of point values,there was 86% agreement between the two judges. Regarding the scoring categories that were used. the two judges were in agreement 78% of the time. Each disagreement was then discussed. and revisions in the scoring were made whenever the disagreement was resolved. By means of this procedure. the two scoring reliability estimates based on the same protocols rose sharply. with the former now being 95% and the latter 94%. b) The scoring of the SC. Each § received two scores from the SC. 1) The Same-Sex Parent Sentence Completion Sexual Identification Test(SSP SC) Score. This is the sum of the scores received on the stems dealing with the same-sex parent. Since there were four Vmother? and five Vfather? stems. one Ffatherf stem (No. 21) was not used in the derivation of either this or the DP SC score. A high score reflects relatively intense attitudes toward the same-sex parent while a low score reflects relatively mild attitudes toward the same-sex parent. 2) The Differential Parent Sentence Completion Sexual Identification Test (DP;§9) Score. This is the sum of the scores received on the stems dealing with the same-sex parent minus the sum of the scores on the stems dealing with the opposite—sex parent. A.positive score indicates more intense attitudes toward the same-sex parent while a negative score indicates more intense attitudes toward the opposite-sex parent. A zero score indicates equally intense attitudes toward both parents. 25 4. Reliability of the SC The SC was divided into two fairly comparable halves. and the first half scores were correlated with the second half scores. Using the Spearman-Brown Prophecy Formula. the reliability of the SC was estimated to be .496. III. RESULTS The discussion of results will be divided into two main sections. The first section will be devoted to various aspects of sexual differentiation in DAP drawings of 13-. 14—. and lS-year-old children. The second section will deal with the results bearing on the validity of the sexual differentiation scoring of DAP drawings as a measure of sexual identification. A. Sexual Differentiation in DAP Drawings 1. Levels of sexual differentiation Each set of drawings was scored for level of sexual differentiation according to the criteria specified in the Haworth Sexual Differentiation Scale. The mean level of sexual differentiation was then determined for each age group. for the boys at each age. and for the girls at each age. Figure 1 shows that there is almost no improvement in the degree of sexual differentiation as age increases for any of these groups. 26 LEVEL 27 Figure 1. Mean level of sexual differentiation of boys and girls at each age. 4.0 3.5 . Boys---- 205 . G1P18-.-o Total 2.0 i“ Group 1.5 L 1.01L 0.5 it 0.0 ¥ 3 L 13 14 15 AGE 2. Emphasis of the individual figures Within each level of sexual differentiation it is possible for either figure to be emphasized more or for both figures to be emphasized equally. Each set of drawings was scored for emphasis of figures according to the criteria specified by the Scale. That is, a drawing was not credited with more than two Type C items (unless a Type C item compen- sated for the lack of a Type B item) and the maximum .r. .1/ 1.. 28 score given to a drawing is five. Table 2 shows that only approximately 22% of the boys emphasize the SS figure while about 57%.emphasize the OS figure. A chi square analysis indicates that there is no significant relationship between age of boys and treatment of figures (Table H in Appendix B). Table 2. Treatment of figures (Boys). EMPHASIS Age N Self-sex Equal Opposite-sex 13 33 30.3% 15.2%. 54.5% 14 27 22.2 25.9 51.9 15 17 5.9 23.5 70.6 Total 77 22.1% 20.8% 57.1% Table 3 shows that the girls differ markedly from the boys in their treatment of the figures. As a group about 73% of the girls emphasize the SS figure while only about 5% emphasize the OS figure. A chi square analysis indicates that there is no significant relation— ship between age of girls and treatment of figures (Table I in Appendix B). 29 Table 3. Treatment of figures (Girls). EMPHASIS Age N Self-sex Equal Opposite-sex 13 38 78.9% 21.5% 0.0% 14 24 62.5 20.8 16.7 15 37 73.0 24.3 2.7 Total 99 72.7% 22.2% 5.1% To test the significance of the observed sex differences in treatment of figures. ages were disregarded and a chi square was computed. Table 4 shows that boys and girls differ significantly as to their treatment of figures (X2 = 64.23. p < .001). Table 4. Comparison between boys and girls as to their treatment of figures. Boys Girls X p Emphasize own sex 17 72 64123 < .001 Equal emphasis 16 22 Emphasize opposite sex 44 5 30 B. Relationships between the Sexual Differentiation Scoring of the DAP and Scores Derived From the Criterion Measure of Sexual Identification There should be certain relationships between the sexual differentiation scoring of the DAP and scores derived from the criterion measure of sexual identifi— cation. the SC. if the DAP is a valid alternative measure of sexual identification. There should be four relationships between the two sets of scores. and a separate section is devoted to a discussion of each of these relationships: 1) between the SSP SC scores and the SS DAP scores. 2) between the SSP SC scores and the D DAP scores. 3) between the DP SC scores and the D DAP scores. 4) between the DP SC scores and the SS DAP scores. Table l (p. 14) shows the number of boys and girls at each age used in these analyses. 1) Relationship between the SSP SC scores and the SS DAP scores. As stated earlier. the SSP SC score is considered an index of the intensity of attitudes toward the same-sex parent which. in turn. reflects the relative strength of sexual identification with that parent. The SS DAP score is an index of the degree of sexual differentiation of the same-sex drawing. 31 If the sexual differentiation scoring of the same- sex figure is a valid alternative measure of sexual identification. it would be expected that §s who have relatively strong sexual identification with the appropriate parent will show greater sexual differentiation of the same- sex drawing than gs who have relatively weak sexual identifi— cation with the appropriate parent. That is. §s who receive relatively high SSP SC scores should receive relatively high SS DAP scores as opposed to §s who receive relatively low SSP SC scores. For boys and girls separately. the distributions of both scores were divided at their medians and Median Tests were performed. Table 5 shows that there is no relation- ship between the two scores for either sex. Further. there is no relationship between the two sets of scores when any age group is taken by itself. 2) Relationship:petween the SSP SC scores and the 9 DAP scores. The D DAP score is considered an index of the difference of the degree of sexual differentiation of each of the drawn figures. A positive score indicates greater sexual differentiation of the same—sex figure while a negative score indicates greater sexual differentiation of 32 Table 5. Relationship between the SSP SC and SS DAP scores. PARADIGM SSP SC Scores Above Median Not Above Median Above Median —: -———-—- Above Median 2 2 Group Frequency X p Group Frequency X p Boys 17 15 -- N.S. 13-year 17 12 2.32 N.S. 16 20 °1ds 14 24 Girls 28 16 2.01 N.S. 14-year 12 9 0.36 N.S. 25 28 °1ds 1o 13 lS-year 8 l7 -- N.S. olds 12 17 the opposite-sex figure. A zero score reflects equal sexual differentiation of both sexes. lA'weakness in this score is recognized. Although it indicates the relative amount of sexual differentiation given to each sex for any single S. the score loses meaning across I§s. It conveys no information regarding the relative size of scores from one §_to the next. For example. an S with a D DAP = f2 (4-2) has greater sexual differentiation of the same-sex figure. but he does not have greater sexual differentiation of the same-sex figure than an §_with a D DAP = :1 (6-9). 33 If the sexual differentiation scoring of DAP drawings is a valid measure of sexual identification. then it would be expected that §s with relatively strong same—sex parent identification will show a greater tendency to differentiate the same-sex figure more (as opposed to greater sexual differentiation of the opposite-sex figure or equal dif- ferentiation of both figures) as contrasted with §s who identify less strongly with the same—sex parent. In terms of the measures used. it would be expected. that §s who receive relatively high SSP SC scores will have a greater tendency to receive positive D DAP scores (as opposed to negative or zero scores) as contrasted with gs who receive relatively low SSP SC scores. For boys and girls separately. the distribution of the SSP SC scores was divided at its median. The D DAP scores were divided into two groups. one containing positive scores and the other containing zero and negative scores. Table 6 shows that there is no relationship between the two scores for either sex. Also. no relationship is found between the two scores when any age group is treated separately. 34 Table 6. Relationship between the SSP SC and D DAP scores. PARADIGM SSP SC Scores Above Median Not Above Median Positive Scores Negative D DAP and-Zero '-———— Scores Scores 2 Group Frequency X p Group Frequency X p Boys 9 8 -- N.S. 13-year 22 20 ... N.S. olds 24 27 9 16 Girls 45 32 1.50 N.S. 14-year 14 7 3.28 < .10 olds 8 12 8 15 lS—year 12 19 -- N.S. olds 8 15 3) Relationship between the DP SC scores and the D DAP scores. The DP difference in one parent as SC score is considered an index of the the intensity of attitudes that §_has for opposed to the other. This. in turn. reflects 35 the relative strength of sexual identification with each parent. A positive score indicates more intense attitudes toward the same—sex parent as opposed to the opposite-sex parent (appropriate sexual identification) while a negative score indicates more intense attitudes toward the opposite— sex parent (inappropriate identification). Since zero scores do a9; indicate appropriate sexual identification. they are classified together with negative scores.1 If this system of scoring DAP drawings is a valid alternative measure of sexual identification. it would be expected that §s with appropriate sexual identification will have a greater tendency to give greater sexual dif- ferentiation of the same-sex drawing (then the opposite- sex drawing) as opposed to §s who do not have appropriate sexual identification. In terms of the measures used. it is expected that §s who receive positive DAP SC scores will have a greater tendency to receive positive D DAP scores (as opposed to zero or negative D DAP scores) as lThe DP SC score has the same weakness as the D DAP score. Although. for any single S, the score indicates relative intensity of attitudes toward each parent. it has no meaning across gs. An §_with a DP SC score = f4 (6—2) has more intense attitudes toward the same-sex parent. but he does not have more intense attitudes toward the same—sex parent than an §_with a SSP SC score = 12 (8-10). 36 contrasted with §s who receive zero or negative DP SC scores. For boys and girls separately. the two distributions of scores were divided in the manners previously described. Table 7 shows that there is no relationship between the DP SC scores and the D DAP scores for either sex. When each age group is treated separately. the two scores tend to be related for the 13-year-old children (X2 = 3.03. p (.10). Table 7. Relationship between the DP SC and D DAP scores. PARADIGM DP SC Scores Plus Scores Zero and Minus Scores Plus Scores D DAP ScoresZero and Minus Scores ‘ 2 2 Group Frequency X p Group Frequency X p Boys 7 10 -- N.S. 13-year- 24 18 3.03 < .10 15 36 °lds 8 17 Girls 44 33 —- N.S. l4-year- 9 12 -- N.S. 11 9 °lds 7 16 15-year- l8 l3 -- N.S. olds 11 12 37 4) Relationship between the DP SC scores and the SS DAP scores. If the sexual differentiation scoring of DAP drawings is a valid measure of sexual identification. it would be expected that §s who have more intense attitudes toward the same—sex parent (appropriate sexual identification) will show greater differentiation of the same sex figure as opposed to SS who do not have appropriate sexual identifi- cation with the same—sex parent. In terms of the measures used. it would be expected that a greater proportion of gs who receive positive DP SC scores will receive relatively high SS DAP scores as opposed to §s who receive zero or negative DP SC scores. For boys and girls separately. the distributions of these scores were divided in the manners already described. Table 8 shows that there is no relationship between the two scores for either sex or for any single age group. 38 Table 8. Relationship between the DP SC and SS DAP scores. PARADIGM DP SC Scores Plus Scores Zero and Minus Scores Above Median SS DAP Scores Not Above Median 2 2 Group Frequency X p Group Frequency X p Boys 11 21 -- N.S. l3—year- 17 23 -- N.S. olds ll 25 15 23 Girls 45 32 1.50 N.S. l4-year- 8 13 -- N.S. olds 8 12 8 15 15-year— 15 10 -- N.S. olds 14 15 IV. DISCUSSION The purpose of this study was to investigate the validity of the sexual differentiation method of scoring DAP drawings as a measure of sexual identification. The dis- cussion of the results will be divided into two sections. with the first section devoted to age and sex differences in the degree of sexual differentiation in DAP drawings. The second section will deal with results bearing on the validity of sexual differentiation scoring of DAP drawings as a measure of sexual identification. A. Sexual Differentiation in DAP Drawings The first interesting finding was that sexual dif- ferentiation in DAP drawings does not increase as a function of chronological age in the sample used. It is possible that this is due to the peculiar nature of the group under study. According to Anna Freud (16) the young adolescent uses the defense of asceticism to repress his biological instincts. These repressive activities may also influence the willingness of these children to portray sex differences in their drawings. A second important finding was that boys and girls 39 4O differ as to their treatment of figures. Although the majority of girls at each age emphasize their own sex drawings. the majority of boys emphasize the opposite- sex drawings. The most parsimonious explanation for this finding is that the degree of sexual differentiation in DAP drawings reflects the relative interest that the child has for each sex role. That is. b93h_adolescent boys and girls may be more interested in girls than they are in boys. Kuhlen (27) presents some evidence which indicates that early adolescent boys tend to show greater interest in the opposite sex. as indicated by choice of companions. than do girls. B. The Validity of Sexual Differentiation Scoring of DAP Drawings as a Measure of Sexual Identification The important questions of the reliability and validity of the criterion measure of sexual identification (SC) need to be considered here. Although the estimate of scorer reliability. in terms of per cent agreement. was considered satisfactory. the split—half reliability of the instrument itself was found to be very low (.496). There- fore. the SC must be considered relatively inadequate in this respect. An even greater problem exists concerning 41 the lack of an estimate of the construct validity of the SC. It is not known whether this instrument actually measures sexual identification. Thus. the findings of this study must be inter- preted with the knowledge that the criterion measure of sexual identification has unknown validity and low reliability. It was asserted that an individual must be affectively or emotionally involved with the parent before sexual identifi- cation can occur and that the intensity of one's attitudes to- ward that parent reflects the degree of involvement with him. Thus. a sentence completion test eliciting attitudes toward an individual's parents was utilized as the criterion measure of sexual identification. It was reasoned that certain relationships should exist between the sexual differentiation DAP scores and scores de— rived from the criterion measure of sexual identification if the former scores are valid alternative measures of sexual identification. Since boys and girls were found to differ as to their DAP performance. they were treated separately in the analyses of the predicted relationships between DAP and SC scores. None of these relationships were found to exist for either sex or for any of the three age groups used. These findings cannot be interpreted as disproving the validity of sexual differentiation scoring of DAP drawings as a measure of sexual identification due to the unknown validity 42 of the criterion measure of sexual identification. Before the exact meaning of the results can be determined. effort is first needed to increase the reliability of the SC and to obtain an estimate of its construct validity. V. SUMMARY AND CONCLUSIONS The major purpose of this study was to investigate the validity of sexual differentiation scoring of DAP drawings as a measure of sexual identification. Two hundred and twelve 7th. 8th and 9th grade children were administered the DAP and the Sentence Completion Sexual Identification Test (SC). The methods used to derive the SC indices of sexual identification and DAP sexual differentiation scores (using the Haworth Sexual Differentiation Scale) were discussed. Various aspects of sexual differentiation and emphasis in DAP drawings of 13-. 14—. and lS-year-old children were first discussed. Sex differences in the treatment of the individual figures were observed. and an explanation for this finding was offered. It was reasoned that certain relationships should exist between the DAP sexual differentiation scores and scores derived from the criterion measure of sexual identification if the sexual differentiation scoring is also a measure of sexual identification. None of these relation- ships were found to exist for either sex or for any of the three age groups. 43 44 It was concluded that due to the unknown validity of the SC. the results of this study cannot be interpreted as disproving the validity of sexual differentiation scoring of DAP drawings as a measure of sexual identification. 10. BIBLIOGRAPHY Beiri. E. G. and Ratzenberger. F. The parental identi— fication of male and female college students. J. abnorm. soc. Psychol.. 1953. 48. 569-572. Bieliauskas. V. J. Sexual identification in children's drawings of human figures. J. clin. Psychol.. 1960. 16. 42-44. Bieri. J. Parental identification. acceptance of authority. and within-sex differences in cognitive behavior. J. abnorm. soc. Psychol.. 1960. 61. 76—79. Bieri. J. and Lobeck. Robin. Acceptance of authority and parental identification. J. Pers.. 1959. 27. 74-86. Bieri. J. and Lobeck. Robin. Self-concept differences in relation to identification. religion. and social class. 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Psychol.. 1953. 9. 20-230 APPENDIX.A SCORING MANUAL FOR THE SENTENCE COMPLETION SEXUAL IDENTIFICATION TEST DEFINITIONS OF TERMS USED Nurturance or reward: Provides § with material things; allows a freedom of activity or gives him the opportunity to do what he apparently desires to do; object is per- ceived as providing for § or the family; object is perceived as doing various things with a. Emotionally supportive: Provided §_with advice; aids §_when he is in trouble. Emotionally accepting: Object perceived as overtly displaying love or affection; show's concern over §'s well-being. Affectionate expression: One which is strongly positive; .§ displays concern over the physical or situational well-being of the object. Understanding: '§ explicitly states that the object is understanding; implies that the object has insight into I§'s problems. trials and tribulations. Good qualities: Positive statements regarding the dress. personality. or behavior of the object. Stereotyped good gaalities: Same as above. but is used with extreme frequency and does not appear to reflect much emotional involvement. Factual statements: Ones which are factual in nature. Neutral statements: Do not appear to carry any positive or negative connotation. Avoidance Statements: Statements which appearto be of a guarded and avoidance quality. Undetermiaable: ambiguous statements; statements which cannot be placed in any other category. Mild critical attitude: Criticizes an aspect of behavior which is relatively unimportant. 50 51 Negative qaalities: Negative statements regarding the dress. behavior or physical ability of the object. Lack of understanding: .§ explicitly states that the object lacks understanding; implies that the object does not have insight into the §'s problems. trials and tribulations. Expression of lack of affection: One which is strongly negative; may involve a perception of a negative quality. but strong affect. Emotionally rejecting: Object perceived as denying love or affection; does not show concern over §fs well- being; is perceived as abandoning §~ Non-nuturant or non-rewarding: Object denies a material things; denies_§ freedom of activity or does not give him the opportunity to do what he apparently desires to do; object is perceived as not providing for the family: ‘§ perceives object as not doing various things with him. Punitive: Physically punishes; scolds. # 2. 52 My father always . . . Father perceived as nurturing or rewarding: tries to please me . . . takes me where I want to go . . . lets me do what I want . . . is reasonable . . . Father perceived as emotionally supportive: helps me out of things when I'm in a spot . . . tells me to do right . . . Fatheryperceived as emotionallypaccepting: is nice to me . . . says hi to me . . . worries about me too much . . Expression of affection toward father: are wonderful . . Father attributed with good ggalities: smiles . . . seems happy . . . is joking . . . dresses very well . . . studies hard to prepare for his sermons . . . Father attributed with stereotyped goodygualities: is kind . . . is nice . . . is good . . . Factual-neutral statements: shaves . . . plays golf . . . works on cars . . . cuts wood in winter . . . goes to work . . . goes to church . . . is busy . . . calls me at dinner time . . . Undetapminable statements: sleeps . . . smokes . . . kids around . . . Mild critical attitude toward father: drives on the wrong side of the road . . . talks . . . Father attributed with negative qualities: screams . . . swears . . . drunk . . . is in a terrible mood . . . gets mad . . . teases . . . Expression of lack of affection toward father: gripes . . is nagging . . . is mean . . . gets me mad . . . Fathaplperceivea as emotionally rejecting: finds fault with me . . . Father perceived as non-nurturing or rewarding: is very strict . . . Father perceived as punitive: spanks us . . . bawls us out . . . gripes at me for no reason at all . . . 53 # 3. Dancing with girls . . . (B) 3 Positive attitude reflectingysexual involvement: is a thrill . . . gives me a good feeling . . . (G) 3 Indicating that it is apprgpriate for bgys: thrills boys . . . is nice for boys . . . is sometimes embarrassing for boys . . . is all right if you are a boy and some- times for a girl . . . (G) 3 Indicating that it is more fun to dance with bgys: isn't like dancing with boys . . . is O.K. if you don't dance with boys . . . (B) 2 Positive attitude: wow . . . is wonderful . . . (G) 1 Positive attitude: is fun . . . is nice . . . is O.K. . . . is only fun when dancing fast . . . is fun if you hketo. .. (B) l Mild acceptance and stereotyped: is nice . . . is O.K. . . . is all right . . . is fun . . . is pretty good . . . O Factual-neutral: is a sport . . . 0 Undeterminable: I can not do . . . I never did . . . makes me nervous . . . (G) 1 Negative attitude: is often done unholily . . . are N (B) wrong . . . is not good for you . . . is no fun . . . I don't like it . . . is not for me . . . looks funny . . . is stupid . . . 54 4. The earliest memory of my mother is . . . Involving a nurturing or rewarding act: the first time she took me to the --- . . . when she change me . . . when she waits on me . . . when we were ice skating . . . when I helped wash clothes . . . going to town with her . . Mother perceived as emotionallygsupportive: when she taught me to ride a bike . . . when she pidked me up when I fell down . . . her teaching of her kids . . . Motheraperceived as emotionally accepting: her love . . gapression of affection toward mother: is the fondest . . . I like her . . . she is very nice . . Mother attributed with good qualities: her smile . . . being nice to everyone . . . Mather attributed with stereotyped good qualities: good . . . is nice . . . is a good one . . . Factual-neutral statements: she had long hair . . . when she was baking . . . when I started to walk . . . when she had the doughnut shop . . . playing the piano or singing in church . . . when I was sick . . . when I was (certain age) . . . in a nightgown . . . Avoidance statements: very hard to remember . . . is faint . . . I don't know . . . two hours ago . . . Undetermlnable: say goodbye . . . that she fell down the stairs . . . is a sad one . . . crazy . . . going to bed early . . . when she was a baby . . . is my father . . is me . . . is going away . . . when she gives me money . . Mather attributed with negative qualities: being fat . . . Expression of lagk of affection toward mother: not much . . is frightening . . . Motheryperceived as emotionally rejecting: when she was always going to the hospital . . . . Motheryperceived as punitive: when she spanked me for not taking a nap . . . for hitting me . . . 55 8. Most fathers . . . Father perceived as nurturing or rewarding: works for their families . . . go to church on Sunday with their children . . . are kind to his family . . . cooperative . .. are fair with his children . . . Father perceived as emotionally supportive: can help you with any problem . . . want to protect their children . . are helpful to their sons (B) . . . Father perceived as emotionally accepting: love their kids . . . like children . . . gapression of affection toward father: are wonderful . . . are perfect . . . are very nice . . . good fellows . . . are womens best friend . . . Father perceived as understanding: are considerate . . . are understanding . . . Fatha; attributed with_good qualities: are smart . . are productive . . . are kind to people . . . are fun . . are generous with their money . . . are right . . . like babies . . . are cool . . . are happy . . . like their mother . Father attributed with stereotyped good qualities: are nice . . . are good . . . give money . . . Factual3neutpal statements: like fishing . . . work . . . are head of the house . . . have money . . . have more than two children . . . shave . . . Avoidance statements: are married . . . are alive . . . are the same in certain ways . . . are fathers . . have a family . . . Undeterminable: are the boss . . . take pride in their boys (G) . . . sleep . . . Mild critical attitude toward father: are bald . . . Father attributed with negative qualities: are always shouting . . . are drunk . . . aren't too intelligent . . 56 # 8. (Con't). 3 Father perceived as not understanding: are not too under- standing . . . don't realize I need more allowance . . . 3 Expression of lack of affection towardyfather: are nuts . . . are mean . . . gripes . . . are grouchy . . . are nagging 3 Father perceived aa emotionally rejecting: go with their sons (G) . . . spend more time with their sons than with their daughters (G) . . . hate me . . . treat their daughters better than their sons (B) . . . do not pay attention to their sons (B) . . . 3 Father perceived as non-nurturapt or rewarding: lay down the law to their children . . . are strict . . . say yes. but mine says no . . . 57 10. Most girls . . . Girls perceived as emotionally accepting: are my friends (G) . . . are very nice to me (B) . . . Expression of affection toward girla: are nice to be with . . . are great . . . I like . . . Girls attributed with goodlgualities: are beautiful like me (G) . . . are cute . . . are careful about their looks . . . are more intelligent than boys (G) . . . are popular . . . laugh and have a good sense of humor . . . act their age . . . are smart. except me (G) . . . look neat . . . are lots of fun . . . Girls attributed with stereotyped good qualities: are nice . . . are good . . . are O.K. . . . are all right . . . are fun . . . Factual-neatral statements: like boys . . . have short hair . . . just have a certain group of friends . . . like to dance . . . kome their hair . . . should be nice and have a good personality . . . Avoidance statements: wear dresses . . . just girls . . Undeterminable: are different . . . aren't snobby . . . aren't interested in boys who smoke (B) . . . are too smart for me (B) . . . talk . . . Nfild critical attitude toward girls: are scared of snakes . . . always cry at movies . . . are very flirty but nice . . . are silly . . . giggle all the time . . . Girls attributed with negative qualities: are too sexy . . . talk too much . . . are boy crazy . . . are flirts . . get jealous about the other girls boyfriend . . . are slightly catty about other girls . . . are beatnicks . . act too smart . . . are conceted . . . Eapresaion o§_lack of affectlpn towarglgirls: are nutty . . are lousy . . . are dumb . . . are bad information . . . Girls_perceived as emotionally rejecting: don't like me . . . do not like boys (B) . . . 58 11. Most boys act as though . . . Boys attributed withgpositive qualities: they are smart . they are strong . . . Boys attributed with stereotyped good qualities: they are nice boys . . . Factual-neutral statements: they don't like to dance . . they don't like girls . . . (B) they like girls (B) . . they like to dance . . . they smoke . . . they were 14 or 15 O O O Undeterminable: they don't have a care in the world . . . they want everyone to like them . . . gym class . . . they were two . . . they don't have money to buy paper Boys perceived as conceited: they are the best . . . they are big . . . they know everything . . . they can lick anybody (B) . . . they own me (B) . . . they were too good for girls . . . (G) they want to be the center of attention at times . . . they are king . . . they run girls (G) . . . they are boss . . . Boys attributed with negativeggpalities: only pretty girls count (G) . . . they are afraid of girls (G) . . . they are babies . . . they are somewhat dirty . . . they were hoods . . . they are tough . . . they don't like school . . . their hungry . . . they want to fight (B) . . their beatnicks . . . they are spoiled . . . they have ants in their pants . . . Expression of lack of affection toward boys: their cracked . . . there dead . . . they were stupid . they are apes . . . they were dogs . . . Boys perceived as emotionally rejecting: they don't like girls (G) . . . girls don't exist (G) . . . 59 12. I wish that my mother . . . Expression of affection toward mother: is healthy . . . would be happy all the time . . . wouldn't work so hard . could take a rest . . . could go out more . . . would hurry and get her lenses changed in her glasses . . . could buy more clothes . . . wasn't allergic to gloves . . . would stay the same . . . was a bad mother . . . would go on a vacation . . . had everything she wants . . . Mother perceived as nurturing or rewarding: would not work so hard just to keep me happy . . . Mother perceived as emotionally accepting: wasn't so kind to us kids . . . Factual—netural statements: was a hair stylist . . could swim . . . had a car besides my dad . . . would buy a hair dryer . . . was rich . . . like the outdoors . . . would go up to the lake . . . didn't see this paper . . . would make home-made bread . . . Undeterminable: was younger . . . was taller . . . would wear blue more often . . . was home from up North . . . would have more time with me . . . didn't work . . . was big . . . Mlld critical attitude toward mother: was pretty . . . was slim . . . would cook something besides pancakes on Sun. morning . . . would stop making me bring the paper . . . Mother attributed with negative qualities: wasn't mad this morning . . . was smart and had a higher education . . . wouldn't talk so much . . . would do the dishes . . . would get supper on time . . . didn't drink . . . was a lot more fun . . . was as generous as men . . . wouldn't always be giving me advice even though I need it . Motherjperceived as not understanding: was more under- standing . . . would understand that times have changed . . Expression of lack of affection toward mother: wouldn't be so square . . . didn't nag all the time . . . was good was nicer . . . wasn't so grouchy . . . 6O 12. (Con't). Mother perceived as emotionally rejecting: didn't go away so much . . . wouldn't make fun of me . . . Mother perceived as non—nurturant or rewarding: was more lenient . . . was more cooperative . . . would let you do what you want . . . would go out with us . . . would say yes more often . . . would let me dress the way I want . . . Mother perceived as punitive: wouldn't get mad at me . . . 61 13. Most girls act as though . . . Girls perceived as emotionally accepting: they like me . .. they like you . . . Girls attributed with good_gualities: they like school . . . they are smart . . . they want to learn something . . . they were adults . . . they like most anything . . . they were having fun . . . they know what they are doing . . . they are more grown up than boys (G) . . . Girls attributed with stereotyped good qualities: they are nice . . . good . . . Factual-neutral statements: they like boys . . . they like to dance . . . they like clothing . . . Avoidance statements: they act like girls . . . they act their own age . . . Undeterminable: sexy . . . they were independent . . . they were wonderful . . . they were pretty . . . they had a boy friend . . . they are in love . . . nothing wrong . . Girlsgperceived as being conceited: they were movie stars . there queen . . . there perfect . . . they own the world . . . they are so good . . . they are it . . . they are big shots . . . they are better . . . they new everything . . they are too sharp . . . their older than they think . . they think all the boys just adore them . . . their something . . . Mild critical attitude towardjgirls: they were trying to attract a boy (G) . . . they boy they met was a potential (G) . . . they cannot stand their date unless he has a convertable(G) . . . everything is so silly . . . getting married is the most important thing in life . . . they like to follow boys around (B) . . . they were easily scared . . . Girls attributed with negative qualities: they are boy crazy . . . they are boys servant . . . school is awful . . they are mad . . . they were oversexed(G) . . . they were putting on an act . . . sometimes they don't have to be a lady (G) . . . they can hit me anytime (B) . . . they were taken in (B) . . . their life depended on them talking . . 62 # 13. (Con' t). 3 Expression of lack of affection toward girls: they are crazy . . . there dead . . . their nuts . . . they are dumb . . . they got hit on the head . . . they would die . . . 3 Girls perceived as emotionally rejecting: they don't like you . . . 63 14. A mother . . Mother perceived as nurturing or rewarding: takes care of me . . . is who brings you up . . . is one who takes care of her young . . . Mother perceived as emotionally supportive: is someone you can turn to for love. teaching and understanding . . . can be very comforting in times of great need . . . is usually there when you need her . . . is helpful . . . is protective . . . Motheraperceived as emotionally accepting: is loving . . . is a very affectionate person . . . always kisses . . is kind. sweet and lovable . . . Expression of affection toward mother: is something delicate . . . is everything to me . . . is a beautiful thing . . . is the closest friend of anyone . . . is the most tenderhearted person in the world . . . is to love . is very important in a boys or girls life . . . is a perfect person . . . is the person I love . . Mother perceived as understanding: is thoughful . . . is very understanding at times . . . is very considerate person . . . Mother attributed with goodygualities: is a responsible female . . . is one that don't forget God . . . has an important job . . . is very good in behavior . . . is a good cook . . . is smart . . . is working hard . . . is easier to get along with than Dad (G) . . . is a very nice person . . . Mother attributed with stereotyped good qualities: is a nice female . . . is fun to have . . . is a good mother . is nice . . . is good . ... is O.K. . . . Factual-neutral statements: is somebody that makes my meals . . . stops cats from rumbling . . . is dad's best friend . . . keeps house . . . Avoidance statements: is usually a woman . . . has children . . . is always a mother . . . is my parent . # 64 14. (Con't). Undeterminable: should do a mothers work . considerate . . . should be motherly . . . is a necessary . . should be item . . . is a person who takes care of things . . . is king . . . Expression of lack of affection toward mother: is sickening . . . shouldn't nag her children . is my worst friend . . . rat . is stupid Mothergperceived as emotionally rejecting: learn to talk to her children . . . is mean should 65 16. Most men . . . Men attributed withygood qualities: are cute . . . are strong . . . are smart . . . are right . . . are good workers . . . are lots of fun . . . are good drivers . . are appealing to young girls (G) . . . are gentlemen . . are fully matured . . . Men attributed with stereotyped qualities: are nice . . . are O.K. . . . Factual-netural statements: are husbands . . . like cars . . have a sport they like . . . like girls . . . are big . . . shave . . . are certainly active . . . sleep a lot . . . are attracted to shapely women . . . Avoidance statements: are men . . . are alike . . Undeterminable: should be strong . . . feel a woman's place is in the house (G) . . . are funny . . . are it . . . should be courteous to a girl . . . Mild critical attitude toward men: are wolves . . . smoke in bed . . . act up . . . Men attributed with negative qualities: are lazy . . . are drunk . . . are sometimes physically weak . . . swear . . . are jealous . . . are stubborn . . . are superior acting . . . are messy they way they lodk . . . treat us like children . . . Men perceived as not understanding: do not understand women . . . Expression of lack of affection toward men: aren't very nice . . . are sad . . . are big babies . . . are stupid . . are crazy . . . are mean and boney . . . fipn perceived as non-nurtutant or rewarding: try to be the boss over women (G) . . . 66 # 17. Dancing with boys . . . 3 Indieating that it is apprppriate for girls: is for girls . . . fun for girls . . . I'm a boy (B) . . . (G) 3 Positive attitude reflecting sexual involvement: is romantic . . . is heaven with the right one . . . is a thrill . . . makes a girl have a wonderful feeling of being needed . . . (B) 2 Negative attitude: I wouldn't think of it . . . is stupid . is not fun . . . I don't very often . . . doesn't sound right . . . is hard on your feet . . . (G) 2 Positive attitude: is wow . . . is wonderful . . . is quite fun . . . is very good for a girl . . . is enjoy- able . . . is very nice . . . is sharp . . . is appealing . . . is pleasant . . . (G) 1 Mild acceptance: is nice . . . is all right . . . is O.K. O O O is fun 0 O O O Factual-neutral: never tried . . 0 Undeterminable: is different than with girls (G) . . . something I haven't experienced (G) . . (B) 2 Positive attitude: is fun . . . is good . . .is all right . . . can be nice . . . (G) 2 Negative attitude: is not fun . . . doesn't work . . . is dumb . . . is stupid . . . shocks me . . . is against spiritual beliefs . . . is not what I would call them . . . 67 18. I wish that my father . . . Expression of affection toward father: '5 back was well . . . had a better job . . . had more . . . was healthier . . . stopped thinking about work . . . would take a rest . . . would work days instead of nights . . . wasn't tired all the time . . . wasn't so wonderful . . . would stay the way he is . . . Factual-neutral statements: would skate also . . . would get a new car . . . was a doctor . . . would raise my allowance . . . would let me have a motorcycle . . . was rich . . . would take me fishing . . . Undeterminable: hurry up . . . would take us for a drive all the time . . . didn't have to go to Ohio . . . was younger . . . was on vacation . . . would have more time at home . . . Mild critical attitade toward father: was handsome . . . would drive slower . . . wouldn't smoke . . . wouldn't take so many naps . . . had some hair on his head . . . Father attributed with negative qualities: wasn't so rough . . . wouldn't yell . . . didn't jOke . . . was real big and strong . . . was younger and more fun . . Fathergperceived as not apderstanding: was happier and would understand us kids better . . . would try to get along better with me and understand me . . . would learn that I am not a baby now . . . Expression of lack of affection toward father: was good . . . would be like I like . . . was nicer . . . wouldn't nag . . wasn't so mean . . . would act human . . Father perceived as emotionally rejecting: would come to see us more often . . . would care more about me than my brother (G) . . . would love me . . . would be more interested in the things I do . . . Father perceived as non-nurturing or rewarding: was more lenient . . . would do more things with me . . . wasn't so strict . . . let me do my own . . .vould take more time with me . . . Father peppeived as punitive: would quit gripping at me . . . wouldn't get mad at me . . . 68 20. The earliest memory of my father is . . . Involving a nurturing or rewarding act: when he played with me when I was 5 . . . taking me to school . . . when he slept with me . . . when he let me fly his airplane . . . when he held me in his lap . . . when he used to rock me to sleep . . . Expression of affection toward father: how kind he was . . . a pretty one . . . being nice . . . my fondest . . . a dear one . . . Father attributed with good qualities: being nice to everyone . . . him laughing . . . nice loOking with a bald head . . Father attributed with stereotyped good qualities: good . . . nice . . . all right . . . Factual-neutral statements: when he got into an accident . . . is the first car he got . . .having all us kids . . . marriage . . . he likes beer . . . me . . the age of 2 or 3 . . . his face . . . when he was reading the paper . . the day I looked at him . . . Avoidance statements: also hard to remember . . . I don't know . . . turn the light off . . . Undeterminable: getting stuck with mom . . . go to bed early . . . whiskers . . . when he came in . . . a baby . . his bright blue eyes . . . before he died . . . Father attributed with negative qualities: when he hit a teacher . . . his temper . . . when he pushed the dog down the stairs . . . Expression of lack of affection toward father: mean . . . I told him I hated him and he said he was going away but never did . . . Fatheryperceived as emotionallyprejecting: his saying goodbye . . . sticking a rat in my face . . . when he walked out of the house goodbye . . . Father perceived as punitive: when he hit me . . . scolding me for some reason . . . getting mad at me . . 69 21. Father should learn that . . . Expression of affection toward father: we like them . . . we like to do things with them . . . they should have fun . . . they are not as young as they were . . . they are wanted . . . you are wonderful . . . they shouldn't work so hard . . . Father attributed withpositive qualities: they can't be so generous . . . Factual-neutral statements: to go to parties . . . I like fishing . . . they should give us more money when they are older . . . fishing is fun . . . boys like girls (B) . . . boys my age like speed (B) . . . Undeterminable: women have tempers . . . boys are not smart (B) . . . we like to get into trouble (B) . . . we boys are boss (B) . . . they are like a mother . . . we are not going to live at home all there life . . . he is boss . . . Mild critical attitude toward father: they should drive carefully . . . their money is scarce . . . they should not smoke . . . laughing is fun . . . Father attributed with negative gualities: they get fat . . drinking is dangerous . . . you should not hit a teacher. . . they should make the kids mind . . . they can't always be boss . . . they should set a good example at home as well as away . . . they are not always right . . . they should love their wives . . . ' Father percelved as not understanding: to understand. we are only kids . . . children have feelings too . . . girls have personal problems (G) . . . kids aren't grown ups . . . we all make mistakes . . . I'm older . . . boys have ideas of their own (B) . . . we know what we're doing . . . Expression of lack of affection toward father: you are dumb . . . girls are none of their business . . . 7O 21. (Con't). Fatheryperceived as emotionally rejecting: children need love . . . we are nice . . . girls are people too (G) . . . all teenagers are not delinquent . . . I'm in the family . . . we're not so dumb . . . a son should be looked after (B) . . . children are a lot of fun . . . I'm a person too . . . children are to be taught . . . Father perceived as non-nurturing or rewarding: he should let me have more fun . ... we can do things our- selves . . . they have a family . . . Eatheryperceived as punitive: it hurts when they hit us . . . they shouldn't bawl us out all the time . . . 71 22. A mother is more likely than a father to . . . Motheryperceived as nurturing or rewarding: say yes . . . let me go someplace . . . not give you a beating . . . give me money . . . give kids what they want . . . take better care of us . . . attend to a child . . . buy more clothes for a girl (G) . . Mother perceived as emotionally supportive: help you in discouragement . . . help me with my schoolwork . . come to the aid of their children . . . comfort their child when he gets hurt . . . talk to you . . . answer your problems . . . tell you about boys (G) . . . solve family problems . . . Motheryperceived as emotionally accepting: like me . . . love up a kid . . . kiss you . . . be kinder . . . Mothertperceived as understanding: know that boys like girls . . . feel sorry about a child . . . like a girl that you like (B) . . . understand clothing needs . . . Mother attributed with good qualities: be smart . . keep from getting fat . . . like . . . succeed . . . be gentle . . . set a good example . . . be fair . . . act human . . . don't swear . . . be easier on you when you have not obeyed . . . treat girls accordingly (G) . . . Mother attributed with stereotyped good qualities: be nice . . . Factual-neutral statements: clean the house . . . feed you . . . sing . . . put on lipstick . . . stay home . . . Avoidance statements: be a woman . . . have a baby . . . be motherly . . . Undeterminable: be better looking . . . baby you . . . know about clothes . . . cry . . . Mild critical attitude toward mother: talk . . . Mother attributed with negative qualities: get mad . . . make mistakes . . . be fat . . . disagree . . . talk all the time . . . yell . . . Expression 0; lack of affection toward mother: be dumm . . 72 # 22. (Con't) . 3 Motheryperceived as non-nurturing or rewardipg: say no . . . 3 Mothertperceived astpunitive: spank you . . . scold you . . . 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M”~’“~‘_ ’..-v 3.3.9.1.-. I A Q ‘ p I u C u n . I . { ... . .K D 5. \ a O I. O O i'. O l I . —‘ ..I‘ a) u ‘1. ..‘n .....n- .01_ .-~»-.- ... ~ I --..o--' '- --- _ M"'h -' .. - ; ‘~ ... {-41' .ll ’1‘ 3'!‘ 0‘. .‘l n V“ Ian's-r ....“ Moo» ...-.-. . Mug-nan .1. .nfl-n- 1" -‘£L If- "-~ Int... '1! x: W..- . us I . \, - . - u U I l . .o \.§OI’I..‘ C‘ - .- .. I V I \ n I‘ I‘- I ‘ . . ‘ ~ I ‘I \ x . \.. . \ .. .. q I I. 5,: .lnllt.v ‘ x... A. \ .. w u . ‘0 5 . .— . ~ M \ a u. . U I‘ .Inl \ I r t " . a .. y . a. .. .n HmSQH x, i. ...k\ 77 Table B. Number of boys and girls in each age level. Age Boys Girls Total 11-6 to 12-5 5 13- 18 12—6 to 13-5 35 38 73 13-6 to 14-5 29 24 53 l4-6 to 15—5 19 37 56 15—6 to l6-5 3 2 5 l6-6 to 17—5 5 l 6 l7-6 to 18-5 1 O 1 Total 97 115 212 78 Table C. Occupations of fathers. Occupational Age Group National Group 12 13 14 15 Combined NOrmsl Craftsmen. fore- men and kindred workers .33 .32 .13 .25 .25 .191 Operative and kindred workers .39 .25 .21 .21 .24 .186 Managers. of- ficials and proprietors .06 .14 .02 .14 .10 .152 Professionals. technical and kindred workers .06 .10 .04 .09 .08 .123 Farmers. farm managers. farm laborers and foremen .11 .03 .08 .09 .07 .088 Clerical and kindred workers .00 .05 .13 .07 .07 .072 Laborers .00 .01 .02 .00 .01 .061 Service workers except private household .00 .00 .04 .00 .01 .056 Private house- hold workers .00 .00 .00 .00 .00 .001 Occupation not reported .06 .11 .33 .14 .17 .070 Total 1.01 1.01 1.00 .99 1.00 1.000 1United States Department of Labor. Bureau of Labor Statistics. Employment and Earnings. January. 1962, Vol. 8, No. 7. p. 79 Table D. Comparison of I.Q. scores of boys and girls at each age. BOYS GIRLS COMBINED Mean Mean Mean Age N I.Q. N I.Q. t p N I.Q. 13 22 106.63 28 110.14 1.03 < .40 50 108.60 14 19 94.74 16 99.56 .97 < .40 35 96.94 15 8 109.25 21 109.91 --- N.S. 29 109.72 Total 49 102.45 65 107.46 1.91 > .05 114 105.31 S.D. = 14.03 Table E. Comparison of mental ages of boys and girls at each age. BOYS GIRLS Age N Mean MmA. N Mean M.A. t p 13 21 166.91 28 171.04 .80 < .40 14 18 158.09 16 165.71 .90 < .40 15 6 197.57 21 196.78 --- N.S. 80 BDWflM M HEM mMZHMZOm GogfibmaHOZ mmxdvh HUMZHHWHO>HHOZ Hume 81 Table G. Preliminary Sentence Completion Sexual Identification Test. SOME OF THE FOLLOWING SENTENCE STEMS WILL BE GIVEN TO CHILDREN IN THE 7th. 8th. and 9th GRADES (13. 14 and 15 years of age). ALONG WITH A.DRAW-ArPERSON TEST TO ELICIT INFORMATION CONCERNING SEX-ROLE IDENTIFICATION. IT IS FELT THAT SOME OF THE FOLLOWING STEMS WILL HAVE GREATER VELICITINGS POWER THAN OTHERS IN THAT THEY WILL YIELD MORE COMPLETIONS THAT ARE INDICATIVE OF SEXUAL IDENTIFICATION IT IS REQUESTED THAT YOU RATE EACH OF THE FOLLOWING STEMS ACCORDING To THE SCALE PROVIDED. SEXrROLE IDENTIFICATION REFERS TO FTHE ACTUAL INCORPORATION OF THE ROLE OF A GIVEN SEX. AND TO THE UNCONSCIOUS REACTIONS CHARACTERISTIC OF THAT ROLE.F PLEASE KEEP IN MIND THAT THIS PROCESS IS DIFFERENT FROM SEX-ROLE PREFERENCE (THE DESIRE To ADOPT BEHAVIOR ASSOCIATED WITH ONE SEx OR THE OTHER OR THE PERCEPTION OF SUCH BEHAVIOR As PREFERABLE OR MORE DESIRABLE) AND §§§g ROLE ADOPTION (THE ACTUAL ADOPTION OF BEHAVIORAL CHARACTER- ISTICS OF ONE SEX OR THE OTHER. NOT SIMRLY THE DESIRE TO ADOPT SUCH BEHAVIOR). HERE IS THE RATING SCALE 3 WILL OFTEN ELICIT ENDINGS WHICH ARE INDICATIVE OF SEX- ROLE IDENTIFICATION WILL FAIRLY OFTEN ELICIT ENDINGS. ETC.. ETC. I WILL SELDOM ELICIT ENDINGS. ETC.. ETC. N O WILL NEVER.ELICIT ENDINGS THAT ARE DESIRED. i.e., WILL ELICIT ENDINGS WHICH ARE TOTALLY UNRELATED TO SEX-ROLE IDENTIFICATION STEM RATING 1. If only . . . l. 2. Some of my friends 2. 3. My father always . . . 3. 4. The ideal man . . . 4. 5. My idea of a perfect woman . . . 5. 6. Sometimes I wish . . . 6. 7. I often . . . 7, 8. Most fathers . . . 8. 9. Dancing with girls . . . 9. 10. The earliest memory of my mother was . . . 10. 11. Most girls act as though . . . 11. 12. What I like most about school is . . . 12. 82 STEM RATING l3. Automobiles are . . . 13. 14. Most mothers . . . 14. 15. Most fellows act as though . . . 15. 16. I wish that my father . . . 16. 17. I always wanted to . . . 17. 18. Dancing with boys . . . 18. 19. I wish that my mother . . . 19. 20. Clothes . . . 20. 21. Fathers should learn that . . . 21. 22. A mother is more likely than a father to . . . 22. 23. The nicest thing about being a child . . . 23. 24. Elvis Presly . . . 24. 25. The ideal girl . . . 25. 26. I like working with other people who . . . 26. 27. People . . . 27. 28. Most men . . . 28. 29. The earliest memory of my father was . . . 29. 30. Most girls . . . 30. 31. I used to daydream about . . . 31. 32. Boys . . . 32. 33. A mother . . . 33. 34. My father always . . . 34. 35. Cosmetics (make—up) . . . 35. 36. The color blue is . . . 36. 37. My favorite school subject is . . . 37. 38. A good teacher is one who . . . 38. 39. Sports . . . 39. 40. Movie actors . . . 40. 41. The best thing about parties is . . . 41. 42. Baby girls . . . 42. 43. Movie actresses . . . 43. 44. When I get older . . . 44. 45. This test . . . 45. 46. What I like best about boys is . . . 46. 47. What I like best about girls is . . . 47. 48. I wish . . . 48. Thank you very much - Phil Snett 83 Table H. Comparison between thirteen-. fourteen-. and fifteen-year-old boys as to their treatment of figures. Age 13 14 15 X2 p Emphasize own sex 10 6 1 4.64 < .50 Equal emphasis 5 7 4 Emphasize op— posite sex 18 14 12 Table I. Comparison between thirteen-. fourteenr, and fifteen-year—old girls as to their treatment of figures. Age 13 14 15 X2 p Emphasize own sex 30 15 27 9.435 < .10 Equal emphasis 8 5 9 Emphasize op- posite sex ‘ 0 4 l