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'.44;::.-'i-‘.- - at. o: «“5 ’ . ,1 ._ , ‘ . ‘ .‘ \ k A . . . < ILIEDHOD OF HANDLING FAMILY FINANCE IN HOLES OF WOLH-I COLLME STUDEITS BY Josephine Fuller Submitted in partial fulfillment of the requirements for the degree 0f Master of Science Department of Home Management Division of Home Economics Michigan State College 1955—“ 1/ ,1: AGKNOWIEDGHENL‘S The author wishes to express her gratitude to Dr. Irma Green for her many helpful suggestions and enoouragements and to Dr. Marie Dye for her consideration. Also the writer is indebted to the upper-class girls who so ably assisted in collecting the data. 103817 TABLE OF COI‘E‘Q ES Chapter I Introduction Purpose Method Review of Literature Chapter II Findings as to the Methods of handling Family Einances Chapter III Relation of Certain Factors to the Methods Used in Handling money Summary Page 1 - l3 1 2 4 — 13 13 - 52 53 - 81 82 w 84 CHAPTER I W We are aware today of the fact that money touches every one vitally and that inside the home it has come not only to determine the scale of living, but to affect the outlook upon life and the relations of the members of the family to one another as well as to the comnunity. This chapter aims to set forth the purpose of this study and the need which exists for factual information regarding family financial set-ups of today. The method used to obtain the data will be discussed and a review made of the literature relative to the study. W The home economics curriculum as developed all over the country includes a presentation of certain attitudes and beliefs concerning earn- ing and spending which it is felt are important for young peOple to have. Several books, in addition to the many magazine articles which have been written, recommend that certain practices be followed. Nevertheless very few statistical studies have been made of the financial arrangements that actually exist in modern families. Little is known except throng: casual observation and comon report. This study of 176 girls in a middle Western land-grant college is an attempt to show the money situation in their families, their training and attitudes and their part in the handling of the family's finances. -2- METHOD OF OQMNEG TEE DATA The questionnaire method was used in collecting the data for the study from Michigan State College girls. Certain upperclass girls living at the dormitories and sorority houses generously agreed to assist in distributing the questionnaires and to help the other girls fill them out. Fifty questionnaires from each of the four classes was decided on as the sample and these were to be obtained in like preporticns from girls registered in both home economics and non—home economics courses. Since college girls are homogeneous as a greup, fifty cases from each class seemed an adequate sample, considering the limited time which was avail- able for the study. In order to make the sample as representative as possible, the co-Operation of girls living off the campus and earning their way through school, was also solicited. The actual sample includes about 20 per cent of the total enrollment of women students at the college. Random sampling, which would have been taking every fifth name as it appeared on the register of the college, was not used. For the reason that in may instances only girls who were interested and willing to co-Operate, filled out questionnaires, the investigator recognises that the sample is apt to be biassed. The system used in one of the girls‘ dormitories and in the different sorority houses, was to ask for volunteers who were willing to supply the infannation wanted. Senior girls who had taken a course in economic problems of the family acted as assistants to the investi... gator and explained the questions as necessary. This method was not entirely satisfactory as not enough answers were forthcoming from the .8- under classmen since they were not as well informed from their studies and had less interest. Because of this another effort was made and the material obtained is probably less biassed than in the former cases. Freshmen and sophomore girls living in the other of the dormitories were aslned to come together on different evenings in groups of ten. They were seated around a table and given the questionnaires. A senior girl was present to instruct and assist the girls in filling them out. In this manner the desired number of questionnaires was obtained from freshmen and sophomores. Althougi 97 questionnaires came from non-home economic students as compared with 79 from home economic girls, the latter is proportionally larger as a sample since the group numbers fewer students. Some of the difficulties encountered in mixing the study arose from the fact that a questionnaire study is hard to administer. Few people feel inclined to answer questionnaires and althougi efforts were made to gin the interest of the Michigan State College girls and a persistent follow-up, the sample of fifty questionnaires from each class was not obtained. Nevertheless it was felt that the total number of 176 was a sufficient sampling and was representative of the girls registered in both the home economics as well as non-home economics courses. Another difficulty came from the fact that new of the girls were unable or failed to fill in all of the sections of the questionnaires although they were instructed to fill in all blanks. A surprising number of girls reported that they were unable to give data because they did not knew the facts. 0 m The actual studies which deal with handling of family finances are very limited in number, but several investigations have been made into the buying practices of adolescent girls in order to have a factual basis for a home economics course in purchasing. Because the present study considers the child as sharing in the family spending some of the findings of these investigations are of interest. 1. Sara 3. Chase studied the individual differences in the experiences of children of the Kensington Avenue School, springfield, mesachusetts. The study was carried on in order to learn more about the out of school interests and activities of fourth, fifth and sixth grade children as a basis for curriculum changes. Miss Chase found that such money was being handled by children and that 209 children in these three grades nude 4209 trips to stores during one month. They purchased merchandise amounting to pl,245.63; they charged merchandise amounting to $6.57, and they carried home $827.98 in change. There were 162 different cemedities purchased by these children. Milk, bread, candy, butter and sugar in the order named were the most frequent purchases. Ilms Badgley of the University of California nude a survey to revise the, course of study because it taught very little about nerketing. Unpublished master's theste, Department of Education, University of Chicago, 1927. ‘5- She found that an average of 70 per cent of the girls of an eighth grade class purchased food for the home, and that buying foods was on the whole a mjor activity, but varied widely in different localities. In the majority of cases, between one-half and three-fourths of the girls went to the store from one to three times during the week. in activity which was reported by a comparatively small proportion of pupils in am school was buying clothing. Edgar Dale of Ohio State University who umde an exploratory study of foods purchased by 106 children concludes: (1) that meat, vegetables, bread, fruit,and milk, in the order named, are the nest frequent purchases by these children: (2) that in the groups included in his study, most purchases are made by children betwoen the ages of seven years and ten years: (3) and that 76 percent of the purchases cost under fifty cents. Rosamund C. Cook of the University of Cincinnati reported in the Journal of Home Economics a study undo by Leona Wood and Betta Ieatnmn, teachers of home economics at the Bloom Junior High School, Cincinnati. The study pertains to the money habits of seventh and eighth grade girls over a period of two months. From a list of the products purchased by these 66 girls, foods rank first, cleaning supplies and clothing next. As a result of this study the girls stated that they became more familiar with prices by having to keep a record of expendi- tures, that they observed price variations in different types of stores -6— and realized differences in quality of goods. Reseda Berry Paynh’made an investigation into the buying experiences of 81 fifth and sixth grade girls at Jackson School in Cincinnati. She found that about 20 percent of the girls do some house- work and cooking, but 50 percent do some marketing. In 59 percent of the homes the girls chap for wearing apparel such as hosiery and shoes. As a result of personal interviews with the parents of the 81 girls certain facts were discovered. This unusually large number resulted in mch of the responsibility of the home falling upon the daughter. In reply to the question of which members of the family were working away from the home, it is interesting to nete that thirty—nine mothers or female guardians worked. As a result of the question, do you plan the use of your money, it was found that very few of the parents were familiar with the term "budget", and only 30.8 percent of them made any pretense of apportion- ing their incomes. However, 46.9 percent of the parents used a regular amount of money for food per week. A study of the home and family situation of 731 ninth grade home economics girls was made by Laura J. McArthur.2 Her findings were that more girls in all commnities received money when they asked for it than had allowances or than earned money (with the exception of those in the large cities). More than half of them earned money, usually by 1.1;. girls at Jackson fichogl: Unpublished master' a thesis, University Of Cincinnati, 1932s 3. A ling; of thg Ego and Family Singing; of fig; High SQOO; Gig}. Unpublished master's thesis, University of Minnesota, 1932. -7... caring for children, by assisting with meals, or by cleaning house and they had the use of the money they earned. Only one-fourth of the girls had allowances and such money was usually given by the week. More of the city parents tended to give allowances and fewer gave money upon request. The questionnaire which the girls filled out failed to ask what use was mde of the money received or earned by them, such as to what extent they bougit their clothing ani other necessary items or used the money merely as "spending money". The Minnesota survethich McArthur used as a reference indicated that 27‘ percent of all the girls report- ing (6166 cases) bought material for their clothing and 22 percent bought their ready-made clothing. Twelve percent of the Minneapolis ninth grade girls (367 cases covered in the same survey) had an allowance for clothing while 17 percent had an allowance for all Other expenses as well as clothing. Approximately 60 percent of the girls studied byMoArthur had savings accounts. Apparently the daughters of business men were more inclined to deposit their money than were the daugiters of an other occupational group. According to the author this might have been the result of parental example and advice or a result of the fathers more regular income. 1. Minnesota State Department of Education, 1928-29. -3- Woodhouse reports a studylmade of 68 families Judged success- ful by qualified observers in "the sense of being well adJusted in their personal and comunity relations“. With few exceptions both husbands and wives in this group were college trained and all the families belonged to the business and professional class. The general picture was one of Joint, or perhaps better, mutual control of the family funds. In three families the husband had entire . control of the bank account; in one the wife. The Joint account was the most popular, found in nearly half the families, but in almost as may husband and wife each had an account and a few families ran three accounts. Occasionally the wife had an allowance, but no bank account. In the actual handling of the money and payment of the bills there seemed to be a usual and well-defined division. Payments on house, interest, insurance and coal had a msculine trend. The wife usually cared for purchases of food, service, operating expenses except coal, her clothes and personal expenditures, and those of the children. Joint decision as to expenditures regardless of who did the actual Inn-chasing was generally the case. In regard to the place of children in the family financial affairs, it was found that they were being trained in the handling of money and in the making of choices, and an effort was being nude to teach them how to earn money. the general practice was to give the children allowances from the time they were six years of age, starting to school. In Woodhouse, Chase Going, "Managing the Money in Successful Families". . -_ _ 1 Vol. 23 (January 1931) pp. 1—8 -9... These allowances were spent at first for school supplies, ice cream, candy, penny bank and Sunday School. With increasing age and responsi- bility came larger allowances and more items to be cared for until usually at adolescence and in nearly every case upon entering college, the allowance was covering clothes and personal expenditures and in many cases all expenditures. Usually it had taken time for a family to arrive at the final arrangement to be used in handling the finances and different paths had been tried and hindrances and worries mostly overcome by planning. The study by Woodhouse and the studies which have investigated the share of the adolescent girl in the purchasing of the family present the actual facts or findings of previous investigtors. Several books have been written recomending certain practices in regard to the handling of finances in the family and are of a discussional type rather than factual. The most recent editions of home economic texts are including chapters or sections dealing with this subject. This fact is quite evident as three of the books referred to in the following group of discussional literature have been published since the beginning of this study. Kmlincludes in her book, "Economic Problems of the Family" a chapter on questions relating to the control of the family purse. It fumishes a general background and outlines the basic theory and the available data on this phase of the modern family. She says there are A‘ Is Kyrk, 38201, NOW York, 1933s Chap.x "The Controlcf the 1511...». -10.. three possible principles which may be advanced in regard to the allocations of control over the family purse. First, it may be argued that control should be with the one who earns and that authority over disbursement should be in preportion to his contribution to the family fund. Another principle is that status in the family group should confer authority and that control for example should be vested in the husband or father. Still a third principle is the democratic principle of Joint control. Althougi the English cannon law gave the control of the earnings of the wife as of the minor children to the father, according to Kyrk the actual arrangements within the family group with reference to the control of the income may have been arrived at quite independently of what the law has to say in regard to the allocation of authority. It disposed in no uncertain terms of the question of control of the financial resources of the family and it was not until recent times that the Justice and desirability of the arrangement were questioned. In no state at present is there a "Joint headship in husband and wife" that is Joint control by law of the property. The Greenbergslhave written a book entitled "Parents, Money and Children" in mich they develop the point of view that children learn to do by doing and that if the child is to learn to handle money he must have money to handle. This, they say, leads to the practical device of the allowance considered as an educational instrument rather I. Gruenberg, BenJamin 0., Gruenberg, Sidonie Manner, W. New York. 1933. -11- than a concession or indulgence. They feel that children need to be aided to better ways of using money and that they should be given a chance to participate in the councils of the family regarding its msJor financial problems. The book has as its main purpose that of giving aid to parents in guiding children in their attitudes toward spending and using money. There are mam sources from which one can obtain infometion on planned spending or making a budget, but few authors consider the other important financial questions of handling the family income. Four of the vow recent texts in home economicsldontain dis- cussions of plans which are used in handling the money needed to run the home and give the merits of each. One of the metth which they consider as inefficient is where the father hands out the money or the doling system. According to Studley, Wood and Linquist, authors of "Managing the Home" this is coming to be a thing of the past. Another inefficient method is the husband turning the entire income over to the wife. Justin and Rust mention the cornea purse among the several plans mich they name and do not advocate it as the best plan to follow. #x 1. Wood, 11. W.,Linquist, Ruth, Studley, Lucy A., W. Chicago, 1932. Chap. VII. Justin, lbrgaret 11., Bust, Lucile Osborn, W. Ohicago, 1935. pp. 109, 117-118 MOnd, Nata Row, :7 __ 5 u _.‘.1 ._ _ ' New York, 1930. Unit 111 The Financial Oran sation Household." ‘ H . of the ~12- Another method given in two of the books is that of dividing the bills so that certain members are responsible for definite expendi- tures. The allowance plan discussed in three of the texts consists of the mishand and wife each having an allowance. This may Just be another plan for having certain members responsible for certain expenses. In "Managing the Home” the fifty-fifty plan is given in which the salary is divided equally with an agreement made as to what expenses shall be met by each division. The "equal salary plan" provides each member of the partnership with an equal salary and is arranged by setting aside enough of the income to meet the family expenses and then dividing that which remiss. According to Friend the allowance is a much superior plan to the doling system and a fourth method which she gives is that of dividing the money according to a predetemined plan or budget. Justin and Rust list a comon checking account but according to these authors the "Joint management" plan is most business like and Just. Studley, Wood and Linquist advocate the Joint account whichflis a plan of holding all resources in common. The income is budgeted Jointly and used Jointly. Lack of independence can be partially over- come by the budgeting of a smll personal allowance to each partner which need not be accounted for to the other user of the income". The question of incomes for children is discussed in the previously named home economics texts. In ”Fundamentals of Home Economicsl' l. Jensen, Jensen, Ziller, 31. 311p. 74 -13- one girl's record of the way she spent her two-dollar—a-week allowance is given. According to these authors some girls are expected to pay for their school supplies, amusements, stockings, tooth-paste and powder out of their allowances. As they get older they should learn to manage all the money needed to take care of them. Justin and Rust advocate that when possible children should be given an allowance. The amount will depend upon their age and needs, but it should represent to them a return in some way for certain services that they render to the family and their share of the family income for personal use. In the section of the book, "Managing the Home" which discusses children‘s income, it 1. pointed out that allowances are invaluable in teaching the first lessons in budgeting. A suggestion for the child's first budget has the form: To speni To save To give It is in this book that the suggestion is made for a family council consisting of all members of the family and interested in dis- cussing matters concerning the entire group. "It is clear that financial budgets are easier to live by if the whole family have co-operated in making them".‘1‘ 3. Wood, Linquist, Studley, n. 91.1. p. 33 CHAPTER II G I FT or IT‘ NG'i‘HE NO‘ F ‘ W The questionnaires which were filled out by Michigan State Oellege girls in order to obtain information concerning the methods of handling finances in their homes were orgnized first to ascertain some general informat ion about the coucperatorsg their class and course in college, home residence, size of family, education of the parents and the occupation of the breadwinner. The second division of the questionnaire concerned the apportionment of the family income and the final section, the spending of the family fund. The first part of this chapter will be given over to a dis- cussion of the 176 college girls and their families. However, the main purpose of the chapter is to consider in general the findings from this investigation concerning the administration of the income in the 176 families studied. Table l is a classification of the 176 ce-operatcrs according to class and course in college. he non-home economics group included girls registered in liberal arts courses, courses in applied music and public school music, business administration, science, and physical education. Seventy-nine or 23.6 percent of the home economics stlslents and 97 or 18.4 percent of non-home economics girl students in school, spring tem of 1934 were included in the study. "'- ’ .7 u‘” e \th ~15- - fi‘ {WI ‘ TABLE I DISTRIBUTION OF ”CO-OPERATORS" ACCORDING TO CLASS IN COLLEGE AND ACADEMIC INTEREST, SPRING TERM 1954 Class in Golle Irotal Coll Enrollment Academe 80 ege 13‘9"“ Freshman 80phcmcre Junior Senior Total Number Percentmincludc n s home nocnemics 10 L 22 22 l? 79 335 23.6 Eon-Home Economics 30 28 l? 22 97 526 18.4 totals 4-8 50 39 39 176 861 20.4 .‘s' ,‘tulrel’-«.'ll liltbii E '.‘I‘ It , , s Jll .. .j' ’ l . .fl., ..1 U . A classification was made according to residence and it was found that many of the girls had resided in more places than one. Since the eight or ten year old child is less influencaiby the size of the canmmity in which he is living, especially as concerns his spending opportunities, it was decided to begin when the girls were ten years of age and classify the places of residence as predominately that of a large city, small city, village, or farm. Also a grouping was made for those who had a varied residence after the age of ten. Table 11 gives the number in each group. Over a third of the homes were in metropolitan cities, over one-fourth in small cities, 14.4. percent in villages of less than 2,500 population and only 6.9 percent were farm homes. If there are dependent children in the family the income must be apportioned to meet their needs. Education and other items of expenditure are added to the family budget and the size of income in relation to the size of the family determines to a large extent the financial arrangemnts which are made. The families in this investi- gation were classified as the one-child family, small family and large family. It is interesting that the number of large families is very nearly the same as the number of one-child families. There were 30 or seventeen and one-tenths percent large families and 32 or about a fifth one-child families. Nearly two—thirds of the families fell into the middle or small family classification. ”- ‘.in:la..qh. Dbl e‘l.-‘F‘ ryiv’.’ -17... TABLE II. RESIDENCE SINCE TEN YEARS OF AGE i Distribution AcolOrding to Classes t Total Bosidenoe reshmen Sophomore Junior Senior Number Percent Large city (population 100,000 and more) 12 12 s 9 41 23.6 Medium size city (population 25,000 - 100,000) 5 9 a 4 26 14.9 811311 city Village (less than 2,500 pepulation) 4 0 ‘ 4 9 25 14.4 Farm 5 4 1 2 12 6.9 aried residence 3 9 8 4 at 13.8 ctal 176 100.0 ~18- TABLE III. FAMILIES CLASSIFIED ACCORDING TO SIZE L] Total umber 0f Children MWMM b 2mm— One-child family 7 19 9 6 32 33,3 anall famiy (2-4 children 33 50 25 J27 113 my Large family YU and more childrenL S 10 1 Li 17.1 TABLE IV. STATUS OF FAMILY. LIFE. h Adi—h _ Freshmen _Spphcmcre Junior Senior Number Percent nbroken (both parents living‘ 4,0 53 3g 35.9: 3% 84,5 roken Mother only living 5 i i a 1! mg Father only living 1 1 Q a 32 filfi ‘1) )...1||.\Illllli . Ir l lll!|.‘|.l -19.. Since the problems of a broken family, that is a father or mother alone with one or more children, are different from those which have both parents in the group, the investigator was interested to learn how may of the families studied were broken. In 15 homes or 8.6 percent the mother only was living and in 12 or 6.9 percent the father only was living. Eiglty—four and five-tenths percent of the homes contained both a husband and a wife. Schools and colleges are realizing the importance of education in economic planning and spending. They appreciate that decisions on most of the problems of expenditure require special knowledge and are endeavor- ing to give this knowledge. It is, therefore, possible that the person who has gone to business school or to college should be more intelligent concerning methods of apportioning incomes and concerning other financial problems. Table V shows the highest school attended by the parents of the ecu-operators. Forty-seven of the parents or 13.7 percent had only a district school education; 90 or one-fourth finished highschool and 76 or a little over a fifth graduated from college, one-fourth of the fathers were college graduates and about a fifth cf the mothers. This large percentage would indicate that the group is a selected one. The fathers of the girls were classified according to occupation as business men, professional men, industrial workers or famers. The greatest nunber or two—fifths of the breadwinners in the families studied were business men. Twenty-nine fathers or one-fifth were professional men, 17.4 percent were connected with industry and a tenth were farmers. —2D- TABLE V. HIMST SCHOOL ATTENDED BY PARENTS. Fathers Mothers Total School Number Percent Number Percent Number Percent District School 26 15.1 21 12.4 47 13.7 School first 2 ears 13 7.6 18 10.6 31 9 School 4 years 39 22.6 51 30 90 26.3 siness School 28 16.2 17 10 45 13 hermal School or College 22 12.8 31 18.2 53 15.5 raduate of Nomi School or College 44 25.6 32 118.9 76 22.2 I. e. .A I . is Sin. \ 1“...!..)...¢..V aid... 22.5.4 -21... The following table shows the findings concerning the occupation of the breadwinnors. TABLE VI. OCCUPATION OF BBEADWINNER $52»; k Freshmen Sephomore Junior Senior Number Percent *lZ—__IL___lL.it_J-i 5’7 2.11.5... ref s o 7 10 7 5 L 24.! ustrisl '1 4.___L 5 LA rmer A g s 1 s 15 god—4 Lthtr L__.s__.__s_.,_a___la__a.s_l L ant—__ae..__an_Lu_J_lnL 100.0 In 32 or 18.2 percent of the families income was reported from other members of the family. In 18 of the cases which specified the particular persons contributing these were brothers and sisters of the college girls. In 8 of the families the mother was working. --22— To sumarize from the findings it appears that of the families studied, about a fourth were living In large cities with a population of 100,000 and over, 14.9 percent lived in medium sized cities or grouped together about two-fifths of the homes were in metrOpolitan cities. More than a fourth were in shall cities and about a fifth were rural or farm homes. Sixty-four and six-tenths percent of the families had two to four children or could be classified as small families. There was about an equal number of large families and one—child families. In 15 homes, the mother only was living and in 12 homes the father was alone. However 84.5 percent of the families were unbroken. In the cases of 90 parents or about a fourth highschool was the highest school attended. Forty-seven or 13.7 percent of the parents had gone no further than the district school, but 76 or over a fifth of the parents were college graduates. Thirteen and two-tenths percent had gone to business school and 15.5 percent had attended a college or normal school but had not graduated. The father's occupation in over three-fifths of the cases was that of a business or professional man and only 10.9 percent were farmers. In 18.2 percent of the families there was income contributed by other members of the family. The national background of the parents was mainly English and German. The next section of this chapter gives the findings in regard to the arrangements made in these families for handling the family income. ~23- According to Kyrklthere can be but two possible ways of administering the family incane, one to place it in the hands of one person (who delegates the amounts to be spent), the other to arrange a system of Joint control. In only 43 families or about a fourth of the 176 studied was the income administered by one person. In 19 cases or 10.8 percent this was the father and in 24 or 13.6 percent of the cases it was the mother. One hundred and twenty or over two-thirds of the girls reported a system of Joint control to exist in their'families which would indicate that although women have gained a h1g1 degree of control over the use of the income because they do most of the spending, the actual arrangement is one of Joint participation. In the remaining thirteen or 7.4 percent cases which reported neither a system of Joint control nor of one parent having authordty, the girls did not know of the arranyments which existed or a definite system was not recognized. In seven cases the girls reported no system to exist. In a system of Joint control there is the question of the extent to which children should participate in deciding the uses to which the family income is put. There are several reasons why they should have a part in making these decisions and why the participation should increase 10 Kyrk, 38-3019 W N" Y’al'k, 1933e Do 181 -24- TABLI VII. METHODS OF ADMINISTERING THE INCOLE Families Method Number Percent One person having authority 43 24.4% Father 19 10.8 Mother 24 13.6 System of Joint control 120 68.2 No system existing 7 4.0 System not reocgized 6 3.4 Totals 176 100.0 .4. at] '.‘JII. FL. I‘."‘sr'|lslt I. n I \ ”a! 5..., ..\..rehteer.s.uL:_:JI er I... Ian ll‘ 4 i. -25.. as they grow older. They are members of the group whose needs are to be met and they have their personal desires. Knowledge of the family resources and the Joint needs which must be met are effective means of keeping demands reasonable and at the same time giving them the feeling that they have been treated fairly. The Gruenbergs feel that progressively, the children should take part in the councils which discuss the family budget, which determine policies affecting all the members, and which determine the main outlines for the distribution of the family income. In this study in reply to the question, Do the older children participate in deciding how the money is to be spent, only 69 girls or about two-fifths answered that they did. In 89 or half of the cases where there were older children in the family they did not have a share in making these decisions which seems to show that in this respect the application of Joint control had not been worked out. In 38 instances or 55.1 percent of those which were reported, participation was in general by means of family discussions in which opinions and suggestions were offered and needs made known. Twenty-two girls said that the part which the older children had in deciding how the income was to be spent was by making decisions for spending the certain amount which was theirs or by budgeting their allowance. 1. Gruenberg, BenJamin 0., Gruenberg, Sidenie Matsner, W New York. 1935 --26-- TABLE VIII. PARTICIPATION OF OLDER CriILDREN IN DECIDING HOW FAMILY INCOME IS SPENT Cases Anmrs Num___e_g___b _WA Discussion (hold conference,opinions asked) i 5§Ig , muons about clothes, cars, collqge 1 13.9 Mt forfieach person BL #3210 Tell what they need 3; 5.8 _31 contributing money themselves A 5.8 Family matters concern all of us, each is responsible and helps all he can at 5,3______, The arithmetic mean and mode for the age of beginning participa- tion for the older children in the families of the 176 college girls was 14 years or early highschool age. The range was from 7 years to 24 years. One girl answered that she had taken part for as long as she remembered while others reported that participation did not begin: until they were able to Judge the value of money and in one instance not until graduation from college. For the younger children in the families participation was very similar to that of the older group and began at 11 years of age. The range of ages for beginning was from 5 years to 15 years. In only 14 families were younger children reported as having a share in apportioning the -27- family's income or deciding upon expenditures, while in 54 families where there were younger children in the group they did not participate. O ‘ OF THE F" ' NET EN NCO When the money income is derived from a business the wife and children often do not know what the net spendable income is. Fans wives and daughters are more likely to know the financial situation because they are nearer the place of the business enterprise. If the wife and children do not know what the net spendable income is they obviously can have nothing to say in reprd to the proportion turned over for the family living. When the income is derived from wages or salary this situation is not so likely to arise. As it is the business of the housekeeper to pre- pare budgets she should have full information in regard to the money in- come. Children should know the resources of the family in. order that they keep their demands reasonable and at the same time feel that they are being given a due share of the family wealth. - In this study it was found of the cases reporting this itan that ninety-three or over two-thirds of the mothers had complete knowledge of the amount of the family income, 41 or less than one-third had only partial nowledge, and in one instance the mather had no knowledge. One hundred and seven of the fathers or four-fifths possessed complete knowledge of the money income while twenty-six fathers or 19 percent had only partial howledge. In the case of the college girls thanselves 28 or one-fifth had complete knowledge of the family finances, 90 girls or over two-thirds had only partial knowledge, and 14 or 11 percent did not know the amount of the spendable family income. ’1??? ...\.t .v—\. .s #0:}! Q, 3-. {viz-7‘ . -28— Table 11. indicates the amount of knowledge had by the other mmbers of the family. KNOWLEDGE OF THE NET SPENDABLE INCOME OF THE FAMILY POSSESSED BY CHILDREN IN THE FAME! Those having com— Those with only Those with no plete knowledp partial know— knowledge Number Age group in group Number Percent Number Percent Number Percent W 5 - - - - e 5 199—... 6 - 11 20 - e - 6 30 4 70 12- 17 60 g 7 26 43 30 50 18- 23 69 l __lfi 4:2“ 65 12 8 Fr r_.l___ & LLJ’L 5L__§§._.i_l§_____£§__ nasal Eli—LA—hlldmflih * 77 L Over twc-thirds of the age group from six to eleven years had no knowledge of the amount of the spendable income of the family. The needs of this group are not such that their demnds are may or large and generally it is expected that they are not informed of the exact amount which the family has to spend. it is or is not sufficient to meet the family’s requirements. They may, however, realize that Half of _29- the.highschoo1 age group had no knowledge of the family spendable in- come'which is surprising since this age child often shares some of the family spending and should be included in the family councils for discussing budgets and necessary expenditures. It may be that the older children, 24 years and over were no longer at home and being inp dependent had their own.problams and.were not in as close contact at home as before. Therefore, less than a fifth had complete knowledge of the families income and one-fourth had no knowledge at all. Sixty—five percent or about two-thirds of the age group 18-23 years had only partial knowledge of the net spendable income. '.I sdil‘ I tVI. ..‘. tau"- li‘llillflll l7 .. .li -30... WHEN IAND HOW MONEY MATTE ARE DISCUfifl In 61 families or 37 percent all the members of the family group discussed problems as to the various uses to which the family fund was put. One hundred and five or less than two-thirds answered that the whole family did not participate in considering money problems, but in 24 cases the mother and father only were involved. In only one instance was the mother alone reported as making decisions without the aid of the family and in four cases the father acted alone. In 14 families money matters were talked ever be- heen the members concerned at the particular time, as for example, one girl answered that money problems were decided between parents and child involved and in another instance father and brother or the college girl, the mother and either or both of the children discussed them. In 10 families money problems were never discussed and in 5 families there was knowledge of the financial situation but the children did not discuss or comment about it. The time for discussing money problems was in most cases menever the occasion arose or at convenient times when the family happened to be together. Thirty-eight girls reported that there was no set time for money to be discussed in their families while in 11 cases there was suggestion of a set time. Two families discussed their money problems at the beginning of every month, one family at the end of each week, two families at the dinner table, three families held their discussions after dinner or in the evenings and two families held special family councils before the children left for college and when they were home for holidays. 42.1-3.1...t . Lt. trickle asexual! -31.. BUDGETINQ THE INCOI.§ In 44 families or one-fourth of the number included in the study a budget was made and certain amounts set aside for specific pur- poses, Of this number of families 14 planned their eXpenditures quite fully while 20 had budgets worked out less extensively and of a more general nature. Following are the items of expenditure and the number of families using them in making out their budgets: TABLE I. EXPENDITURES OF IAMILIES MAKING BUDGETS Number of Families Aeneral items such as Necessities, Incidentals, General Expense, Farm Expense grouped .-- _ “ hfiv W 'i I .I‘ 3'...- - -32- Apparently the college girl has very little share in making the family budget perhaps because of her absence from the home during the school year. Her part consisted mostly of offering suggestions, giving ideas, helping to talk over the expenditures and deciding the amount which she would need for school and personal expenses. In two families the college girl had charge of the good purchasing. Probably these girls were living at home and taking over this family responsibility- The table which follows gives the findings concerning who in the family makes the budget and this Job appears to be done principally by the mother and father planning together. TABLE XI. MEMBERS OF FAMILY MAKING BUDGET m mm! Whole family phi—#4JL— hem; fl fathgr 313129;: 1], a ___§_____§___z_§_____, .3231! gag—Ll Mar fl 1 LLthnmmfl LJM".3V ‘ L a!“ 453- In only 18 families was the budget made for the whole year. It may have been that in the other cases the amount of the paycheck was budgeted each time or the family income for the month in place of the yearly amount. The number of families making a budget taken from the total for members making the budget is slightly more than the figure obtained from the part of the questionnaire which reported the number of families who made a budget. Perhaps in the four extra cases, a mental plan was made of necessary expenditures or only part of the income was budgeted as for instance that going for food. After inquiring into the practices employed in apportioning the family income, the next question relative to this investigation is how the families spend their incomes. First who in the family does the buying? It is canmonly said that women spend the larger part of the national income but frun this study it would appear that husbands and vine together also spend the family fund. The following table shows the findings as to the members in the family who do the buying. TABLE 111. mama DOING THE BUYING FOR THE FAMILY F Tot Fragmaamiaaiu 1932;. ‘0 rm Mothgr and father g5 gap 15 10 :55 ”—40.3— Fath" J...___.L.___l___l 1 ass—f WW 1a.___2d__r_iz__iz___§n_r_zm__ ‘11 mm- 4..___a 7 ALL—22.1— _L.__£L__§h__fl___1&_JJQLQ_J The results obtained from this part of the investigation compare favorably with those reported by Conversihn thearticle "Buying Habits in the Home.” He says, "Just who was the first person to hit upon 80 percent as the woman's share in the buying. 1 do not new but studies in the field of purchasing show no particular merit in the 80 percent figure. Families vary all the way from those in which the husband expects the wife to do all the buying to one I recently encountered in which the wife would not even buy a paper of pins without the permission of her husband." A survey conducted by this writer showed that women bought approximately three-fourths of the groceries and that 17 percent were bought by men. Women were found to buy 98 percent of their own clothing, 97 percent of their toilet articles, 93 percent of the draperies and 94 l. Converse, Paul 1)., "Buying Habits in the Home." W Juno 21. 1934 Po 23 455- percent of the kitohenware. 0n the other hand she bought only 3 percent of the men's suits, 5 percent of the automobiles, 7 percent of the hard— ware, 9 percent of the gasoline and oil and 16 percent of the fuel for the homes. Shopping together of the parents was very important with fumiture, the more expensive household equipment and automobiles. children under 18 were found important only in the purchase of their own clothing, in shepping with parents in the selection of their clothing and in the purchase of groceries. The percentage of mothers alone or 35.4 percent, who map for the family is very much larger than that of the fathers who alone do the family's buying although there were 7 cases of the father doing the buying. In 33 families or one-fifth the whole family did the buying and in 66 families or two-fifths the mother and father did the bwing for the family. In order to determine what arrangements were made in these families in regard to access to the family fund, three plans were suggested in the questionnaire and the co-operators asked to check the arrangement that as used in their families. It was suggested that in some families there is canplete and free access to family funds by both parents or all members and this was referred to as the cannon purse. Some families have a Joint checking account. Some divide the expenditures so that the mother and father have a list for which they are responsible and each has an allowance. The allowance plan may consist of the husband giving the wife an allowance and also the children. Following are the numbers of families using each plan: -3 6.. TABLE XIII. ARRANGEMENTS FOR ACCESS TO FAMILY FUND Totals W S omo Mar Senior Number Percent W lfi 12 16 1E ire—41.n— Oomnon Purse 5 9 7 7 28 18.3 Personal Allowances #719 19 9 :§____ 34 2g,g Joint Bank Account and Personal Allowances a m 5 i 27 17.7 The Joint bank account seems to be the most popular plan with this group of families. Twenty-seven of the girls checked both the Joint account and personaliallowances. In these cases apparently the parents had a Joint checking account and the children were given allowances. Altogether over half of the families used the plan of having a Joint account. This might indicate that parents are being educated in a business-like or systematic use of their income although in many of these cases no budget appears. Twenty-eight or about one-fifth of the families used the plan of having a "season purse" and 34 families or 22.2 percent had allowances. In the 23 families which were not reported to have any of these three plans, the dole system may have been used or the college girl may not have been sure of the arranyments which existed. XVI»! in! "mine. ... n F. I s a .s. -37.. The items of family eXpense which were met by the m0ther and those which the father paid for were given in some of the questionnaires under the section on the budget. In those families where the income is used by both parents either in the form of a Joint bank account or allow— ances, the mother most generally pays the household expenses. For example, in one family the mether takes care of the clothing and grocery bills and the father pays for the fuel, repairs on the house, meat bills auto expense and the childrens' allowances. In another family the father pays for insurance amounts due on the house and food that he buys. The mother purchases most of the groceries, articles of clothing and school supplies. 0f the mothers who had an allowance 9 were reported as spending it for food and household expenses and their own clothing. Nine mothers used their allowance for only personal things and pleasures. Thirteen mothers used the allowance given them for only groceries or household expenses and 15 for all the family needs such as food, clothing for the family and other household expenditures. The fathers used their allowances for personal expenses, taxes, car, electric bills and water, rent, house upkeep and pleasure trips or amusements. Where the father incurred business expenses as on a farm, his allowance went party to cover such expenses. For example, one father spent his for poultry feed, down payments (probably on farm implements or building) interest and clothes. Several of the co-Operatcrs enumerated the expenses paid for from the mother's allowance and then said that the father's allowance took care of expenses other than those met by the mother. \nV. . iii till.‘ (I) . d1lJrhfln1l-t’wf KIM... T... 4 1.: é...‘.‘ \ K -38— Six fathers were reported as paying for the family clothing from their allowance. The next question asked the co-Operators was how they themselves received the money they had to spend. Ninety-two or over half were given allowances. In 16 cases the allowance was earned and in 76 or the greater number of cases it was a straight allowance. The number of girls accountable for the uses to which the allowance was put about equalled the number of those who were not held accountable. Only three of the girls lmentioned that they kept an account book and listed how the allowance was spent, however the question of how many kept accounts was not asked in the questionnaire. One girl said that she felt that she should buy clothing to have something to show for the money she spent. Several mentioned that they were accountable indirectly rather than forcibly. Some were directed in using the money for useful and needed articles, Only two girls said that they were expected to put some of their allowance in the bank. One girl said that she was accountable only until the age of sixteen. It is interesting that the mean age in the group of 176 girls for first having an allowance was 12 years of age. The range of ages was from 4 years to 20 years. A surprising number were not given allow- ances until entrance into Junior high school or senior high school and in some cases not until the girl went away from home to college. Today the age which is advocated for starting a child on an allowance is much earlier. [Jill III|I ’.ub 0‘ ‘.h. . a. "I! -39- "It is impossible to set a fixed age for introducing the child to money. Conditions vary so much as between the country and the city as between small towns and large ones, as between one family and that of another, as between one child and another in the same family * * " " t "' " " Generally speaking the child in the prevailing present day setting, especially in cities and towns, comes at about 5 or 6 years of age to be sufficiently interested in what is going on around him to tame notice of the money to which grown peOple appear to attach so much importance. and he is also at about this age sufficiently mature to a have a pretty good sense of more and less, a feeling for quantitative differences. Ordinarily then, he is now old enougi to begin handling money of his own." . In nearly all of the cases the allowance appears to have been increased in accordance with the increasing needs and especially with school requirements. The amount of the beginning allowance differed among the girls and in some instances was 5 to 10 cents a week and in others the parents started them with 25 cents or more a week. Typical answers to the question of how the allowance was increased were such as the following: From 25 cents a week to $1.25 at teen age which included lunch money, to {$300.00 a tem at college to include all expenses. Started with 25 cents a week, $1.00 in grades, $2.00 in high school now $2.50 a week. From $5.00 a month at 11 years for personal spending to $45.00 1. Gruenberg, op. cit., p. 25 ‘ III] (I...) 1 '4'i Isn't 51.24 —40- a month. Started with $1.50 increased to $.00 When senior in high school now $8.00 a week. From these answers it would seem that for some the allowance covered clothing expenses, while for others it served only as "spending money.” The items for which the allowance was spent were listed by the girls and this fact further brought out. Only 10 of the 92 who were given an allowance said that they spent it for clothing. Four girls said that they paid for their education from their allowance, one girl mentioned sorority dues. The other co-Operators said they used their allowance for such things as pleasure, entertainment, miscellaneous, sundries, personal needs and as "spending money." - It is interesting to notice the items for which the younger children in the families spent their allowances. In the families studied there were 20 children in the age group 6 - 11 years and 60 children from the ages of 12 to 17. Of this latter number 38 were reported as having an allowance. Following is how the allowance was spent a \[ It‘ll Ira“ ‘1. elf-1 TABLE XIV. EXPENDITURES OF YOUNGER CHILDREN m NbrofC d Pleasure Spending money Miscellaneous [Sundries - 01104331 ‘ chool expenses l necessities .23" REEL Clothes Eavings bank h “wiwufwevmivhotvtvkw Llub dues Out of this very small group of young children the allowance generally speaking was spent as the child desired rather than according to a well balanced plan. Some authors advocate that the allowance should include something for saving, something for necessities, something for others, and something for indivdnal pleasure. The answers frm the questionnaires were too general to learn whether or not the toms sundries and miscellaneous would include some needed things such as tablets and pencils and haircuts, or whether such terms only included candy and shows. Just one instance is mentioned .42— where any of the allowance was saved. The why of the allowance is that the child learns how to buy Judiously and acquires a general appreciation of the value of money both for present and future uses. Other‘ways by which the college girl received money from her parents included asking for it as the need arose. One Hundred and forty girls or four-fifths reported that they received money in this way. Among the group with allowances some also asked for more money if the allowance ran out or if certain expenditures required additional finances. Thirty-two girls or about one-fifth said they took their money from the common purse and seven of the co-Operatcrs reported a bank account as the source of their funds. A few of the girls mentioned loans from sisters or older .members of the family. The following table so. XV indicates again that the girls had wmore independence in spending for such things as entertainments, candy, sodas, cosmetics and clothing accessories. Concerning the larger purchases they were still under the direction of parents or older members of the family. The questionnaire asked the girls to check the items for which they spent monewaithout the aid of parents and the table shows the results of this part of the investigation. ~43- TAILB XV. NDEBEI-EDENT EXPENDITURES Totals I use WWMMI: Number mad Qlothes 22 27 23 28 100 56.8 Clothing accessories 35 44 34 as 149' 84.? Movies or other entertainment LA 39 39 31:10 96.6 Olub dues BL... 51 gg 3 fl_ 24,4 FOandy, sodas 45, 59 g1 so __119_ 96.6 {onetics “___‘g as 37 162—.. 22..Q__ Board and room 8 14 10 22 5. ”.7 Wrtation, gas 12 18 19 21 70 39.8 Vacations 3 11 9 14 37 21.0 Fewer girls or 56.8 percent bought their clothing without super- vision and over forum-fifths .boughtgclothing'accessoriei.‘ girls reported that they spent money independently for entertainment, candy and IOdEIe parental assistance. Less than a third said that they paid for room and board without The girls were asked to give the age when they first had charge of any money, either by means of an allowance or by being given money for small purchases. The mean age was 11 years, which is Just one year earlier than that for starting an allowance. advanced than is the case with the present-day child. This age also seems to be more There may have been Nearly all!” the 176 .44- difficulty in Judging at Just what time in their lives the girls did first have charge of money. They were also asked the age when they had complete control of money and made purchases alone. ' The mean age here was 15 and the range from 8 to so years, while 8 girls reported that they still did not have complete control. A summary of the findings in regard to the practices followed by the families studied indicates that in some reppects a system of democratic control existed and again much of that which is advocated as "best" was not followed. A system of Joint control between parents in deciding how the money was to be spent was found in 120 families or over two-thirds. In 24.4 percent or one-fourth of the families, one person had authority. Only about two-fifths of the college girls participated in deciding how the money was spent and these did not begin until the age of 14 years or on entering highschool. Participation was in general by expression of Opinion or stating needs. In only 14 families were younger children reported as having a share in deciding how the income was spent. As concerns the knowledge of the amount of the family finances only 28 of the college girls or one-fifth had complete knowledge and 50 percent of the highschool age young people had no knowledge at all of the family income. In only 37 percent of the families did all members discuss the problems. as to the uses to which the family fund was put.. Ine oneOfourth of the familiesa budget was made, mainly by the father and mother together. The results as to who spends the family fund show that the mother alone does 35.4 percent and the mother and father together do 40.3 percent of the buying for the family. Here again there is Joint 11in} .. (...v a; «e «5} .IS. ... .. -45— participation' of parents and a Joint bank account was the arrangement made in regard to access to the family fund in half of the families. Ninety-two or 52.3 percent of the college girls had an allowance which was in most cases a straight allowance. The age for first having an allowance was rather late, being 12 years of age. The amount which was given had been increased according to school requirements, as the girls entered highschool and then again with entrance into college. One hundred and forty or about four-fifths asked for money as the need arose and among this number were those who also had an allowance but received additional amounts for special occasions. Less than a fifth of the girls took their money from the common purse of the family. The items which the girls bought independently were mainly clothing accessories, movie ticlnets,‘candy, sodas and cosmetics. Fifty-six and eight-tenths percent bought their clothing independently but the others were still under the direction of parents. Thirty and seven-tenths percent paid for room and board indepeniently. A As a final obJeotive the questionnaire attempted to discover what instruction the girls had had in learning how to handle money. The results from this part of the investigation will not be presented statistically because the answers were scattered, but they contribute to a general discussion of the way in which the co-Operators acquired instruction in handling money. The answers which were given indicate that as a group they were taught the value and wise use of money and that they should spend it for good purposes and not foolish ones and that needs came before pleasures. In only 3 cases was a budget mentioned as 1 .Il \ [I u. I1 it ..f ”figurfllflfilflfleimtatlv ., . 1e .. ..46- a method of limiting the buying of the girl to a certain amount and one girl said that she made a budget which had to be checked by her mother and father. This is today advocated as one of the practices to be followed when the child is put on an allowance in order that his spending is balanced and Judicial. Four girls said that they had been taught to shop for values and to recognize good standards of selection so as to obtain the best results from the money spent. In two cases the materialistic view- point is expressed and these girls were taught that they should have some thing to show for what they had spent. One of the girls said that in her family clothes were always considered a good investment and that the money was saved and then the father took them all snapping to buy clothes. Two girls also mentioned the fact that they saved for something they especially wanted as in one case the girl named a week at camp. In two instances the children in the family had bank accounts saved for college. Different methods seem to have been used by the parents of the girls in teaching them the wise use of their money. In 10 cases it was stated that the girls had to give account of all the money which they spent and 2 of the girls checked their books. each week with the parents. In new of the families the training was by means of parental guidance which developed into independent use of money. In 4 cases the girls said that they were, taught to consult their parents before buying anything. Three girls replied that parents advised them but it was their money to spend as they pleased. Three were supervised by their mothers. Six followed parental examples and others said that they observed home attitudes in -47- regard to spending and learned in that way. In 6 cases the girls replied that they had been taught to buy independently early in life. Answers of this kind were that the girl had been taught to handle money "according to nu own common sense". Another was "taught to reason for what I should spend aw money" and another was "allowed to use my own Judgnent." Seven girls said that they did not believe that they had been trained. Four mentioned that they had had to earn their own money and that there were certain things for which it had to be spent. In some families there is not such money available for spending and the children remain dependent upon the parents. For example one girl replied that if she wanted some money she asked for it and told for what she wanted it. This practice continues sometimes after the girl goes to college and she reports that she has had no difficulties in handling money because she consults her parents. It might be that she has not yet been given opportunity to solve her money problems independently and that later when she does she may experience difficulties since she has never had full responsibility before. Information was obtained as to whether money had been made an sward for good behavior or had been taken away as a result of bad behavior. The question concerning the manner in which the allowance was given had been asked of those with allowances, but in this instance the question included gifts of money as well as the allowance. Of the twenty girls who received payment for good behavior, 7 said that they received noney for A's in school, 9 were paid for helping in the home and practicing music appeared in one answer. In one case an award was given for duties in -48.. addition to the allowance. In another case the girl received extra money above the allowance "because I had been a good girl but not for particular acts", and another co-Operator said that the amounts were more generous if her conduct had been good. It is interesting that only two girls said that they were in the habit of banking a part of their allowance and yet when the question was asked later in the questionnaire as to whether or not they had been taught to save 112 reported that they had as compared to 4 who had not. It may have been that they had been taught but were not following out their training or it may have been that they were made conscious of savings when they read the question. Again they may have felt that saving should be included in one's training in how to handle money and were not as willing to comit themselves as one girl who answered that she couldn't truthfully say that she had been taught to save. Many of the difficulties in spending which 19 of the girls encountered were due to not being able to miss one allowance last until the next, which also seems to indicate a discrepancy here. Ways of encouraging saving were mentioned in some cases such as Christmas savings, school savings accounts, and the use of penm banks and nickle and dime folders when younger. Two girls said that they were taught to save by having the amount of the allowance which they were able to save doubled at the end of each month. The answers which gave the mistakes made by the girls in handling money, seem to indicate that experience had a very important place in these girls' training. Seventeen girls reported that some things which Hg'lls'lri!’ T‘.‘ ME‘ -49.. they purchased lost their appeal after being taken home and often they regretted having bought them. At times the things bought were unnecessary or sanething which the girl saw and wanted without considering whether it was practical or economical. One girl said that she would see something and think she'd like it and sometimes it would be more than she should spend. Four said that they had been extravagant at times and bought more expensive things than their budget allowed or parents could afford. It seemed that the items for which an excessive amount was spent were entertainment, treats ”in between meals" and clothes. In 5 cases the girls mentioned mistakes in selection of goods. This may be illustrated by a few comments. One girl said that she bought shoes that did not fit and another that at first she made poor bargains in purchasing. Another place where there was difficulty for 4 girls was in apportioning the money, such as knowing what was needed and in one instance realizing the cost of incidentals. Three girls said that their difficulty lay in not being able to account for the money they had spent. As noted before the difficulty of 19 girls was in miscaloulating the extent of their allowance or the money which they had to spend. Some said that they spent too much, others that they ran into debt occasionally and still others that they sometimes overstepped their allowance. Three mentioned the fact that they could not save for a rainy day, but spent as they went along without thinking of the future. In some of the questionnaires the girls who said they could think of no mistakes gave as their reasons that they either made a budget, kept d- a 3,1 i:.|ltl|lr»l.l'-!fl . oil-3.1 le‘lns.‘ b. -50.. an account or consulted parents. These appear then to be the remedies for”making both ends meet." Another example which seems to show that experience is a good teacher is given in the answers to the question concerning difficulties the first year in college. Four girls said that they had a personal checking account their first year, but spent too much for such items as clothing and recreation and did not have to plan their expenditures or think about saving. Now they have a straight allowance which can be budgeted and they get along better. In two cases the girls reported that their freshmen year was their first time to have money of their own and they did not know the worth of it. Three of the older girls seemed to think that they had more difficulty as upperclassmen than in the first year because their needs were greater, activities more varied and their allowance had to be stretched to cover the added expenses. me next question asked of the oo—Operators was whether or not they felt that they had always had a due share of the family income. In all but 7 cases the answers were that they had always had what they needed and that the parents were generous and showed no partiality. In some cases the girl felt that she had had more than her share. In 4 of the cases where the girls said that they did not feel that they had had a due share, they had been forced to earn their own way. These were some of the negative replies: . Not in preportion to the family income. I have earned. As far as mother was concerned. I Ind no knOWledge of actual income and felt I had less than “V associates. -51- It was put into machinery. Jealous of ny brother who had more. One hundred and five girls said that they had earned money in addition to that given them by the family. The mean age for beginning to earn in all of the four classes was 15 years. The range was from 7 years to 20 years of age. Caring for children was mentioned in 6 cases; working sunmers was given by 5 girls, work in business offices by 4 and other ways of earning reported were such as music lessons, waiting table, taking school census, clerking and college Jobs as library work and working on switchboard. In most cases the earning seems to have been mainly supli- mentary and used for "mnding money“ or for part of college expenses. The co—Operators who said they were displeased with their part of the family income "earned most of what I have" in one cases and in another the girl felt that she had earned much more than that given by her family. Apparently the Juniors and seniors had received more training in addition to home training which helped in the spending of money than was the case with the underclass girls. Thirty-three felt that they had been helped by college courses in clothing where they had loomed to make a clothing budget, in the course on economic problems of the family and one in dietetics. Two girls mentioned business courses as being an aid to their spending. Other forms of training which were given were banking school accounts, campfire and home economics courses in highschool in which budget— ing was taught. Six girls gave experience as their other training, 3 said mistakes I've made and seen others make. Four of the girls mentioned advice from friends and contacts with others and some said that their work -52— if it were clerking, bookkeeping or working in a business office had helped them. AltOgether 58 girls were reported as having received train- ing additional to home training. The findings on how the 176 college girls were trained in the uses to which they put their money may be summarized as follows. The instruction consisted first of parental example, direction or advice on how to purchase discriminately. Second, the mistakes made by the girls served as valuable lessons and third, other training in addition to home training, reported by 58 girls, consisted mainly of that received from college courses, but also from highschool banking accounts and home economics courses, from Jobs which the girls had had and from advice and, observance of others. -53.. CHAPTER III IB TION H OF IN‘ After considering the findings concerning the administration of the income in the families studied it was decided to try and determine to what extent the family background influenced the practices used. The first reclassification was made according to the place of home residence. The practices investigted were participation of children in deciding how the income should be spent, members doing the biving for the family and the manner in which the college girl received money from the family. These could be tabulated and a statistical presentation made of the re- sults. Also they seemed to represent the different phases of money administration in the families. In the large cities, older children participated in deciding how the family fund was spent in 15 or about two-fifths of the homes. In three-fifths of these families older children did not participate. Only three cases or about a fifth reported that the younger children partici- pated and in 13 families where there were younger members they did not have a part in this phase of family finance. In the medium large city or that with a population of 25,000 to 100,000 the same picture was presented of the children sharing in this activity. In the small city family Just the Opposite was true in the case of the older children. A little over three—fifths were participating in deciding-how the family spent its money. The proportion of younger -54... children remained the same as in the metrOpolitan cities. In the families living in villages there was only a little more than a fourth of the children who participated. The older children in the farm families took part in 7 cases and in 3 they did not. Again the younger children do not seem to have much of a part. In the group with varied residence the Draportions were similar to the large city group. The older children in the small city or on the farm seem to have had a larger share in making decisions concerning the apportion- ment of the income, but the findings on participation of older children in relation to the size of the community do not appear very significant to the investigtor. In all the families regardless of residence the younger children do not seem to have been included in the family councils discussing this family problem. Table XVI gives these results in tabular form. £63."! .. .. Mathis. ._ (a. . .1.1 “$41.1 .....ullfitrl.‘ v 1 TABLE m. --55- Participation of Children in Deciding How The Family Income is Spent. Classified According to Size of Commity Large City in'edium Size Small City Village , figgidencg _(gty Num r ercent MPementH gumber Percent Numbe; Pgrcent 10;,95: Children l’a ti 15 58 .5 9 39 .1 2.6 61.. 9 6 28 . 6 No participation gL 51.5 1L____§9_,_9 16 15s.; 15 7AA— Total 39 23 42 21 [OggtifltiOp 9f Tablg ELL Farm Va To1',_a_l_t mm umb r Numb r Eggegt Oldgr Childggn a i at 7 7g 9 SSLL 45,6 rt ati 3 §_Q__n 60.2 L_§g_,§____y m A it E1 lLLQQsL—__ Table XVII shows the relationship between the place of residence -56.- and the members of the family who do the buying. TABLE XVII. Members Doing the Buying Classified According to Residence Large City Medium Size Small City Village _ Rgsidgncg _gigy Number P r n mmmmmw riitgthar and Father ___zg___59_.q s m._z.o_ $1.2 __§____gz.5__ Mothgr along all— §g,§ ___12... 4§,Q _1.§__ 3§,3 _u___§9_,_o__ Fatggr 4 2.5 :Q 9 ' 4___.An§_ All membgrs s 15.0 5 20.0 10 2&L_A__lfls2_ £213.11 an 25 as 22 W a ‘ F5? Yang}. Tptal WWWWM ' Mo Fat r j .2 s ELL—43.12.. Malone 4—, z;z____§_g___fls§..._L—._§Mq who; 3L..._alsi L AM A __4..L All members 5 1:13 '1 29.2..._..L'7 2133 Totals lg; n jg 17o In the large city the mother and father together buy for the family in 50 percent of the cases, the mother in about a third of the -5 7- families, and all the members in only 6 families or about one-sixth. The mother does the buying in a little less than half the families living in medium size cities and the mother and father in about a third which is Just the opposite of the results for the large city family. About twice as many mothers as both parents together buy for the families living in villages while a larger percent of fathers and mothers buy for the fans families. Three fathers in the farm group do the purchasing and there are as many families in which all members participate as there are those in which just the parents buy. 1 The investigator tried to discover any possible relationship which might exist between residence ann.the manner in which the college girl received her.money. Table XVIII shows these results. A figure is drawn (See Figure I) illustrating the percentage of girls who were given allowances, grouped according to residence. Seventy percent of girls living in large cities had an allowance, 68 percent of those in medium size cities, 50 percent of the ones living in small cities, 57.5 percent of those whose homes were in villages and 7.7 percent of farm girls. The number of girls who received.money from the common fund by asking for it as the need arose increased as the place of residence diminished in size. Thirty percent of large city girls asked forumoney, 28 percent of the ones who lived in medium size cities, 43.8 percent of small city residents, fifty-four'and one-tenth percent of those with homes in villages and 61.5 of those with farm homes. The proportion of college girls who had an allowance and of those who asked for money in the group with a varied residence was the same. I l A Am i. - — ,__ a—>_ 0 ti stiller”. , 4.} I . “N's -58- The difference between the large city and.village or farm and between the medium sized city or the small city and the farm are significant when the formula for difference in proportions is applied. 1. See appendix - p. TABLE XVIII -59.. Ways by which College Girl Receives Money Classified According to Size of Comzminity Large City Medium Size Small City Village ...—W—Qiil WMMMN "WWW W as 70.0 12 MJ___59..L_3___JLLL_ my.“ :0; ii _12___ap.o 7 zen 21 gas is Oh ccount a 5-2 1 M33 a :44 1 can [Total LMLLKI as 24 WWL Pam v Mb, _ mm umb r m rc t W ELL—JELLM— _ W_L__£LL_JL__A§L_ZZ_M_, WmL4—F_M__n__a¢_ m 4 - 7-7 L_.ls.7___, m .1 1.1 i L} 20.31 is, i AIL oo-o -60... The data from certain parts of the questionnaire were re- classified again according to the size of the family. The following table gives the relationship between size of family and participation of children in deciding how the family fund was spent. TABLE m. Participation of Older Children in Deciding How Family Fund is Spent Classified According to Size of Family One child 2—4 children 5 or more I in fag“! "en in Ion-1 ] Nmbgr Pergggt mm Numbgr e nt 44 42,7 #13... __gyi 72 46.5 59 52,3 __1]__ 58,6 83 53,5 1% 39 mm In only about a third of the one-child families the college girl did not participate. The small family and the large family appeared to have similar preportions of older children who participated which in either case was a little over two-fifths. In these cases 57.3 percent and 58.6 percent of the older children did nOt participate which is a much larger percent than in the case of the one-child families. seemed to be more participation of younger children than in the large families who had younger members. In the small families there In the one-child families the nether did the most bwing and in 29.9 percent of the cases all members participated. Both parents or the mother alone bought in about the same number of small familes and the mother did the buying for the family in the greater number of large families. I 1611“" .VW‘.» 61- TABLE XX MEMBERS DOING THE BUYING CLASSIFIED ACCORDING TO SIZE OF FAMILY Oifizgcishirld Mfgildren 5 or his?“ Total Nu__m_‘p_e_1; Percent _Num Percent Number Percent Number ent rMother and Father 8 26 .7 36 36,4 9 3% 53 33.3 Mother alone :1; 35.7 39 59.4, L 36.7 6L 38.4 Father 2. 6.7 L 5 M 9 5.7 411 members 9 29-9 22 22-0 5 15.5 - 35 22.5 otal 4g; 9Q 3Q 1L1ioo.o TABLE XXI WAY COLLEGE. GIRL MEIVES’HER DDNEY CLASSIFIED ACCORDING TO SIZE OF FAMILY Dixie-child 2-4fchildren 5 iii“)? in Total mmmmmmmm Allowance 25 “___m___5;5-5 11 35.5 91 52.3 Askigg for it 9 29.0 47 42.0 ,1: 45.2 70 40.2 Checking Account 2 6,5 ___; ,9 5 L642}, 8 4,6 Iioan #L .9 ,1, .6 Earns i— g,§ 1 3,3 4 2,3 otal - j]. 1.1.2 11. -62— In determining the possible relationship of the manner in which the college girl received money to the size of the family it would seem that the number having allowances was inversely prOportional to the size of the family i.e. that there were more girls with allowances in the one-child families, the percentage being 64.5 and in the large families there were only 11 girls or a little more than a third with allowances. In the large family group the college girl asked for money as she needed it in about half of the cases. Five of the girls from large families reported a check- ing account. (Table XXI). It was expected that a relationship could be shown between the education of the parents and the practices wnich the families followed in handling their finances. Interesting results were obtained but were not those that might be expected. The three tables showing results on child participation in deciding the family expenditures, members doing the buy— ing, and manner in which college girl received money, classified according to the education of the parents will be considered together. Table XXII shows that there is not much variation in the amount of participation in the homes where the parents have both had more than highschool education, where there is at least one parent with more than highschool education and where both parents have gone to highschool. Just the apposite from that naturally expected seems to be the case in the families where only one parent has attended higischool or where neither has gone any further.than the district school, although the number of cases is too small for definite conclusions. There is more participation of older children in both of these -63- instances. It may be that the information gained at school is taken home by the older children and they are able to assist their parents in making decisions in spending. The two groups, one with both parents having a highschool education and the other with at least one parent who had been to highschool were grouped together and the percentage of families where the older children participated was 51.2 which is still higher than that of the college group. When the two columns of figures are thrown together the numbers are larger and a better comparison can therefore be made. The percentage of all members of the family doing the buying is larger in the groups where only one parent has been to highschool and where neither has had a highschool education. This fact corresponds with the previous results concerning the participation of the children. Table XXIII gives the members in the family who do the buying and the preportions for mother and father buying and mother alone buying are similar in all but possibly the last two righthand columns of figures. 1 Only in the families where the district school is the highest education of the parents did the number of girls asking forumonsy exceed those given allowances and here the number of cases is small. ..64- TABLE XXII Participation of Older Children in Deciding How the Money is Spent. Classified According to Education of Parents. Both parents One parent Both parents A One parent with more than more than Highschool Higischool a co fligsghggl gducati n ducatiog 1‘0 M b rmm 429.123..“ t articipation 2; 44.6 21 42.0 13 55.3 a 7L1 We...partioipat1°fl ~51 55.4 29 58.0 17 55.7 5 27.3 1 Hotel 56 50 30 11 WW) Neither with Hi fischool T01383- mmmm JLLAL §.__ Nolartioipation § 4§3§ a§ §3:§ Total A Participation TABLE XXIII -65- Members Doing the Buying Classified According to Education of Parents One with Both with One with Both College College Highschool liHighschool Education Numbe Pgrcent Numbgr nggent Numbgr MMIJQE Pgrgent 3 I @329: and NOW“ LM 21 52-0 11 $12.3 5 ; 38-5 Mather alone 21 35.6 12 33.0 10 .5 3 23.]. ! jFather 3 L; Q i 6.9 o ‘ 1 11 members 12 39,; 10 20.0 a 3.2.2 5 I 11.5— V 59 5Q 29 13 ‘ on 1 of W Neither with Highschool Total ‘ Edmtign ‘ umb WWW - t r Mo h 4 mm. ___L—a'fiafl... We 5 2.34 1.5 4.4.1.. Fathg; l 7.7 6 3.2 A 1 her 5 gmg. u_ag____2a..a__ _n 13 ALAN—J TABLE XXIV -66.. Way College Girl Receives Money Classified According to Education of Parents Both parents One Parent Both with One with with College with College Highschool Highschool education Numbe Pgrgggt Numbg; Pgrggm Numbgr Pgrcept Numer Peggnt PM 32 _5_l_,_6__ 28 56,0 __LQ 50.0 B 56.1 Asks for it 25 41.9 19 38.0 15 45.5 5 55.7 Checking Account 1 1.7 3 6.0 2 6.7 O Earns 3 4.8 O » 0 0 Loan 0 O O l 8.2 Total 62 50 30 14 WW“ 7) Neither with Hi ghschool Total Education m Pgrcgnt Numbg; mm W 4 JELLJLL mm 7 m__zo___au__ Wan 74' 7 LL... Esta; L 71" L—ani— ' Loan 0 i 4L..___4.L_ metal 13 & 100,9 4 The results from classification according to the occupation of the breadwinner show that in families of business men 51 percent or about half of the older children participated in deciding upon family expenditures. (See Table XXV). In tw0-thirds of the families where the father's occupa— tion was farming the older children participated. 1t is interesting that only 40.7 percent had aw share in the professional group. A larger per- oentage of young children participated in professional families than was the case in either the business or industrial groups. The farm families appear to be more democratic in this respect than other occupational groups as half of the younger children participated and two-thirds of the older children. Apin it must be noted that the number of families where the father's occupation was farming was small. The mother and father together did the buying in over half of the professional families while in the business group the mother alone bought for the family in 42.9 percent of the cases and the mother and father together in but 30.4 percent. (See rfable XXVI) About the same percentage of industrial mothers and fathers took over this responsibility as did in the professional families and only a fourth as may mothers as both parents together. In about one-fourth of the families in each of the groups all members did the buying. Nearly three-fourths of the girls whose fathers belonged in the professional class received allowances. (See Table XXVI!) The daughters of business men received an allowance in about the same number of cases as received money by asking for it when needed. Twice as may girls in -53- the industrial group had allowances as asked for their.money, but where the father's occupation was farming, three times as many asked for it as received it by means of an allowance. The difference in the manner of receiving.money between the girls whose fathers were professional men and those whose father's occupation was a business is significant as checked by the formula. The difference between the professional and farm divisions is significant and that between industrial and farmer. A possible explana— tion for the difference in the numbers of girls given allowances may be the less fluctuating incomes of the professional and industrial men as compared with those of the business man or farmer. In summarizing the relationship which the family background.nay have had to certain practices of handling the family's finances, it seems that the older children in the small city or on the farm had a larger share in making family financial decisions. In all families regardless of the residence the younger children were not given much of a part in the deciding how the family fund.was spent. The college girl in families where she was the only child participated in twice as many homes as did not. There was more participation for younger children in the small sized family where there were from two to four children than in the large family. The older children participated to a greater extent in families where only one or neither of the parents had attended highschool. In about half of the business men's families the older children had a share in this part of the spending. In the small number of families where the occupation was that of a farmer the older children.participated in two-thirds of the instances and the younger children in half of the families. TABLE XXV -69... Participation of Older Children in Deciding How Money is Spent Classified According to Occupation of Father Professional Business Industrial Farmer MPercent Number Pageant Number P rcen WPeggnt Faflicipation 11 4.0.7 as m 9 m s 66.7 No participation 15 59_3 25 49.0 10 52.6 L__ 3§.§ [‘P_otal i7 51 19 12 Cl ti f mm) Other Total Numb Pgmgnt gumbo: Peggem Participation 8 72.7 _62. 51.7! No participation §____g7_,_§ as w Total air um -70.. TABLE XXVI Members Doing Buying Classified According to Father' 3 Occupation Professional Business Industrial Farmer umber Pgrcegt Numbgr Pgrggnt Nygbor mm figment Mother and Father 15 5:335 17 33:4: 12 M 3 55.3__ Mother 810116 a 22-24 24. ___42-9 3 13-5 1 6.7 ether (1 1 1:7 j,______4ne 2 134'. i511 Mb”! 5 22.2 14 25-0 5 _221. 4____z§.._7__ Liotal 2.7 as 15 (Continuation of Table XXVI) gig” Tate]. ._.__. mmmm‘ Mot r and Fath L 23.3]; 55 __ghi— WA 38 5 39 52.5... Paths; ii 7.6 5 ___QL'L‘: All membgrs 4 30.8 Lia;— Total 4L3 3 1.199.251... TABLE XXVI]: -71- way College Girl Receives Her.Money Classified According to Occupation of Father Pr fessiona figginesg Industrial _Eggmgr JNLumber Percent MM Pagan; Mber Percent Numb r Percent W Lfi as 9.1 15 52.5 5 3g,_o____ Asks for it 6 20.7 27 47.;; 7 29.2 9 60.0 Checking Account 0 2 3.5 2 8.3 1 8.7 Earns 2 6.9 O O I; 6.? Loan 0 O O l 6.6 Eotal 29 _51 24 15 Wei—Wt) In Other Tgtglgg dunner—Linn n meanness Allowance 4__u__flg:; 71. 51-3 Asks for it g; 66.7 57 41.6 Checking Accoun 5 3.6 Earns .iLi 3 2.2 Loan J 4 l .8 Total a_l&1_, 137 100.0 -72- In the large city group the mother and father together bought for the family in 50 percent of the cases and the mother in about a third. The percentages were Just the Opposite for the medium sized city. Twice as many.mothers as the two parents together did the buying in village families. 0n the farm the mothers and fathers and all members, together did about three—fourths of the purchasing for the family. When the classification was according to size of the family the figures showed that in the one-child family all members did the buying in about 30 percent of the cases and in the large family in half as many. The mother'did the mOst buying in all groups and 5 of the fathers in the large family group. The results from grouping the families according to the education of the parents showed that the father and mother tOgether did slightly more of the buying than the mothers alone. A relationship did not seem to exist between those who did the buying and the kind of education of the parents. The mother and father did the buying in over half of the pro- fessional, industrial and farmer families. In the families where the father 'was a business man the mother bought for the family in.42.9 percent of the cases and both parents together in 30.4 percent. The number of college girls who had an allowance decreased as the place of residence became less in pepulation and the number of those asking for money as they needed it increased.lear1y two-thirds of the girls who belonged to one-child families were given allowances and only about one-third of those in large families. When classification was -73- according to education of the parents, only in families where district school was the highest education did the number of girls asking for money when the need arose exceed those who had allowances. Three—fourths of the girls whose fathers were professional men received allowance. The daughters of business men received an allowance in half of the cases and twice as many girls whose fathers were connected with industry, or less than two-thirds, had allowances as were given money when they asked for it. Three-fifths of the farmer’s daughters received money by asking for it when needed. An attempt was also made to relate the interest of the girl in college to certain practices in handling the family income. The table below provides figures concerning the participation of the children in the families of girls who were classified as home economics and non-home economics students. TABLE XXVIII Participation of Children in Deciding upon Family Expenditures Classified According to Co—Operators' Interest in College ‘ Homg Economic; N anome o omi Number szcgnt Numbgrgpmnt Older children yes AjflLV _Aggl 37 .4515 no 36, 52,2 . 48 55.5 Younger children 5'” 'i Elsi—AM? no g§ 78,; §I.H__§§-8 -74- The percentages for participation of both older and younger children are a little higher in the case of the home economics group. However, the difference is not marked even though one would expect that home economics students would take a greater interest in the purchasing of the home than girls whose interest was not so inclinded. There is no significance when checked by mathematical formula. A comparison was made of the members doing the buying in families of home economics girls and non-home economics students. The findings are shown in Table XXIX. TABLE XXIX Members of Family Doing the Buying Classified According . to Interest of College Girl Homg Economigl Egg-Home Economic; mmmmt 7w Father as__sa.1____Ad____ALn Ade-tn” 37 35-0 54 51,9 [Father 2 2-7 L—.—_.:_*4 3 11 members 2p 25.1 IL._J§.:.§ Apparently the mother did the buying in about the same number of families as both parents in the home economics group. In the homes of non—home economic girls the mather and father without the aid of the other members bought in two-fifths of the instances and the mother in over one- third. It should be noted that the percentage of all members doing the -75- buying in the home economics group was 26.7 and in the nonphome economics group only 15.2. In comparing the two groups as to the way they received.money it was found that 32 or 41 percent of the home economics girls received allowances and 62 or about two-thirds of the nonphome economics. Sixty- : fths ‘ two era; of the former were given money on request and 77 of the latter group or the same percentage. TABLE XXX, Participation of Children in Deciding upon Family Expenditures Classified According to Co-Operators' Interest in College Home Economics None-home Total Economics Number Percent Number Percegt Number Percent Older Children Partigipation gzgg 47.1 37 43.5 2,59 45.1:fi N0 pgrticipation 415 52.9 48 56.5 84 54.9 68 85 153 100 .O Yo_u_nger Chi ldrgn Partiaination 7 :21.9 5, 16.2_, .15. .18.8 No participation 25 78.1 51 p_g5.8, .55, 81.2 32 57 69 100 -0 TABLE XXXI Members of Family Doing the Buying Classified According to Interest of College Girl Home Economics Non-home Total Thuuxuuxuis Number P rc nt Numb r Pgrcgnt Number ercen ‘ Mother and Father 2:, 34.1 m 4.3-5 (,5 39:2 Mother alone 27 36.0 34 37.0 61 36.5 , Father 2 2.7 4 4.3 6 3.6 All members 20 26.7 14 15.2 34 20,4 ‘ Total 75 92 167 430.0 Three freshmen home economics girls reported that the older children participated and 14 said that they did not. 0f the 17 senior home economics students nine said that the older children participated in deciding money expenditures in their homes. There is a decided advance from less than one-fifth participating in the first year of college to three-fifths in the last year. This difference may result from the variation in age of the girls. In the non-home economics group less than one-half participated among freshmen and the same number of seniors. In the freshmen group of home economics girls only one girl said that all members did the buying and in 10 homes it was the mother and father. The senior group reported only 2 mothers and fathers, 8 mothers and 7 cases where all members did the Wing. In the non-home economic group of freshmen 15 mothers and fathers bought for the family, 9 mothers, 1 father and in 2 families all members. In the senior group there were about twice -77- as many mothers and fathers, only 6 mothers, 1 father, but 7 families where all members purchased. The 2 groups are quite similar in members buying reported by the first and fourth.year girls and the figures show that the senior girls took a greater part in buying their own clothes and Other items than did the freshmen. In either group there were more freshmen who were given allowances, 10 as compared with 3 seniors in the home economics. classification and 20 freshmen and 10 seniors among the nonnhome economics girls. This may have been due to the fact that more of the seniors were earning their’money. Possibly parents of freshmen are realizing the value of an allowance. Two-thirds of the freshmen home economics girls were given money on request and about three-fourths of the seniors. Over three-fourths of the freshmen nonphome economics group ask for money and 82 percent of the seniors. In either case the number of senior girls asking for money as needed exceeded that of the freshmen. An effort was made to compare the manner in which the home economics girl was trained in handling.money with that of the nonphome economics girl. The data were scattered in the case of each and no definite relationship seemed to exist except as concerned the instruction in addition to that received at home. The home economics group felt that they had been helped by college sourses in clothing, economic problems of the family and some of the foods work. Since it was difficult to relate this part of the study either to the family background or the interest of the girl in school, 5 questionnaires'were selected which differed from each other and are included here. They represent differences in class and interest in college, residence, size of family, status of home, methods of handling family income and serve as interesting case studies. -78— A is a senior in college, registered in the liberal arts division. Her.home is in a village and the family consists of both parents and eight children, the oldest of whom is 27 and the youngest 9 years old. Neither of the parents has gone further than the district school. The father was born in Sweden and is a produce buyer and county official. There is no income from other members of the fondly. The father has the most control of the finances although there is Joint decision as to how it is spent. The older children earn their own spending money and buy their c10thes. The younger children choose some of their clothing. The family knows nothing of the father's financial affairs as he is always buying and selling stocks, bonds and land, the proceeds from which are placed in.a Joint bank account. A 'was not given an allowance but worked for her father beginning at 12 years of age and earned 3 to 5 dollars a week for which she bought clothes or used as spending.money. She says that she was not accountable for the uses to 'which she put her money, but felt that she should buy clothing to have something to show for it. She asked.her father for additional money when she needed it and on occasion took from the till in the store telling her father later. "I can't remember when I did not have a box in our dresser with dollar bills in it. Father used to pay us well for working even when we 'were so small we could scarcely reach the pedals of the machines. we were taught that clothes were a worthy investment and were allowed to buy without adult supervision. we also had bank accounts saved for college." B is a saphomore home economics student whose home is in a medium sized city. She is an only child. Her father graduated from highschool and her mother attended college or normal school. The father is a mechanical —79- technician. All members in the family assist in deciding how the money is spent and a budget is kept and apportionments made for taxes and home up- keep, clothing, food, college expenses, and pleasures. All members are given an allowance and the father's takes care of household expenses and food while the mother's goes for clothing. B spends money without superb vision for all the items listed in the questionnaire. she has earned some of.her expense money. Regarding her training in learning to spend wisely she says: "An allowance was given to me for household services rendered, and no additional money could be asked for, so I saved my allowances, being of Scotch descent also added in saving. I had difficulties my first year at college because I had a personal checking account and I spent too much on clothes and recreation. New I have a limited amount which is budgeted.” C is a liberal arts senior and her home is in a medium sized city. There are five children in the family and the father is not living. The only source of income is from trust funds left by the father who was a minister. The eldest br0ther and sister are married. Each of the other children earns part of his clothing, schooling and any spending money. The income is budgeted "to the last cent" by the mother. The 19 year old brother and the mother do the buying for the family. C receives an allowance of a dollar a week which has only been given since she was twenty years of age and is allowed so much a year for school expenses. She writes: "I have been earning every cent I ever spent and never thought of asking for money from either mather or father. we were always taught -80.. to save money and to ppend wisely. I enjoy buying things for others that I wouldn't dream of getting for herself. I have never had any trouble in handling money. My weekly income has not varied much since I began to earn aw own money. I have always felt that I have had more than I should of the family income as we have never had a lot." In answer to the question of whether she had received training other than home training C replied that she was trained to care for children in school, bookkeeping by working for doctors and received training at camp in various arts. D is a liberal arts Junior. Her home is in Lansing, Michigan and she has one sister who is 17 years old. Both parents attended college. The father is the chief breadwinner and is a clothier. He has authority over the delegation of the income but the children participate in their own cases by being given allowances. The mother does the buying and also has an allowance which is spent for her own needs and house expenses. ' D was taught to save money and to keep an account of what she had spent. At first her allowance was given only for candy and school banking purposes, but was increased as her needs grow. She was given a checking account her first year in college, but it seemed to be unlimited and as a result she spent more than on a straight allowance. She says that she prefers the straight allowance. The family income has always been large enough to Justify her demands. E is a s0phomore registered in home economics. Her home has been in New York, Paris, Detroit and at the present is in a medium sized city. The family consists of five half sisters and brothers, three of whom are married and the remaining two are 26 and 28 years of age and party self— -81... supporting. There are six dependent children in the family. Ihe father has attended college and the mather business school. The father who was born in France is a manufacturer and inventor. There is no income from other members of the family and the older children have only partial knowledge of the amount of the father's income and the children who are ten, 8 and 6 years of age none. There is a system of Joint control between parents in deciding the uses to which the family fund is put, but the children do not participate. A budget is made by the parents and.payments divided into (1) fuel, repairs of home, meat bills, auto expense and childrens' allowances by father, and (2) clothes and grocery bills to be paid by the mother. E's allowance increased from five dollars when she was 11 years old to forty-five dollars ahmonth for personal spending and pleasure. She asks for money to cover club dues, board and room, transportation and vacations. In answer to how she was trained in the uses to which she put her money E replied that she made a'budget of her expenses which was . checked by her.mother and father. As a child meney was an award for good behavior and she was deprived of it for bad behavior but only rarely did this happen. She started a small savings bank when only 4 years of age. Her difficulties in spending she reports were overcome by checking where her money had gone and correcting her loose expenditures (At boarding school at an early age she had also been taught the best usuage of money.) -82— SUMLIARY OF FINDINGS 0N WAYS OF ADMINISTERING THE INCOME IN THE FAMILIES STUDIED A study of 176 women students at Michigan State College was made in the spring of 1934 to determine the methods used in administering family incomes and the training which the girls had received in the use of money. It was undertaken to obtain factual information as to the practices used and to discover whether or not they were those advocated by authorities in the field. The sample was divided as evenly as possible between home economics and non-home economics students and also among the four classes. The datassrs obtained by means of questionnaires. The findings from the investigation may be summarized as follows. In over two—thirds of the families a system of joint control existed betwoen the two parents in deciding how the money was to be spent. In this respect the recommended method was followed. One person had control in only one- fourth of the families. The joint account system was the most p0pular, found in nearly half of the cases. Over one-fifth of the parents had personal allowances. Budget making which is another desirable practice advanced in texts was carried out by only one-fourth of the families and was done mainly by the father and m0ther. The college girl had little share in making the family budget. The picture as to who did the buying in the family was generally that of both parents participating. The mother alone did the buying in over a third of the cases. In only a few instances did all members share in this activity. -83. Although the findings on joint control between parents verify the teachings of the authorities, the findings concerning the training of children do not check with the practices which are advocated. Only two-fifths of the college girls took part in deciding how the family money was spent and this was generally by means of expression of opinion or stating needs. Occasionally the younger children were reported as participating, but as a rule they did not enter in. Two-thirds of the college girls had only partial knowledge of the amount of the family income and 10 percent had no knowledge at all. In only 37 percent of the families did all members discuss the uses to which the family fund was put. Training by means of an allowancewas found in over half of the cases and the amount had been increased to meet school require- ments. About four-fifths of the college girls were given money upon request, with or without a basic allowance. Less than one-third of this proportion received allowances also. This fact might indicate that the allowance covered only "spending money.” The training which the girls had received in learning the judicious use of money consisted of parental direction or advice, experiences of their own in purchasing and instruction from school courses. As an outgrowth of the study an effort was made to determine if possible from the data collected whether or not certain factors were responsible for the methods used in these families in handling their finances. Did place of residence, size of family, education of parents, or occupation of the father influence the manner in which the income was managed? The findings were as follows. -84- The older children in the small city or on the farm had a larger share in making financial decisions. In the large city the mother and father bought for the family in 50 percent of the cases and the mather in about a third. More mothers did the buying in the medium sized city and village. on the farm the buying was more frequently participated in by all members. The number of girls receiving an allowance decreased as the place of residence became less in p0pulation. Two-thirds of the college girls in families where they were only children participated in making money decisions and two-thirds were given allowances. The practices of handling money did not seem to be related to the education of the parents with the exception that more girls from homes where the parents had gone no further than the district school received money on request than by means of an allowance. More of the older children participated in business mens' and farmers' families. The mother and father did the buying in over half of the professional, industrial and farm families and more girls received allowances than asked for money in all but the families where the occupation was that of a farmer. In comparing the practices in families of home economics and non- home economics girls the results showed that there were more instances of all members doing the buying for the family in the home economics group. Senior girls participated to a greater extent than freshmen. More of the non-home economics group received allowances and more freshmen than seniors in bOth groups. BIBLIOGRAPHY Badgley, Ilma, Individual Differences in the Experiences of Children. Unpublished master's thesis, Department of Education, University of Chicago, Converse, Paul D., "Buying Habits in the Home." Advertising and Selling. June 21, 1954. Donham, S. Agnes, Spendinggthe Family Incgmg. Boston, 1928. Friend, Kata Roman, Earning and Spending the Family Ippome. New‘York, 1930. Gruenberg, Benjamin C., Gruenberg, Sidonie matsner, Parentserhildren and 15.911.91- New York, 1933. Jensen, Milton B., Jensen, Mildred B., Ziller, m. Louisa, Fundamentglg of Home 250nm. New York, 1955. Justin, Margaret M., Rust, Lucile Osborn, Hom v n . Chicago, 1935. Kyrk, Hazel, Economig Problems 9f the Family. New York, 1933. .McArthur, Laura J., A Study of the Home and Family Situat;pn of the Higg School Girl, Unpublished master's thesis, University of Minnesota, 1932. Payne, Reseda Berry, Invegtiggtigg intg 5g; Buyipg Expgrienceg of Fifth and fiixth Grad; Girl; as Jacksgn School, unpublished master's thesis, University of Cincinnati, 1932. W00d, M. W., Linquist, Ruth, Studlsy, Lucy A., managing the Hggg, Chicago, 1932. Woodhouse, Chase Going, "managing the Money in Successful Families", Journal of Hggg Economigg. Vol. 23 (January 1931). ..8 6.. APPE'J‘IDIX Formula for Difference Between Proportions. 0— ' _\( m E%“*‘1}w-] Camp, Burton H., The Mathgmatic Part of Elgmeptag Statisticg. p. 70 Difference in Pr0portions. Allowance Ask Total Large City Residence 28 12 40 ' n1 Medium City 17 7 24 112 45 19 64 P - 22 2 = 3.9. \J 54: 64- . 45 ‘.19 1 1 1,__28 0— 53252: [40+24] 1 " :6 : e7 17 P2 3 '2: " e708 A Diff. : .008 W- ‘\J (.703) (.297) (.067) r= .014 = .118 .008 = a . t ' _____ .067 no significant difference .118 Allowance Ask Total medium City 17 7 24 (n1) Small City 24 21 45 (ha) 41 28 69 P1 :3: = .708 24 24 _ (41) (3.9.) EL... 1 22:35 - ~555 0': (69) (59) 24 14.3" Diff. : .175 (.594 x .406) E064] 0241 x .064 t = 412-5- : 1.4: a, : .124 Albwance Ask A Total Small City 24 21 45 Village 9 15 22 55 54 67 P1 .é‘: - .535 o“ = (25.) (5.4) .1... 1 45 (67) (67) 45 22 r ...—i . .409 I (.495) (.507) (.067) 2 22 Diff. = .124 0" .= .129 t 1124 .129 t = .981 ‘ Allowance Ask Village ' 9 13 22 Farm 1 8 9 10 21 51 3;; . J— = (.19.) (3.1.) Lip—L P2 = "g" ' .111 (51) ‘31) [22 9] Diff. = 0383 (7“ . ~d(.525) (.677) (o156) 0" = e185 t _ ,288 ' - .185 Allowance Ask Total Large City 28 12 40 Small City 24 21 45 52 33' 85 28 P - _ 3 e700 1 ‘ 4° 0, = (22)(22)___+ 24 1\ (8 5)(8 MB 40 45 P . _ s .533 2 45 t - 1.49 0' = .105 Allowance Ask Total Large City 28 12 40 Village 9 13 22 37 25 62 28 P I — - e7 1 4o . = (_Z.;(§L.H +1 0" 1((82182( +22 2 22 (.597) (.405) (.070) Diff. ' .291 t = 2.24 difference is significant Large City Farm Allowance Ask Total 28 12 40 1 8 9 29 20 49 . (221(2) .1. .1. 0’ 4 + a] (49H49) 4O gr’ . fid (.592) (.408) (.136) Diff. . .589 2222. - 3 25 t 3 .181 .181 Allowance Ask Total Medium City 17 7 24 v111ag8 9 13 22 28 20 48 1’1 = 32% " “708 a” = (52)(.29.).1.+_1._ (46H46) 24 22 p2 :- £2 8 .409 Diff, _ .299 gr‘ . .J (.585) (.435) (.153) 4" = .194 t .299 ' .194 Allowance Ask Total Medium City 17 7 24 Farm 1 8 9 18 15 33 17 - P - —- .70 1 " 24 I 8 J" .. (ENE) ___1 +___.1 " (33)(33) 24 9 P - __1— - 0111 2 9 Diff. — .597 .592 t .191 ' 5'15 Allowance Ask Total Small City 24 21 45 Farm 1 8 9 25 29 54 P1 = if? " '5“ r = )22)(.2.9.)[.1_:_1.. P g i = .111 (“”54” 45 ' 2 9 Diff. = .422 (7— ' 2.4.2.2 t g 2.32 Allowance Ask Total Professional 21 6 27 Business 28 27 55 49 33 82 —2-—1— I- P1 - 27 - .778 H r = (.42 22) . .. 1 _2_._8_ = .509 \J (82)082) 55 P2 = 55 _— Diff. = o269 J‘ - .114 t. 2.25452. = .114 2.36 Allowance Ask Total Professional 21 6 27 Industrial 15 7 22 36 13 49 21'. = 0778 7 ‘ fl 1’1 = 27 a- = J (22.)(12) + 1 (49H49) :2 P _ _1_5_ 3 .682 2 " 22 """“ Diff. . ~096 0' - .128 t 49% = .782 II C H N 03 Allowance Ask Total Professional 21 6 27 Farmer 3 9 12 24 15 39 3.1. .. ~77? a” . (BELL?) ..L. .1. P1 = 27 " \J (39)(5) 27 + 12 3 a 250 P I"“' ' 3 12 0": ,527 Diff. - .527 .188 t = 2.80 Allowance Ask Total Business 28 27 55 Industrial 15 7 22 43 34 77 P1 33-8— :- .509 55 or': ($§J(§$J._l-+-—l- (7 )(77) 55 22 P _ 12. I .682 2 22 Diff. .- is not significant Allowance Ask Total Business 28 27 55 Farmer 3 9 12 31 36 67 28 - 509 P I _ " ° ... (£1)(§_§J_.__1 +____1 1 55 0’1 \ (87)(87) 55 1 3 = . 0 P2 2 T2 25 Diff. I .259 17 8.1.3.1. = 1.63 .15 Allowance Ask Total Industrial 15 7 22 Farmer 3 9 12 18 16 34 P1 ‘23 = '682(12)(12) ___+..L 2. f ' (34H34) - .250 1"2 3 12 -—- _ 9 mu, .. .452 ' '17 fl . 2.41 Study of Nethods of handling Family Finantes : Gene r31 Info rmat ion A. Course B. Places of home residence (Please fill in all blanks) Leave unsigned Year in college age 1. Large city (population of 100,000 and over) Dates of Residence 2 Fedium size city (25,000 - 100,000 Pop) 3. Small city (2,500 - 25,000 pop) 4. Village (1558 than 2,500 ) 5. Farm - near city 6. Farm - near village C. Size and composition of the family 1. Mother, living Yes No 2. Father, living yes No 30 Others :1 b. D. Highest School attended ( please check) Father Mother ' 1. Dietrich School 2. High school first 2 years 3. High School list 2 yairs W *v 4 Business School 5 normal School or college 6 Graduate of formal school or college E. Nationality of Parents Father Mother 1. Native born 2. Foreign born 1 3 National Stock 6.8. English French, etc if Getting the income A. Seurce from which family income is derived. . , .2 - I e u / / MC Jed,” k C 1. who is the chief bregdwinncr? Zi’fing‘d ‘7b“¢““” 1. Fithcr L 0 I50 the r c. Other ___—v _a What portion of his income does he contribute to the family? 2. Is there income from other members of the family ? 1. what proportion of total family income? (1) Less than 2 (2) .- - 2 (3) Kore thin-fi b. Contributed by whom? C. Whit j)‘ 01‘ - "’-.1°|':,'.,3‘:" . -... - V w 3. Knowledge of amount of net spend-ibis income of funny. Member of family 358 if Degree of knowledge not "in adult Complete Partial None 1 . M0 the r .'-... F'ithe r 30 You 4 Other '1 b o. II Apportionment of f -.n-.il;.' income A. EAking o. decisions is to uses to which the family fund is j. l. I; t-~ » - - ;. -,- in ... E.nds of one person to delegate ..niounts to be spent? Whom 2. Is there a system of joint control between parents? 3. Do the older children participate in deciding how the money is to be spent? a. How? b. At whit age did they be in 4.30 the younger children participate? .10 HOW ? k _- 4 b. at 85.87.35 do tug-{51.12.1117 In. 4- B. When and how if: money u.tters discussed in the family? Does the whole fimily meet together to consider money problems ‘— C. Is the income budgeted? 1. How extensively? 2. Uhit divisions in making budget ire used? 3. Is the budget made for the whole yeir? 4. Is the whole family interested in miking the budget? If not, whit members of the family? 5. What part do you hive in making it when at home? fl . Spending the funily fund A. Who does the buying for the fxmily? B. What arringemento are made in regard to access to the family fund? 1. Joint bent account? 2. Common purse? __ 3. Personil allowxnces? C. How do you receive money? 1. Allowance 3. How old were you when first given it? b. Earned? striight allowance? 0. fiere you iccountzble for the uses to which youput your illOWince? u.‘ 2. 3. 4. 7‘ i. in" ezs i‘. :w\unt of the yllouince increased as you grow older? ___Y e. Do 411 the members of the family have an allowince? For what spent Rather Fither others (1) Older children (2) Younger (3) Do you ask for money when you need it? Do you take what you need from the common purse Other D. For which of the following items do you spend money without supervision? l. 2. 4. 5. 60' 7. 8. 9. 10. Clothes 310thin§_hcceueeries __ Eovies or other entertiinments Club dues ‘ Cindy, sod o, malted milks, etc. Cosmetics Board and room Trxnsportation, gasoline Vicitions Other E.-How old were you when you first hid charge of any money? How old were you before you had complete control in spending money? r—ol" .. -; '7’ ’.?-.L a‘ , - ~... I I . 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