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MICHIGAN STATE UNWERSiTY

n" "w": 'i'llh‘TiiafliimS
COLLEGE 2,"; .. 3.4.. 1-2.1.. lb
EAST LANS‘NG, MICHIGAN

LIBRARY .

Michigan State
University

 

 

ABSTRACT
TDKHCVIFFION'CF VALUTS:
PEER VS. PAP-E33 MODELS

by Phyllis C. Fretzke

Much has been written, snoken and theorized about the adolescent
of today, all of this in an attemnt to better understenfi, and where
noseihle, to imnrove the lot of tofley’e youth. Some researchers sug-
gest thet a change in the traneniseion of values has taken niece and
that the aiolescent receives more of his values from his veer groun
than from his narents. With this situation, nnrente no longer give
their children the guidance needed to assist them through the adoles-
cent period and nrovide a smooth transition to the adult world.

This research was based on the nremiae that the attention given
to a few adolescents has cloufled the issue and caused malformed gen»
erelizatione about the entire world of adolescents. It was hynotheeized
Ithet the adolescent receives his values from his nerents, enfl while the
neer group does have some influence on adolescent values it is not as
significant as the narental values.

Thirty eighth grade girls, thirty of their friends (who were
assumed to renreeent the neer groun), and the thirty girls' mothers
(Who were assuwed to renreaent the nerental values) were given the 21:-

figrential Values Profiles, Form A and Form B. Thie instrument was de-

 

Signed to measure the value areas of aesthetic, humanitarian, intell-

ectual, materialistic, newer, and religious-

The data were analyzed for correlations between the girls and

T?

 

 

 

 

 

 

 

 

 

 

 

their veer group end the girls end their'uotheru in eech.of the six
values areas. The date seemod‘to support the hynothesio that the girl:
do receive none value: free their parente rather than from the peer
group. There we. a pecitive correlation at the five rereent eignifiennce
level in'beth the value: of aesthetic and religioue‘between the girl.

and their euthere. In the other rear value trees, no nignificent cor»

relation could he found.

TREEESRIIUK @ “Kill-3'5:

mm vs." mm mm

By
W111. C . Prutako

A 1,5533%!
Submit“?! to
Michigan mu Unimity
in partial munmm of tho requiring-nt-
for the degree of
mm (2 MB
W of Iona ”AW and Child Development

1963

I a grateful to unborn of I] Guidance Cog-aim, Er. PM
Lam and Dr. T1713 Shear: I mummy manta the interest
«a ”31m 31m by Dr. hum Hag-um, (1an a! this con-
nittu In! CW of this roam.

11

TABEE OF CONTENTS

A C mm? mmb‘g In s O I O O O O O O O O I O O O O

LIL—W OF TABLES O O l O O O O O O O O O O O O O

Chanter

I.

II.

III.

I?“ CWCTION O O O O O C O O O O O O I

Affect of social change

Influence of the mother . . . . .
Statement of the Problem . . . . . .
Hynothesia . . . . . . . . . . . . .

Rm‘qmlmqtmvfi‘ooooooooo

Nhture of the Adolescent Period
Definition . . . . . . . . .
Theories of adolescence . . .

Values . . . . . . . . . . .
Value definition . . . .
Related concents . . . . . . .
Internalizing values . . . .

Social Class and Adolescent Values .
Lover class values. . . . . . . .
Middle class values . . . . . . .
Comnarinon of two social classes

Influence of the Parents . .

O O C
0

Changing social patterns . . . .
Values from parents . . . . . . .
Attitudes toward parents . . . .
Influence of the Peer Groun . . . .
Individual differences . . . . .
FriendShInBaoooooooooo
Reasons for veer conformity . . .
Peer conformity research . . . .

mm WY 0 O O O O I O O O O O O 0

Operational Definitions

 

Assun‘mtlcns a c o o o o o o o o o 0
Selection of Samnle . . . . . . . .

criteria-00600000000
Collection of Data . . . . . . . . .
Eifferentiel Value Profiles . . . .

Scoring . . . . . . . . . . . .
Analysis of Data . . . . . . . . . .

O O

O O O O O O O O

O O C O

Page

11

H

a-g'c-po

i2):

n. rmms Q C C O O G O O O U .

emoticons of overseen .

VOM‘Q‘fl-MOIOOOOOOO‘O

W11 0 I I o o o o o 0
Limitations of this Study

LITE-3 AME CITm O C O O O O O 0- O

APE-Elfin

O C ‘ O l I I l O D I O 0

iv

LIST OF TABIF-S

Table Page
I. The effect of various variables on values . . . . . . . lb

2. Cmnariscns of girls and more and girls and. etc-thorn'
Vfllue‘ococobuaoeosecoscoca-o. 35

3. Cmarisonn a! mothm' average- with female national
“m3coco-oocsoaoesodoc-ssoo 37

 

 

.- A "-N‘w—v
I."

 

 

 

 

 

 

 

C31"? 1! I
manure:

"He vitae: these days um: 3.13:9, not: armwnmna of the n:-
ok’sceirt" (11:1 . Fiction and man main. of two damning ago Wei
the afioloawnt as I figure of fun, given to irfi'ntution em? mm en-
tminanc, but rather We“ and motions. Irma an! Maison
have idsntifiad too of the summers-arr mace-o am have mono til-
the "Sear-Victim“ and toe 'Thtinizar.” Tho "Scar-Victim" ms dist-
inguish“ 1:: Min abl- to who the: mm]. values of moiety but
was also a victim betray-d or maloctmi by than wait mm; Kits anti-
type, the ”Victimixen' ms-dczicteé as leather-flew, sinister.
mml, an! amipoton (11).

we find the noun). tutu-:2 o: the: 1" initial, his smug, their
values on: immanent hard to unwise because our perception of
the- is offoomd and “W by the kids of ottoman given to
Melanoma in the: was mom. W the simple or smotaculnr
issuance and immune: m mr-cnphasim, the control issues of the
dispute an wry difficult, Boa mm: miscible, to recognize

or unfinrsmnd;

A 4., of in!
m obvious thin. in all of W society, that ha had
on W it .11 In 1m]... in china. Thou-u said:
v. m vitnesooa to n tmtwtic Lieutity crisis
in the tinnitus of main homo union. unkind is

turning a drmtie corner in 11mm hintcey. Society
is no has: me}. but suntan, no Iota-2- am: but

2

industrial-technical, no longer passive but active,

no longer poorly educated but liberally educated,

no longer poor but effluent, no longer isolationary
but interdenendent, religion is no longer personal

but academic, knowledge is no longer nrovincial but
universal, science is no longer susnect but vorshinoed,
and morals are no longer absolute but relative. And
with its nrogress and nrnsperity change has brought

its prOblems end perplexity. Che e is s factor that
must be accepted and harnessed (hg%.

Walter Linnman called this social change from rural living and
self-sufficient economy to urbanization and industrialization "acids
of modernity" that are eating away at the core of the American way
of life (35). lVhen the country is in the throes of change in its
living patterns, the value dilemma is the most Obvious by product.
Morality and the relationships between men have become so complex that
right and wrong have giventivay to the practical and pragmatic. The
value dilemma could result in.transmitting vague or incompatible values
to our children, as children internalize the values of the institutions
and significant nersons with whom they associate. If the adolescent
has an inadequate system of personal values he can easily be in-
fluenced and pressured by his peer groun.~ Whether the contemnorary
sdolescent's values are primarily transmitted by the parental family
or absorbed from his peer group seems a debatable point in current
research.

Coleman reported that:

Adolescence is a unique period of transition from

childhood to adulthood. As part of that transition

comes a shift in orientation, away from the Preceding

generation, toward one‘s own generation. This transition

has been taking place since early childhood, even a

young child responds sore to the pressures of his
fellows than to the desires of his parents (9:139).

3
Coleman also felt that than trunnion period m @1111th

and 88111133)“ has. Moon! 0 null «mum-u nth 1m. and tit-
i‘tuflel that are in W from adult humanity. Cut off fru-
hn‘gu segments of minty, 3&on MI. W psychological we
port and mMWaflt-M‘WUMMMGWWM
am, that creating that: on 1am and uh: am. This m-
iety "maintains only a. few threads of mutton with tho mm.
adult society" (9:51).

Frieéenber‘, on the m land. an that wot-mm conflict
was t m]. ammml procu- h: which the tfiifldml lean-d
the aural-em Manon hunt): and hi: om. “than which no
infiiflfifil could denim). BI {cit our mm an our school- we M
Alla-sir; the 1nd haul conflict. but In” “azimuth; 15h. dole-om
toward an“ cantor-1t: (11).

Mantra Joan mummuoummummw
for Wurst-nadir; Ana advice m of tho swimming in m
mm. with mom (5). .1th man that ulolemnu in con-
eer: with ma cm. to s 1-11. «but, «ma-um mt “pea.”

They 1mm W ml. «nu-m, «cum tho m w to are...
developed their on lingo. and rules or CHM” (99).

MMutmmwmmmWI-m MW in-
flwrmd‘ the Idol-math “In”, and m as «am In this
to perceive much in th- in“ m m for tho decision um
mun-ac; mmmmmmmum 1n
mu 0! mumgficguon and «tutu, and tonal.” tho mum: of

hi. pnrnnts in an” that voum have long lasting effects (6).

h
Hollingehead stressed the inwor+ence of the influence of the
home noon the adoleecent. He stated that the home the adolescent

comes from conflitione the way he reacts in all his relationshiee (25).

Influence of the mother

 

Both narente have a fiefinite influence on the develonment of the
child, but the mother's relationshin with her child and her values
eonear to have the greatest imnact on his development. Coven stated,
"In all discussions of narent-child relationshioe, the attitude of the
mother toward her children is regarded as the most significant. The
warm, loving mother is the one with whom the child can identify and
from vhom he receives a sense of worth and self-confidence" (9:111).
Since the mother is the more significant of the narente in her re-
lationahine with her child, her values can be taken to renresent those

of the parents.

Statement of the Prohlcfi

What then is the source of adolescent values: nerente, neere,
or both? Is there a definite relationshin between the adolescent
girl’s values and those of her narente, snecifically those of her

mother, or vill they more closely resenble her best friend?

R'rnotheei e

The child's values will be more like her mother's, than like her

best friend.

comm II
$53,er a? Liven?“

This min attends to crevile an height into the adolescent
oeriofl. for children living in centers-wry American culture, en?! to
provide a heekmmi for the Emu-ch of adolescent value-Q 'l'hio
charter in divided into five notions: the first pmideu a definition
of welcome” and it concerned vith the theories or Monument develop:
m, the Round Dilation time when. flit W Indian discucefit
the ire-met of the mime clean at the parental fondly, the fzmrth
in emery!!! vith the influence Of the 12mm! flfiily, in! the fifth
with the influence of the peer mo.

fietwe 01’ the krloleecent Period

3e. niti ..

The were! ”eaolecctmce“ in derived m the Latin verb Emir;
meaning “to grow up“ or 'to you into mun-11:1.“ you the me or
this stuffy, the following me! definition: mm to to not suit--
eblex Sociolqzically, Moleecm in the truneition period free an.
pe‘r'ient chilzfiroov! to gen-mum Ifiulthoofl. Payablogimlly, it
in I mrginel altmtion in which new “mat-mute have to be made, mazes-
ty those that diminution child tehfzvio: from adult behavior in a given
society. Cm-mlmcally, it in the the own tron approximate}:

tie!“ or th”rteen to the early twenties, with ville imlivifiunl and

6
“mum vat-121.1023. A par-ma can be on in a ctmzological 0mm
and um show the behavioral an: metal characteristics of wales-
emo. Thus an approximate nor: ago. seem arm-outs». “are rollov-
im mu awma by Btu-lock am mimbu to that United States:
pan-adolnmo, ton to m1»; may adolescence, thirteen to .13-

tmy 1m Mole-accrues, 12mm to twenty-om ('27).

paw. - n cy mar-5;:

G. fitmnlry mall is usually confir‘mfl the.» 99+»:- cf :1 ”Psycho
01031 of Mazurka-neat" He we try» first 98ycmfilcfiat to gamma 5.!
prychclogy of afnlmcmcn in its am right and to um scientific
rfihcfln in his stur'y of stoke-crate. Thru- MW: 1:022:15th of
the firmlw-rrt and use of qweticmnnirrs as a. ”that? for (wearing
obj-«two data. Ha- 31:70 stave-d 12--”'nrnct in Marina as a emu-en of
{firm-mum prrtfzmlnriy mlmlnt to the may or aeolian-nuts; mo
two min thmr. W than” cf this than” of Whitnlntfim my” his
move of stage of harm 0mm. Th3 flwt 010le from Dar-
mn'l thorny 01' «0311151011 am! the ”coat! has Wain similar to
t3‘me 01' 9032950911. Pat-h theorizt‘d that. thr- infltvtr‘ufil m—lim the
Farina-eat of the tnmn men hm early nnimlnnke *flnitivfim
trmflh I. mr‘lofl or mwgnry, to the men-e recent civilized way: 0:”
1m.- vmah amen” mun-1w (1?).

mu 1mm mm W”: tracer!” to the {mud 91mm
W's than" or ‘31an dmlommt m as th- mxt link
in tho history at ”claimant develmnt. (he a! W's basic ”-
sm'ptiona 13 that the first five rfirs of chilém are the amt fan-
at!" m for mentality dmlmnt. His thaw or 5mm

7
holds that the young child goes through five definits nhsses in the
first five or six years of life - nassivs oral, oral sadistic, anal,
nhsllic, and narcissism and only two in the romaining fifteen years
from chilihooi and adolescence - genital and latency stages (16).
Prik Frikson modified the nsychoanalytic nosition of instincts
an! biological nosds and nointsfl out that social factors can modify
downlonrsnt and ii innulsss. Erikson felt that youth is confronted

with a rhy

U3

iologicsl r-wolutinn within hinsslf that threatens his
holy image sni his ego iflsntity. The sdolsscent becomes orcoccunisd
with whst he annosrs to or in the eyes of other: as confiared with
what he feels he is (the mirror image theory). The adolescent neriod
is the tins in which the flowinsnt positive ego identity is to be est-
ablish-i. In the early noriod, this crsstsd some role diffusion.
Adolescents oftsn ovsr identify‘with athletic chamnions, grouo leaders,
and movie heroes to the extant that they sonssr to lose their own
iflsntity. During this fine youth rarely'idsntifiss with their parents
but more often rdhsl against their dominance, value system, and in-
trusion into his rrivstc life. The near groun halos the individual
to fini his identity in a social context at this ooint. This is a
necessary flsfsnss against the dangsrs of self-diffusion which exist
during this rsriofl when the bony image changes and genital maturity
stimulstss the imagination (1?).

Anna Frsufl took wore “sins than hsr fathsr in snslling out the
irrnrtsnce of the sflolsscsnt develorment, and assinned greater invert-
once to wuhsrty as s factor in chsrsctnr formation. She asserted that

the factors involwsfl in adol-scent conflict are: the strength of the

 

8
id imnulce, which is determined hy rhysiologicnl and endocrinologicel
nrocesses during nuhescence, the 930's shility to core with or to
yield to the instinctual forces, and the effectiveness and nature of
the defense mechansim at the disnosal of the ego (15).

Otto Bank was a follower of the nsychoanolytic school of thought,
but broke swsy and challenged some of the basic sscumrtions. He nlsced
"will" as the core concent in his theory. He theorized thet wi‘l is a
force that actively ferns the self and modifies the environment. Sex-
uality is not the strongest determining factor in the develonmental
process (as in Freud's theory), since will can to some degree control
sexuality. Thus, the ennhssis shifted from early childhood to adol-
escence since it is nredoninantly in this neriod that s most crucial
asnect of nersonolity develonment occurs, the change from decendence
to indenendence. In early adolescence, the individual begins to onnose
both the external errironnent and internal cravings. The external en-
vironment is the newly awakened instinctual urges. Establishing inde-
pendence becomes a vital but difficult task and was the root of many
adolescent personal relationshins with his family, his nears, and him-
self (hO).

There are a number of transition or crisis periods in the life
scan of the individual. Adolescence renresents one of the greatest
of these neriods of crisis, as the individual is neither a child, nor
an adult, and is caught in the overlanning forces of exnectations.
Lewin described him as the "marginal man" who stood on the hounisry of
two grouns, but does not belong to either of them, or at least is un-
certain about his belongingnese. Because of the adolescent's nosition,

Lewin contended that the following conditions resulted:

9

l Adolescent unclearness and instability of ground
resulted in shyness, sensitivity and egressive-
ness.

2 More or less nermanent conflict of attitudes,

values, idealogies, and styles of living.

3 Emotional tension from conflicts.

h Feadiness to take extremes to shift nositions.

5 Only occured in degree to type of culture (3h).

Adolescents do not usually make this change from childhood to
adulthood quickly, smoothly, or in an orderly fashion. Horrocks was
quoted by Stanton as stating that the adolescent's behavior is tyn-
ically so inconsistent that it is obvious to the thoughtful observer
that he is simultaneously wanting and fearing indenendence (h7).
This inconsistancy is disturbing to both the adolescent and his nar-
ents as neither knows exactly what to exnect.

The adolescent, like everyone else, snends twenty-four hours a
day satisfying or attemnting to satisfy his nhysical, social, and
personality needs. Blair and Jones stated that when a need existed
and was unsatisfied, the adolescent became restless and tense. He
sought some goals which would reduce the state of imbalance within
him. The personality needs of the adolescent are the need for status,
indenendence, achievement, and a satisfying nhilosorhy of life. The
framework within which the adolescent is to fulfill these needs differ
greatly from that of his childhood. Blair and JOnes resorted that:

The child's role is clearly structured. He

knows what he can and cannot do. The adult like-

wise understands nretty well what is his role.

The adolescent, however, is in an ambiguous position.

He never really knows how he stands. It is a well-

known fact that the delinquency rates soar during the

period of adolescence, that suicides become increas-

ingly nrewalent, that the drug and alcohol addiction

may have their beginning, and that such general une
banniness exists (5:7).

10

Value s

The concept of values has been defined in literature in mm-
wm by sociologists, anthropologists, social psychologists. and exp-
erimental psychologists, cosh contributing their on theories to this
W. M and nun: was the «mm of on cumm-
analysis of the value mm was they mud: “The ten 'wslus' is
an accedinsly slippery tern min; a wide range of phone-ens from
ideologies to habiwsl W of various types of individuals,
social ms, We, wivste institutions, and nations” (23).

Value definition

Fa the mess: of this paper, values will be taken to man a
group of concepts of persowlly desirable stewards of behavior. Just-
ification for this definition cones from the sociological point of view
as stated in the writings of Jacob and Funk, Kluclzhohn, smith, Tunas,
ran-'1 l-‘illiflsn. hash and Plink define values as "motive starsz'ierds
ty which human beings are ird’lueneed in their choices mung the al-
temative courses of action" (3‘73). filucslnhn defined value as "a
concoction, explicit or implicit, distinctive of as individual or

christuris" ”.o of a wasp, of fire desirable which influences the se-

snith state], by values, I shell was a pvrson’s implicit or exulicit
staminri of choice, imam as then-:2 are invested with chug-nil. 1 or
miredneos" (BS). ”hams said values are '- mans-tin, consensual
standard of the desirable that eradimsitiumlly influences individ-

uals in choosing smog nersonttlly vermin-rd sltmmtiwns of behavior"

11

(h9zh9). unm- stated "values can things in which soon!- m in.
ten-teduthings tint they went, desire to be or m, feel as oblig-
atory, Its-shin, enjoy. Values are nodes of mnisin conduct-mn-
insf‘ul, effectively invested setters nrinoiulcs that guide mass action”
(53:3?5 -

truism: sent on to minis values cs c continua, at cm sole
being the intense, rigid, ml values that m thl core of the individ.
usi's internalized mime, violation of which bring ctr-cm guilt
wemmcmemmumwmxam-dm.
MWwiut, also. Memimleummnsuloui-s

Mme social coasts-s (538376-377).

Related Me

One of the consents often confused with values is that of att-
itudes. For the W of this stud, attitudes will ms the eval-
utioa a! an object, and values the mm: by which such an swam-v
ction is sleds. For instance, if one we" cementing on an object a!
m, the cttitwies involved in evaluatim the art unseat would be based
as pox-ml when.

m can as be said of beliefs. A belief 37 itself is not can.
at. of causing behavior. “It is We beliefs are samba with nines
tint behavior is elicited.....sssm tlmt an individual believed tint
fire is hot. lo nut nice that belief before it affects his heavier"
“9:33). "Belief mm primarily to ths categories of 'm' and
'fslse‘ ml 'ccs'rect’ ma 'inccs'rcctfl Value refers mmu to
'm' and W' and 'right' and 'vrorg' " (39:36).

12

millims dinirxaiehwi m'rg Mlle-1's, values, and mm by stat-

[maniac-“go and M11115 Emm- to £20 with “5% exists m: '

is mymaod to Print. Values, on thin other hand, con-

cqrn stun-Esra at antrl‘bflity: they are: 0:01th in

terms or good or bad, beautiful or ugly, pleasant or

nay-1e swam, mama-Late or 1m maria.“ . flows: are

rules of conduct: they me“? what should at shauld

12.531; In ("zone by mum km'fis a! social actions in

visions kinds of “mum“ (5331300).
gr}; :1»? it: bawya‘ma!

Em does a child learn mines, and on what are they hinged? Very
little in km 1W fin infhwms in Mac when cw 2m thaw are
ecquhwi. We (30 know that chimmn an barn into a social win: when
values Ef'fl tho resultant me are establizshe‘d. The 1:11 Meme cf tbs
hate, the smial group on" the meme, th- nelgh‘cormoé, and the peer
group. {-2.11 are imminut influences in intermufim an infiividml’s
value-e, but they m: not the cmzlcte story. 'fimy do mt tell us, I'd-1'
instance, W33 one child frm a. family beam: at (Eclimucnt Built” others
6..) 130%.. Va Em 1mm timt the humming of values seem to ba diffirc‘rt
Mu the naming a! still: am! the acquisticn of other k'mleige (15333}.
I! msaible sum: to this quanta: might be tam! 1: tbs m s child
”waives 35:33 values. m‘mmiik, in trying to relate can}: values
with ch lairen's values, quo’céfi the four tale-mama}! value cmwepte as
”:0in by furl-zen: 1. physical b13319 as seen 121 guzmz-uta and
imam in 5192121191 2. quick mvmmte in naming or bowling a ham; 3.
nomrlty of damaging town my quickly; and h. a sense of pave:- which
«attain my tbs child nulls out the legs of a fly, makes the flag stand

an its hind lease, and flies a kite very high. These: vaiuea vm 1-1:th

13
by Sombsrt to the values adhered to by adults in modern society: 1.
adults attach imnortancs to qualities of mere size; 9. snecd is can.
ential to modern man: ‘3. adults love novelty or sensation; and h. a
sense of power drives many adults in modern society (h6).

Turner found that social values did annear early in the develon-
ment of the child, but they were not stable and were subjected con-
stantly to environmental influences (51). Studies by Smith, flames,
and Carlson indicated that the degree and extent to which attitudes
and values were modifablc denended upon the nature of the exnerience
(hS), the type of contact (19), and the subjects pcrcention of the out-
come (7). Hamming felt one adopted only those attitudes and values
which are normally sanctioned by the community in'which one lives (22).
Kahl stated that values "are convictions shared by peonle in a given
culture or subculture about the things they considered good, imnortant,
or beautiful" (31). He further believed that values tended to become
organized into systems, and that when a groun of neonle share a number
of abstract values which have been so organized into such systems, then
these should be called value orientations. Such a line of reasoning
would cxnlain'why various class values or occunational values develon.
"People who perform the same activities or who occuny a given nrest-
ige level in s stratification system evolve a set of value orientations
distinctive to themselves" (31:10).

Tbs Allport-Vernon Study of Valusg (l) was used by the Planning

 

Project group to determine if there was s relationshin between selected
variables and values. The variables selected were those concerning the

family and school, as shown in the following table.

1h
‘?rom an rutfyéis of data the Fo‘lowfug conclucicus were reached for

the girl: in the study:

 

 

TABEE . ~- The affect of variour variables on values5
'3
U L‘ r'" V;
'4 o H e :3
4.? «a .p t. c,
It- ‘ g i U 4-H H 0H
8 g c'é .5 e e s -v c c;g
.- P :3 'ri :5 «r! :1 «a ,.
s "f E‘ z: z- “ s- “ 2:; '3: '3' H
Variables '4 g p; 5 «.1; 5 u.»- g cu p a: S
I'hctsber of
Siblings O O O O O 0
Precuenev of
church attendance 8. M: O 0 O 0
Social status of
father's job M- 0 0 S- O 0
Father's educational
level 0 0 0 O O 0
Mother's educational
level 8- 0 * 0 0 0
Number of homes
tarants owned 0 0 0 O O 0
Cost of
parents' home 0 M- O 0 S- 0
Yearly family
income 0 M- 0 0 0 0
33'- r=ber of extra.-
curricular activities 0 S- 0 0 0 0
Grade point
average 0 O 0 O 0 0
Mother's working out-
side the home 0 O n O O 0
Key: 0 - Eh relationrhin x-‘Fodcrate negative relationshin
* - Positive relationcbin 9- Strong negative relationahin

a Sunrarising conclusions from the ?lanning Project (*9).

.9-“ ‘Q-n-~‘.‘ e. ‘ 4‘ .4“ w‘ -‘u. *-

—— “Vt-v7 V—v v V

15

3001211 Class and Adolescent Values

The “ermlfl diammsion of values mhflsitea the need. for asking

 

s social class distinction, es the social class . this of the ear-
ents has s significant best-ix on the values tint will influence the

adolescent .

3.ng glee-1 vale-”s

Lever elses values neet the needs and satisfaction of the now-
ulece involved in the seas sum as those of say other social class.
Their values lam dove Zoned out of the amenities at their living
conditions. Lover class persons ten! to sales gratification of im-
eediste emicnl needs and s consent of faintly «Madman flat is
often best"! on the scum as}. children, without I: {ether in the hm.
They prize the ability to loot L’tcr oneself early in life, end the
early termination of s m1 education. (9:78).

Fiddle class “12:91

In In W1: senile society, such as contemxmy America, the
middle class can outwar- s11 other classes. ”Kiddie—clue nines
sud goals tend-to be sell defined and consciously accented by «adults,
use «1:39:21:er impose them mm their semi-en" (3:93). Gavan 1m.
ed three ni-Edle elsss values that mm to s discussion of seals»
seats. the first is I value of Mil: on! base centeredmess which.
stresses the Wine of ass-rises and the child rearing goals of
s well balanced mmlity sud enema-mes of middle class values.
The seems! is s value of asterisl success maxim may years of
educaticml W‘tion, with gratification of needs W of s rubs-e

15

than meant 5111. mes-rial misaasasems are: mm as W!!! of
class seam-Ry and menu. awaken.“ is classified as a
third Ind Wu value, but it felt to in manner: far moons.
mm: clan values stress that Witimn mat bu channelea
into some! (ma other mined an (83%).

A mm” of Cm'l thaw!“ m twofold: Fir-t, ah- stated
that the middle cunt. highly Mac the mum) at W,
m in! film M19 in thin ah” but reached «firmly high pro-
pcrum. here We to b: no rascmh evident that relate-2:3 the
input of dim to tho music: of «has. anomaly, Cum
stated mtmmdoduoutionmmmumlm
«ton m m menu in academic mt. failure We Mm
«mum and h ”carded u a disc-ace to the mm mm. Child-
ren withmt the ability or desire to «him manually res-art to
chmtmg. Such tn emu m illustrate! by Henirick'a ”march
vhtah comma cheating a: the wing: level. I’lffiy-emm mrcefit
of the students and Wy:fiw percent or all “131ch cheated on
emimtiom. Cheating was not regarded as basically Mohamst by
flirty-twee gamut of the: sweats; only thirtmn percent flumght
it was basin/.13.: Mahatma, and thirty-times vex-cant van ummin
of their autumn (:23). Cami! stem:

It seem “at mutating 13 a m). of 81-130mm

Wed w middle-emu mama for success and

18 tolerated by adults. In fact it might in acid

email-c M. I umber of man of middle-class

11!. m Mun: as well as children. Imam m

union mm 21112431 to observe ‘buaineu ethics under

the mum of competition an example-t. In the»

WI, children and adults alike who would mama

taking new or Wm u crinim! seek tot-sin
m advantage for themselves in me: to “chain or

1?
maintain certain lidGIO-OIIQC min (8:91;).
Bone-t1 1' on. of tho film taught to up male-«319“ chi 113.

This too than great" I sunburn; block in cm tmmnnton of mm“.

 

 

 

(ml-£133 r; fvnj'sr-ial cal-"W“:

21-19 se'ficioecmnnmc class of tho manna has a hearing on the wee-
11’19 vulum of the m3. lescent aw] ca tin social wigustmnt tint takes
plat-ca (#2113133 the n'ialeacmz‘o maria-'3.

Tm veiMla-elaaa 915m can-.1130:- on war comma and aw-ex'oval.
tel-m fiatm! that the wrists in the 1m socioeconomic Levels an: -
Cnt‘ly rhw 1-133 cancv-rn a‘zarmt children's activities outside the home
t‘mn fins vnwwts highw 1n the stains. scale. mafia-class gumcnwl
15:1qu are rare 15.}:er to unhaiziae self-(Z‘lreéetioa and interim-.1 0mm.
area of cow‘ncrt, 1:12.119: 9mm t'E-xe 1:0me“ mums, an ignorant
value chwtflr is that cf comm-natty to cam-rm}. minnow (33-3-
373": rem-fir?! that adolescents are, on the averagc, better MMtefi to
var-ants in 9.2115312 than in lower aocioecmia 1m]. mums. Emmett.
he also rfifimvd other significant sociological mulbha that cuts-rad
the picture: ream-mac, size of family, brawn homes, emplaymeut
Itatua of the number, and age. mad max 0! t2» adolescent. 38 mm in
cmll families, Miran ravines, and families vherc the mother was
mlqmfi ”ad-re ms 136 Flatiomhi‘n batWen the adolescent Mjuammh
an! tun 9-061-an3316 1min (3?).

nucfi‘wmn 9391-43.! 22143 tuna-.1123; mggenttana for the significant
mic-Guitarist «liftemme in nttitwhg and valnnss 1. Who firmimut
film We!!! is fit!" '0:"f°1c.'£11' .Psawfricnn 'mmnena cu‘iturn,‘ rm'lntim

W I 1'56"?" mmr'fzr-ro 1n the 12m»:- miaéle class: 2. dwimnt (Anar-

1!!
1mm) values mung!” tha EYE... as thaw {Want tin, tho Lfivg’gl
an 13M inverted ”rum, and 2:31:35 am the lrnpommt unmet of moral-
Ityg 3. me altmtim mm relevant to the W 3mm W
class plao-ad 1238 time moat valued as tbs m the germ vha uttered
”hm a £153.”; ”batten to wait, and ETA-’3 in m lost alum! aspect
of tho mm (32).

Eel-researched th- tfldtttaml uni! mtg!!! film: or adolescent.
mm the Lgfmmm; m 1mm (39). It: finding: an mint-mm:
$0 I aims-ion at tho mu}. ohms. A With-ml value orientation
invoki- m desire- for mamauum, mum mormuty, aw: hd'un
tun Mutation. Flatten! value: an firmsentfié by ccnfcmity, re-
turn m1 nttitufles, and menu. (ms-mt4m Mcmtim).

591. W tbn following results «:13me anew aiuiuistcrm
the 1mm to math, eighth, and ninth cinder: in three Junior
high «hook in tin Salt lake City School District:

1 Ware M. t aimxfi‘mnfi GWMtIOB beau-“act: ulna

WW and ”Manic success an indicated by LG.
uni grade point ave-meet.

2 Over-«chim- demmted hum manual
values him: aim-arr euual-mhicwm or win?-
uhims. Mar-achiever: dam-om higher
unmet values firm eitbcer ml-echtmrs tn“

mum. Emlmhimn demonstrated
both tmiit 161131 and Wm values.

(fl

17m is not a 513251914813 minim-ship boa
Worn ”ammonia 1mm and the m of
mru cu- uMeruachiwrrs imam“! .

h fitment!!! in him vmimcmio level schools
did 30% ma! non Winona). value buttern-
than student: in middle and 1mm: aocioecmmic
IGMIIO

5 8001me 1mm m not found 190 be cream
determinants of value patterns than academia
”humanism.

0s

19

Virgin nah mxlmmtc 1m} school than was
a $5[""‘.11"icfln't rs: Anti: amt? btmfi‘e-n fifii3!1-"“'.i» mu:-
cess and WittomI-mgrm “1:39 patterns.

39.2-nrt..’-'wry findings of the 13hr» ache-cu um also of an inmomm

mm.

1

1‘.)

(A)

m

F‘r-s-fi "V335 mifil pfifiiM‘fif:

~"rfl' v t-n

1w it’tcafion me (iv-"n $179+ rt'rér‘nfis with m
tm*3.t1rsm1 value mttvrna cam {rm mare stable
art"! 9.9mm». hms.

‘I‘fizza’e at: a: 1 w? is: t {1-qu «name v.9. 1 us 3 attenfl at!
church fit‘ 1ch or nervvr,

il-‘tufie‘ntl who attend church once or more 3 wk
have more tmfittiml mm” than those who
eaten-:1 cm“ ‘21 10.5.! than final! 3 week.

'Z’Ewre was an indication that tenu'nms with more
trmi it 0213.1 vans: nattm t—mk b.1510 mb.‘octn
rare often as their harm-ate m‘bjmta, while
$621?va with Wm Write paw-ms took. non-
acnfiea'vic whjrzcts more often.

'l‘h<.‘-re was an infliwtum that W value.
grim-3d cmflm'm um W manomly the
015%“ child in the family While mutually
ornate! Mutants wen mm mm 259 muted
child in the fax-«fly.

01-33:? students amemd to have me traditional
value scan-us, while: mar studomg had mm

mm: value scores.

Etuamta with emergent values prams-ally came
trim We with sewn or W m¥m.

Gir’a were foam! to be m-ac'htmmrs in a
greater umber of cases than were boys (:91).

kiln-me of the Earring

 

 

TM fwoni‘imn w“. w‘nvonfit's ’{‘E'-f?t far mzt-‘W is 31"‘Prtw3 17 the

r'srimt's: warrrflw inf-1’ EMT-"1t fl“"'*rt“"‘1"5'“t-‘? W‘ W. -"'- 1’”? ”’9 ym:.n.1_w".;e*r. "u."

euts m cm:- lwmssad by met-a1 «mm-7:2, twfiv few. thw Each. 1:12. a:-

g.

20

variance to m the dolum hub to m M In” his “14!.
M ”mm: can with thin mtm. mm pointed to in.
atmlflmnec at mid noel-1 change u d Mar ”mung t hiatu-
m can Win and th- man" (102593). mm m than
«ohm we certain 1m- and «1:1: mm wivileam at an
mun- age than no in. I Mica: or m :30 (29:12). smart:-
any, Jams mu m 13 W23 in. “am“ and 1mm 0!
«mm. W-mmmau, Mimi-mummies
at ninth mam swim-a mm my in WI width!
(30).

In mum the «alum am! his W at each Mum In
a dim Milan, ind ml: in than mm his tabular on 0
am MM‘ 'S'hil QWMGI {a mum-as an an“ of
HM mutton: account for W conflicts M m.
m anatomist: in the moon of achievim «lamination from up
bag. (103312). Janna me that condition: a: m day miety
use to the 41131me of the Malamcnts in mm law adults, both
It school am a boat, It! tlmzeelvu mm about tame ‘mm-
inc to thl discipline, training, and rearing of W people (99:19).
m added ”Malta am quite comm}: 1W mm «at seen can in
the process a! adolescent amlommnt. Far the m m, boys and
(121: m at them tanks in a stumbling, mam 933mm, but-£13;
”8011123 for tbs next «tap without much or may adu‘it assistance” (330).
Frank M Frank stated that bath mm; and adamant: are ocnfrontn
ed mm I situation «9111223 far flexibility an?! willingness to mica-e
for m and m «Watt relations, m bath mat: am! 813G189!!-

eom warmly revert 120 the pattern» uni! relational: of early child.

21

hood tuna-3). Adolescents do not want this typl or whammy.
mun children, Mmmtndmatu mutate”: m
mmvlymtthqomanfl cam do. Pmnts, cam nth-r
haul, are told they would not watt-01 their adolescent'u life, but
no the tan they mum m thiu mmibflity of mating 1m.
Mien, early dating, early Mm, drinking, and can: mmmt
(2922”). Our catamaran moiety place- great {Wm cm the

‘ mu «mm mm leisure and fraction to «man his was and m-
utants. we place was on I. longer muons]. period and straw
that that child should be me from tho responsibilities of work and
{M111 that m '11! 1mm mob of his tin- n am. When an
adolescent is placed in a witty that find- hh lam omnflable,

 

hot-1m to us was to :11; his 101m hum (29:12). m an.
m mun-coffin period mastothocom1cttwbathm1~
Cute and mhumn. Parent. m told to WI tin m m
of th. m’s 111$ in which miety has 31m hit: his freedom.

[glues hm Ma

ARM society exerts aw mum: on how children would
bobs", th- mn Motor in tho molding at a child's morality
is the magma relationship with ma km. (36). The another, more
than any other significant other, in m mate“ Whats:- to the
«misusing moos- tm'om m tutu-action with tn. child. Sm tram-
an: tho values and ammarda that lay the fmmation for personality
dmlom (u).

Bolling-head stressed tho We of the inflame of the
ham upon th. adolescent. He said flat the hm an $691:st cam

22
from ”conditions in n W infinite um um way he behaves in his
reuum am: the ”m1, the nun-ch, the Job, mum, us pom
ma m.» fmfly' (25:316). Children man up in mm «mm
tint u :1» categorized a mafia... mm have an entirely diff-
erent net of scamm- an! W131. bemuarnl values.

mummy: tam-1 mm;

 

The child emu-1m the adolescent mica discovers be u an in»
alumni, with his own indivmual thmghta, feelings, an! Genius.
Frank and Frank “:1th that:

In the early adolescent mica W boys and

girl. become antagonistic tm'd afiult authority.

To them the adult world em to be excessively an!

often unfairly demMina, and less protective: this:

it. m; m been. They think that even their own

parent- »: totally mare of their deep mu n

ma oblivious to their desire for privacy (11:53.

no adolsmnt'u attitudes toward adult. an! their perceptions
athmadultsflnWthMmuormofthotmbh
1n adolescent-2' relations with that: W. In Best m Golhlatt'c
Imamtheyfound mtteomamtelt tlmttheyhadmtwanawmt-
anon with adults. were mm to condemnation. criticism, m1
amlmm. m Mow of the “clam as am, 1mm
um, walkable, GM”, um anti-mm. Monmout- tend
to {denim other mu. more than their on parent: (2h).

The mini meat!” of 350mm. m that W19: mom-chad
by Buri- ana Tom, in mick they used a sentence completion tent
in the mac at data. They ministered this W to 3,000
children tra- faurth grad. tin-mm high school. 'l’en phrases to be

30:5:ch was selected to elicit social responses taming hm

23
positive, neutral, to magi-.179 attitudes. The fault m: which
mm maaim of attitudes town-d W: 3nd ms shaved that
mu m: Ind a m radii“: attitude toward math” than tum.
Bay: sheared 1116mm positive atti'iuflos toward hath mom in high
school, while girls showed an increased mitt?! attitude toward
their father! twins the high school yous. was until mmtion at
bay: Mm mm thti‘hndes toward mother amfl/ar rather, aw
steadily through childhood uni coalescence. Th. cmeswnflimly m1).
proportion a: girls about; Win attitudes increased may
W childhood a! «mum (20).

Fisher's manna-ch amid caucgo students anti their parent:
using the six type: a! persomlitin in AllWVm'c M 21:
m. She reported “hi-mt parent: um farther in: may than
their children, and We!) thin to t m organization of
«In: W with (main use. 0cm significant findings were
magmvenmue’amia “mammals", and mmm
Win tun that: fathers. Mothers had l him economic mine
than their daughters, and mm” had a. higher economic value than
their was (13).

Influence of the Peer Grant:

‘l'hl “alum looks ta the culture in Which he lives £61- the
«ti-Minn of his mad” maul, social, can mlity. His
mats, My aw mial agencies to Vbieh be is exposed m the
denim 000131131113 agencies. Osman med vith Erik‘son’s mirror
image them at I110 stated:

The pecan who am” a child’s W11 serve am!

22;

{motion tn notation to that or inmsotng mum!
patterns on the child. By their moral attitudes
on! behavior tom'd him they instill in him bin m-
noml concept of Manama-aha heart of his pea-com).-

1W (”db-1"
Th! child farm i «If comm that is cmtib o with hie ml:
and no the new time satiation his true: needs.

Ho will find him” more at home and more readily
scam in com yams than in others. {mesa
grams are m influential in almvtm his mo
canal-my than those young which are mates-

to or re fleet hm. Imafinbly these mintoin on.
Erosion thrm lave, Memos-shin, and loyalty. 1
The? are called retention youoo. Their influ-
ence, good or bed, amtvho the idluenco of
form}. institutions (8:115.

Such I Mme m mm. 3 role in the individual's coo-
mutation, but the extent of the 121511161362, 13 dobatable. number!
coated, ”it in mostly in Management: urban oultureu that values
during Molasses». (and eomially adoleooomo) tend to acquire
nude-rm: and peers tend tore-place parents as W and
cum-cm of the m1 oode" (2). Amber! stated the following as
thc function. of the one!" m:

1 To wide the adolescent with wrimry statue:

2 to act as the mjm- moo of derived status
dull-1m adolescome;

3 to relieve the disorientation and loss of stab-

1111:: during the cm from childhood to adult.

frame of reference by acting as o. merging am

cumming from of reference]

to aid tho adolescent in his strides toward emu-

emotions

to not an a 301111 from: in ooo‘batiog authority:

1o on an a mac:- tmining institution for adol-

eaoonoe in our society:

to wide on Minty and not of m for

increased heterooeml contact: and tools-com

m museum»;

8 to lighten the 1m of floatation and to anchor
the whole of the tmneitioml perm (2).

«tom! If

25

RW'I findings Wed AW?! Wu. Rm'n ”will
um a yawn perm“ relatiormhip with hi: om age group We
increasingly important a he advance: W the Monsoon period.
the peer you; 1121:: m adolmout to develop 1W0 fro- his
may and than new: in the buildim of the individuol'a ego (hi).

floss! Barker W M in my unknown floatation "the M
MI W is ammo, the mummies! dymico which result
from an unknown situation are minor, mmuitn (a mim'TB).
mu om: in the W1 Hold of a 31m individuat w chap
the total field. aim the Monsoon/3‘: mocml m in un-
mm, his behaviw will be unstable and maintain. he first
adolesom realization of tho contradicting: bet-ma th- values
mm by adult- nnd the failm of adult: to 11v. and moeod by
their on belief: mm a new psychological notation that any
change £130 adolesoem'a outlook toward life. The 1co- steb‘lo the
aim-him, the m the itflividual tie-penis um mall and sanction
unimm mo. anemia can be influenced sanity. m adolescent
m little resistance to minim. This is emialw trot for lug-v
cautions swim from the social youo to vhioh he writes. "M
you» conformity in the psychological response to livim in an unstable
donation" (3). mac who mum there on. a uniformity observed
mom adolescents «claim this In an m to cm the field,
ihioh in experience! an Wish by the ind ividunl.

An W was conducted by Patel and Gordon units boy. and
girls in tho tenth, eleventh, and twelfth We: to micro More
”anointed with the Wool! of magmatic!” in a situation in thick
its subject: one given the notion of accepting or not occmting the

26
snagootion, mfi in vhich task difficulty was varied indemtntly of
age:yodo 33.311113. The variablos explored were ago—mite. stat-us, sex
of the sub 39cm, ifi‘iouzty level of the task on which the sub sect was
to poi-farm, and matigo laurel of the suggestion em. flimootim
of high and low prestige mm given by mooning in the incorrect
answers to m of tho itme on the test, and ascribe»; the moored
mm to a foilm to follow directions not to mark on tho question.-
min in a close-s that summon}? had take-n the test the gravitas hour,
Motige level. of the 5115;51:6th were varied by coma-9.21m the class
which had 5135;20:312on taken the teat earlier as one your hm or
Inn in school. The result»: (showed that the ascertain” of unmet-
16113 was 111.5319: 111. girls than boys, high yea-figs rammiom were

”serrated more freoneutly on difficult than an entry items (38).

gymei 13in

Same adolescents are more easily ioflnomed than others. Bowman
felt that the Mina! nooition am! the sex determined the meiotome
to mr influence. Tbs combined manna from three 99mm studies
by Emma, Mina three different mantle: of athocts, suggested the
following conclusions: first born persons have a higher used for
“Movement: that born fermion exhibit greater nsiotamo to term}
me than later barn {mics-1; and first born males exhibit loos roa-
Iiltamc to influence tint: later born mica. “flies: findings on m
to h eminent With a sot of maturation: that the first born female
in no“ significantly involved in moor-endows teaching than the
first born mm. This early iMooendenco training manned a greater
need for comma: and load! to mater meiotamo of influence for
m first barn fomlen. Fin-It Mina). position for the roles, on the

27
other hand, We costar affiliattn «mm and load- to
greater oonfmity in an influence citation (£3).

Friemlehlra

The particular advantage of the adolescent friendships in that
it offers a olimtc foa- povth and «If knowledge tut than funny in
notoquippedtoofrn, andthatwryfupmou «amide forth-I-
ulvu. The adamant when friend-hip nth n umnn «mu
and capacity for change. More Melanoma the child man“ him}:
a ha 1!, «many feeling that isn't nah h! can do about it. In“!
a. he become: «are of the world or ”If-help. d min» published
for W on name, hung, mu, cue chit-om, In em mu.
shim vith en «mu to Ink- good, In! the minus an the I01!
can to inn-famed to that M (11:10).

W

Mole-cout- m to on. another for men-unite. at m to-
am“ a! the urrmaun in count-cum with m par-neg. M
m mule-d with the «an "Id. 81!!! M John m it“ in
thin manna, he munch-thus, rel-lulu”, In!
mmmmzuwmmmmawu. hm
no [not entirely mm mm mm. bee-nu he no» 1min-
oulu tam-unoaommwmcmuumum
M1“ (3).

1’ ~ mm
321mm mastered a test to 230 high school girl- to deter-
nin- th- uteut to which “elements lore peer conforming when can--

28
treated eith mu present-ea from perente end peer grantee. The in.
em consisted of twelve story eituetione involving e girl end
e eooiel “tuition. In the umlm etery “mum, the girl bed
tee eltemte ehoim, one Wed by he! pee-em. end the other
by m were. The «Meet Inst decide ehieh choice the girl vault!
em. mm“ reputed that the “elem shone the peer minty
in none were the identity nude ere gratified end the mm- could
be mama. he edoleeceue chose the We when he mm '90..
itioe rem-enema fine to which one can mire en an adult. The re:-
wee reflected the edoleeeeut'e mmertion cf peer an! gamete ee
commune guides in different are“ of Wm. he choices else
reflected the woleeoene'e perception of eigileritiee end diffenme
between himelf an! hie peer em! eel! end per-em (6).

Roeen in hie reeemh ”emulating Group member-hip: A m or
aren‘t-Peer Group Crone Pie-me” Mimi 90 Mel: ban en! title
en! their attitudee towel-d “kosher“ mete. He W that when the
parent ma peer Me aieegeed m eating 'heeher“ eeete, the
adolescent eeeaed to agree more eith hie were then hie We. Men
offered the 1’01le explanation for table eetion:

In our culture the Weielo‘ieel chemo, the lag

between why-iced attention and social mtmtion

emaciated with edoleecence creates a host of problem

for the efloleeeent. In his effort to cope with these

problems the adolescent. m to his age mtee fer

commitment), recognition, and cannon. The peer

pone wide: hie with e name of belongincneee at e

time when conflicting loyalitiee, identification, and

eeluee we hire metre of himlf. Within the peer

grow the adolescent ie able to acquire the status

We denied his in the adult mm, 1 mm: which in

em predictable and based upon veluee end expectation
be “We end an fulfill (k2).

 

cm III
mm

In thin clatter ere (iteratioml definitions; eemptions; ee.
leetion of mole; collection of date, including in description or the
intranet: end their administration; and the enelyeie of data.

Operationel Definitions

l’or the mose- of this may values will be taken to mean a.
group of eoucopte oi’ personally desirable standards of behavior.
Adoleeeehee refere to the chromlogieel period between child-

hood and adulthood, approximately twelve to twenty.
Aeemtione

The following assumptions have been node about the tranenieeion

of veluee, nether-e, peel-e, end the instrumente need:

1 Thrmgh the proceee or eooielizetiou, pereute trans;-
eit their value. to their children. The peer cream
else has some influence on adolescent values.

2 The mther'e veluee ere nmnutetive oi' the values
of the parents, he the mother play-e e more vital role
than the tether, in the eocielization prooeu.

3 A but friend, named by the girl, is representative of
the peer group to which she belongs.

h The Differential Value Profile «- Form A is a valid

 

29

30
and reliable means of determining parental
valuee.
5 The Differential [£133 Profile . Form 3 in a
valid and reliable means or detmining adol-

eeeeut values.
Selection of Eamole

ror thia study, the emulation eonaieted of all the $ch grade
girls, eighty-eight, enrolled in a remain-ed first sweeter hone econ-
omiee course at the rm 3111: Junior High, Grand £89168. Michigan.
There vere ten sections in the eighth grade clan of minutely
thirty student- eeeh, fifteen boys and fifteen girle in each motion.
The etudente hertioieating in the hand we placed in three notione,
the mom vho requested choir vere in three other sections, three
eeetiooe Vere filled vith mm the vere mt entailed in either
hill or choir, and the tenth section van for remedial students. Alec,
all of the etudente were placed in the section: accordim to 13!. re.
eulte. An attempt van male to have an equal umber of above average,
average, and heloe average etudeute in each section. Ihie gave each
nation, vith the exception of the remedial clan, an even diatrib-
htiah of abilities. Each ciamth We girl val required to take one
Wormwomeemeeterofmeemiee. 'l'voeeotionevue
combined for a home eoomeioe elaee resulting in approximately thirty

[irle per clan. At the time thin inst-meat vae emlied, air aeetiohe,
or three aleaaea, or eighth grade girla vex-e enrolled in the first

«new hoee enemies alas-ea. To provide a larger mole, and to

31
avoid having one—fourth of the nonulstion remedial students (as would
be the case the second semester) the first semester classes were ch-
osen.
The school is situated in a suburban area that is an out growth of
the metropolitan city. All of the girls are from white families anfi

range in socioeconomic status from lower middle to unner middle.

Critcrin

 

All of the eighty-eight girls enrolled in the home economics
classes were given the instrument, and of these thirty student tests
were chosen. As a sort of the instrument, each girl named her best
friend. This best friend was used to renresent her neer groun. The
criteria for choosing the thirty tests to be used was simnly selectm
ing the girls who had nanod other girls who had also taken the test.
or the eighty-eight enrolled in the class, five were absent the day
the test was administered, and five others had unusable answer sheets.
Fortysfive girls indicated their best friend was not enrolled in this
school, were in another section and not currently taking home economics,
or were otherwise unavailable to be given the instrument. or the
thirty-three remaining instruments, two of the mothers could not be
contacted for several weeks. The remaining thirty-one tests were
then selected as the groun to renresent daughters, their friend's
test was selected to renresent the veer groun, and their mothers were
contacted. One mother did not resnond to the questionnaire, so a set

of thirty were available.

32
Collection of Data

The Tifferentiel value Profile - Form B was administered to all of

 

the girls in three home economics classes during a regular class neriod
and on the same day. The girls were instructed to fill in the answer
sheets according to the directions:

This test has b2 statements which ask for some of your
oninions. There are no right or wrong answers. What
is wanted is your own individual feeling about the
statements. Read each statement carefully and then
decide how YOU feel about it. Mark your ansver on

the nroner snace on the answer sheet.

Use only flg_hlanks on the answer sheet.

 

 

If you Strongly Arree, blacken the sense under SA.

If you igrgg, blacken the snace under A.

If you Bisngzge, blacken the snace under D.

If yen Strenggy Disfigree, blncken the s"ace under SD.

 

 

There is no time limit, but do not snend too much time
on any one item. Fleece answer every statgnent. (L9).

W ”a“ _

 

A letter was written to each of the mothers and sent home with
their daughters along with the instrument Form A. The directions
were the same for Form A with the excention of the length of the test,

13h statements were on this form as onnosed to Rh on Form B.

Differential Value ?re?iles

 

The Iidferential Velue Profile is a naner and nencil instrument

 

designed to measure six value factors: aesthetic, humanitarian, in-
tellectual, materialistic, newer, and religious. Thomas stated the
following definition of each value-factor:

Aesthetic- The nereon nossessinf a high aesthetic
value looks at his environrent and reacts to it acc-
ording to its form, syfimetry, beauty, and harmony.
Eneh single exceriense is {niged from the etandnoint
of grace, symmetry, or fitness. no regards life in
its beauty. He may not he a creative artist or music-
ian, or even effete; he is aesthetic if he but finds
his chief interest in the artistic enieodes of life.

33
Humanitarian «- The highest motive for thin type of

:Ernon is "love 0: rec: leg whether of one or may,
whether conm‘gal, filial, friendly, or nhilenthrmie.
The hmnanitarian man nrizeo other erratum as ends
and is therefore himself kind, symeathetic, and un-
selfish. In its surest form the social interest is
selfless an! tan a to encroach very closely to the
religicue attitude in none etrulntione. In its
stronger form, it must be mfire than en affluent
nhilanthromist comfortably giving of his New to
others. A strong humanitarian value imnlies self-
giving at the exoense of oneself.

Intel“: ectuel - The person with a high intellectual
mu}. will place much embeds on the 'cognitive'
neveotn of behavior. He will enjoy theoretical our.
suite. He will seek to observe and to reason. Since
the interests of the intellectual man are miricel,
critical, and rational, he still frequently be a
scientist or nhilooonher. A mjor aim of life in to
order and systematize his kneels-age. He sees 'renson
for Existenoe' an important concern.

i; eterisl . The ma vith high tutorial value looks at
his enviromcnt in the light of the 'dollar sign.’
Economic worth is trim-y. He is thomzahly practical
and will tend to judge on event or object by its tan-
gible benefits. He embracee the nrecticel affairs

of the business world -- the production, merit-ting,
and ooncumtion of goods, the elaboration of credit,
and the acmletion of tangible wealth. He might
oonfm to the prevailing eterotyne of the average
American businessesan. He sees materiel valm in

everythim.

Power . The person with e high never value looks at
evexythirg as a notent in]. mans of never and authority.
He has an urge for leadership and domination of others.
He sees symbols of never in everything. He will ensoy
competition and Open struggle with others, although

this overt demonstration my not always be obvious. Be
vill probably be interested in politics, military noe-
itions, or such similar nositicne. This value may often
find ital: closely associated with the material value
in some populations.

Feligiou§.- The individual with a high religious value
is characterised by commitment to a Higher Purpose. Be
is mystical and seeks to comrrehend the cosmos as a
whole and to relate himself to it: enbrecing totality.
Stranger defines the religious man as one vhoae nontel
structure is permanently directed to the creation on

3”

the highest and oheolntely satisfyinq vnlue ernerience.

The religious man sees something divine in everything.

Fe will usually have a great faith in God and might

deny audience with anything that would annear to cover

such a close relationship with the Divine. He will ottemrt

to relate religiously to objects and nersons in his

environment (h9).
Scoring

The subject was instructed to choose strongly agree, agree, dis-
agree, or strongly disagree as her response to each item. For each
value only certain items contributed to the score. The items were
scored and each strongly agree and strongly disagree was given a
weight of two. Each agree and disagree reenonce was given a weight
of one, according to Thnmna' scoring crocodure (hgl. The scores

were totaled, giving a raw score for each hereon in each of the six

value areas.
Analysis of Date

Resnonsen of each of the thirty girls were correlated with the
scored recoonses of her mother and the scored reanonees of the girl's
best friend, using the Pearson nroduct moment correlation (5?). Thus,
for each of the six value areas there were two simple correlation
coefficients, one measuring relationahin between the values of the
teenage child and her mother and the other between the adolescent

and her best friend, who was assumed to renresent the peer groun.

CHGVTVR TV

FINDINGS

Th9 finfiirgs seemed to indicate there is limited sufincrt of the
hyscthesis. The values of the girls aflrsared more closely corrslstsi
with their nethers' values than.vith those of their rears.

In the following table the coefficients of ccrrslstion ccmrarfid
the girl and friend, and girl and rather on each of the six value
areas. The left hand column lists the value areas, the middle column
comharss the girl with her seer, and the left hand column comnares

the girl with her mother.

TABLE 2. -~ Comnsrisons of girls and nears and girls and mothers values.

 

Value GirTs and wears Girls and mathsrs
Aesthetic n.1c98 o.hséna
Humanitarian -O.lLQ7 -0.lS7S
Intellectual 0.1990 0,0q59
Materialistic —O.19?4 0.0116

Fever ~O.l??0 -0.0n¥7
Religibus 0.0453 O.S6?ha

a
indicates significance at the 5 her cent level

 

Aesthetic - There was a nositive correlation.hetusen both the

girls ani their veers and the girls and their mothers. The girls

35

36

sud their mothers ecu-relation was is the significant range, indicating
a transmission of values frm the nether to her daughter.

Multan-inn . A negati'n relationshin vac indicated bstveen tho
girls and their nears am! the girls and their vac-thus. Ksithsr, hm-
evsr, were is the significant range.

Intellectual . A positive correlation was shims but-tween both
mm, but wither were significant.

materialistic «- A. hugs-tire mlstiomhi: use indicated between
the girls as!!! thcir peers, em. a wos‘tive relationnhi's betcmn the
girls and their anthers but neither scone»: were significant.

Pmmr .. The correlatiuns of the mar value were negative tar
both tho girls sud their mothers curt the girls am". their frisrzrf'zs.
Tbs rslnticnshina were not simificsnt in either case.

Psligims - A significant mutiomflain was shown bsstwm-rn the:
girl- una their mothers infiicatim a trammission of values from.

mothers to daug‘htars.

In.“ 4 AM , J .A A
C.m fir fssg h, ~v~r¢~rs

The 20133141241; tell-=7 hW‘t-“itfl'? the uvnx'mg'm vi" the motha’rs" scams
with thfl ffihals naticufll fiverugfi, a: determined by Thcrhn. Th9 scale
factors are “batters? an a was-1:1 of 5.3 the? n {iguaiiurd (1:: ‘v'iiit'lon of 1.0.

Th9 afisfihétic Value of tha nethzrs tested was one staafisrfi dev-
istian be let: the fmml 2‘ 113110327 fiV::1‘i-.£€-. s11 smear 5: others " veins:
were similar to the miticgml szivn‘mges, testii ‘* r; variance of only one-

half of one atsmmrfl sari-saliva or less.

37
TABLE 3.“ Ominous of mm' averages with tmlo national me

 

59;}: factor:

Standard more: fits-affirm! were:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A x n P n
90 A 90
85 g A 85
30 y w 7W go
75 ‘ 75
70 A 70
65 A M 65
60 w W so
55 ’ I 55
50 A A L ,1 Q so
t5 * F A r , k :1} \ , _ 15
to V, to
35 W + # 33
30 J M1 so
25 25
20 fl A 7 ‘20
1.5 k 15
10 _~ 10
than . '50 Female mum! new

Standard cavitation «- 10

”mm.‘WflulI-Oac

33
Thc nation-1 norm for for: 3 m not available for making :13-
ihr ominous moon the girls, but Manda, and mum! non-II.

mm V
W

This charter V111 include a wry and the limitations of this

stufiy.

M17
Tbs mass or this sway us to «twins it adolemnt nines

more slowly resembled those of thsir soils-rs or thsir poor mp.

A finds. ssaph of thirty girls, flair lath-rs, and s mm, as-
umsto inflicsts their poor m, sass 31m in was; m
Profiles. The” instmsnts vars masts-acted to tut six values:
sssths‘tic, mmmtan, influential, asterisustic, m, and re-
11:16:15.

'1'!!! timin- tended to support the Methods that values we
transmitted tron mothers to their daughters. 'l'hs positivs correl-
ations were mthstic and religious, indicsting thst than we rain»
we like than of their mothers. None of tho othsr rams sums are
in tbs significant ram. This hm to auras) “it! Hall's (36) and
Mum's (h) numb, u they both felt that tbs values ans suns-
srds m stamina tron tbs parents, sud more moificsny tbs
mother.

has hmuitarisn mints batman tbs girls an! fluir ms and the
girls can thsir mm was both in the negative ears-emu». The"
inns-so "hummus could indicate am an individual“ museum
values m 110% mankind m Ibscrbed from sithsr group. W

39

ho
study in this aroa needs to be made to 1'1!!! the source a! fin haun-
itarian value.

The intellectual value shoved s higher oomlstiou batman tho
girls and their peers thsn him the girls sod their sothers. be
girls chose friends with s sisilsr imslleotusl shility, sna is thus
s relationship between the intellectual vslm and intsllesimsl sbilityi
I'm-thes- rssesroh is needed so smsr those cautions.

A mantis! rslstionshio m ind ionized season the girls sod their
peers sad s slight positive rshtiomhip hotness tbs sum and their
mm in tin must“ value. be girls want to dress and has
material possessions like than of their peers or srs tbs nothers'
assirss for literal possessions inrlnsmiu their daughters isoisionsi

Tbs pose also indicated sn inns-so rslstimhio Won both
groups. Do dominant individuals chose subaissivs Mantis, and so
dominant sotbsrs rsiss submissive «mums! this could be shown
am for turthsr study.

Limitations of this Study

The mm souls was to briefly mention some basic limitations of
this study. The first limitation is that the girls indicated one girl
shows ssswed tomsmtlzermrm. Thismuothavobum
an indioaut of her tatsl poop.

The "sand limitation of this study is tm't girls, at this use,
as influenced by mw factors vhioh could have charged or im‘lumosd
their sheioos tho any of the test.

Another limitation is that this was s non~randoa sample and there-
for. commas be used as an indication of a total mahtion. It also

1:1
was s relatively uni-.11 samb- coooisting of 30 girls, 30 frionfis, sad
30 mothers.

It as unused that m mm- m tbs host significant parent
in the transmission or! vsluos, however, in some families the father!
may but mo inflame sud this how snort isthmus on thsir dum-
tsr‘s values.

This My has given sous insight into tbs sdoloscsnt period in
Wilson“. Assn lemma-s smhahthsstudyotvsluss
and the streets of weird ohsngs on tbs individual, so my to this to
ours adequately proviso guidelines for tho saolssooui to help his
timing}: this transitional mica.

 

1.

2.

3.

9.

10.

11.

12..

13.

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A-.

147'

RAH ms F301»! m DATA AWSIS

A B I H
1. 31:1 10 5 16 13
L wn' h 15 8 5
1. author 1h 37 17 15
2. 31:1 7 15 5 :.—.
L WM 1 12 2 6
2 . Mini? 1‘3 31? 2’6 8
3. nofibgr 20 to 13 19
l . girl. 11 {3 7 6
8. mm 2:. 27 13 13
9. girl 5 10 12 5
5 v m? 3 11 6 8
5 . Mather 2‘23 23 23 2’4
6. girl 3 11 5 8
6.9mr 6 h 8 B
6. ‘mothar 18 2k 30 u.
7. girl 2 7 7 2
7. pm 1 7 5 9
7. mother 3 32 15 30
8. girl 7 10 10 5
8. pear 13 1? 9 11
8. nothfir 11 20 3" 1h
9. girl 11 2h 8 h
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9. moth-er 13 16 33 16
10. girl 5 12 B a
10. near 10 11 9 h
10.'mcther 22 23 2h 6
11. girl 13 10 is 3 1
11. mar 2 1:: m 7
11. Mb? 1’: 12 29 20
12. girl 17 16 1?. l 6
12. peer 8 h 19 11
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RSHY

MlCHlGAN STATE UNIVE .

COLLEGE OF HOME ECONONHCS
EAST LANSING, MlCHlGAN

A PROBLEM M.A. 1963
FRATZKE, Phyllis 0.

Transmission of Values: Peer vs.
Parent Models .

ii? I'" (“l 111 I/ 1-}: ., l5” 1'! V 1. l l 3}} 1...: -

E Trmnflmigwimn of Values: Peer
M . A . .l, 96:33: F5 (I: I???

 

1553.; gpro

 

Frnlzkm. Phylllfi U.

1 No. 4290

 

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31293 02429 2011