136
626

 

TH '

A STUDY OF CLOTHING PREFERENCES AMONG
FRESHMAN FEMALE COLLEGE STUDENTS:

QUEEN? AND FACULTY ommom ON
CLOTHENG SELECTIONS FOR OCCASIONS

The“: few flue Degree 0} M. A.
MICHIGAN STATE UNIVERSITY
Ruth Marie King

1964

 

 

LIBRARY
Michigan State
University

 

 

PLACE IN RETURN BOX to remove this checkout from your record.
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6/01 c:/CIRC/DateDue.p65-p.15

A STUDY OF CLOTHING PREFERENCES AMONG FRESHMAN FEMALE
.COLLEGE STUDENTS: STUDENT AND FACULTY OPINIONS

ON CLOTHING SELECTIONS FOR OCCASIONS

by
Ruth Marie King

A PROBLEM

Submitted to
the College of Home Economics
of Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Textiles, Clothing and Related Arts

1964

ACKNOWLEDGMENTS

The writer wishes to express her sincere apprecia—
tion and gratitude to Dr. Mary L. Gephart for her guidance
and encouragement in directing this problem; to the members
of my committee, Dr. Elinor R. Nugent and Mrs. Stephania E.
Winkler, for their cooperation; to Dr. David H. Bradford,
Dean and Registrar, Kentucky State College, who granted
permission to conduct this study with student and faculty
participation; to my sample, the freshman female college

students and the faculty members, for their participation.

Chapter

I.

II.

III.

IV.

VI.

TABLE OF CONTENTS

INTRODUCTION. . . . . . . . .

Statement of the Problem. .
Review of Literature. . . .

METHODOLOGY 0 O O O O O O O 0

Selection of Method . . .
Development of Instrument
Pilot Study . . . . . . .
The Community Setting . .

GENERAL BACKGROUND OF STUDENTS. . . . .

Age and Home State. . . . .

Occupational Classification and

Parents or Guardian . . .

Part-Time Employment and Income

Purchasing Practices. . . .
summary 0 O O O O O O O O O

SOURCES OF CLOTHING PREFERENCES . . . .

Student Practices in Relation

Selection Preferences . .

Mass Media, Peers and Friends

Others O O O O O O O O O O 0

Last Clothing Selections Made

Summary . . . . . . . . . .
CLOTHING PREFERENCES FOR FIVE

Basketball Game .
Coke Date . . . .
Class . . . . . .
Semi-Formal Dance
Church. . . . . .
Summary . . . . .

OCCASIONS

Levels.

FACULTY: GENERAL BACKGROUND AND OPINIONS

Background Information. . .

Clothing Preferences for Five Occasions

Basketball Game . . . . . .
COke Date 0 O O O O O O O 0

Income of

to Clothing

Page

Chapter Page

Class . . . . . . . . . . . . . . . . . . . . 49
Semi—Formal Dance . . . . . . . . . . . . . . 51
Church. . . . . . . . . . . . . . . . . . . . S3
Opinions of Appropriateness o Studen Dress. 53
Summary . . . . . . . . . . . . . . . . . . . 58

VII. SUMMARY, CONCLUSIONS AND IMPLICATIONS . . . . . 6O
sumary O O O O O O O O O O O O O O O O O O O 60
Conclusions . . . . . . . . . . . . . . . . . 63
Implications O O O O 0 O O O O O O O O O O O O 66

BIBLIOGRAPHY O O O 0 O O O O O O O O O O 0 O O O O O O O 68
APPENDIX A-—Student Questionnaire . . . . . . . . . . . 70

APPENDIX B--Faculty Questionnaire . . . . . . . . . . . 77

LIST OF TABLES
Table Page

1. Number and percentage per age group of freshman
female college students . . . . . . . . . . . . 17

2. Number and percentage distribution of freshman
female college students by states . . . . . . . l7

3. Number and percentage of each occupational clas-
sification for parents/guardians of freshman
female college students . . . . . . . . . . . . l9

4. Number and percentage of families of freshman
female college students at different income
levels. 0 O O O O O O O O O O O O O O O O O O O 19

5. Number and percentage of freshman female college
students with part-time employment and re-
spective income levels. . . . . . . . . . . . . 21

6. Number and percentage of freshman female college
students following selected purchasing prac-
tices O O O O O O O O O O O O O O O O O O O O O 23

7. Number and percentage of responses given by
freshman female college students in relation
to sources of clothing preferences. . . . . . . 26

8. Sources of clothing preferences in rank order,
with number and percentage of each, of influ-
ences on clothing selections given by freshman
female college students . . . . . . . . . . . . 29

9. Number and percentage of items of clothing
selected by freshman female college students
for a basketball game occasion. . . . . . . . . 35

10. Number and percentage of items of clothing
selected by freshman female college students
for a coke date occasion. . . . . . . . . . . . 37

11. Number and percentage of items of clothing
selected by freshman female college students
for a class occasion. . . . . . . . . . . . . . 39

12. NUmber and percentage of items of clothing
selected by freshman female college students
for a semi—formal dance occasion. . . . . . . . 41

Table Page

13. Number and percentage of items of clothing
selected by freshman female college students
for a church occasion . . . . . . . . . . . . . 43

14. Age groups and percentage, in each age group,
Of faculty. 0 O O O O O O O O O O O O O O O O 0 47

15. Number and percentage of faculty responses in
relation to items of clothing most appropriate
for student dress for a basketball game . . . . 48

16. Number and percentage of faculty responses in
relation to items of clothing most appropriate
for student dress for a coke date . . . . . . . 50

17. Number and percentage of faculty responses in
relation to items of clothing most appropriate
for student dress for class . . . . . . . . . . 52

18. Number and percentage of faculty responses in
relation to items of clothing most appropriate
for student dress for a semi—formal dance . . . 54

19. Number and percentage of faculty responses in
relation to items of clothing most appropriate
for student dress for church. . . . . . . . . . 55

20. Number and percentage of faculty opinions regard-
ing degree of appropriate dress worn by fresh-
man female college students for selected
occasions . . . . . . . . . . . . . . . . . . . 57

CHAPTER I
INTRODUCTION

Statement of the Problem

Throughout the history of mankind clothing has served
functional purposes in addition to satisfying many diverse
needs, desires, and fears. To be socially acceptable in
today's society most individuals find it desirable to con—
form to strong social pressures, including correct dress
for occasions. At the same time, certain fundamental in-
stincts still motivate our preferences in clothing selec-
tions and we express these instincts in terms of our present
societies.l

Inasmuch as association and observation have induced
various theories underlying preferences of clothing selected
for occasions, it is fairly easy to determine to a degree
certain distinct conventions or customs that exist among,
societies. In one phase of this study the writer seeks
to ascertain the sources of clothing preferences among
freshman female college students. The amount of emphasis
an individual places upon his preferences in clothing will
vary with time and place; however, the basic motives change

little.

 

1Harriet T. Mchmsey, Art in Clothing Selection
(New York: Harper & Row, Publishers, 1963), pp. 2 and 4.

A prerequisite to any study is to give the reader
some insight or aid toward interpreting the contents by
clarifying meaningful terms used throughout the discussion.
The term "source" is used in this study to mean "any thing
or place from which something comes, arises, or is obtained;

1 2
or "a generative force: cause."

origin,"

"Preference" may be defined as "the act of prefer-
ring: estimation of one thing above another."3 Preference
in this investigation is intended to refer to individual
choice or selection of wearing apparel for an occasion.

Erwin and Kinchen state that the "ability to make
decisions in clothing may result in an attractively and
appropriately dressed you--poised, charming, composed, tol-
erant, and democratic in your way of doing things."4

Much has been contributed to the understanding of
the importance of clothing by anthropologists, sociologists,
psychologists, and health specialists. Many suggest that

a study of clothing and art, more than any other factors,

will highlight the value systems and activities of people

 

1The American College Dictionary, Edited by C. L.
Barnhart TNew York: Random House, Inc., 1964).

2Webster's Seventh New Collegiate Dictionary, A.
Merriam Webster‘TSpringfield, Massachusetts: C. & C. Mer-
riam Company, 1963).

3The American College Dictionary, Edited by C. L.
Barnhart TNew York: Random House, Inc., 1964).

4Mabel D. Erwin and Lila A. Kinchen, Clothinggfor
Moderns (New York: The Macmillan Company, 1964), p. 6.

throughout the ages.1

Mchmsey writes that recently the line of demarca-
tion between occasions has become less distinct, but it is
important to recognize that custom and convention have es-
tablished certain standards of appropriate dress for dif-
ferent occasions.2 This less defined line of demarcation
has left many conflicts among societies pertaining to ap-
propriate dress for occasions. Determining the extent con-
flicts exist between faculty and students on one college
campus in regard to selection of appropriate clothing for
campus occasions is of major interest to the writer.

Everyone, consciously or unconsciously, has formu-
lated opinions to some degree by which they judge styles
or fashions selected by various individuals for occasions.
Rather than designate any preference regarding clothing
selections as being appropriate or inappropriate, it seems
better to recognize that there are appropriate selections
which will have varying degrees of acceptance. Many selec-
tions exist on the borderline between one occasion and an-
other or are equally appropriate for several occasions.

The writer's assumptions in the study are that cloth-
ing preferences of freshman female college students can be

determined by asking students their opinions regarding

 

lMildred Thurow Tate and 0:13 Glisson, Famil Cloth-
ing (New York: John Wiley & Sons, Inc., 1963), p. . _

2Harriet T. Mchmsey, Art in Clothing,Selection
(New York: Harper & Row, PubliShers, l§63), p. .

selections of clothing for occasions. Also that a conflict
of opinion exists between faculty and students in regard

to appropriateness of clothing selected for occasions.

Review of Literature

There are many avenues by which one may approach
a study in clothing preferences. The elegant simplicity
of modern dress recaptures much of the beauty of the classic
periods in art and fashions which have influenced design
throughout the ages.

Today our contemporary style in clothing reflects
the interest of our time in speed, efficiency, and mass
production, so much so that the dominant characteristics
of this period appear as the "streamlined look" and the
"understated look."l College campus clothing reflects these
popular idiocies of style whether they come from established
cultures outside the college environment or from within,
or are a combination of the two.

The word "style," in the fashion world, refers to
the silhouette, fabric, color, decoration, trim, or acces-
sories used at a particular time, identified with a partic-
ular group of people.2 Mchmsey states that "style is spe-

cifically used to apply to the prevailing characteristics

 

1Harriet T. Mchmsey, Costume Selection (Minneapo-
lis, Minnesota: Burgess Publishing Company, 1958), p. 4.

2Bernice G. Chambers, Fashion Fundamentals (Engle-
wood Cliffs, New Jersey: Prentice-Hall, Inc., 1956), p. l.

of a certain period of time."1
Our present day style places emphasis on function
and simplicity. This is a result of increased demands on
the time and energy of the individual and the new resources
at hand in fibers and textiles.2
Sociologists view fashion as a "process centered

about the diffusion of change in taste."3

Chambers iden-
tifies fashions as being the accepted manner of dressing,
living, entertaining, or traveling adopted by groups of

4 Still another author refers

people at a particular time.
to it as "the current interpretation of the accepted style
today."S

Societies set the stage for fashion morés. For
centuries laws were made to regulate the dress of people
by classes; however, by the nineteenth century in America
all class distinction in dress was gone.6 When no written

laws exist it becomes an individual's responsibility to

exercise good taste when making clothing selections. Items

 

1Harriet T. Mchmsey, Costume Selection (Minneapo-
lis, Minnesota: Burgess Publishing Company, 1958), p. 4.

21mm, p. 5.

3Ralph H. Turner and Lewis M. Killian, Collective
Behavior (Englewood Cliffs, New Jersey: Prentice-Hall,
Inc., 1957), p. 215.

4Bernice G. Chambers, Fashion Fundamentals (Engla-
wood Cliffs, New Jersey: Prentice-Hall, Inc., 1956), p. 1.

5Harriet T. Mchmsey, Costume Selection (Minneapo—
lis, Minnesota: Burgess Publishing Company, 1958), p. 5.

6Bess B. Oerke, Dress (Peoria, Illinois: Chas. A.
Bennett Co., Inc., 1956), p. 50.

of clothing which are termed acceptable for one locality
may be entirely out of place in another.1
Becker states that

Social rules are the creation of specific social
groups. Modern societies are not simple organiza-
tions in which everyone agrees on what the rules
are and how they are to be applied in specific sit-
uations. They are, instead, highly differentiated
along social class lines, occupational lines, and
cultural lines. These groups need not and, in fact,
often do not share the same rules. The problems
they face in dealing with their environment, the
history and traditions they carry with them, all
lead to the evolution of different sets of rules.
Insofar as the rules of various groups conflict
and contradict one another. there will be disagree-
ment about the kind of behavior that is proper in
any given situation.2

The college community is not merely an aggregate
of individuals or of a group within a certain territorial
limit; it consists, rather, of individuals and groups or-
ganized according to a system of relationships. Kelley
sees it as "a social system, made up of patterns according
to which the attitudes and behavior of its members are or-
ganized."3' She further quotes Linton as stating, "a social
system represents a particular arrangement of statues and
rules which exist apart from the individuals who occupy

the statues and express overt behavior."4

 

lHarriet T. Mchmsey, Art in Clothing Selection
(New York: Harper & Row, Publishers, 1963), p. 20.

2Howard S. Becker, Outsiders: Studies in the So—
ciology of Deviance (London: The Free Press of Glencoe,
Collier Macmillan, Ltd., 1963), p. 15.

3JanetAgnes Kelley, College Life and Mores (New
York: Bureau of Publication--Teachers College—-Columbia
University, 1949), p. 106.

4Ibid., pp. 106—107, quoting Ralph Linton, The Study
of Man, 1936, p. 253.

Most individuals want to be appropriately and well
dressed. Nothing makes one feel more self-confidence than
knowing he is well-dressed.1 Erwin and Kinchen state that,
"it is the part of the essential ratio between happiness
and personal ability and efficiency. What constitutes be-
ing well-dressed and by what means one becomes well-dressed
pose big questions."2

Conventions reproduce themselves in one form or
another on all college campuses. Included in these conven-
tions are fashions and all kinds of popular delusions about
attractive appearance which may be obvious to any visitor.
Often these conventions have been generated throughout years
of history. Acceptance by a student is dependent to a con-
siderable extent upon his unquestioning adherence to these
group conventions.3

Students give many reasons for dressing as they do.
Clothing selection and ways of dressing may be a result of
the educational atmosphere which the institution deve10ps.
The influences of this educational atmosphere may be con—
structive or even destructive. In the selection of dress,
certain motivating or determining factors may be relatively

more constant from individual to individual, from group to

 

1Betty Keiffer, McCall's Guide to Teen-Age Beauty
and Glamour (Englewood Cliffs, New Jersey: Prentice-Hall,
Inc., 1962), p. 64.

2Ibid., p. 37.

 

3Janet Agnes Kelley, College Life and Mores (New
York: Bureau of Publication--Teachers College--Columbia
University, 1949), p. 47.

group, than others.1 Barr postulated that "suggestibility,
imitativeness, desire to conform, desire for companionship,
and fear of social disapproval are some of the individual
tendencies most often mentioned to account for this group
modality in choice."2
Individuals hold different theories underlying their
philosophy of dress. For the most part a person wants to
be or feel he is identified with his respective society.
An individual's philosophy of dress is largely an expres-
sion of his philosophy of life. In relation to dress, a
philosophy is made up of both conscious and unconscious
motives, vaguely sensed and seldom worded into a creed;
it includes concepts still debatable in one's mind—-all
the complex results of instincts, emotions, racial inheri-
tance, and loyalties. Because most people lack the moral
courage for non—conformity, especially when not adult, they
follow fashions without liking them. The necessity of con-
formity is felt less as we mature.3
The customs of our immediate social environment

set the pattern, and we are usually content to follow them.4

 

1Estelle DeYoung Barr, "A Psychological Analysis
of Fashion Motivation," Archives of Psychology, Vol. 171
(June, 1934), p. 25.

ZIbid. , p. 8.

3Mabel D. Erwin and Lila A. Kinchen, Clothin for
Moderns (New York: The Macmillan Company, 1964), p. 36.

4Anne R. Free, Social Usage (New York: Appleton-
Century-Crofts, 1960), p. 15.

Many are not fully aware of this complicated measurement
function of society, especially when individuals feel they
are free to make choices in selecting appropriate dress
for occasions. These two unique structures, "society" and

"dress," provide the framework within which individuals

make selections.

CHAPTER II
METHODOLOGY

Very limited research has been done in the area
of clothing preferences among freshman female college stu-
dents. This study on faculty and student opinions on cloth-
ing selections for occasions is exploratory in design as

no previous studies have been found.

Selection of Method

The study is focused on clothing preferences of
freshman female college students. Because these students
are entering a college environment for the first time, it
was felt that they would be able to state objectively their
preferences in selection of clothing for occasions.

Careful analysis of various data procurement devices
used by researchers were considered. Because of the number
of students involved, the questionnaire method was selected.
Goode and Hatt refer to the questionnaire as "a device for
securing answers to questions by using a form which the

l

respondent fills in himself." Webster defined the ques-

tionnaire as "a set of questions for obtaining statistically

 

. 1William J. Goode and Paul K. Hatt, Methods in
Social Research (New York: McGraw-Hill Book Company, Inc.,
1952), p. 133.

10

ll

useful or personal information from individuals."1 Hillway
stated that the questionnaire was a substitute for the per—
sonal interview.2

A prerequisite, when entering any area of research,
is one of common honesty. Any adequate study demands gath-
ering, classifying, and analyzing all the facts. Nothing
can be taken for granted; at the same time, it was neces-
sary to assume that the subjects would reveal directly the
influences and preferences being investigated. Also in
this study it was assumed that the subjects had knowledge
of the points at issue; therefore, the problem became pri—
marily a communicative one. This is to say, the subject
understood the questions as he was expected to, attempted
to answer truthfully, and his answers are accurately re-
corded.3

Many factors existed that proved the use of the
questionnaire advantageous as a device for securing data
in this study. It could be administered simultaneously
to a larger number of individuals, required less skill to

administer, could be sent through the mail, and the factor

 

lWebster's Seventh New Collegiate Dictionary, A.
Merriam Webster (Springfield, Massachusetts: C. & C. Mer-
riam Company, 1963).

2T. Hillway, Introduction to Research (Boston:
Houghton Mifflin, 1956), p. 190.

3Russell L. Ackoff, The Design of Social Research
(Chicago: The University of Chicago Press, 1953), pp. 324-
25.

 

12

of anonymity made individuals feel freer to express views
they might feel would incriminate them later.

Limitations that are pertinent in the case of the
mailed questionnaire are considerable variations which are
likely to occur. Uniformity of questions in the question-
naire may be more apparent than real. Regardless of the
fact of standard wording, the questions may have diverse
meaning; comprehensible to some and incomprehensible to

others.1

Develgpment of Instrument

Two questionnaires on clothing preferences, one
for the student and one for faculty, were developed for
this study. After the pilot study was analyzed, the ques-
tions were condensed and a number of changes were made.
In each instance, students and faculty were asked not to
identify themselves. The questionnaires for both the pilot
study and the final instrument were examined by members
of the Department of Textiles, Clothing and Related Arts.

The student questionnaire consisted of three parts:
Part I was designed to obtain background information which
directly related to the study; and Parts II and III were

adapted from a previous research study undertaken by Mary

 

lClair Selltiz, Marie Jahoda, Morton Deutsch, and
Stuart Cook, Research Methods in Social Relations (New York:
Henry Holt and Company, Inc., 1960), pp. 238—40.

13

Lou Lerch Rosencranz.l

The faculty questionnaire was limited in scope,
in that it was designed to acquire information underlying
faculty opinions of appropriate dress in relation to stu—
dent preferences in the selection of clothing for occasions.
Question 3 was identical to Part III of the student's ques-
tionnaire. A combination of "closed" or "fixed alterna-
tives"2 and "open-ended"3 questions were incorporated in
both the questionnaires for students and for faculty.

In one part of each questionnaire the data were
divided into five categories; these categories were cloth-
ing preferences for: basketball game, coke date, class,

semi—formal dance and church.

The Pilot Study
The purpose of the pilot study was to discover the

weaknesses present in the structure of the questionnaire.

Fifteen girls were selected at random from the college com

munity; the questionnaire was administered to these girls.
In the case of the faculty questionnaire all the

faculty were involved, making a pilot study impossible to

administer to this group. Informally, several individuals

1Mary Lou Lerch Rosencranz, "A Study of Interest
1J1 Clothing Among Selected Groups of Married and Unmarried
Ytnang Women," A Thesis, Michigan State Library, Michigan

State University, 1948.

2Clair Selltiz, Marie Jahoda, Morton Deutsch, and
Stuart Cook, Research Methods in Social Relations (New York:
Henlry Holt and Company, Inc., 1960), p. 255.

3Ibid., p. 257.

14

were asked to analyze the questions for clarity of struc-
tureo Due to the similarity of the student and faculty
questionnaires, it was assumed comprehension would be com—
parable.

The questionnaires were sent through the campus
mail to faculty members and returned in the same manner
to the writer. Student questionnaires were distributed
during class and returned to a designated area for collec-
tion.

No weaknesses of significance were found to exist
in the pilot study; however, after the questionnaires were
administered to the sample and returned for analysis of
data, one question that seemed to be comprehensible in the
pilot was found to be incomprehensible to the larger group.
Specifically, the results yielded multiple responses in

instances where one response was desired or intended.

The Community Setting

 

The community setting selected for this study was
Kentucky State College, located on a hill overlooking the
city of Frankfort, Kentucky (population 23,000). Founded
in 1886, Kentucky State College is a state accredited in-
stitution which offers curricula in three areas: 1) regu-
lar four-year liberal arts program, 2) two-year community

college, and 3) late afternoonoevening program.l

 

1The Bulletin: Sixteenth Catalogue Edition (Frank-
fort, Kentucky: Kentucky State College, 1963-1964), p. 9.

 

15

Kentucky State College's student population numbered
893, spring, 1964, and consisted of students from 25 states,
the District of Columbia, and seven foreign countries.

The college encourages the attainment of excellence
in scholarship and the acquisition of special skills in
arts, sciences, and vocations. The development of a sense
of obligation to contribute to the intellectual, cultural,
and economic growth of the community is a goal of this state
supported institution.

In achieving these ends, the college seeks to pre-
pare its students to think critically; to express themselves
creatively; to make independent and rational judgments; and

to practice adherence to standards of moral rectitude.

CHAPTER III
GENERAL BACKGROUND OF STUDENTS

Age and Home State

Considering it to be a fact that the average age
is 18 for a student to complete his high school studies,
one may assume at this same age he will likely enter an
institution of higher learning. Age was one type of back-
ground information pertinent to this study. Students were
asked to state their age as a means or indicator for deter-
mining factors that would have a direct relation on certain
behavior patterns.

The age distribution (see Table 1) for the student
population ranged from 16 years of age to 24 years. As
could be expected, the largest percentage, 43 per cent,
was found to be in the 18 year old group. The 19 year old
group consisted of 32 per cent of the population. The re-
maining percentage, 25 per cent, was as follows: 10 per
cent, 20 years of age; six per cent, 17 years of age; and
three per cent, 21 years of age. Only one per cent of the
students was in the 16, 22, and 24 year old groups respec-
tively.

The student population in this study represents
13 states (see Table 2). Kentucky contributed the largest

percentage, 57 per cent, or more than half the total

16

17

Table 1. Number and percentage per age group of freshman

female college students

 

 

 

Ages
No
16 17 18 19 20 21 22 23 24 Response Total
Number 1 5 35 27 8 3 1 x 1 3 84
Percentage 1 6 43 32 10 3 l X 1 3 100

 

Table 2. Number and percentage distribution of freshman

female college students by states

 

 

 

States No. Percentage
Alabama 3 3
Florida 2 2
Indiana 8 10
Illinois 2 2
Kentucky 48 57
Michigan 5 6
Mississippi 1 1
Missouri 1 1
New York 2 2
Ohio 5 6
Tennessee 1 1
Virginia 3 3
IWisconsin 1 1
‘No Response 2 2
Total 84 100

 

18

population. Indiana's 10 per cent was followed by the states
of Michigan and Ohio each with six per cent, respectively.
The remaining states contributed less than five per cent

in each instance; these percentages ranged from three to

one per cent of the total population.

Occupational Classification and Income of Parents or Guardian

The occupational classification for parents of stu-
dents shows 37 per cent of the males and 31 per cent of the
females were employed in a professional capacity. In the
non-skilled capacity, 58 per cent of the female population
was employed and 48 per cent of the males. The remaining
distributions for the male population were one per cent
disabled, and eight per cent deceased, while the remaining
female population totaled only one per cent deceased and
none disabled.

The total population consists of 34 per cent em-
ployed in a professional capacity; 51 per cent in non-skilled
capacities; one per cent disabled, and five per cent deceased
(see Table 3).

With one-half of the parents employed in a non-
skilled classification it would be expected that a majority
of these would fall in the lower income levels (see Table
4). Twenty-nine (34 per cent) of the students failed to
indicate in what capacity their parents were employed or
gave the response, "I don't know." This high percentage

0f no response may indicate students' lack of knowledge or

19

Table 3. Number and percentage of each occupational clas-
sification for parents/guardians of freshman

female college students

 

 

 

 

 

Classification
Professional Non-Skilled No
Sex Workers Workers Disabled Deceased Response
No. % No. % No. % No. % No. %
Male 31 37 37 48 1 l 7 8 7 8
Female 25 31 49 58 ' ‘ 1 l 8 10
Totals 57' 34 86 51 1 1 8 5 16’ 10

 

'One individual listed guardian employed in a professional
capacity but did not identify sex.

Table 4. Number and percentage of families of freshman

female college students at different income

 

 

levels
Income Level No. %
Below $2,500 15 18
$2,501 to $5,000 16 19
$5,001 to $8,000 12 14
$8,001 to $10,000' 10 12
Over $10,000 2 2

No Response
or Did Not Know 29 34

Total 84 100

 

20

unwillingness to answer the question. The students' fail-
ure to give this response makes these data incomplete.

The next highest percentage, 19 per cent, are in
the $2,501 to $5,000 income level while 18 per cent were
below the $2,500 income level.

Of the total population only two per cent of the
parents were receiving an income over $10,000. Fourteen
per cent were in the $5,001 to $8,000 income level and 12

per cent listed at the $8,001 to $10,000 income level.

Part—Time Employment and Income Levels

Many college students acquire part-time employment
to supplement their income. The student responses to the
question, "Do you work part-time?" indicated that 63 per
cent were not employed in any capacity. Less than half,

32 per cent, indicated they were employed part-time, either
summer employment or during the present session of the col-
lege year (see Table 5).

In describing the various capacities in which stu-
dents were employed, the most frequent response given was
clerical or secretarial work. Baby-sitting was the next
most frequently mentioned along with sales clerks or cash-
iers. Other types of work were indicated but were repre-
:sented by less than two per cent of the population.

In regards to income levels achieved by part-time
euuployment, the largest percentage, 13 per cent, was under

fflie $50 a month income level with seven per cent receiving

21

 

 

 

 

 

 

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22

over $100. The remaining percentages were in the $76 to
$100 (two per cent) and $50 to $75 (one per cent) income
level per month. Eight per cent of the students failed

to indicate their income levels.

Purchasing Practices

The responses given to the question, "Do you pur-
chase your own clothing?” revealed the following:

Forty-four per cent of the students stated they
did not purchase their own clothing while 39 per cent in-
dicated they did. The figures suggest that either parents
or guardians were the supporting factors behind their pur—
chases. Because of the student's low income levels, lim-
ited amounts of clothing could be purchased; however, the
student is not limited to his own income for clothing pur—
chases.

Both responses "Yes" and "No" were checked by seven
per cent of the students which is suggestive that others
are involved in their purchasing practices.

The remaining students either gave no response or
indicated they purchased some clothing sometimes (see Table

6).

Summary

The largest percentage of students in this sample
was the 18 year old group. Thirteen states were represented
with Kentucky contributing more than one-half of the popu-

lation.

23

Table 6. Number and percentage of freshman female college

students following selected purchasing practices

 

 

 

 

Responses
Groups No. %
Purchased Own Clothing 33 39
Does Not Purchase Own Clothing 37 44
Purchases Some/Sometimes 3 4
Checked Both Responses 6 7
Gave No Response 5 6
Totals 84 100

 

Occupational classification for parents or guardians
of the sample indicated most of them were employed in non-
professional capacities. In this group a large percentage
were in the low income levels. Only 34 per cent of the
parents or guardians were employed in professional capacities.

Less than one-half of the students were employed in
part-time capacities, either summer or during the school
year. Clerical or secretarial employment were the most
frequently mentioned. Percentages showed incomes of most
students to be below the $50 per month income level.

Over half of students questioned did not purchase
their own clothing. Incidentally, there was only a five
per cent difference between those who purchased their own
clothing and those who did not. Indications from data seemed

to point out that others were involved, either as a supporting

24

factor or as the basic factor in purchasing clothing for

these college age students.

CHAPTER IV
SOURCES OF CLOTHING PREFERENCES
Student Prgctices in Relation to
Clothing Selection Preferences

Part II of the student questionnaire was concerned
with sources of clothing preferences which the students
felt most nearly applied to them. (See Appendix A, p. 70).

Information received after analysis of the data in—
dicated when asked the question, "Do you select the latest
styles of clothing?," that 36 per cent did "most of the time"
while 33 per cent stated ”sometimes." Twenty-seven per cent
selected the latest styles of clothing "almost always" when
making selections in clothing preferences (see Table 7).

Thirty-four per cent stated they were inclined to
do window shopping "sometimes"; 33 per cent, "most of the
time"; and 28 per cent "almost always."

The response given when asked the question, "How
often do you read or look at fashion magazines?" revealed
that 87 per cent of the students either read or looked at
fashion magazines "sometimes," "most of the time" or "almost
always" as compared with only 12 per cent who indicated
they "seldom" or "practically never" referred to fashion
magazines.

Observation of fashions in movies was the source

<xE clothing preferences "most of the time" by 31 per cent

25

26

 

 

 

 

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27

of the students, and 25 per cent "almost always." The re—
maining percentage responded in the following manner: ”some-
times," 20 per cent; "seldom" and "practically never,” 12

per cent respectively.

When the students were asked if they were made con-
scious of clothing styles through television results showed
that the largest percentage (33 per cent) sought television
as a source "most of the time." "Sometimes" was the response
indicated by 30 per cent of the students. Forty-three per
cent of the students were easily made aware of fashions
and/or clothing styles through advertisements "most of the
time" and 28 per cent "almost always."

The highest percentage (47 per cent) of responses
to sources of clothing preferences in relation to looking
to peers for specific clothing styles was "sometimes."
Twenty-eight per cent stated peers were a factor "most of
the time" or "almost always." Only 25 per cent of the stu—
dents indicated looking to peers was "seldom" or "practic-
ally never" a factor in relation to sources of clothing
preferences.

Results from the question, “How often do you select
clothing styles worn by your friends?" revealed that 43
per cent of the students "seldom" selected clothing styles
worn by their friends, while 36 per cent stated they looked
to friends "sometimes."

Questions 11, 12, and 13 in Part II of the student

questionnaire were concerned with the shopping patterns or

28

habits of the students. (See Appendix A, p. 70). Responses
to the question, "Do you select your own clothing?" indi-
cated that 62 per cent of the students selected their own
clothing "almost always," as compared with 53 per cent who
had someone else select their clothing "sometimes." A prac-
tice preferred "seldom" or "practically never" by the stu-
dents was having someone else select their clothing. Thirty-
one per cent of the students preferred to shop alone "some-

times," whereas shopping alone was a preferred practice

by 24 per cent.

Mass Mediaineers and Friends

Today mass media has developed many communicative
agencies with the results that vast numbers of individuals
are subjected to the same or similar stimuli. These agencies
often have a great influence on events that require decision-
making. With these considerations in mind, the students
were asked in Part II, Question 9 (see Appendix A, p. 70)
to rank the sources which were most influential in their
clothing selection preferences in order of importance (1,

2, 3, etc.).

Table 8 indicates that the most influential sources
in the upper ranks (1, 2, 3, and 4) of the scale were fash-
ion magazines, advertisements, and window shopping. These
three were ranked by 69 per cent of the students in each
instance as the most important influence. Friends, 56 per

cent, were their next major influence.

29

 

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30

In this same rank (1, 2, 3, and 4) those considered
to be of least importance were peers (27 per cent), tele-
vision (23 per cent), nationally known persons (22 per cent),
and movies (15 per cent).

The lower ranks (5, 6, 7, and 8) of the scale in-
dicates sources they considered least influential in their
clothing selection preferences. In each instance more than
50 per cent of the students selected these sources: movies
(59 per cent), television (53 per cent), nationally known
persons (52 per cent), and peers (52 per cent). Least con-
siderations were shown for friends (25 per cent), fashion
magazines (18 per cent), window shopping (17 per cent),

and advertisements (14 per cent).

Others
In Part II, question 10 of the student question-
naire, the students were asked, "Are there any other sources
that are influential in your selection of clothing?" and
"If yes, list them." The responses were tabulated as fol-
lows:
35 (42%) selected clothing from other sources
41 (49%) did not select clothing from other sources
Other Sources
11 mothers
4 pattern books
3 fashion shows/models

2 parents

31

2 clerks

l sister

1 boyfriend

1 friend
11 gave no indications of sources

It is significant that 49 per cent of the respond-
ents indicated there were no other sources influential in
making their clothing selections. However, 42 per cent
of the students indicated other sources were influential.
Ten per cent failed to indicate whether other sources were
influential or not.

The most frequent response given in regards to other
sources that were influential in clothing selections were
"mothers." "Pattern books," "fashion shows" or "models”
were other influences. Eleven students (34 per cent) failed

to indicate what other sources were involved.

Last Clothing:§elections Made

The students were asked, "What was the last selec-
tion you made in clothing? Describe it." (See Appendix
A, p. 70, question 14.) Purchases most frequently made
were dresses selected by 38 per cent of the students. Dress
styles selected were either for casual, semi-formal, or
dressy occasions such as church. Suits, either of the cas—
ual or dressy types, were purchased by 21 per cent of the
students. Fifteen per cent made purchases of skirts, blouses,

sweaters or combinations of these clothing selections.

32

Coats were purchased by 11 per cent of the students, while
other items such as slacks, shoes, hats, and stockings,
were purchased by less than 10 per cent of the students.
The students were then asked, "Was someone with
you? If yes, specify: (sister, friend, etc.)." In this
instance, responses indicated 64 per cent of the students
were with another person at the time the purchase was made.
Students making purchases alone were represented by 32 per
cent of the sample. Three per cent of the students gave
no response when asked this question. In most instances,
shopping companions included relatives,‘ 34 per cent,

friends,N 28 per cent, and others.*"

Summary

The data concerning sources of clothing preferences
among freshman female college students indicated 36 per
cent of the students selected the latest styles of cloth-
ing "most of the time" and 27 per cent "almost always" se-
lected the latest style when making clothing selections.
"Sometimes” was the response indicated by the largest per-
centage of students when questioned in regards to window
shopping as an influential source of information for cloth-
ing preferences. Fashion magazines were read or looked
at "most of the time" by the students, as were observations

of fashions in movies "most of the time." Through the mass

 

'Relatives: mother, sister, brother, cousin, aunt,
etc.
*‘Friends; girl friend, boyfriend, etc.
“*Others: teacher, etc.

33

media of television and advertisements, students became
aware or conscious of fashions "most of the time" as a source
of clothing preferences.

Looking to peers for specific clothing styles was
"sometimes" a source of clothing preferences for a large
percentage of students; however, when questioned in regards
to friends, if they selected clothing styles worn by them,
data showed the largest percentage of students "seldom"
resorted to this source in making selections in clothing
preferences.

In ranking the sources most influential in making
clothing selection preferences according to their order
of importance, the students placed fashion magazines, ad-
vertisements, and window shopping as the most influential.
The next major consideration was for friends. Least empha-
sis was shown in the upper scale for such sources as peers,
television, nationally known persons, and movies. The lower
ranks of the scale indicated more than 50 per cent of the
students selected movies, television, nationally known per-
sons, and peers as being of lesser importance as an influ-

ential source of clothing selection preferences.

CHAPTER V
CLOTHING PREFERENCES FOR FIVE OCCASIONS

In Part III of the student questionnaire (see Ap-
pendix A, p. 70) the students were asked which items of
clothing they would select as most appropriate if they were
going to each of five occasions: basketball game, coke

date, class, semi-formal dance and church.

Basketball Game

The one most appropriate item of dress in each
category selected by the largest percentage of students
for a basketball game occasion included: leather jacket,
selected by 74 per cent of the students; bulky knit sweater,
77 per cent; scarf on head, 62 per cent; mittens, 57 per
cent; loafers, 80 per cent; knee high socks or tights, 69
per cent; billfold, no handbag, 75 per cent; and slacks,

88 per cent (see Table 9).

Their second selection of dress for this occasion
was: the car coat, 64 per cent; kilts and knee ticklers,
each 69 per cent; pullover sweater, 73 per cent; no scarf
on head, 58 per cent; no gloves, 39 per cent; tennis shoes,
69 per cent; bobby sox, 68 per cent; and tote bag, 37 per
cent.

Of the coats listed, 48 per cent chose the coat

with raccoon collar as their first preference for a basketball

34

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36

game. The most preferred dress was the dress with the full
skirt by 27 per cent of the students. Of the skirts, the
pleated skirt was selected by 65 per cent of the students
as being the most preferred style for this occasion.

Eight per cent of the students selected one outfit

for this occasion whereas 82 per cent gave multiple responses.

Coke Date

The coke date is a popular way to spend leisure
hours on any college campus. The student's first prefer-
ences in selections as most appropriate dress for this oc-
casion were: leather jacket, 62 per cent; pleated skirt,
70 per cent; pullover and cardigan sweaters, 64 per cent
respectively; no head covering, 59 per cent; no gloves or
mittens, 52 per cent; flat, dressy shoes, 67 per cent; ny-
lons, 76 per cent; and billfold, no handbag, 52 per cent
(see Table 10).

Their second selections as most appropriate dress
for this occasion were: suede jacket, 56 per cent; straight
or slim skirt, 68 per cent; tailored blouse, 58 per cent;
scarf on head, 36 per cent; one inch heels, 50 per cent;
and bobby socks, 26 per cent.

The preferred type of coat was the coat of small
check or plaid selected by 42 per cent of the students.
Again the dress with full skirt was the one most preferred
of the dresses listed. Slacks, jeans, Bermuda or Jamaica

shorts, and short shorts were of minor importance and preferred

37

 

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mxuuHu mm Nm nmuuozm uHax mstn mm em

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38

by a smaller percentage of the students. Eleven per cent

of the students selected only one outfit for this occasion.

21222

On college campuses the classroom is a major con-
cern. It is the one occasion that is required of all stu-
dents seeking higher learning at any institution. The se-
lections made by the students as the most appropriate dress
for this occasion were: leather jacket, 71 per cent; pleated
skirt, 89 per cent; pullover sweater, 77 per cent; no head
covering, 64 per cent; mittens, 50 per cent; loafers, 78
per cent; nylons, 77 per cent; and a billfold, no handbag,
67 per cent (see Table 11).

As their second consideration, the next most appro-
priate items of clothing selected for this occasion were:
suede jacket, 67 per cent; straight or slim skirt, 74 per
cent; tailored blouse, 75 per cent; scarf on head, 44 per
cent; no gloves, 45 per cent; flat, dressy shoes, 55 per
cent; knee-high socks or tights, 57 per cent; and small
leather handbag, 38 per cent.

The preferred coat was the one with the raccoon
collar selected by 52 per cent of the students. For the
basketball game occasion, the full skirt dress was consid-
ered most appropriate by 27 per cent, again the most appro-
priate dress for classroom was the dress with full skirt
by 51 per cent of the students. In general dresses are

not as popular as separates. In no instances were the items

39

 

 

 

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40

of clothing such as slacks, jeans, and Bermudas selected
by a high percentage of students as appropriate dress for
class; these items were preferred by less than eight per
cent of the students.

Fourteen per cent of the students in this instance

selected only one outfit for the class occasion.

Semi—Formal Dance

Most campuses provide numerous semi-formal affairs
for the students, who look to these occasions as a "high-
light" for weekend entertainment. Because this is consid—
ered to be an important factor in the college society, the
students were asked to select the items of clothing they
considered most appropriate dress for this occasion (see
Table 12).

Items of clothing selected by the largest percent-
age of students as most appropriate for this occasion were:
coat of real fur, like raccoon or mink, 56 per cent; taf-
feta party dress, 88 per cent; no head covering, 63 per
cent; gloves, 77 per cent; shoes with three inch heels,

76 per cent; nylons, 82 per cent; and a satin or velvet
handbag, 94 per cent.

A second choice included the coat with real fur
trim, like mink, 50 per cent; and the taffeta sheath dress
by 70 per cent of the students. The dress with a low-cut
neckline was also a preferred item of clothing by 68 per

cent of the students.

 

41

 

 

munonm pnonm x x

munonm MUHMEMW no musenmm x x nmummzn cmmHunmu m m
mammn x x noumosm nm>0HHsm x x

mxusHm x x nmummzm uch thsa x x

man anon H H Hmoocx er» w>onm anxmv mnonUHp moan x x

mmnocm: nonummH mondH x x muHHx x x
omnocmn nmnummH ESHumE N N unnxn umnonumm HHsn N N
magnum: nmnuumH HHeEm H H uonm omnMHm H H
magnum: uo>Hm> no GHHMm em mm anMm ompmmHm x x
mmnocm: 0: .oHonHHHn H H nunxm anHm no u:mHmnum m m
mmCquoum on x x mcHqumc ann :qu mmmnu m m
mxuom wagon x x mCHHnumc undisoH nqu mmmnu mm mm
mcoH»: Nm mo unnnm HHon :nnz muons NH eH
apron» no meOm annleesx x x nexumn zqu mnmno mmmHm>omHm NH 0H
mHmOGMm H H umnOMn 0: .mmmnu mmmHm>mmHm mN NN
mmonm chcon x x nmono rpmosm H003 mH eH

manMOH x x mmmnu gunman snowmen om mm

mmogm hummno .ume m e mmmnu hunmm spawns» mm em

nHomz :H eH NH uHsm H H

mHmwn :m nuns moosm mm em umou woman m m
mcmuuHE n0 mo>0Hm 0: m e nexumm woman x x
mo>0Hm mm mm umou nonummH x x

msmnuHa x x umxumn nmcummH x x

mannm>ou new: 0: mm mm umoo nmu x x

um: mman x x UHmHQ no guano HHMEm no umoo x x

umz HHMEm x x UHMHQ uannn .oHon no umou x x

one: so mnmum x x umou hmmmno omnOHou CHMHQ om mN

HH0> no >omEH£3 mH eH nan UHumrncmm no nmou om mN

mmsoHn hmnmnu m m anHou coouumn nqu pmou m m
mmDOHQ omnOHHmn m m xcHE onHH .EHnu nan Hdmn nuHs pdou om Ne
uanmnmmsm x x xCHa no coouumn oxHH .nsn Hmmn no umou mm me
m:n:noH0 no maonn a .02 mcH:noHo no msonn a .oz

.muchSnm ma cm>Hm mmmcoammn onHuHsz .COHnmuuo mount HMEnOMIHEmm m non mnemUSpn

mmeHHoo 0HMEmn omenmmnm ha uouomHmm mcHQMOHU no mEmuH no omensmunmm use nonfisz .NH oHQma

42

A wider dispersion was shown for all other items
of clothing indicating a broader selection than the students
had made for basketball, coke date and class.

Fourteen per cent of the students selected only

one outfit for this occasion.

Church

The problem of appropriate dress for church is noted
in many college communities; often we find young women dress-
ing in extreme styles, as if they were little girls or very
sophisticated young women. Frequently, they are seen at
church with low-necked party dresses, extravagant hair-dos,
and no hats. The campus church or chapel is often consid-
ered by young people as being more informal than a city
church.

Students were questioned in regards to the items
of clothing considered most appropriate for church (see
Table 13). Responses for this particular occasion indi-
cated the following items of clothing were preferred as
the most appropriate dress by the largest percentage of
students: suit, 88 per cent; dressy blouse, 61 per cent;
small hat, 83 per cent; gloves, 94 per cent; shoes with
three inch heels, 74 per cent; nylons, 87 per cent; and
medium leather handbag, 76 per cent.

The second selections for this occasion were: plain
colored dressy coat, 75 per cent; wool sheath dress, 67

per cent; large hat, 75 per cent; one inch heels, 23 per

43

 

 

munonm unonm x x

mpn0:m mUHMEMb n0 oozenmm x x nmus03m :oaHonmu m m
mummh x x nmumm3m nm>0HHSQ N N

mede x x nmumm3m unnx thsn N N

mmn anon m e Amomcx mnu m>onm uanmv manXUHu mean H H

mmnoco: no:nmoH omuaH om Ne manx N N
mmnocm: nmnnmoH fiancee mm em uonm oononumm HHsm N N
mmnocm: no:nooH HHoEm om Ne unnnm moumHn m m
mmnocm: nm>Hw> n0 GHan m m uonm oonmmHQ m m
mmnocm: 0: .oHonHHH: H H unnxm enHm no u:mn:nnm AH eH
mmcnxuoum 0: H H 0CHonmc :mH: :nH3 mmmno Nm Nm

mxuom hnnon H H mnHqum: #:0I3OH nqu mmmno m e

m:oHn: mm ms unnnm HHsn :un: mmono Nm nN
mn:mHu no mnuom :mH:|mwnn x x noxumn :uH3 mmmno mmme>omHm mm om
mHmUGMm K x venomn 0c .mmmno mmmHm>mmHm eH NH
mmo:m chcsn x x mmmno :nmmnm H003 mm mm

mnmnm0H x x mmmno :nsmnm muonnmu m m

mmo:m hmmmnu .uMHn m m mmmno hunmm evennen x x
MHOOQ :H MN mH #Hfim mm #5

mHmm: :m :uHB mmonm em No nmou woman mN HN
mcmnuHE no me>0Hm o: H H venom“ woman H H
mo>on em ms umoo no:nmoH NH OH

mumpuHE x x unnumn nonummH H H

mcnnm>ou use: 0: H H umoo nmu x x

no: mman mm mm onHm no numnu HHman no umou mN HN

um: HHmsm mm on onHo n:mnn: .oHo: no nmoo m A

one: :0 nnmom m m nmou Mmmmno cwnOHou cana mm mm

HHo> no homEHns mm mm nsn unnmnuchm no umou Hm mN

mmSOHn hmmmno Hm Hm anHou coouomn :uH3 umou mH eH
omSOHn omnoHHmn mN eN Mane mnHH .EHnu nan Hmmn :nH3 umou me we
uanmummzm x x ncHE n0 coouumn mxHH .nzn Hmmn no nmou em mN
mcH:noHo no msoun m .02 mcH:noHo no msoun a .02

 

.mucmosnm xn cm>Hm mmmcoammn «HQHHHDZ

mHMEmn omenmmnm >n UmuumHmm OCHnuOHU no mEmuH no emancmunma new nonesz

.c0Hmmouo :unsnu o non mucousum ommHHou

.MH OHQMB

44

cent; nylons, 87 per cent; the small leather handbag and
the large leather handbag by 50 per cent, respectively.

The coat with real fur trim, like mink, was pre-
ferred by 49 per cent of the students. Other preferred
items of clothing among the students were the dress with
a high neckline by 62 per cent of the students and the
whimsey or veil by 68 per cent.

Seventeen per cent of the students selected only

one outfit for this occasion.

Summary

The major objective in this chapter was to deter-
mine clothing preferences among freshman female college
students for selected occasions on one college campus.
Casual clothing or separates were the preferred clothing
selections made by a majority of the students as most ap—
propriate dress for all occasions with the exception of
the semi—formal dance occasion.

Student clothing preferences for the basketball
game occasion included: leather jacket, bulky knit sweater,
slacks, scarf on head, loafers, knee-high socks or tights
and a billfold.

Clothing preferences shown by students for the coke
date occasion were: leather jacket, pleated skirt, pull-
over and cardigan sweaters, no head covering, no gloves
or mittens, flat, dressy shoes, nylons and a billfold.

For the classroom occasion clothing selections

45

preferred by students included: leather jacket, pleated
skirt, pullover sweater, no head covering, mittens, loaf-
ers, nylons and a billfold.

The clothing preferences selected by the largest
percentage of students for a semi-formal dance occasion
are as follows: coat of real fur, like raccoon or mink,
taffeta party dress, no head covering, gloves, shoes with
three inch heels, nylons and a satin or velvet handbag.

For a church occasion, items of clothing preferred
by the largest percentage of students included: suit,
dressy blouse, small hat, gloves, shoes with three inch
heels, nylons and medium sized leather handbag.

In each instance items of clothing selected for
the respective occasions were considered the most appro-
priate dress when selected by the largest percentage of

students.

CHAPTER VI

FACULTY: GENERAL BACKGROUND AND OPINIONS

Background Information

Background information relating to the faculty was
limited in this study since the major concern was to obtain
faculty opinions of appropriateness of dress in relation
to student preferences of clothing selections for occasions.

The age distribution (see Table 14) for the faculty
population ranged from under 25 years of age to over 53
years. The largest percentages were in the 44-53 year age
group and over 53 year group, each 36 per cent. Fifteen per
cent were in the 34-43 year age group while 10 per cent were
in the 25-33 year age group. Only three per cent were under
25 years of age.

Fifty-three per cent of the population were female
and 44 per cent were male. Three per cent failed to iden-

tify their sex.

Clothing Preferences for Five Occasions
Question 3 of the faculty questionnaire was iden-
tical to Part III of the student's questionnaire (see Ap-
pendix B, p. 77). The faculty and students were asked,
"Which items of clothing would you select as most appr0pri-
ate for the occasions: basketball game; coke date; class;

semi-formal dance; and church?"

46

47

Table 14. Age groups and percentage, in each age group,

 

 

 

of faculty
Age Groups Male Female Total %
Under 25 x 1 l 3
25-33 years x 4 4 10
34-43 years 1 S 6 15
44-53 years 8 6 14 36
Over 53 8 5 14’ 36
Total 17 21 39‘ 100
Per Cent 44 53 100’ 100

 

'One listed age group but did not identify sex.

Basketball Game

The responses indicated that the faculty's first
preferences in clothing items selected as most appropriate
for the basketball game were: leather jacket, 81 per cent;
pleated skirt or slacks, each 70 per cent; bulky knit sweater,
86 per cent; no head covering, 86 per cent; mittens, 62
per cent; loafers, 81 per cent; bobby socks, 67 per cent;
and a billfold, no handbag, 78 per cent (see Table 15).

As a second selection of the most appropriate items
of clothing for the basketball game, the faculty preferred:
the car coat and leather coat, each 70 per cent; straight
or slim skirt, 54 per cent; pullover sweater, 73 per cent;
scarf on head, 46 per cent; no gloves, 51 per cent; one

inch heels, 49 per cent; knee-high socks or tights, 57 per

48

 

 

 

muno:m unonm x x

mun0:m nonmemn no dosanom NN m nmuam3m camnonmu Nm mN
nude“ NN m nmvmm3m nm>0HHSQ mm mN
anuaHa on oN nauaoza uncn nang ma NN
man «you eN m Ammmcn 0:» mtrons uonnv mnanUHu oosx mm mH
magaaa: na:uaaH amnaH NH m anHH: NN NH
magaaa: na:uaaH asnaas NH a unnna aana:nam HHan NN NH
manned: nonnsoH HHuam om HH uanm oonaHn me mH
mmnoua: uw>Hm> no GHuum x x nonm couamHQ om mN
magaca: o: .aHonHHHg as mN uana aHHa no n:mnanum am 0N
nmcnxuonn 0c mH m wcHqumc :mH: :vH3 mmmnu mH m

mnuom hnnon mm mm mcHHnuo: usun30H :uH3 mmenu m H
aaoHn: we AH unnna HHsn :un: anon: om HH

mn:mHn no mnuom :mnnlmmcx mm HN nonuam :uH3 muonu mmmHe>0on NH m
deucam eN m umxuoh on .mmmnu mmmHo>wuHm HH e

moonm chseu mm eH mmmno :naonn H003 mH m

mnena0H Hm om mmuno :uamnm muenndp m N

mmonm xmmmno .udHn mm eH mmwno manna mumnndu m H
mHoe: :H me mH uHsm oe mH
mHmm: :m :unz moonm x x #000 woman me mH
mcmuuHE no mm>0Hm on Hm mH nexus“ ouonn mm eN
mo>0Hu eN m vdou nwnudoH om mN

acupuns No NN uaxuafi na:uaaH Ha oN

mcnno>ou use: 0: mm Nm udou ndu 0m 0N
an: ounaH m H UHMHQ no numnu HHdEm no udou me mH

no: HHman NH m oHaHQ unoHnn .oHon no ueou mm HN

one: :0 nnmum we mH umou hmmenu oonOHou cHuHQ mH o

HH0> no hmmEHn3 m H nsn unumnuchm no udou NH m

mmsoHn hammno m m anHoo coouusn :nH3 udou eN m

unsoHn omnOHHap me mH nuns oxHH .EHnu nan Hdmn :uH3 naou m m
unnnmuso3m Nm NH nuns no cooouan mnHH .nsn Haon n0 udou m N
mCHnnoHU no maouH m .02 munnu0HU no uaopH a .02

H.muuoucoammn mm :0 oomdmv .Manuan mn cm>Hm monuonmon
eHQHuHsz .oeom HHdnumxman a non muono ucuosnm non mumHnmonnnd umoe

mCHnnoHu no Ewan on c0HndHon :H newcommon huHaumn no omnucmunma one nmnaaz .mH eHnda

49

cent; and the small leather handbag, 30 per cent.

The suit was a preferred item of clothing by 40 per
cent of the faculty for the basketball game. The most ap-
propriate dress selection was the dress with the full skirt.

Eight per cent selected only one outfit for this occasion.

Coke Date

For the coke date, the items of clothing selected
as being the most appropriate dress for this occasion as
indicated by the faculty were: car coat, 62 per cent;
straight or slim skirt, 59 per cent; pullover sweater, 59
per cent; no head covering, 73 per cent; no gloves or mit-
tens, 54 per cent; one inch heels, 59 per cent; nylons,

54 per cent; and a billfold, no handbag, 65 per cent.

In the instance of the coke date, the next preferred
selection of items of clothing as most appr0priate dress
for this occasion were: the coat of small check or plaid,
57 per cent; pleated skirt, 51 per cent; bulky knit sweater,
54 per cent; scarf on head, 38 per cent; mittens, 40 per
cent; flat, dressy shoes, 51 per cent; bobby socks, 46 per
cent; and a small leather handbag, 32 per cent.

Slacks as being an appropriate item of clothing
for a coke date was selected by 49 per cent of the faculty.
Five per cent of the faculty selected only one outfit for

the coke date occasion (see Table 16).

Class

The faculty constantly is confronted with the student

50

 

 

 

nunonm unonn N H
munonm MUHNEMN no musfinmm mm NH nmpmmBm cmmHonmu Hm mH
human mN 0H nouum3m ne>0HHsn mm NN
anoaHa me NH nonaaza ans: nang eN 0N
men upon NH m Ammmcn mnn m>0nm uanmv mnoHXUHH moan NN m
magaaa: na:naaH amnaH NH N apHHn NN N
magaca: na:uaaH ssnaas NH N nnnna aana:uam HHsn NN NH
magaca: na:naaH HHasa NN NH nana aanaHn oe NH
mmnocm: nm>H6> no :Humm x x uonm omudea Hm mH
magoca: 0: .aHonHHH: NN eN unnxa sHHm no n:mnanua mN NN
mmanxuona o: eN m aannoa: :mn: guns aaano aN m
mxuom knnon we NH mnHqumc #30I30H nuH3 mnmno x x
aaoHn: aN 0N unn:m HHan :qu aaana NN NH
mnnmnn no mx00m nonnammcn oe mH nexus“ :nH3 mmmno mmmHm>mmHm mN 0H
mHmocmn Ne NH unnumn 0c .mmono mmme>umHm NH m
mwonm chamn mH m mmmno :pmmnm H003 eN m
ananaoH me NH aaano :uaa:a anannan N N
mmonm hmmmno .ann Hm mH mmmno hunmm mumnnmn x x
aHaa: =H mN NN uHsN NN NH
NHaa: =N :nnz aao:a N N uaoo aaasa Na NH
mcmnuHE no mm>0Hm on em ON nexumn woman we NH
ao>on NN NH paoo na:uaoH me NH
agannns oe NH nanuan na:naoH HN mH
manno>ou one: 0: Nb mN unou nmu mm mm
pa: amnaH N N anaHo no noa:o HHaam no uaou AN HN
na: HHasa N H aHaHo n:mnng .aHog no uaou NN aH
one: no nnmum mm eH umou hmmmnu omnOHou CHMHQ NH m
HHw> no >0mEH:3 m N nun UHumnnchm no umoo mH m
mm30Hn mmmvno m N anHou coouumn :uH3 umou mH m
aaong aanoHnan oe NH ncns anHH .eHnn nan Haan :nnz naoo N H
nanmummzm NH m xcHE no coooumn mxHH .nfin Hmmn no #000 x x
m:H:noHu no aeann a .02 mcH:noHo no Neaun a .02
A.mucmocoamwn mm :0 Ummmmv .MpHSUdn kn cm>Hm
mmmcoamwn mHQHanz .mumo 0x00 6 non mmeno unwosnm non epmHnaonams nnoa

mcnnuoHO no msmpn on GOHuMHmn

:H mmmcommmn Manumn no monucmunma ocm nmnfisz

.mH OHQMB

51

in the classroom setting. Responses given by the faculty
indicated the following items of clothing were their first
choices as the most appropriate dress for the classroom
setting: leather coat, 67 per cent; pleated skirt, 67 per
cent; pullover sweater, 67 per cent; no head covering, 78
per cent; no gloves or mittens, 59 per cent; one inch heels,
76 per cent; nylons, 59 per cent; and a billfold, no hand-
bag, 59 per cent.

As a second selection for the class occasion, the
faculty indicated the most appr0priate items of clothing
were: the car coat and suede jacket, each 65 per cent;
straight or slim skirt and flared skirt, each 59 per cent;
cardigan sweater and tailored blouse, each 62 per cent;
scarf on head, 40 per cent; mittens, 46 per cent; loafers,
73 per cent; bobby socks, 57 per cent; and a small leather
handbag, 32 per cent (see Table 17). Five per cent selected

only one outfit for this occasion.

Semi-Formal Dance

In selecting the items of clothing most appropriate
for the semi—formal dance, the faculty preferences in this
instance were: the coat with real fur trim, like mink,
51 per cent; dress with low-cut neckline, 73 per cent; no
head covering, 59 per cent; gloves,76 per cent; shoes with
three inch heels, 76 per cent; nylons, 89 per cent; and a
satin or velvet handbag, 89 per cent.

Next preferences by faculty of clothing for the

semi-formal dance were the following items of clothing:

52

 

 

nnnonn unonm x x
mnno:m mundane no mosanom N H nmnmozm nmmnonsu Nm NN
madam x x nouso3m n0>0HHam mm mN

anuaHa N N napaaaa nHan nang eN 0N

man anon m N Amoocn mnn m>0nd nonmv mnoHnUHu 00:: m N

magaca: na:naaH amnaH NH N aan: N N
magaca: na:naaH sanaaa NH N nnnNN aana:nam HHan AN HN
mmnocm: nonnuoH HHsan NN NH nonN omnaHn mm NN
manocm: nm>Hm> no :Hnam x x unnnm omnsmHn mo mN
manoca: 0s .oHonHHHn mm NN uanw EHHm n0 uansnum mm NN
amaHnuona 0: NN N aannoa: :mn: :nn: aaana NN NH

mnoom hnnon mm HN wcHHMomc unol3oH :uH3 nmono N H
aaoHn: mN NN nnnnN HHan :nnz aaana ma NH
mnann no mxuom :mHnlmmcx om HH nmxumn :uH3 mmmno nmmHm>mmHn NN NH
mHmocmm Ne NH “anon“ on .mnmno mNmHm>mmHm mH m
mmonm chcmn om HH mmmno :nmmnm H003 0N HH

nnonaoH Nm mN mmmno :nmmnm mnmnnmn N H

mmonm hmmmno .ndHn mm HN mmmno munmn unmnnmn K x
MHOOQ :H m5 mm #Hfim mm fiH

mHmm: :N :uH3 mwonm x x uaou woman mm HN
mcmnuns no mm>0Hm 0: mm NN noxumn moosm mo eN
ma>on NN N aaou na:naaH NN NN

acaunns Ne AH nanoan na:»aaH AN NN

mcnnm>ou one: 0: mm mN nmou nmu mm eN

um: mmnaH m H oHMHQ no 200:0 HHNEN n0 nmou Nm NN

um: HHNEN NH m onHQ uannn .oHon no nmou mN NH

one: :0 nnm0m oe mH nmou hmmwno oonOHou CHMHQ mH m

HHm> no hmmEH:3 m H nsn Unnmnuchm no uaou NH m

mm30Hn hmmeno m H naHHou coouomn :nH3 nmou 0N HH

amsng canoHHau NN NN nan: annH .snnn nan Haan :qu uaou N H
nanmnmm3N m H gene no coouumn mxHH .nsn Hmmn no #600 x x
maH:noHo no Neann a .02 m:n:noHo no meann N .oz

 

cm>Hm mwmconmmn mHQHuHsz

02Hnn0Ho no NemnH on COHanmn :H mmmcoammn manumn no mmmnnmonmn one nmnfisz

H.Nucoonomnmn mm :0 ommmmv

.muHsumn kn

.manu a non mmmno unmosnm non mHMHnaoanm nmoe

.mH mHQMB

53

coat of real fur, like raccoon or mink, 43 per cent; taf-
feta party dress, 70 per cent; and whimsey or veil, 22 per
cent (see Table 18). Thirteen per cent selected only one

outfit for this occasion.

Church

Church was the last occasion for which the faculty
was asked to select the most appropriate dress (see Table
19). Faculty responses indicated as the most appropriate
dress for church the following items of clothing: coat with
real fur trim, like mink, and a suit, each 84 per cent;
dressy blouse, 78 per cent; small hat, 86 per cent; gloves,
94 per cent; shoes with three inch heels, 70 per cent; ny-
lons, 92 per cent; and a medium leather handbag, 78 per cent.

The dressy coat of plain color, 76 per cent, and the
dress with a high neckline, 70 per cent, were listed as sec-
ond clothing preferences for the church occasion by the fac-
ulty. A tailored blouse and a large hat were preferred by
40 per cent of the faculty. The small leather handbag was
indicated by 67 per cent of the faculty as being an appro-
priate item of clothing when selected for church dress.

Five per cent selected only one outfit for this occasion.

Opinions of Appropriateness of Student Dress

What is considered appropriate dress for one occa-
sion by one individual is often not the opinion of others
regarding appropriate dress. Sometimes a personal decision

as to what is appropriate or inappropriate is the basis

54

 

m#no:m #nonm
m#no:m 00H0E0n no dosan0m
mc00n

0x00Hn

m0n 0#0#

o0noc0: n0:#00H 0on0H
m0noc0: n0:#00H 33Hu0fi
m0noc0: n0:#00H HH0En
m0nuc0: #0>H0> no cH#0m
magoca: 0: .aHonHHHg
NOCHx00#m 0:

0x000 hnnon

0:0th

m#:mH# no 0x000 :mH:I00cx
mH0oc0m

000:0 chc0#

mn0n00H

m0o:m xmm0no .#0Hn

mH00: :H

NH00: :N :#H3 m0o:m
mc0##HE no m0>0Hm 0:

NH

mgngXmeXXmmmmxxxxxx

meNeNxNXNNgNNxmemxxHNmexxxxx

n0#003m c0mHon00

n0#003m n0>0HHSQ

n0#003n #ch thsn

Am00cn 0:# 0>0n0 #anmv mn0Hx0H# 000x
m#HHx

nnH:a aanaguam HHon

#onm o0n0Hn

#anw o0#00Hm

#nnnm EHHm n0 n:mH0n#m
0cHHx00c :mH: :#H3 000no
0cHHn00: #50I30H :#H3 mm0no
#nnnm HHsn :#H3 mm0nu

#0300n :#H3 000n0 mm0H0>00Hm
#0x00n 0: .mm0no mn0H0>00Hm
000no :#00:m H003

000nm :#00:m 0#0nn0#

mm0no »#n0n 0#0nn0#

#H50

#000 00030

#0x00n 00050

N

N

HHxxxxNNggNommhmmemexxxx

 

 

m0>on Nm N #000 n0:#00H
Nc0##HE x #0n00n n0:#00H
acnn0>00 000: 0: mm N #000 n00
#0: 0on0H x 0H0Hm no :00:0 HH0Em no #000
ha: HHaeN N anaHo u:mnng .aHog no naoo
000: so nn00m HH #000 hmm0no 00n0H00 cHOHm eH
HH0> no hmnaHn3 NN nsn 0H#0:#chm no #000 mN 0H
0msoHn >mm0no eN n0HH00 :00000n :#H3 #000 NN N
0030Hn o0noHH0# N xcHE 0xHH .EHn# nan H00n :#H3 #000 Hm mH
#nH:m#003m x nuns n0 c00000n 0nHH .nsn H00n no #000 Ne NH
m:n:noH0 no asanH a .oz m:n:noH0 no asaun a .02
H.m#c0oc0mm0n mm :0 o0m0mv .»#H300n mn c0>Hm m0mcoam0n
0HnH#HsS .00c0o H0En0n:HE0N 0 non mm0no #:003#m non 0#0Hnnonnn0 #mos
man#oH0 n0 Ne0#H 0# :0H#0H0n CH m0mcomm0n >#H300n no 0m0#n00n0m 0:0 n0nesz .NH 0Hn0a

55

 

 

0#n0:0 #n0:0 x N

0#no:0 00H0E0o no 0003n0m x x n0#0030 c0mHon00 N N
0:00n x x n0#0030 n0>0HH3a x x

0x00H0 x x n0#0030 #Hnn hann x x

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magaaa: na:#aaH HHasa AN NN nana aanaHn NH N
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mooHn: Nm aN unnna HHan :nn: aaano NN NH

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000: no nn000 N N #000 >000n0 o0n0H00 cH0Ha Nm NN

HH0> n0 N008H:3 NN NH nun 0H#0:#ch0 no #000 mm NH

0030Hn N000no mm mN n0HH00 :00000n :#H3 #000 eN m

00soHn o0n0HH0# oe NH xcHa 0xHH .EHn# nsn H00n :#H3 #000 eN HN
#nH:0#0030 x x nuns n0 c00000n 0nHH .nsn H00n no #000 Ne NH
m:n:noH0 no asaun a .02 m:n:uoH0 no maaun a .oz

 

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mcH:#oH0 no 0E0#H 0# 00H#0H0n CH 000:0Q00n >#H:00n no 0m0#:00n0m 0:0 n0nfisz

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56

for judgment. Question 4 of the faculty questionnaire (see
Appendix B, p. 77) was designed to solicit faculty opinions
in relation to the degree of appropriateness of dress worn
by freshman female college students for selected occasions.

The highest percentage of responses for all occa-
sions indicated that faculty felt the students dressed ap-
propriately "most of the time." Of all types of dress,
dress for class was considered most appropriate by 61 per
cent of the faculty while dress for the coke date was listed
as least appropriate dress by 36 per cent of the faculty
(see Table 20).

The next highest opinion rating was "sometimes”;
twenty-six per cent were of the opinion students dressed
appropriately for basketball games and semi-formal occasions.
Church as an occasion received only 10 per cent of the re-
sponses.

When questioned in relation to being "almost always"
appropriately dressed for these occasions, all percentages
were less than 20 per cent, which again indicates that there
is some disagreement or a conflict between faculty and stu-
dent opinions on appropriateness of dress for occasions.

Eighteen per cent were of the opinion the student's
selection of clothing for church was most appropriate.

Coke date and semi-formal occasions were selected by 15
per cent of the faculty.

The responses, "seldom" and "practically never,"

were indicated by less than six per cent of the faculty;

57

 

 

 

 

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no 00nm00 acHUn0m0n 0s0Hch0 »#H:00n no 0m0#c00n0n 0:0 n0nasz .oN 0Hn09

.58

five per cent felt students were "seldom” dressed appropri—
ately for church while the same percentage (five per cent)
were of the opinion students were "practically never" dressed
appropriately for class.

The percentage range of "no response” for these
was from eight to 23 per cent.

For the most part, the majority of the faculty were
of the opinion students dressed appropriately "most of the
time" or "almost always" for the various occasions. More
than one-half were of this opinion regarding appropriate
dress for a basketball game or a coke date occasion, while
two-thirds or slightly more were of the same opinion regard-

ing class, semi-formal, and church occasions.

Summary

The focus of study in this chapter was concerned
with obtaining faculty opinions on appropriateness of dress

in relation to student preferences in the selection of cloth-

ll. I

i

ing for occasiogsi‘

Host of the faculty were either included in the
44-53 year age group or over 53 year age group. Females
accounted for a larger percentage of the population.

The most appropriate clothing selections preferred
by the faculty for student dress for a basketball game oc—
casion included: leather jacket, pleated skirt or slacks,
bulky knit sweater, no head covering, mittens, loafers,

bobby socks and a billfold.

59

When making selections of appropriate dress for
students for the coke date occasion, items of clothing pre-
ferred by the faculty were: the coat of small check or
plaid, pleated skirt, bulky knit sweater, scarf on head,
mittens, flat, dressy shoes, bobby socks, slacks, and a
small leather handbag.

Faculty opinions regarding appropriate dress by
students for the classroom occasion include: leather coat,
pleated skirt, pullover sweater, no head covering, no gloves
or mittens, one inch heels, nylons and a billfold.

The preferences shown for the most appropriate dress
by the faculty for students attending a semi-formal dance
occasion are: the coat with real fur trim, like mink, dress
with low-cut neckline, no head covering, gloves, shoes with
three inch heels, nylons, and a satin or velvet handbag.

Church, the last occasion for which faculty Opin-
ions were solicited, showed the most appropriate dress pre-
ferred for students included: coat of real fur trim, like
mink, or a suit, dressy blouse, small hat, gloves, shoes
with three inch heels, nylons and a medium leather handbag.

For all occasions, the faculty felt the students
dressed appropriately "most of the time" as compared with
less than 20 per cent who felt that students dress appro-

priately "almost always."

CHAPTER VII

SUMMARY, CONCLUSIONS AND IMPLICATIONS

Summary

This study involved the exploration of clothing
preferences in clothing selections made by freshman female
college students and the criteria these students used in
making these clothing selections. Sources influential in
clothing preferences among students and faculty opinions
regarding student preferences of appropriateness of cloth-
ing selected for various occasions were analyzed.

Two questionnaires, one for the student and one
for faculty, were the basic instruments used to ascertain
student clothing preferences and faculty opinions regard-
ing preferences of appropriateness selected by students
for various occasions. The student questionnaire was in
three parts: Part I, background information; Part II,
sources of clothing preferences; and Part III, appropriate
clothing selection for five occasions: basketball game,
coke date, class, semi-formal dance, and church. Question
3 of the faculty questionnaire was identical to Part III
of the student questionnaire.

In Chapter III background information concerning
the student pertinent to this study was analyzed. The larger

percentage of students were of the eighteen year old age

60

61

group and were from the state of Kentucky. More than one—
half of the parents or guardians of students were employed
in non-professional capacities; therefore, a majority were
from lower income levels. A larger percentage of students
were not employed in any capacity, whereas those who were

employed in part-time capacities, such as clerical or sec—
retarial work, netted incomes of less than $50 per month.

In relation to purchasing practices, a majority
of the students did not purchase their own clothing.

In Chapter IV sources of clothing preferences among
freshman female college students were reviewed and analyzed.
Data showed students select the latest styles of clothing
"most of the time," while a larger percentage "sometimes"
were inclined to do window shopping as a source of prefer-
ence in clothing selections. "Most of the time" students
read or looked at fashion magazines, observed fashions in
movies, were conscious of fashions through television, or
were easily made aware of fashions and/or clothing styles
through advertisements.

Looking to peers for specific clothing styles was
a practice "sometimes" by the larger percentage of students.
Selecting clothing styles worn by friends was "seldom" a
source of clothing preferences for a majority of students.

Fashion magazines, advertisements, and window shop-
ping were ranked first in importance as to the most influ-
ential source of clothing preferences by the students.

Friends were considered next and least consideration was

62

shown for movies, television, peers and nationally known
persons. The most frequent other source of clothing pref-
erences mentioned was "mothers."

Most of the students made their own clothing selec-
tions. Dresses were purchased by the largest percentage
of students when making their last clothing selection.

Of the students making purchases, the larger percentage
had shopping companions along when the purchase was made.

The clothing selections preferred as most appropri-
ate for the various occasions by students, as revealed in
Chapter 5, were the casual or separate styles for all oc-
casions with the exception of the semi—formal dance occa-
sion. The dress was not a preferred item of clothing ex-
cept for the semi—formal dance and as a second selection
for church.

Greatest preference was shown for the leather jacket
as a clothing selection for all occasions other than semi-
formal dance and church. A majority of students preferred
the small or medium style handbag or a billfold in most
instances. For only two occasions, basketball game and
church, were head covering selected. Nylon hosiery were
preferred for every occasion except the basketball game,
in which instance the knee—high socks or tights were selected
as most appropriate. The preferred skirt was the pleated
style while the most popular sweaters were the bulky knit,
pullover, and cardigan. Loafers were selected as most ap-

propriate for two occasions and three inch heels for two

63

occasions.

Females accounted for the largest percentage of
the faculty population. The age groups of 44-53 and over
53 comprised the majority. Most of the faculty were of
the opinion students dressed appropriately "most of the
time" or "almost always" for all the various occasions.
More than one-half were of this opinion regarding appro-
priate dress for a basketball game or a coke date occasion,
while two-thirds or slightly more were of the same opinions

regarding class, semi-formal dance, and church occasions.

Conclusions

Clothing preferences for freshman female college
students were determined by asking students to select cloth-
ing for various occasions.

The occupational capacities and income levels of
parents or guardians, whether a student is employed part-
time, or his respective income level does not necessarily
determine if a student will be appropriately dressed for
various occasions. Some students are more conscious of
such factors as mass media, peers, friends, and others and
are motivated or influenced by them in making decisions
regarding preferences in clothing selections. More students
resorted to fashion magazines, advertisements, and window
shopping as a source of clothing preferences. Students
looked to peers for specific clothing styles more frequently

than selecting clothing styles worn by friends. Most students

64

made their own clothing selections; however, the larger
percentage did not purchase their own clothing. Casual
clothing or separates are preferred dress for most occa-
sions. A larger percentage of students prefer to shop with
a companion, whether the companion is involved or not.

Conflicts exist between student and faculty opin—
ions regarding preferences of appropriateness of clothing
selected by students for various occasions. Church and
class were the two occasions for which student and faculty
came closest to agreement in appropriateness of dress.

The most preferred outer garment by students is
the leather jacket; it was selected as a first preference
for three occasions, basketball game, coke date, and class.
The faculty considered the leather jacket the most appro-
priate dress for only one occasion, the basketball game.
The car coat, for a coke date, and the leather coat, for
the classroom, were items of clothing most preferred by
the faculty for student outer dress. Bobby socks were
never a first clothing preference for students but were
a first preference by faculty for students attending a bas—
ketball game. No head covering was listed as appropriate
dress in all occasions for students by the faculty except
for semi-formal and church; surprisingly, the students pre-
ferred head covering for basketball game and church.

A greater number of conflicts existed between stu-
dent and faculty for the coke date occasion; however, some

conflicts were indicated for all occasions.

65

For the basketball game differences existed that
involved minor clothing items such as hosiery and head cover»
ing. Students prefer a scarf as head covering and nylons
while faculty preferences were for no head covering and
hobby socks.

The most noted differences existed for the semi-
formal occasion which involved conflicts concerning the
two major items of clothing, the coat and dress. Students
preferred the coat of real fur and the taffeta party dress.
Preferences by faculty were for the coat with real fur trim
and the dress with a low-cut neckline.

One conflict between student and faculty regarding
the clothing selections most appropriate for class and church
occasions concerned the type or style of coats. Students
preferred the leather jacket for class and faculty selected
the leather coat as most appropriate dress. A coat with
real fur trim was considered appropriate dress for students
by the faculty for the church occasion whereas students
selected the plain colored dressy coat for church.

The average college student is confronted with a
complexity of forces or influences when making decisions
in relation to clothing selections. Such factors as mass
media, peers, friends, parents or relatives, and their gen-
eral shopping practices motivate the student to a large
extent in making these decisions. What one individual con-
siders appropriate dress for an Occasion may not be the

opinions of others within his immediate cultural setting.

66

Implications

 

From the analyses of clothing influences, practices
and preferences on one college campus, it can be noted that
various factors are present that strongly motivate students
in their clothing selections. The average college student
is confronted with a complexity of forces or influences
when making decisions in relation to clothing selections.
The factors of mass media, peers, friends, parents or rela-
tives, and their general shopping practices motivate the
student to a large extent in making decisions. The impact
these forces or influences have on students will vary with
those involved, as well as with the occasion.

Becker stated, " . . . social rules are the crea-
tion of specific social groups. Modern societies are not
simple organizations in which everyone agrees on what the
rules are and how they are to be applied in specific situ—
ations. . . . These groups need not and, in fact, often do
not share the same rules. . . . "l The writer is in agree-
ment with Becker as the findings of this study clearly show
that clothing preferences and their relation to appropriate-
ness for an occasion do not always reflect the opinions of
those within his immediate society. In short, societies
set the framework for behavior. Whether they are accept-
able in one society does not necessarily mean they will be

acceptable in another. For the most part, we express these

 

1Becker, op. cit., p. 15.

67

opinions in terms of our immediate society.

Findings pertinent in this study in regard to cloth—
ing selection preferences were:

(1) Fashion magazines, advertisements, and window shop-
ping were the most frequently mentioned influential
sources in clothing selection preferences.

(2) The relative importance a person places on clothing
selection preferences for occasions varies somewhat
with the individual and the specific situation or
occasion.

(3) When making clothing selections in relation to be—
ing most appropriately dressed for an occasion,
casual clothing or separates were most frequently
selected.

In teaching clothing selection in relation to ap-
propriateness of dress for an occasion, this study could
give a sense of objectivity and furnish a basis for discus-
sion. As college students are making their decisions in
regard to clothing preferences, we might raise the question:
Are they not reflecting the casual informal atmosphere of
our society? Continuing along this line of thought, in
relation to this study other questions arise: Will these
preferences continue as the student advances in college,
or will they vary from year to year? Will faculty opinions
become more critical or less severe toward student dress

in coming years?

BIBLIOGRAPHY

Books

Ackoff, Russell L. The Design of Social Research. Chicago:
University of Chicago Press, 1953.

Becker, Howard S. ggtsiders: Studies in the Sociology of
Deviance. London: The Free Press of Glencoe, Col-
lier Macmillan, Ltd., 1963.

 

Chambers, Bernice G. Fashion Fundamentals. Englewood Cliffs,
New Jersey: Prentice-Hall, Inc., 1956.

Erwin, Mabel D., and Kinchen, Lila A. Clothinglfor Moderns.
New York: The Macmillan Company, 1964.

Free, Anne R. Social Usage. New York: Appleton-Century—
Crofts, 1960.

Goode, William J., and Hatt, Paul K. Methods in Social
Research. New York: McGraw-Hill Book Company,
Inc., 1952.

Hillway, T. Introduction to Research. Boston: Houghton
Mifflin, 1956.

Keiffer, Betty. McCall'nguide to Teen-Age Beauty and Glam-
our. Englewood Cliffs, New Jersey: Prentice-Hall,
Inc., 1962.

Kelley, Janet Agnes. College Life and Mores. New York:
Bureau'of Publication--Teachers College--Columbia
University, 1949.

Mchmsey, Harriet T. ggstume Selection. Minneapolis, Minne-
sota: Burgess Publishing Company, 1958.

Mchmsey, Harriet T. Art in Clothing Selection. New York:
Harper & Row, Publishers, 1963.

Oerke, Bess B. Dress. Peoria, Illinois: Chas. A. Bennett
Company, Inc., 1956.

Rosencranz, Mary Lou Lerch. A Studyyof Interest in Clothing
Among Selected Groups of Married and Unmarried Young
Women. A Thesis. Michigan State Library, Michigan
State University, 1948.

68

69

Selltiz, Clair, Jahoda, Marie, Deutsch, Morton, and Cook,
Stuart. Research Methods in Social Relations.
New York: Henry Holt, 1960.

Tate, Mildred Thurow, and Glisson, Oris. Family Clothing.
New York: John Wiley & Sons, Inc., 1963.

The American College Dictionary. Edited by C. L. Barnhart.
New York: Random House, Inc., 1964.

Turner, Ralph H., and Killian, Lewis M. Collective Behavior.
Englewood Cliffs, New Jersey: Prentice-Hall, Inc.,
1957.

Webster's Seventh New Collegiate Dictionary. A. Merriam
Webster. Springfield, Massachusetts: C. & C. Mer-
riam Company, 1963.

Articles and Periodicals
Barr, Estelle DeYoung. "A Psychological Analysis of Fashion
Motivation," Archives of Psychology, Vol. 171 (June,
1934).

The Bulletin: Sixteenth Catalogue Edition. Frankfort, Ken-
tucky: Kentucky State College, 1963-64.

APPENDIX A

CLOTHING PREFERENCES

A study is being made of freshman female college students on
this campus concerning their opinions regarding preferences in
clothing they consider appropriate dress for these occasions: basket-
ball game, coke-date, class, semi-formal dance, and church.

You can help us by answering the following questions as
clearly and carefully as you can.

Feel free to answer frankly when expressing your opinions.

INSTRUCTIONS

 

This questionnaire is in three parts. When you have completed
all questions replace them in your envelope and return them to this
class. These questions are about you and your preferences in clothing.
Do not sign your name on any section. We do not want to know who
you are.

Most of the questions can be answered by checking a blank or
filling in a short answer. In those cases where you are asked to
write out your own answer space is provided for you to do so.

 

BACKGROUND INFORMATION

 

 

 

I . Age:
(years)
2. Home address (town or city in which you are a resident):
(city) I (state )
3. Occupation of:
Father:
Mother:

 

Ol'

Guardians: (If both are employed, specify who, for example,
aunt, uncle, etc., and list occupation.)

 

 

 

 

 

 

 

 

 

4. Income level:
Below $2,500 $8,001 to $10, 000
'_ $2,501 to $5,000 Over $10,000
__$5,00I to $8,000 ——
5 . Do you work part-time?
Yes
No

6. If so, what type of work do you do? (Describe.)

7. Your monthly income: (If you are not employed and do not have an
income from part-time employment, omit this question and go to the
next.)

Below $50 $76 to $100
$50 to $75 Over $100

8. Do you purchase your own clothing?

Yes

SOURCES OF CLOTHING PREFERENCES

INSTRUCTIONS: Check the one response that you feel most nearly applies
to ou. Your most careful consideration of each question
wrfl be appreciated.

d

. Do you select the latest styles of clothing?

Practically never
— Seldom
Sometimes
“"— Most of the time

Almost always

 

2. Are you inclined to do window shopping?

Practically never
— Seldom
Sometimes
_ Most of the time
Almost always

 

3. How often do you read or look at fashion magazines?

Practically never
—— Seldom
Sometimes
Most of the time
Almost always

 

4. How closely do you observe fashions worn in movies by actresses?

Practically never
__ Seldom
Sometimes
— Most of the time
Almost always

 

5. Are you easily made aware of fashions and/ or clothing through advertisements?

Practically never
Seldom
Sometimes

Most of the time
Almost always

 

6. Are you conscious of clothing styles on television?

, Practically never

— Seldom

_— Sometimes

_ Most of the time
Almost always

7. Do you look to peers for specific clothing styles?

Practically never
'— Seldom
— Sometimes
— Most of the time
— Almost always

 

8. How often do you select clothing styles worn by your friends?

Practically never
Seldom
Sometimes

Most of the time
Almost always

 

9. Rank the following sources in order of importance I, 2, 3, etc. which
are influential in your selection of clothing.

I . Fashion magazines
__ 2 Movies
Television
— 4 . Advertisement
_ 5. Window shopping
. Friends

7. Peers

8. Nationally known persons

3

 

IO. Are there any other sources that are influential in your selection of
clothing?

Yes

No

 

If yes, list them below.

 

 

II . Do you select your own clothing?

Practically never
Seldom
— Sometimes
— Most of the time
—— Almost always

 

12. Does anyone else select clothing for you?

Practically never
Seldom
Sometimes

Most of the time
Almost always

I3.

I4.

15.

Do you prefer to shop alone?

Practically never
_ Seldom
__ Sometimes
_ Most of the time

Almost always

 

What was the last selection you made in clothing?

 

Describe it .

 

 

Was someone with you? Yes No

 

If yes, specify: (sister, friend, etc.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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APPENDIX B

CLOTHING PREFERENCES

A study is being made of freshman female college students on
this campus concerning their opinions regarding preferences in
clothing they consider appropriate dress for these occasions: basket-
ball game, coke-date, class, semi-formal dance, and church.

We are also interested in having the opinion of the faculty

on the appropriateness of dress for the some occasions. You can
help us by answering the following questions.

INSTRUCTIONS

 

When you have completed all questions replace them in an
envelope and return them to:

Box 26
' Campus

OI’

Room 203

Home Economics Department
Hathaway Hall

Campus

Do not sign your name.

All questions can be answered by placing a check in the
blanks provided.

FACULTY QUESTIONNAIRE

.Age:

25 to 33 years 44 to 53 years

34 to 43 years Over 53

Sex:

Male Female

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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axoom mnnon poxomn on .mmonc mmoaobooam
ozoaha macho nuaonm Hoe:
mesmee no meoom emeenooqx emcee seamen anemone
noozmmwmmmwm macho zpuoa opommop
vaam
mammaoa
moogm humomc .paaw poem ocean
How: e poxoa ocean
mHooa an new: moonm Paco hogpaoa
pmxoan Renamed
unoppfia no moboam on uaoo nwo
moboam band: He goose Hanan Mo paoo
ascends anode eewann .eHon no page
paoo humouw conodoo Gama:
waauoboo one: as now caponpnhm we pooo
pa: owned naHHoo aooooau sue: paoo
pee Hans” gees oxdfi .a:»» “so Heme spa: page
coon no Hana goes
Ham: no hmmfiag: no aooooan oxwa .nam Hack no paoo
O LO v 0.. >0 0 O O 9 0
oszaono mo mzmsH “em,.nmumas an «use..mwwm. qumaoao no manna ,mn .mwmww .me “mew .mwwnw
> V 90 Sank: o. \v 9 \v )(xv.w.

 

 

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same we cum: on coo Eu: uaOV muoataoaam “woe we coo—um so» 329: mad—cove Co 9.5: mamBoZou of mo :25? 282.3

co vocab 3.58.15...“ 6me 633.38 6.5% __m€8_mm£ 28688 035 mo some 8 mamow who: so» :

 

In your opinion, do you feel the freshman female college students
dress appropriately for these occasions?

Basketball game

Practically never
Seldom
Sometimes

Most of the time
Almost always

Coke-date

Practically never
Seldom
Sometimes

—_ Most of the time
Almost always

Church

Practically never
Seldom
Sometimes

Most of the time

Almost always

Class

Practically never
Seldom

Sometimes

Most of the time
Almost always

Semi-formal dance

Practically never
Seldom
Sometimes

Most of the time
Almost always

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