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The development and implementation of a Big Brother program for girls: a feasibility study

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The development and implementation of a Big Brother program for girls: a feasibility study

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Content TEE DEVELOmEET AND IMPLEMENTATION
OF A BIG BROTHER PROGRAM FOR GIRLS:
A FEASIBILITY STUDY
by
Lynn M, MaaCuish
E, Joseph Judd
A Research Project Presented to the
FACULTY OF TEE GRADUATE SCHOOL OF SOCIAL WORK
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirement for the Degree
MASTER OF SOCIAL WORK
June 1971
UMI Number: EP70962
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TABLE OF CONTENTS
Chapter Page
J . INTRODUCTION .................................................................................... 1
Purpose............................................................ 1
Rationale of the Study................................................................ 3
The Setting.......................................................................................10
Methodology......................................... 11
Pilot Study............................................................................11
Demonstration Program.....................................................12
■Plan of the Report.......................................................................IS
Chapter
II. THE PILOT STUDY..............................................................................15
Thé Big Brothers..................................................................... .16
Identifying Charaoteristios of
Big Brothers.......................................................................16
Receptivity to a Big Brother-
Little Sister Relationship ................................. 17
Relationship Between Receptivity
and Other Variables.......................................................18
The Mothers.......................................................................................26
Identifying Characteristics of
Mothers...................................................................................26
Receptivity to a Big Brother-
Little Sister Relationship ................................. 27
Relationship Between Receptivity
and Other Variables ................... ....... 28
Comparison of Groups: Big Brothers
and Mothers . S8
Chapter
III. THE DEMONSTRATION PROGRAM.......................................................41
Recruitment of Big Brothers ............................................... 41
Selection of Big Brothers ................... 42
Recruitment of Recipient Families ................................. 44
Selection of Recipient Families ...................................... 44
Criteria for Matching ............................................................. 46
Profiles of Matching ......... 48
Evaluation of the Demonstration Program . .... 51
General Program Evaluation . . . . . . . . 58
chapter Page
IV. SUMMÆÏ AND IMPLICATIONS OF THE STUDY .......................60
Summary................................................... 60
Implications and Guidelines for
Pogrom Implementation............................................................61
Agency Support and Commitment ............................ 61
Recruitment of Big Brothers ................................. 62
Recruitment of Families................................................64
Selection of Big Brothers........................... 64
Selection of Families.....................................................66
Matching...................................................................................67
Staff Supervision................................ 68
Supervision of Big Brothers ................................. 69
Supervision of Families ...........................................70
D&velopment of Community Support...........................70
Summary.....................................................................................71
Suggestions for Further Research ................................. 71
APPENDIX..................................... 76
BIBLIOGRAPHY..........................................................................................................121
Table
TABLE I
TABLE II
TABLE III
TABLE IV
TABLE V
TABLE VI
TABLE VII
TABLE VIII
TABLE IX
TABLE X
TABLE XI
TABLE XII
LIST OF TABLES
Page
Comparison of Big Brothers:
Receptivity to Working With a Girl...........................18
Comparison of Big Brothers:
Receptivity With His Opinion on Girl's
Receptivity When Compared With Boy's......................19
Comparison of Big Brothers:
Receptivity With His Opinion on Which
Child Most Affected By a Broken Home......................21
^Comparison of Big Brothers:
Receptivity With His Opinion on Mother's
Influence on Children’ s Ideas About Men . . . 22
Comparison of Big Brothers:
Receptivity and His Family Status ........................ 23
Comparison of Big Brother Satisfaction
With His Opinion on Importance of "Re
lationship to Little Brother.........................................2S
Comparison of Mothers:
Receptivity to the Value of a Big Brother
for a Fatherless Girl ..................................28
Comparison of Mothers:■
Receptivity With Her Opinion on Girl’ s
Receptivity When Compared to Boy ’ s .........................29
Comparison of Mothers:
Receptivity With Her Opinion of
Influence on Children of Mother’ s
Ideas About Men.......................................................................30
Comparison of Mothers:
Receptivity With Her Opinion on Which
Parent Helps a Girl Learn to Become a
Woman........................................................................................52
Comparison of Mothers:
Receptivity With Her Opinion on Whether a
Girl Misses the Father as Much as a Boy . . . 33
Comparison of Mothers :
Receptivity With Her Opinion On Influence of
Father-Daughter Relationship on Girl’ s Later
Relationships With Men.........................................................34
Table
TABLE XIII
TABLE XIV
Comparison of Mothers:
Receptivity With Her Annual Income
Rage
26
Comparison of Mothers:
Receptivity With Her Opinion cm Person
Responsible far Marital Separation . . . 28
CHAPTER I
INTRODUCTION
PURPOSE
Since the beginning of the first Big Brother program sixty-seven
years ago» society has become increasingly attuned to the need of
fatherless boys for compensatory relationships with adult men. Today,
Big Brother programs, both sectarian and non-sectarian, are thriving
in all parts of the United States. Although professional literature
recognizes that the father is also important to the emotional develop
ment of the female child. Big Brother programs for girls from female
headed, single-parent homes have not resulted from this awareness.
Thus, the purpose of this study was to determine the feasibility of a
Big Brother program designed to serve fatherless girls.
The feasibility of a Big Brother program for girls depends on
several crucial questions. The first of these is:- ’ ’ Are mothers with
fatherless, female children receptive to the idea of a Big Brother
program for their daughters?”. While it is known that a large number
of mothers actively seek adult, male companionship for their father
less sons, there has been question as to the receptivity of these
mothers to the idea of a Big Brother program for their daughters. It
has been the feeling of some, both professional and nonprofessional,
that the sexual taboos of our society would make a Big Brother rela
tionship unacceptable to mothers with female children. Others have
felt that cultural ideas about the relative unimportance of the fa
ther’ s role in relation to the female child would cause mothers to be
unconcerned about providing a compensatory relationship with a Big
2
Brother for their daughters. Therefore, the first step in determining
feasibility was to separate speculation from fact, to assess the actu
al reactions of mothers to the concept of a Big Brother program for
girls. Further, it was the purpose of this study to distinguish, on
both a quantitative and qualitative level, between those mothers hav
ing a positive response to the concept of a Big Brother program for
girls and those with a negative response.
A second important question to be answered if a Big Brother pro
gram for girls is to be implemented is: "Are Big Brothers, currently
working with boys, receptive to the idea of working with girls?".
There has been considerable skepticism as to whether well adjusted men
would have any interest in being Big Brothers to girls. There seems
to be a cultural sanctity to the man-boy relationship which creates a
question as to whether a man could envision himself as a Big Brother
to a girl. Therefore, the second step in determining feasibility was
to establish exactly how Big Brother volunteers would feel about the
idea of being Big Brothers to girls. As with the mothers, it was also
our purpose to distinguish quantitatively and qualitatively between
those Big Brothers having favorable responses to the idea of working
with girls and those with negative responses.
A final question of great significance to this study had to do
with the potential inherent in the relationship between a Big Brother
and little girl: "Is it possible for adult men and unrelated female
children to establish mutually satisfying relationships within the
context of an organized Big Brother program?". In order to answer
this vital question a demonstration Big Brother program for girls was
3
operationalized. The demonstration component of this study aimed at
delineating some of the special dynamics involved in setting up a Big
Brother program to serve girls and at establishing some guidelines for
those agencies which might consider establishing a Big Brother program
for girls in the future,
RATIOMLE OF TEE STUDY
Big Brother agencies and literature regarding this program hare
been concerned exclusively with the fatherless, male child. ^ Implicit
in this posture is the bias that it is the male child who is signifi
cantly affected by the loss of the father and, therefore, the one for
whom a compensatory relationship with a Big Brother is vital. This
study posed a challenge to the traditional focus on the male child,
presently dominating Big Brother work, and addressed itself to the
needs of a previously ignored element of our population - the father
less female child.
According to the 1960 Census, there are slightly more than 1.8
million female-headed, single parent families in the United States.
The number of such families is increasing at the same rate as that of
2
intact families. This means that literally millions of children,
male and female, are growing up without the presence of the father in
the home. Professional journals and lay magazines have written about
the problems of a boy growing up without a father. Society has respon
ded by establishing a network of Big Brother agencies across the Unit
ed States. However, the fatherless, female child has gone largely un-
^ Big Brothers of America, Proceedings Of Annual Meetings, 1952-
1967.
P
Benjamin Schlesinger, The One-Parent Family, (Toronto: Univer
sity of Toronto Press, 1969), p. l4.
4
notioed. What of this fatherless, female child? Wnat do authorities
hare to say about the role of the father in his young daughter ’ s de
velopment? What are the possible consequences of his absence from the
home?
Literature on the father-daughter relationship is somewhat Ivmit-
ed. That which does exist emphatically stresses the importance of the
father to the psychological development of the female child. English
writes that the emotional development of female children requires as
much attention, interest, arui concern on the part of the father as is
given boys:
Let it be clearly emphasized that it is most
important for the father to play the scone role
in the life of his daughter that he does in the
life of his son.^
If we accept that the father is important to the female child,
the question remains as to the ways in which he is important and in
which the daughter is affected by his absence. According to a concep
tual model developed by MacCuish, the role of the father is particu
larly significant in facilitating the accomplishment of three develop
mental tasks: 1) autonomy from mother; 2) gender identity; S) role
identification.^ The father’ s absence may interfere with the child’ s
ability to successfully accomplish any or all of these three tasks.
AUTONOMY
According to Lidz, the father plays an instrumental part in help-
^ 0. Spurgeon English, "The Psychological Role of the Father in
the Family"» Social Casework, XXXV (October 1954), p. 226.
^ Lynn MacCuish, "The Implications of the Father ’ s Absence in
the Psychological Development of the Female Child", unpublished paper
presented in Human Behavior & Social Environment sequence. University
of Southern California, School of Social Work, 1970.
s
îng his daughter heoome less and less dependent on her mother, freeing
he.r emotional energy for investment beyond the family and for learn
ing.^ Frequently children from female-headed, single-parent homes
develop an overdependence on the mother. Such an overdependence may
have a number of potential consequences. Those most frequently men
tioned in professional literature are homosexuality, loss of individual
creativity and initiative, generation of hostility and aggression, and
impaired relationships with others.
Neubauer reports on the danger of homosexuality resulting from
f *
an overdependence on the mother in single parent families. In such
cases, the child attempts to retain the love of the mother by identi
fying with a fantasied image of the absent father and establishing
homosexual bonds with the mother.
Research done by Mitchell indicates that children who attempt to
take the father’ s place with mother, forming overly dependent rela
tionships with her, evidence a loss of individual creativity and ini
tiative. ^ They demonstrate marked difficulty in developing as indivi
duals in their own right.
Additionally, Mitchell’ s study of families where the father had
died showed that yet another result of an overdependent relationship
^ Theodore Lidz, The Person, (New York: Basic Books, Inc.,
1968) p. 189.
^ Peter B. Neubauer, ’ ’ The One-Parent Child and Bis Oedipal Devel
opment’ ’ , The Psychoanalytic Study of the Child, VIII (1952), p. 290.
^ Nellie L. Mitchell, ’ ’ The Significance of the Loss of the
Father through Death’ ’ , American Journal of Orthopsychiatry, XXXIV
(March 1964), p. 279-280.
6
with the mother was the generation of a high degree of hostility and
aggression.^ This aggression and hostility seemed to express itself
either in antisocial behavior or neurotic symptoms, depending on
whether it was acted out or repressed.
The final consequence of an overdependent relationship with the
mother to be discussed here was described extensively by Ostrovsky in
his book on father-deprived children.^ After studying these children
for one year in a nursery school setting, Ostrovsky repeatedly com
mented on their inability to relate to adults and other children in an
adequate manner.
GENDER IDENTIFICATION
The second developmental task in which the father plays a signi
ficant role is the achievement of gender identity. The child’ s acqui
sition of a firm sense of her own sexual identity is crucial to suc
cessful emotional development. Research by Neubauer implies that
the absence of the father makes firm sexual identification almost im-
. possible, Lidz comments on this failure to adequately identify with
the female sex:
...not all girts will accept their femininity.
Some will simply enter masculine occupations,
but some will seek to act out and live a male
role, including a sexual role.l^
^ Ibid.
® Everett S. Ostrovsky, Father to the Child, (New Fork: G. P.
Putnam’ s Sons, 1959).
Lidz» op, cit., p. 217.
Neubauer, op. cit., p. 226.
Lidz, op. cit. 214.
ROLE IDENTIFICATION
The task of role identifioation is intertwined with the problems
of gender identity and autonomy from the mother and, like the preced
ing two, requires the active participation of the father. It is the
child’ s emotional bonds with the father which encourages her identifi
cation with the feminine role. Although the female role in our society
is presently in a state of flux, the ability to have a successful re
lationship with a man is highly valued by the majority of women. How
ever, English points out that failure to have a close relationship
with a man as a child, makes it difficult for a woman to establish a
satisfying relationship with a man as an adult:
Few adult women feel a real closeness and
comfort and understanding in their relations
with men. One of the reasons for this is
that an opportunity to develop these feelings
was just not given to them early enough in
lifeA^
The father is the first example of the male that the female child
experiences. When there is no father, a girl’ s ideas and feelings to
wards men are likely to be distorted. Ostrovsky observed that father-
deprived girls in nursery school had terribly distorted images and ex
pectations of men.^^ Re found that the fantasy father, which the
child generally substituted for the missing father, interfered with
her dbility to perceive other males as they actually were. Such dis
torted perception made the establishment of a real and meaningful re
lationship with men extremely difficult.
English, op. cit., p. 226.
Ostrovsky, op. cit.
Lidz states that the way a female ohild relates to her father
tends to set the pattern for relating to a mate. In a situation
where the relationship is with a fantasied father, one could predict
distorted heterosexual relationships.
In research done by Andrews (1951) and Barlett (1958), findings
indicate that children from female-headed, single-parent homes have a
tendency for disturbed heterosexual relationships^
In summary, a review of the literature indicates that the father’ s
absence from the life of his young daughter may potentially disrupt
her emotional development, particularly her dbility to accomplish the
developmental tasks ofaautonomy from mother, gender identity, and role
identification. Despite the strong evidence supporting the need of
young girls for a consistent relationship with their fathers, in real
ity large numbers of female children are growing up in female-headed,
single-parent homes. Undoubtedly, a percentage of these girls see
their fathers on a consistent and frequent basis. Others have uncles
or other adult males who have stepped in to fill the void left by the
father’ s absence. Nonetheless, a significant group of girls from
female-headed, single-parent homes are deprived of either a meaningful
relationship with their own fathers or with father substitutes and are,
thus, vulnerable to a wide range of psychological problems.
Lidz, op. cit., p. 416.
R. 0. Andrews and H. T. Christensen, "Relationship of
Absence of a Parent to Courtship Status: A Repeat Study", American
Sociological Review, XVI (August 1951), p. 541-544.
Claude J. Barlett and John E. Horrocks, "A Study of the Needs
of Adolescents From Broken Homes”, Journal of Genetic Psychology,
XCIII (September 1958), p. 153-159.
9
Aaaepting the regrettable consequences that may occur as the re
sult of a young girl growing up without a relationship with her father,
the question arises: "What can be done to cope with the problem?".
Assuming that the female-headed, single-parent home cannot practically
be eliminated as a phenomenon within our society, a means needs to be
devised to compensate father-deprived girls outside the family circle.
Admittedly, there is no way to totally compensate a child for a lost
parent. However, there is reason to believe that even partial com
pensation can effectively help a child. Ostrovsky ’ s experience with
father-deprived children caused him to write:
... the presence of a male adult, one outside
the familial setting, may provide a relation
ship that will at least partially satisfy the
child’ s emotional needs that have been temporar-
ialy thwarted within the family...It is not until
another adult can take over some of the functions
of the missing, or seldom present, parent that
the child begins to arrive at a point where a
balanced conception of reality is made possible.
For the most part, professional literature has gone no farther
than identifying the problem of the absent father. Ostrovsky con
stitutes one notable exception td this tendency. He proposes that
various social institutions make a serious effort to supply male sub
stitutes for the child outside the family circle when none can be sup
plied from within. The one concrete suggestion which he makes is that
the number of males teaching in nursery schools and primary grades be
increased in order to provide children with consistent contact with an
adult male.^^
Ostrovsky, op. cit., p. 144-146.
Ibid.
Another solution to the problem of the fatherless, female child
is implicit in the nature of this study. It is our hypothesis that a
Big Brother program for girls is a feasible means of providing young,
female children with a compensatory relationship with an adult man.
Big Brother programs have been operating for over half a century in
all parts of the country, serving the needs of fatherless hoys. The
literature indicates that these programs have proven an effective means
of providing boys with a consistent relationship with an adult man.
It is possible that such programs would prove equally helpful to
fatherless girls.
THE SETTING
This study was conducted in collaboration with an existing Big
Brother agency. Catholic Big Brothers of Los Angeles. Both the Direc
tor: and Program Director of this agency were enthusiastic about the
idea of testing the feasibility of a Big Brother program for girls.
The Program Director presented the research design to the Board of Di
rectors of Catholic Big Brothers in July of 1970 and approval to pro
ceed with the research was granted.
Catholic Big Brothers is a sectarian agency. The majority of the
Big Brother volunteers and of the families seeking service are of the
Catholic faith. The âgency is a private corporation and functions in
dependently of the Catholic Church. Seventy per cent of its funding
is from United Way, the remaining thirty per cent coming from private
contributions. Catholic Big Brothers serves all of Los Angeles and
Orange County. It is a decentralized agency, having a total of eleven
area offices. The staff consists of two full time and six part time
11
workers, a Director and a Program Director. In addition, a special
East Los Angeles Program has two full time staff and two paraprofes-
sionals. In July of 1970, the agency had approximately 220 Big Bro
ther volunteers and 200 families involved in its program.
A discussion of the role that Catholic Big Brothers played in
this study is included in Chapter II of this report,
METHODOLOGY
This study utilized two different methods in determining the
feasibility of a Big Brother program designed to serve fatherless
girls: a pilot study and a demonstration study.
Pilot Study
It was the objective of the pilot study to answer two of the
questions posed at the beginning of this report: "Are mothers with
fatherless, female children receptive to the idea of a Big Brother
program for their daughters?" and, "Are Big Brothers, currently work
ing with boys, receptive to the idea of working with girls?". Addi
tionally, it was the purpose of the pilot study t© differentiate both
quantitatively and qualitatively between those giving a favorable re
sponse to the idea of a Big Brother program for girls and those giving
a negative response.
Questionnaires were sent to all Big Brothers participating in the ■
Catholic Big Brother program and to all mothers who had made applica
tion to the Catholic Big Brother agency for Big Brothers for their
sons. The agency rolls contained the names of over two hundred Big
Brothers and an equal number of mothers as of July 1, 1970. In total,
one hundred and ten Big Brothers and one hundred and five mothers par
12
ticipated in the pilot study. However, an attrition rate of fifty
percent raises the question as to whether the respondents can be con
sidered a random sample of mothers and Big Brothers utilizing the agen
cy’ s services. The researchers operated on the assumption that it was.
The questionnaires requested four different types of information: '
socio-economic characteristics, attitudes toward the Big Brother ex
perience, ideas on child development, and reaction to the idea of a
Big Brother program for girls. The data was analyzed to determine if
the group favorable to the idea of a Big Brother program for girls
could be distinguished from the group opposed to the idea, in regards
. to the independent variables mentioned above.
A statistical test of significance (Chi Square) and a measure of
association (the Contingency Coefficient) were used in the analysis of
the data. Chi Square made it possible to state the probability of the
existence of a relationship between variables in the population from
which our sample was drawn. For the purposes of this study, the .05
level was selected as the level of significance. When smalt expected
frequencies would have made it impossible to compute Chi Square, adja
cent categories were combined wherever feasible. The Contingency Co- ■
efficient was selected as a measure of association, providing an esti
mate of the strength of relationship. See Chapter II for further dis
cussion of the pilot study.
Demonstration Program
It was the purpose of the demonstration project to answer the
third of the questions posed in the beginning of this report: "Is it
possible for adult men and unrelated female children to establish mu-
' 23
tually satisfying relationships within the context of an organized
Big Brother program?". With this goal in mind, a Big Brother program
for girls was designed and operationalized. Four pairs of Big Bro
thers and fatherless girls were matched and their ongoing relation
ships supervised and evaluated.
The girls who participated in this program came from families
whose mothers had previously applied to the collaborating agency for
Big Brothers for their sons. They ranged in age from eight to twelve
years. The Big Brother volunteers were recruited by the researchers
from the campuses of the University of Southern California, the Uni
versity of California at Los Angeles, and Los Angeles City College.
The data for the evaluation of the demonstration program were
compiled using group and individual interviews with the mothers, girls
and Big Brothers. Additionally, each Big Brother was asked to complete
'a short questionnaire after each visit with his Little Sister. The
data obtained from the interviews and questionnaires were analyzed to
determine if a satisfying relationship had been established between
the Big Brother and the girl, and to isolate the particular dynamics
associated with such a relationship.
Plan of the Report
Chapter I has been a general introduction to the report, includ
ing a brief description of and rationale for the study. In Chapter II
the pilot study will be described and major findings of the study re
ported. Chapter III presents a discussion of the demonstration pro
gram, including a detailed explanation of how the program was imple
mented and evaluated. Finally, the implications of the study and gen-
: 14
■ erat guidelines for program development along with recommendations for '
further research are discussed in Chapter IV.
15
CHAPTER II
THE PILOT STUDY
The primary objective of the pilot study was to determine how re
ceptive Big Brothers and mothers, utilizing Big Brother services for
their sons, would be to the idea of a Big Brother for a fatherless girl.
Considering the apparently pervasive attitudes in our society regarding
the danger of seduction in relationships between little girls and non
related males, it was felt that a crucial test of the feasibility of
the development of a Big Brother program for little girls would be the
extent to which the participants in an established Big Brother program
would demonstrate these attitudes. Of even greater potential value
would be the identification of social or psychological factors associ
ated with receptivity to the idea of a Big Brother program for father
less girls. In order to obtain this critical information, the pilot
study was conducted.
Four types of data were sought. First, the respondents were ask
ed to indicate their opinions regarding whether or not a young, father
less girl would be more receptive to a Big Brother than a boy. Second,
the opinions of the respondents on certain aspects of childhood growth
and development were solicited, e.g. opinions regarding the sex of the
child most affected by, a broken home, and whether a girl missed the
father as much as a boy. Third, the respondents were asked to evaluate
their experience with the Big Brother-Little Brother relationship.
Fourth, relevant socioeconomic data were gathered, e.g. age, annual in
come, formal education and other characteristics of the respondents
and their parent families. (See Appendices III and IV)
16
The significant findings for the Big Brothers ’ group and the mo
thers ' group are presented in separate sections below. First, a gen
eral socioeconomic profile of the respondents is presented. Second,
the findings related to the receptivity of the respondents are present
ed and discussed. Third, the association between the respond.ents ' re
ceptivity and other variables is interpreted. Fourth, a comparison is
made of the significant findings from both groups.
THE BIG BROTHERS
IDENTIFYING CHARACTERISTICS OF BIG BROTHERS
American society has been characterized by an emphasis on materi
alism and its associated values. The saying, "Time is money", indi
cates the extent to which pressures exist to utilize all available
time in money-making pursuits. Yet, hundreds of men in communities
throughout the country volunteer precious time from the "rat race" to
service programs, many of which provide services to children. It is,
therefore, of considerable interest to look at the social, economic,
and educational profile of those men who have been able to volunteer
time and energies to such a program.
This information would, of course, be vital for those developing
any new program in which male volunteers are to play a major role.
There were 110 respondents out of 220 questionnaires mailed. A
socioeconomic profile of the Big Brothers revealed the modal Big Bro
ther to be between the ages of thirty and thirty-nine (43%). The next
largest group was between the ages of twenty-one and twenty-nine (31%).'
The Big Brother was usually married (57.8%) and had children.
The modal Big Brother had some college education (47.7%). though
17
not a Bachelor’ s degree. The occupation of the Big Brother was usually
business (21.2%) or some kind of professional service (28.4%). The
annual income of the Big Brother ranyed between six and eighteen thou- .
sand dollars, with a relatively equal distribution throughout that
range. One fourth of the Big Brothers had incomes of é6,000 to $8,999
per year. Another one fifth had incomes of $9,000 to $11,999. Lastly,
slightly over twenty-five percent had incomes of $12,000 to $17,999.
Finally, the Big Brother was Catholic. A more detailed profile of the
Big Brothers is presented in Appendix III.
RECEPTIVITY TO A BIG BROTHER-LITTLE SISTER RELATIONSHIP
Although it is almost taken for granted that a man will enjoy a
relationship with a younger boy, it is rarely considered that he might
also enjoy a relationship with a little girl. This appears to be true
despite the fact that mothers, time and time again, report that their
daughters indicate a decided preference for their fathers.
There is no indication in the research literature that anyone had,
prior to our study, even asked the question of whether a man - young or
old - would be receptive to the idea of being a Big Brother to a little
girl. When the Big Brother respondents in the pilot study were asked
whether they could imagine themselves as a Big Brother to a fatherless
girl between the ages of eight and twelve, a majority were receptive.
Only a small fraction of the Big Brothers (22%>) were not receptive,
giving a negative response to the idea of working with a fatherless
girl. (See Table I)
TABLE I
COMPARISON OF BIG BROTHERS:
RECEPTIVITY TO WORKING WITH A GIRL
18
Receptivity Frequency Percent
Yes 46 42.2%
Possibly 38 34.9%
No 25 22.9%
No response 1
Total
Percent 110 100.0%
THE RELATIONSHIP BETWEEN RECEPTIVITY AND OTHER VARIABLES
Although our findings in the pilot study would permit us to mxke
the generalization that most men currently participating in Big Bro
ther programs would be definitely or at least possibly receptive to
being a Big Brother for a fatherless girl, of equal concern for those
planning to develop such a program would be, what other variables seem
to influence whether the Big Brother would be receptive or not? Thus,
how can educational activities in the community be aimed at reducing
inhibitions to being a Big Brother or how can orientation programs for
those who express interest be geared to increase motivation and concom
itantly the potential for success? Several such variables were sug
gested by our pilot study.
Seventy percent of the Big Brothers who were not receptive to
working with a girl thought that a girl would be less receptive to a
Big Brother than a boy. Sixty percent of the Big Brothers who were
19
possibly receptive also held the same opinion. In contrast, over
eighty percent of the Big Brothers who were receptive to the idea of
working with a girl thought a girl would be equally or more receptive
than a boy to a Big Brother. (See Table II) Clearly, Big Brother re
ceptivity to working with a girl is strongly associated with his opin
ion on whether a girl would be as receptive as a boy.
TABLE II
COMPARISON OF BIG BROTHERS:
RECEPTIVITY WITH HIS OPINION OF GIRL’ S
RECEPTIVITY WHEN COMPARED WITH BOY’ S
Big Brother
Receptivity
Opinion of Girl’ s Receptivity When Compared
With Boy’ s
More Less
No Significant
Difference
Total
Number
Total
Percent
Yes 12 9 25 46 43.0%
Possibly 5 22 10 37 34.6%
No 2 17 5 24 22.4%
Total
Nimiber 19 48 40 107
Total
Percent 17.8% 44.9% 37.4% 100% 100.0%
Number - 107
Chi Square - 21.66234 with 4 degrees of freedom
Level of Significance < .05
Contingency Coefficient = .41032
20
The questionnaires were also analyzed to determine if Big Brother
opinions about selected problems of childhood growth and development
were associated with receptivity to working with a girl. Two signifi
cant associations were found.
First,^ Big Brother opinion on which child was most affected by a
broken home was important. Almost fifty percent of the Big Brothers
who were not receptive thought a boy was more affected by a broken
home than a girl. In contrasty seventy percent of the Big Brothers
who indicated they were receptive and seventy-one percent who indicat
ed they were possibly receptive thought that male and female children
were equally affected by a broken home. (See Table III) Thus, the
Big Brother who was generally receptive to the idea of working with a
girl tended to think that a broken home had an equal effect on the
growth and development of both male and female children.
TABLE III
COMPARISON OF BIG BROTHERS:
RECEPTIVITY WITH HIS OPINION ON WHICH
CHILD MOST AFFECTED BY A BROKEN HOME
21
Big Brother
Recevtivity Child Most Affected By A Broken Home
Boy Girl
Both
Equally
Total
Number
Total
Percent
Yes 8 4 28 40 43.0%
Possibly ? 2 22 31 33. 3%
No 12 2 8 22 23. 7%
Total
Number 27 8 58
Total
Percent 29.0% 8.6% 62.4% 100.0% 100.0%
Nvmber - 93
Chi Square = 11.10 with 2 degrees of freedam
Level of Significance ^ .05
Contingency Coefficient = .32
The second important variable associated with receptivity was
Big Brothers * opinions on the degree to which a mother influences her
childtren's ideas about men. As indicated in Table IV, Big Brothers
who were not receptive thought the mother*s attitude had a very strong
influence (87.5%). In contrast. Big Brothers who indicated they were
possibly receptive or receptive, thought that the mother^s influence
was less significant (60%>).
TABLE IV
COMPARISON OF BIG BROTHERS:
HIS OPINION ON MOTHER'S INFLUENCE
ON CHILDREN'S IDEAS ABOUT MEN
22
Big Brother
Recevtivitu
Opinion On Mother^
Ideas About Men
s Influence On Children's
Rareli’ Sometimes Usually Alwayi Total
Number
Total
Percent
Yes 3 15 21 7 46 42.6%
Possibly 0 15 22 1 32 32.2%
No 0 3 14 7 24 22.2%
Total
Number 3 33 57 15 108
Total
Percent 2.2% 32.2% 52.8% 23.9% 222% 100.0%
Number -108
Chi Square = 7.7120 with 2 degrees of freedom
Level of Significance ^ ,05
Contingency Coefficient = . 2580
One can only speculate as to the significance of this finding.
However, the data suggest that Big Brothers who rejected the idea of
working with a girl might have thought that a girl would be less recep
tive based on the premise that a girl is less affected by a broken
home. Second, these Big Brothers might also have thought that the mo
ther 's influence on the girl's attitudes towards men would contribute
to her rejection rather than acceptance of a Big Brother.
23
A nimber of sooioeoonomic factors were also examined to determine
whether there was any significant association with Big Brother recep
tivity to the Idea of working with a girl. The only factor apparently
associated was family status. That is, sixty percent of the Big Bro
thers who indicated they were receptive were married with children.
However, seventy-five percent of the Big Brothers who were not recep
tive were either unmarried or married without children, (See Table V)
TABLE V
COMPARISON OF BIG BROTHER:
RECEPTIVITY AND HIS FAMILY STATUS
Big Brother
Recevtivity Family Status of Big Brother
Married With
Children
Other Marital
Status
Total
Number
Total
Percent
Yes 27 18 45 44,7%
Possibly 17 20 37 32,9%
No 6 18 24 22,4%
Total
Number 50 56 106
Total
Percent 46,7% 52,3% 100,0% 100,0%
Number - 106
Chi Square = 7,5394 with 2 degrees of freedom
Level of Significance < .22
Contingency Coefficient = ,2576
24
In surmary, the most significant finding was the association be
tween, (1) the receptivity of a Big Brother to the idea of working with
a fatherless girl, and (2) his opinion as to whether a girl would he as
receptive to a Big Brother as a boy. The finding was supported, indi
rectly, by another finding. The more satisfied a Big Brother was with
the Big Brother-Little Brother relationship, the more likely he was to
think the relationship was important to the boy.
Another important finding was the association between Big Brother
receptivity and his opinion on whether a girl is as affected by a bro
ken home as a boy. One suspects that the receptive Big Brother tends
to think that a girl would be as receptive as a boy because he also
thinks a broken home has equal effects on male and female children.
TABLE VI
COMPARISON OF BIG BROTHER SATISFACTION WITH
HIS OPINION ON IMPORTANCE OF RELATIONSHIP
TO LITTLE BROTHER
25
Big Brother
Satisfaction
His Opinion On Importance of Relationship
To Little Brother
Somewhat
Important Important
Very
Important
Total
Number
Total
Percent
Satisfying 6 22 26 54 51.9%
Fairly
Satisfying 16 20 6 42 42?4%
Somewhat
Disappointing 4 2 1 7 2.7%
Very
Disappointing
1 0 0 1 1.0%
Total
Number 27 44 33 104
Total
Percent 26.0% 42.3% 31.7% 222% 100.0%
Number =104
Chi Square = 12.8231 with 1 degree of freedom
Level of Significance < . 05
Contingency Coefficient = .3284
26 '
THE MOTHERS
IDEHTIFYim CHARACTERISTICS OF MOTHERS
The Big Brother programs in this country have provided a highly
desired service for mothers who must raise their sons without husbands.
Undoubtedly, the recognition of the need for a male model in the life
of a boy leads many mothers to request a Big Brother for their sons.
At the same time, many have indicated that their daughters become jeal
ous and even depressed when there is no similar relationship provided
for them. It has not been clear, however, whether the urge to compen
sate for the missing relationship is limited to only a small, unrepre
sentative group of mothers without husbands. Our pilot study sought
to shed more light on the characteristics which appear to define the
mothers requesting and receiving services from a Big Brother agency.
There were 105 respondents out of 200 questionnaires mailed. A
socioeconomic profile of the mothers revealed that over eighty percent
were above the age of thirty: age ranges thirty to thirty-nine (42.9%)
and forty to forty-nine (41.9%). The modal mother was a divorcee
(54.8%). Another large group were iMdows (32%). Over three-fourths
of the mothers had oomp>leted high school or more. Twenty-six percent
were high school graduates and forty-five percent had some college ed
ucation.
The occupations of the mothers were quite varied. Over one-fourth
of the mothers were housewives (26.5%). Another one-fourth were em
ployed in clerical or sales work (24.5%>). One-fifth of the mothers
worked in professional fields. The annual income of most mothers was
below nine thousand dollars (87%). Over one-fifth had incomes of less
27
than three thousand dollars per year. Another one-third had incomes
of from three to six thousand dollars. Lastly, thirty percent report
an income of from six to nine thousand dollars per year. The modal
mother had at least one female as well as male child. In fact, one-
third of the mothers had at least one female child between the ages of
eight and twelve. There was no significant difference between the re
ceptivity of these and other mothers to the idea of the value of a Big
Brother for a fatherless girl. The modal mother was Catholic (93%).
A more detailed socioeconomic profile of the mothers is presented in
Appendix IV.
RECEPTIVITY TO A BIG BROTHER-LITTLE SISTER RELATIONSHIP
It is taken for granted that many mothers who must raise their
sons without husbands would be interested in their son having a Big
Brother. However, there is no indication in the research literature
that anyone had, prior to our study, asked these single-parent, female-
heads-of-households, whether they would be receptive to the idea of a
Big Brother for a fatherless girl. When the mothers who were respon
dents in this study were asked whether they thought that a Big Brother
would be of value to a fatherless girl, a large majority (84.7%) were
receptive to the idea. Over thirty-seven percent were definitely re
ceptive. Almost forty-seven percent were possibly receptive. Only a
small percentage of the mothers were not receptive to the idea of the
value of a Big Brother for a fatherless girl (15.2%). (See Table VII)
TABLE VII
28
COMPARISON OF MOTHERS:
RECEPTIVITY TO THE VALUE OF A
BIG BROTHER FOR A FATHERLESS GIRL
Recevtivity Frequency Percentage
Yes 39 37.2%
Possibly 50 47.2%
No 16 ê5.2%
Total 105 100.0%
RELATIONSHIP BETWEEN RECEPTIVITY AND OTHER VARIABLES
Although our findings in the pilot study would permit us to nuke
the generalization that most mothers currently participating in Big
Brother programs would be definitely or at least possibly receptive to
the idea of a Big Brother for a fatherless girl, of equal concern for
those planning to develop such a program would be, what other variables
seem to influence whether the mother would be receptive or not? Thus,
how can educational activities in the community be aimed to reduce in
hibitions to participation in a Big Brother program for girls? Several
such variables were suggested by our pilot study.
A significant association was found between the receptivity of
the mothers and the mothers ' opinion on whether a girl would be more
receptive to a Big Brother than a boy. Sixty-three percent of the mo
thers who were receptive to the idea of a Big Brother for a girl
thought there would be no significant difference between the receptiv-
ity of a girl as compared to a boy. In contrast, almost sixty percent
29
of the mothers who were not receptive thought a girt would he less re
ceptive than a hoy. Mothers who were possibly receptive were divided
in opinion as to whether a girl would be less receptive than a boy.
Thus, mothers' receptivity tends to be strongly associated with their
opinions on whether a girl would he as receptiiw as a boy to a Big
Brother. (See Table VIII)
TABLE VIII
COMPARISON OF MOTHERS:
RECEPTIVITY AND HER OPINION ON GIRL'S
RECEPTIVITY WHEN COMPARED TO BOY'S
Mother's
Recevtivity
Opinion On Girl's Receptivity When Compared
To Boy's
More Less
No
Difference
Total
Number
Total
Percent
Yes 6 8 24 38 40.0%
Possibly 5 18 21 44 46.3%
No 3 8 2 13 13. 7%
Total
Number 14 34 47 95
Total
Percent 14.7% 34.8% 49.5% 100.0% 100.0%
Number - 95
Chi Square = 10.53723 with 4 degrees of freedom
Level of Significance .05
Contingency Coefficient = .31598
30
A number of significant associations were also found between mo
thers ' receptivity and mothers ' opinions on selected problems of child
hood growth and development. First, mothers ' receptivity to the idea
of a Big Brother for a fatherless girl was significantly associated
with opinions on how much influence a mother has on her children's
ideas about men. Mothers who were not receptive thought that a mo
ther's influence on her children's ideas about men was usually minimal.
In contrast, mothers who indicated they were receptive or possibly re
ceptive thought a mother had a greater influence. (See Tcble IX)
TABLE IX
COMPARISON OF MOTHERS:
RECEPTIVITY WITH HER OPINION ON INFLUENCE
ON CHILDREN OF MOTHERS' IDEAS ABOUT MEN
Mothers '
Receptivity
0
I
oinion On Influe
deas About Men
nee On Children Of Mothers '
Never Rarely
Some-
Times Usually Always
Total
Number
Total
Percent
Yes 0 1 9 19 10 39 37.9%
Possibly 2 2 23 18 3 48 46.6%
No 3 2 6 4 1 16 15.5%
Total
Number 5 5 38 41 14 103
Total
Percent 4.9% 4.9% 36.9% 39.8% 13.6% 100.0% 100.0%
Number - 103
Chi Square = 11.5774 with 2 degrees of freedom
Level of Significance « .05
Contingency Coefficient = .3178
31 i
The second significant association was between the mothers' recep
tivity to the idea of a Big Brother for a girl and opinions on which
parent helps a girl leam to become a woman. Almost sixty-three per
cent of the mothers who were not receptive thought that a girl learns
to become a woman from the mother only. In contrast, almost ninety-
three percent of the mothers who were receptive thought a girl learns
from both her parents. Seventy-five percent of the mothers who indi
cated they were possibly receptive had the same opinion. Therefore,
the mothers who tended to be receptive were more likely to think that
a man helps a girl establish her feminine identity than those who were
not receptive. (See Table X)
32
TABLE X
COMPARISON OF MOTHERS:
RECEPTIVITY WITH HER OPINION ON WHICH
PARENT HELPS A GIRL LEARN TO BECOME A WOMAN
Mothers '
Receptivity
Opinion On Which Parent Helps a Girl Leam
To Become a Woman
Mother
Both Mother
And Father
Total
Number
Total
Percent
Yes 3 36 39 38.2%
Possibly 12 35 47 46.1%
No 10 6 16 15.7%
Total
Number 25 77 102
Total
Percent 24.5% 75.5% 100.0% 100. 0%
Number - 102
Chi Square =18, 7082 with 2 degrees of freedom
Level of Significance < .OS
Contingency Coefficient = . 3935
The third significant association was related to the second. An
association was found between mothers ' receptivity to the idea of a
Big Brother for a girl and opinions on whether a girl misses the father
as much as a boy. Almost seventy-five percent of the mothers who were
receptive thought that a girl usually misses the father as much as a
boy. Sixty percent of the mothers who were possibly receptive had the
same opinion.
In contrast, sixty-nine percent of the mothers who indicated they
Were not receptive thought a girl usually does not miss the father as
33
much as the boy. (See Table XI) There nay be a oonneotion between the
perception that a girl is less affected than a boy by the loss of the
father and the feeling that a girl would be less receptive to a Big
Brother than a boy.
TABLE XI
COMPARISON OF MOTHERS:
RECEPTIVITY WITH HER OPINION ON WHETHER
A GIRL MISSES THE FATHER AS MUCH AS A BOY
Mothers '
Receptivity
Opinion C
As Much A
Whether a Girl Misses The Father
s a Boy
Never Rarely
Some-
Times Usually Always
Total
Number
Total
Percent
Yes 1 1 8 19 10 39 38.2%
Possibly 0 2 16 23 6 47 46.1%
No 1 4 7 2 2 16 15.7%
Total
Number 2 7 31 44 18 102
Total
Percent 2.0% 6.9% 30.4% 43.1% 17.6% 100. 0% 100.0%
Number - 202
Ohi Square = 23.4152 with 2 degrees of freedom
Level of Significance < .05
Contingency Coefficient = .3408
The fourth significant association partially parallels the pre
vious two. The association was between the mothers receptivity to the
idea of a Big Brother for a girl and mother's opinions about the influ
ence of a girl's relationship with her father on her relationships with
men in later life. Almost eighty percent of the mothers who were re-
34
oeptive thought that a girl's relationship with her father usually in
fluenced her subsequent relationships with men. In contrast, mothers
who were possibly or not receptive thought the influence was less sig
nificant. (See Table XII)
TABLE XII
COMPARISON OF MOTHERS:
RECEPTIVITY WITH HER OPINION ON INFLUENCE OF FATHER-
DAUGHTER RELATIONSHIP ON GIRL'S LATER RELATIONSHIP WITH MEN
Mothers Opinion On Influence of Father-Daughter Relationship
Never Rarely
Some-
Times Usually Always
Total
Number
Total
Percent
Yes 1 0 7 20 11 39 38.6%
Possibly 1 3 16 22 4 46 45.5%
No 2 0 4 9 1 16 15.8%
Total
Number 4 3 27 51 16 101
Total
Percent 4.0% 3.0% 26. 7% 50.5% 15.8% 100.0% 100.0%
Number - 101
Chi Square = 6.7753 with 2 degrees of freedom
Level of Significance .05
Contingency Coefficient = .2658
The final set of comparisons were made between mothers ' receptiv
ity to the idea of a Big Brother for a girl and certain socioeconomic
characteristics. Two significant associations were found.
The first association was between mothers ' receptivity and mo
thers' annual income. The largest proportion of the mothers who were
35
not receptive (54%) had incomes of less than three thousand dollars
per year. The largest proportion of the mothers who were possibly re
ceptive (467o) had incomes between $3,000 and $5,999 per year. In con
trast, the largest proportion of mothers who were receptive (46%) had
incomes between $6,000 and $8,999 per year. In general, the higher the
annual income of the mother, the more likely she was to be receptive to
the idea of a Big Brother for a fatherless girl. Whether or not this
generalization will hold true for a larger sample cannot be answered at
this time. (See Table XIII)
TABLE XIII
COMPARISON OF MOTHERS:
RECEPTIVITY WITH HER ANNUAL INCOME
Mothers '
Receptivity Annual Income In Thousands Of dollars
Less
Than
Three
Three
To
Six
Six
To
Nine
Nine
To
Twelve
Twelve
To
Eighteen
Total
Number
Total
Perceni
Yes 4 9 18 5 3 39 37.9%
Possibly 10 23 12 4 0 49 47.6%
No 8 4 2 1 0 22- 14.6%
Total
Nujriber 22 36 32 10 3 103
Total
Percent 21.4% 35.0% 31.1% 9.7% 2.9% 100.0% 222. 2;
Number - 103
Chi Square = 25.8211 with 6 degrees of freedom
Level of Significance ^ .05
Contengency Coefficient = .448
32
The second significant socioeconomic association was between mo
thers ' receptivity and mothers ' opinions of who was responsible for the
separation between their husbands and themselves. However, the find
ings must be carefully interpreted. Since some of the mothers were
widows, only eighty-nine responses were forthcoming.
Sixty-nine percent of the mothers who were not receptive thought <
that the husband only was responsible for the separation. In contrast,
forty percent of the mothers who were possibly receptive and twenty-
five percent who were receptive held the same opinion. In addition,
fifty-three percent of the mothers who were receptive thought both they
and their husbands were jointly responsible for the marital separation.
(See Table XIV)
TABLE XIV
COMPARISON OF MOTHERS:
RECEPTIVITY WITH HER OPINION ON PERSON
RESPONSIBLE FOR MARITAL SEPARATION
37
Opinion On Person Responsible For Marital Mothers
Husband
Only
Self
Only
Both Husband
And Self Others
Total
Number
Total
Percent
Yes 8 0 17 7 32 36.0%
Possibly 17 0 12 13 42 47.2%
No 9 2 3 1 15 16.9%
Total
Number 34 2 32 21 89
Total
Percent 38.2% 2.2% 36.0% 23.6% 100.0% 100.0%
Number - 89
Chi Square = 7.1290 with 4 degrees of freedom
Level of Significance .05
Contingency Coefficient = .2722
In summary, there was a significant association between mothers '
receptivity to the idea of Big Brothers for girls and opinions on
whether a girl would be more receptive to a Big Brother than a boy.
The mothers who were receptive tended to think thxxt there would be no
significant difference between the receptivity of a girl as compared
to a boy.
Also significant were the associations between mothers ’ receptiv
ity and opinions on childhood growth and development. The mothers who
were receptive tended to think a girl missed a father as much as a boy.
32
These mothers also thought that a girl's relationship with her father ■
influenced her subsequent relationships with men. These associations
are part of an emerging pattern from the responses of the mothers. Morr
thers who thought the father had minimal influence on the psycho-social
development of a young girl tended not to be receptive to the idea of
a Big Brother for a fatherless girl.
Two socioeconomic characteristics of the mothers were significant
ly associated with mothers ' receptivity. First, the higher the annual
income, the more likely the mother was to be receptive. Second, the
receptive mothers tended to think that both they and their husbands
were jointly responsible for the marital separation. In contrast, the
mothers who were not receptive tended to think that the responsibility
was the husband's only.
COMPARISON OF GROUPS: BIG BROTHERS AW MOTHERS
A majority of the Big Brothers (77.1%) and mothers (84%) were
generally receptive to the idea of Big Brothers for fatherless girls.
' Forty-two percent of the Big Brothers were definitely receptive and
approximately thirty-five percent were possibly receptive. In contrast,
thirty-seven percent of the mothers were definitely receptive and about
forty-eight percent were possibly receptive.
There was a significant association in both groups between respon
dents receptivity and opinions on whether a girl would be more recep
tive to a Big Brother than a boy. The respondents who were receptive
tended to think that there would be no significant difference between
the receptivity of a girl as compared with a boy to a Big Brother. In
contrast, those respondents who were not receptive tended to think a
39
girt would he less receptive.
There were also significant associations in both groups between
respondents receptivity and opinions on problems of childhood growth
and development. First, the receptivity of the mothers and Big Bro
thers was associated with opinions on how much a mother's ideas about
men influenced her children. Big Brothers who were receptive tended
to think the mother's influence was minimal. In contrast, the mothers
who were receptive thought a mother's influence was quite significant.
However, the receptivity of mothers seemed significantly associat
ed with opinions on the importance of the father to the emotional de
velopment of a girl. For example, the mothers who were receptive terd-
ed to think that a father helped a girl leam how to become a woman.
These some mothers also thought that a girl missed a father as much as
a boy. Finally, the receptive mothers expressed the opinion that a
girl's relationship with her father influenced her relationships with
men later in life. The mothers who were not receptive tended to huive
opposite opinions.
Big Brothers who were receptive tended to think that a girl was
equally as affected by a broken home as a boy. This finding tends to
support the conclusion that Big Brother receptivity is closely asso
ciated with Big Brother opinion on whether a girl would be as receptive
as a boy.
Finally, there were significant associations in both groups be
tween respondents' receptivity and various socioeconomic characteris
tics. Married Big Brothers with children were mare receptive than
married Big Brothers without children or unmarried Big Brothers. In
42
contrast, two significant variables were associated with the receptiv-
of mothers. First, the greater the annual income of the mother,
the more likely she was to be receptive. Second, the receptive mothers
tended to think that both they and their husbands were responsible for
the marital separation. In contrast, the mothers who were not recep
tive tended to think that the husband duly was responsible.
41
CHAFTER III
TEE DEMONSTRATION PROGRAM
Based on the findings of the pilot study which indicated that both
mothers and Big Brother volunteers were generally receptive to the idea
of a Big Brother program for girls, a demonstration project was imple
mented. As was mentioned in the introduction, the demonstration pro
gram aimed to determine if it were possible for adult men and unrelated
female children to establish mutually satisfying relationships within
the context of an organized service program. In this chapter, specific
components of the project will be discussed; namely, the recruitment
and selection of Big Brothers and recipient families. Additionally, a
comprehensive evaluation by those involved, of the program is presented.
RECRUITMENT OF BIG BROTHERS
The recruitment of Big Brothers ms, perhaps, the most difficult
task encountered in setting up the demonstration program. This was
true for a number of reasons. First, the board of directors of the
collaborating agency had stipulated, when approving the research pro
ject, that the agency would not be required to participate in the re
cruitment effort. They were apprehensive that the demonstration pro
gram would deplete their supply of Big Brothers for boys. Second, ef
forts to recruit were hampered by lack of access to the mass media.
Third, recruiting was made more complex by the effort to follow the
agency 's policy of recruiting only Big Brothers of Roman Catholic
faith.
The recruitment effort was limited to contacting organized groups
whose members might prove a potential resource and to contacting indi
42
viduals known personally to the researchers. Due to the obstacles en
countered, the researchers were forced to reach outside the preferred
religious group for volunteers. In all, fourteen potential volunteers
were recruited and participated in the screening process. Of these
fourteen, twelve were recruited as a result of contacts with various
Newman Centers located on the campuses of local universities and col
leges, and two were the result of personal contacts.
SELECTION OF BIG BROTHERS
The selection of appropriate volunteers was crucial to the success
of the demonstration program and, therefore, deserves particular at
tention. Two qualities were considered of particular significance in
the selection of Big Brother volunteers, the capacity for commitment
and the ability to form open, warm, and accepting relationships. Three
interview sessions were planned by the researchers for each of the
fourteen potential Big Brothers to determine which of them met these
prerequisites. Selection was based on the subjective impressions ac
quired by the researchers during the course of these interviews. What
follows is a description of the plan for each of the interview ses
sions :
First Interview: The first interview was approximately
one hour long and was primarily for the purpose of provid
ing the prospective volunteers with information about the
demonstration program. Among those topics discussed were
the rationale, objectives and format of the project.
During this interview, emphasis was given to the
issue of commitment. Our expectation that the Big Bro
ther commit himself for a minimum of one year, for at least
four hours per week, was made explicit. It was pointed out
that many of the children from female-headed, single-parent
homes had had disappointing experiences with their fathers
and that it was our intention to avoid a repetition of such
experiences with the Big Brothers.
Time was also spent discussing the role of the Big
Brother. We talked about our expectation that the rela-
tionship between the child and Big Brother be a
reciprocal one, one which was enjoyable and growth
producing for both participants.
After the interview, each candidate was given
the telephone numbers of the researchers and asked
to think about what had been discussed and notify
the researchers in two or three days if they were
still interested in the program.
Second Interview: This interview was approxi
mately one and one-half hours long and was for
the purpose of assessing the candidate 's potential
as a Big Brother. The interview focused on two
issues in particular, the level of the candidate 's
emotional development and his ability to sustain
a commitment. Questions having to do with motiva
tion, present life involvements and family back
ground were asked. These were basically open-ended
questions and were pursued in depth.
In addition to these personal and historical
questions, hypothetical situations which might
arise in a Big Brother-Little Sister relation
ship were discussed and the Big Brother's re
actions noted. One such situation, for example,
had to do with a mother who wanted to include
the Big Brother in the family and involve him
with the other children and with family problems.
Another had to do with a Little Sister who was
cold and seemingly rejecting of the Big Brother's
attention.
At the close of the second interview, the
researchers shared with the candidate any con
cerns or questions which they had about his po
tential as a Big Brother and these were discussed.
The candidate was then asked to think further
about becoming a Big Brother and told that we
would contact him within two or three days to
find out if he wanted to proceed with the third
interview.
Third Interview: This interview was approxi
mately two hours long and was conducted by only
one researcher, in contrast to the first two
which were conducted by both researchers. The
third interview was essentially an in-depth ver
sion of the second interview. Its purpose was
to determine the candidate 's openness, flexibil
ity, resourcefulness, warmth and ability to com
mit himself.
In this interview, each candidate was asked
to assess his assets and liabilities, to describe
a difficult experience and how he handled it, to
43
44
describe a meaningful relationship which he had had-
and what made it meaningful, and to reflect back to
the researcher his feelings and reactions to this ‘
and other interview sessions and to the interviewers.
At the close of the third interview, the candi
date was told that he would be notified within a few
days as to his acceptance in the program.
The emphasis in the interview process was on self assessment. By
encouraging self exploration, particularly around areas of ambivalence,
the researchers were able to aid the candidates in reaching their own
conclusions as to their suitability for the demonstration program.
Perhaps as a result of this procedure, nine out of the original four
teen recruits dropped out at various points in the interview process.
One of the original number was rejected after the third interview and
four were accepted as volunteers and assigned Little Sisters.
RECRUITMENT OF RECIPIENT FAMILIES
In contrast to the recruitment of Big Brother volunteers, the col
laborating ayency played a major role in recruiting mothers receptive
to the idea of a Big Brother program for their daughters. The Program
Director of Catholic Big Brothers selected from agency rolls families
having girls between the ages of eight and twelve and contacted the
mothers by telephone. In his conversation with the mothers, he inform
ed them of the demonstration program and asked whether or not they
would like further information about it. Those mothers who responded
positively were then contacted by the researchers and a time set for
the first interview.
SELECTION OF THE RECIPIENT FAMILIES
It was assumed that the mothers of potential recipient families were
already familiar with the format of a Big Brother service because of
45
the involvement of their sons in the ongoing program of the oollahorat--
ing agenoy. For this reason^ it was decided that two selection inter
views were adequate. Each interview was conducted at the respective
■ family ^s home and lasted two hours. Both researchers were present dur
ing the first interview and one during the second.
There were two major criteria for selection. Firsts it was nec
essary that both the mother and the girl he receptive to the idea of a
Big Brother. Unless the child was enthusiastic^ the family was elimi
nated by the researchers. Second^ no child with marked emotional prob
lems was considered acceptable Little Sister material. It was not our
intention to select ^'modeV' children for the program but^ on the other
, hand^ we wanted to avoid children who exhibited extremes of behavior.
As with the Big Brothers^ the family interviews were basically
op en-ended’but did follow a basic plan in order to insure consistency
between interviews.
First Interview: The purpose of the first interview
was to provide specific information about the demon
stration program and to determine the child*s suit
ability as a Little Sister. Both the mother and
daughter were asked about their feelings regarding
a Big Brother and about their fantasies of what the
relationship would be like. An attempt was made to
delve into the family background^ particularly with
respect to the circumstances surrounding the toss
of the father and the child's reaction to the loss.
The mother was asked to complete a close-ended
questionnaire assessing her daughter's behavior.
(See Appendix V) The material in the questionnaire
was then discussed with the mother. The researchers
also tried to discover how the 'child saw herself and
asked questions about her typical day, interests^
and activities. Both mother and daughter were asked
what kind of man they thought would make a good Big
Brother.
At the end of the first interview, if the fam
ily met the basic selection criteria, the mother and
child were told that they would he contacted by us
as soon as an appropriate Big Brother was available.
Second Interview: The second interview provided an
opportunity for the girl and the mother to ask fur
ther questions about the program and for the research
ers to present a profile of the Big Brother being con
sidered for assignment to the particular family. Both
mother and child were given an opportunity to reject
the potential Big Brother on the basis of the profile
presented.
The second interview was^;ialso, used to explore
the mother's ambivalence towards her daughter having
a strange man assigned as her Big Brother. It was an
opportunity for the mother to voice her concerns and
apprehensions. This subject was handled when the
child was not present.
If both mother and daughter decided to proceed
with the assignment, they were told that they would
be notified in approximately one week and. that a
date for the matching interview would be set.
A total of nine families were contacted by the researchers. Of
that nine, three dropped out, four were accepted as recipients and Big
Brothers assigned, one is awaiting assignment and one remains unmatch
ed. Of the three families that dropped out, one did so because the
father had become more involved with the child, one because the mother
was planning to remarry and one because the child, despite her mother's
enthusiam, was afraid of men and did not want a Big Brother. Due to
limited recruitment success, no appropriate Big Brother was found, for
the family which remains unmatched. However, the family was selected
to participate in the program and would have done so if an acceptable
Big Brother had been found.
CRITERIA FOR MATCHING
Seme attention was given to the question of what criteria should
serve as the basis of matching the Big Brother volunteers to the recip
ient girls. During the course of the selection interviews with both
47
groups, each was asked to desorihe what kind of Big Brother or Little
Sister they thought they would most enjoy. The girls' mothers were al
so asked what type of a man they thought their daughters would relate
to best. Wn.ile these expressed preferences were considered by the re
searchers during the matching process, their general lack of oxplicit-
ness necessitated the use of additional criteria.
Due to the limited number of Big Brothers and Little Sisters in
volved in the demonstration program, it was impossible to base the \
matchings on a sophisticated set of criteria. As a result, in addition
to the expressed preferences, the primary basis for matching was the
subjective opinion of the researchers as to which girl and which man
would be best suited to each other. The interview process involved
with the recruitment and selection of the Big Brothers and recipient
families had given the researchers an opportunity to develop an impres
sion about each of the participants in the program. The matchings were
made on the basis of these impressions.
One factor which was taken into consideration and which warrants
mentioning is the personality of the girls' mothers. Despite the fact
that the primary relationship was between the girl and the Big Brother,
the mother's relationship with the Big Brother was thought to be impor
tant to the success of the man-child relationship. For this reason, an
attempt was made not to make a matching where a conflict between the
mother and Big Brother might be anticipated. For example, one child
in the program had a strong, aggressive mother who tended to he over
whelming. \ J e consciously avoided matching this girl with a younger,
less secure Big Brother.
After the specific matchings were decided upon by the researchers,
they Were discussed in some detail with the girls, their mothers, and
with the Big Brothers. In all cases, approval was given the research
ers ' decision and plans made for the assignment meeting. On the date
the assignment was to be made, one researcher accompanied the Big Bro
ther to the family 's heme, made the introductions, stayed approximately
forty-five minutes and left, thus completing the matching. The tension
involved in the initial meeting between Big Brother and Little Sister
was somewhat reduced by the fact that each knew quite a bit about each
other prior to the meeting and by the presence of the researcher who
was known by both previously,
PROFILE OF MATCHINGS
A description of the actual matchings made by the researchers in
the demonstration program adds to an understanding of the matching pro
cess and additionally, provides the background information necessary
to appreciate the evaluation of the specific Big Brother relationships.
PAIR A
Family: Family A consists of a mother
and four children. Prior to the father's death
three years ago, the family was reportedly very
close-knit, with the father playing the dominant
role. With his death, the family experienced an
enormous crises and sought professional help in
order to regain some of its former stability.
Family A lives in a comfortable, good sized home.
The mother workê part time. The mother is a warm,
somewhat anxious and assertive woman who is very
concerned with meeting the needs of her children.
Little Sister: Little Sister A is the youngest
of the four children, being nine years of age. She
had had a very close relationship with her father
and was greatly affected by his loss. Little Sis
ter A is a lively, verbal, tomboyish child. Her
mother described her as a bit of a troublemaker.
she does average in school and has good relation
ships with peers.
Big Brother: Big Brother A is a thirty-four
yecœ old, unmarried man who comes from an intact,
middle class, mid western family. He has two bro
thers, Big Brother A belongs to a Catholic Brother
hood and is currently enrolled in a professional
school of a local university. Big Mother A is an
unusually sensitive, perceptive man. He is highly
skilled in working with people and has had a great
deal of experience with children, particularly boys.
He has a deceptively quiet manner which masks his
sharp wit and "devilish" nature,
PAIR B
Family: Family B are a lower income,
Mexican-American family, consisting of a mother
and four children, three boys and one girl. The
father left the family about two years ago and,
although living in the general area, has infrequent
contact with the family. The imther is a shy but
friendly woman who creates the impression of being
depressed. She was recently layed off at work which
has caused a great deal of anxiety and insecurity in
the home.
Little Sister: Little Sister B is a pretty,
petite eleven year old girl. She is the oldest of
the four children. She is a very bright child and
until the last eight months, had been doing eoscep-
tionally well in school. Recently her teacher re
ports that she has been withdrawing, often appearing
preoccupied, and that her school work reflects this
change. Little Sister B, like her mother, appears
depressed and gives the impression of carrying a
weight greater than her years.
Big Brother: Big Brother B is a twenty-seven
year old married man with no children. He is an
European immigrant to the U,S,, has two years of
college, and has an administrative job with an air
line, Big Brother B is a dynamic, emotionally ex
pressive man. He has a wide range of interests
and is particularly involved in athletic activities.
His parents are divorced and live in Europe, He
has one sister approximately 10 years younger than
himself.
49
50
PAIR C
Family: Family C is aomposed of a mother
and three children. The father divorced the mother
two years ago. The mother does not work and depends
largely on welfare to support her family. The father
has little contact with the family and is particularly
rejecting of the eight year old girl. The mother is a
quiet, friendly woman who feels overwhelmed by her re-
sponsibilities.
Little Sister: Little Sister C is eight years
old. She has real trouble expressing herself ver
bally, yet does not seem shy. She is very "bossy" with
her brother and sister and has few peer relationships.
She is also having trouble with her teacher and with
her school work. She would prefer to watch TV than
do anything else and says she does not like to leave
the house.
Big Brother: Big Brother C is a twenty-four
yean old Navy photographer who is presently on leave
to take a one and a half year course in cinematography.
He comes from an intact family and has one sister
younger than himself. He has had no college educa
tion, entering the Navy right after completing high
school. Big Brother C is a warm person who is markedly
introverted.
PAIR D
Family: Family D is a large family of six
children and a mother. Two of the children are grown
and have left the home. The others range in age from
20 to 10 years. The father and mother were divorced
about seven years ago and the father has no contact
with the family. The family recently moved to this
area from the East. The mother works but money is
scarce and the family lives in a small, crowded apart
ment, The mother is an anxious person who feels over
worked and pushed to her limit most of the time.
Little Sister: Little Sister D is a twelve year
old girl. She does eoneptionally well in school and
gets along well with her peers. She seems overly
serious for a child of twelve and quite self-conscious.
While she has definite opinions she does not express
them openly. One must cajole her in order to get any
real conversation.
Big Brother: Big Brother D is twenty-one
and a senior in a local university, majoring in
51
ëhemistry and pre-dentistry. He comes from an in
tact, middle class family and has one older sister.
He has a history of involvement in service organiza
tions and other extra-curricular activities. He comes
across as a warm, friendly guy, who takes himself very
seriously and who has very high standards for himself
and others.
EVALUATION OF THE DEMONSTRATION PROGRAM
An evaluation of the individual Big Brother relationships and of
the program design i s : , crucial to the question of feasibility upon
which this entire study is based. The participants in the demonstra
tion program, mothers, girls, and Big Brothers, were all involved in
the evaluation process from the onset.
Specifically, the Big Brothers turned in weekly reports, summariz
ing each visit with their Little Sisters. Such information as the ac
tivities engaged in, degree of comfortableness and quality of intimacy
was obtained. Two group meetings were held during which the men talked
openly about the progress of their relationships with their Little Sis
ters, their particular problems and their attitudes toward hew the pro
gram was being run. And finally, an in-depth interview was held with
each Big Brother at the end of the third month of the program during
which he was encouraged to assess his eoqperience as a participant in
the demonstration program. Questions were asked about the quality and
nature of his relationship with his Little Sister, about his assessment
of the strengths and weaknesses of the relationship, his feeling about
the mother's attitudes toward the relationship and about the positive
and negative aspects of the program design.
The participation of the girls and mothers in the evaluation pro
cess was less intense than that of the Big Brothers. The mothers were
52
contacted by telephone at monthly intervals by the researchers and ask
ed about the progress of their daughters' relationships with their Big
Brothers, At the end of the first three months of the program^ bhe mo
thers and girls were interviewed separately and a more specific evalua
tion obtained. During this interview, the mothers were asked such
things as the extent to which their daughters were enjoying the rela
tionship with their Big Brothers, what they appreciated and what they
would like to see changed about the relationship, and what ways the
staff could have been more helpful, (See Appendix VI for specific
questions) In an effort to gain an impression of what the relation
ship meant to the child, the researchers also ixzlked with the girls,
particularly focusing on their descriptions of the different times they
had spent with their Big Brothers,
The remainder of this chapter is a presentation by matchings of
the mothers'. Big Brothers', and researchers' evaluations of the Big
Brother relationships. Also included is a section on general program
evaluation. It is important to emphasize at this point that the pro
gram, at the time of evaluation, was in its beginning phases. No Big
Brother had seen his Little Sister more than twelve times,
PAIR A EVALUATION:
Mother: Mother A felt that her daughter
enjoyed her Big Brother very much and perceived the re
lationship between them as excellent. She said that the
Big Brother filled a large void in her daughter's life
which was created when her father died. She mentioned
that her daughter is extremely pleased when her Big Bro
ther introduces her as his Little Sister and that she
brags to her friends about all the things that she and
her Big Brother do together. Mother A reported that her
daughter's behavior in school has improved markedly,
that she acts more content and less restless.
53
She credits the relationship with the Big Brother
as responsible for the change. Mother A expressed
particular appreciation for the dependability of
the Big Brother, explaining that he always carries
through with what he says he's going to do. She
said that there was nothing that she would like to
see changed about the relationship.
Little Sister: Little Sister A talked very
enthusiastically about her various activities with
her Big Brother, Her excitment and pleasure in
having her Big Brother was evident. She mentioned
the fact that the Big Brother is always on tvme
for their planned visits and that she calls him
on the telephone during the week just to talk
with him about her life. She described him as
"intelligent", "kind", "pleasant", and as someone
who "never blows his top".
Big Brother: Big Brother A reported that his
relationship with his Little Sister has become in
creasingly comfortable and close over the three
month period. He felt that the relationship is
important to his Little Sister and a satisfying
experience for him. Big Brother A liked the in
formality and lack of structure of the relation
ship, for example, that his Little Sister feels
fbee to telephone him during the week. He also
felt that his matching with Little Sister A was
excellent. He thoroughly enjoys her liveliness
and spunk.
Researchers : In the researchers ' opinion,
the relationship between Big Brother A and Little
Sister A is an extremely solid and enjoyable one.
This is partly because of the Big Brother's level
of emotional maturity and highly developed skill
in interpersonal relations and partly because
this Little Sister had little resistence to the
relationship. She has the capacity to trust and
respond without the 'Jtesting" that other children
without fathers exhibit. In our opinion, this is
related to the quality of her relationship with
her father before his death. It is our specula
tion that children losing a father by divorce
are often more bitter and distrustful in their
relationships with men.
PAIR B EVALUATION:
Mother: Mother B felt that her daughter ■
enjoys her Big Brother very much and that the rela
tionship with him has been good for her. She parti-
cularly mentioned that having a Big Brother helps
her daughter to feel less lonely and isolated. She
also said that her daughter ooaasionally telephones
the Big Brother during the week to discuss problems
with him and that she is happy that her daughter
has someone to turn to. Mother B felt that she
has a very close and good relationship to her daugh
ter's Big Brother and appreciates this. She is also
pleased that the Big Brother pays attention to the
other children in i^e family. There was nothing
that she would like to see changed about the rela
tionship, However, she was terribly concerned about
getting Big Brothers for two of her boys.
Little Sister: Little Sister B seemed very
pleased to have an opportunity to talk about her
Big Brother, She told of the activities that they
had done together and said that she really liked
doing things with her Big Brother, It was mention
ed that sometimes her Big Brother feels that she
doesn't like him because she is so quiet. She
was very surprised and upset about this, explain
ing that she usually doesn't talk unless someone
asks her a question. She willingly agreed that
this was something that she should talk over with
her Big Brother,
Big Brother: Big Brother B felt that he is
somewhat important to his Little Sister and finds
the relationship fairly satisfying. However, there
is a marked fluctuation in the degree of comfort
ableness and intimacy from visit to visit. The
Big Brother said that sometimes both he and his
Little Sister are really comfortable with each
other and enjoy themselves very much and at other
times he finds the girl uncomfortable, aloof and
unresponsive. This inconsistency between visits
is distressing to the Big Brother as he interprets
his Little Sister's lack of contact as a rejection
of him. At times the girl's detachment has caused
Big Brother B to feel inadequate and discouraged.
Researchers: From the Little Sister's view
point, we see this relationship as a good one.
This is a child who is experiencing great instability
in her life and who has been very disappointed in her
relationship widh her father. She tends to be some
what depressed and withdrawn as both her mother and
teacher report. Therefore, we imagine that the prob
lems that the Big Brother reported in the relation
ship are a reflection of this child's general dif
ficulty in interpersonal relationships. Given the
54
55
fact that the relationship is in the beginning phase,
we speculate that with time the quality will improve.
We see the real problem being the needs and expecta
tions of the Big Brother for the child to be mare re
sponsive and open, and his taking her trouble in relat
ing to him so personally. Group and individual super
vision of the Big Brother around this problem has given
him the support and encouragement he needed to go on
and even helped him appreciate what he was gi^rtng to
the child,
BAIR C EVALUATION:
Mother: Mother C was very pleased with her
daughter's Big Brother, feeling that it would be im
possible to find a better one. She appreciates his
consistent concern and interest in her daughter and
the attention he pays the other children in the fam
ily, While she felt that her daughter basically en
joys her Big Brother, she was concerned about the
ambivalence she displays in relationship to him. She
reported that each visit her daughter has to be coaxed
into going with the Big Brother and éhat after each
visit she is happy and esocited about their time to
gether, Mother C felt confused by this behavior and
wishes that her daughter were more consistent in her
responses to her Big Brother, The mother mentioned
that the daughter's ambivalence is never expressed
in front of the Big Brother but manifests itself in
a struggle between the daughter and herself.
Little Sister: Little Sister C verbalized a dis
like of her Big Brother and a preference for staying
home in front of the TV as opposed to going places
with him. When asked about specific activities, she
said that nothing was very much fun. She said that
she didn't want a Big Brother but that she would
"never ever" tell him that. In contrast. Little Sis
ter C talked wistfully of her wonderful relationship
with her father, mentioning all the things he does
with her.
Big Brother: As opposed to his Little Sister's
description of the relationship. Big Brother C described
both himself and his Little Sister as being extremely
comfortable during the majority of the visits and re
ports that she was also, very personal with him. In
fact, he gave the child's responsiveness to him as one
example of what he most enjoyed about the relationship.
He felt he has a good relationship with the mother but
does feel somewhat concerned about the intensity of his
involvement with the other children in the family. He.
fears that their demands on him detract from his
relationship with his Little Sister,
Researchers: The conflicting reports on this
relationship from the Big Brother and child are some
what confusing, By way of explanation. We feel that
it is important to note that according to the mother,
her daughter’ s description of her father is pure
fantasy. The mother stated that the father has
been rejecting of his daughter since her birth,
showing obvious preference toward the son. She said
that the father never takes the daughter anywhere
and brings gifts to the son and not to her. She
reported that recently the father visited and refused
to take the daughter out with him, although taking
the son. Mother C said that her daughter was very
hurt b it did not express this to her father. It
seems that the activities that Little Sister C
described having done with her father, were, in
fact, done with the Big Brother, It is our specula
tion that it is the child's anger at her father,
which she consciously denies, that accounts for her
ambivalence toward her Big Brother, We feel that
she is working through unresolved problems with her
father in her relationship with her Big Brother.
PAIR D EVALUATION:
Mother: Mother D felt that her daughter's
relationship with her Big Brother is somewhat important
to her. Since the relationship began. Mother V feels
that her daughter has gained in self-confidence and is
able to stand up for herself better with the mother
and her brothers and sisters. She mentioned times
when her daughter came home having obviously enjoyed
herself but had noticed an increasing tension develop
ing in the last few visits. She felt that the problem
has to do with the fact that the Big Brother talks a
lot about himself and makes her daughter feel inferior.
She felt that her own relationship with the Big Brother
is excellent. She thinks that he is a wonderful person
and a good example of what a man can be. She expressed
a wish that she could have had a Big Brother as a child,
feeling that an experience such as that might have in
creased her chances of having a happy marriage.
Little Sister: Little Sister D seemed amhix^alent
about her Big Brother, She believes that he likes her
and apprneciated the time he spends with her. She said
that they have a good time together when he is not
"bragging", She said that he sometimes makes her feel
inferior by talking so much about himself. She was
55
57
asked by the researchers what she wanted to do about
the problem between her Big Brother and herself,
specifically if the relationship was worth working
to improve. She felt that she wanted to "sane" the
relationship with her Big Brother and was willing to
have a meeting between him, the researcher and herself
in order to open the communication channels.
Big Brother: Big Brother D reported that he
finds his relationship with his Little Sister fairly
satisfying and that until the last few visits with
her^ he has felt relatively comfortable. He felt
that his Little Sister had been slightly uncomfortable
during the entire three months and only slightly per
sonal. Although he was aware that some problem exist
ed between them, he had chosen to ignore it rather
than bring it out In the open. He was told by the
researchers that his Little Sister had some feelings
that she wanted to express to him and he agreed to
the meetirg between the Little Sister, researcher
and himself.
Researchers: It is the opinion of the researchers
that i?eal strength exists in this relationship between
Big Brother and girl as evidenced by their willingness
to sit down and work out the problems. The previously
mentioned joint meeting between Big Brother, Little Sis
ter and researchery was held. The Little Sister was
able, despite extreme discomfort, to express her dislike
of her Big Brother's bragging and her consequent feelings
of inferiority. The Big Brother responded well to her
confrontation, saying that she was not the only one who
had told him this about himself and telling her that his
bragging was his way of covering up his feelings of in
adequacy. Since the time of this meeting, the relation
ship has improved enormously and both participants seem
to be enjoying themselves. Vie see the real problem with
this relationship to be the difficulty that each partici
pant had in expressing his discomfort openly to the other
at the time they experienced it and feel that the working
through of this communication gap was a valuable learning
experience for both of them.
58
GENERAL PROGRAM EVALUATION
Mothers: All mothers agreed in their
appreciation of the quality of the matchings be
tween their daughters and the Big Brothers. Each
mother thought that the Big Brother that was select
ed for their daughter was very appropriate. Two of
the four mothers said that they were pleased with
the way in which the program ms run and that they
had no suggestions for improving it. One mother,
however, expressed the wish that the researchers
had made more frequent contacts with her to dis
cuss the relationship. Another mother thought the
program would have been better if the girls had been
included in some of the activities and privileges
planned by the collaborating agency for the Little
Brothers. Rarticularly, this mother wished that
the free tickets to ballgames, etc. given Little
Brothers would also be given Little Sisters.
Little Sisters: None of the Little Sisters
made comments on the program mechanics.
Big Brothers: Two Big Brothers expressed ap
preciation for the personalized nature of the match-
i^s, feeling that the Little Sisters they had been
assigned were particularly appropriate. However,
Big Brothers B and D, having experienced some prob
lems in their relationships with their Little Sisters,
questioned the appropriateness of the matchings.
All the Big Brothers expressed enthusiasm for
the group meetings held twice during the three month
period. Each felt that sharing their experiences
with each other was extremely helpful and supportive.
However, two Big Brothers expressed the wish that the
meetings had begun sooner than they did, suggesting
that i^e first one be within three weeks after the
assignment is made.
Several of the Big Brothers also mentioned that
they would hare liked the individual meeting with the
researchers sooner than two months, suggesting four
Weeks as a good time. They apparently felt a need
for an opportunity to explore, in-depth, the progress
of the relationship soon after its beginning.
Finally, one Big Brother felt that the Big Bro
thers should have been more involved with the collab
orating agenoy; for example, being placed on their
mailing list and having contact with agency staff.
Researchers: Basically, the researchers are
pleased with the program operation. However, sev
eral facets could have been improved. First, re-
oruitment of Big Brother volunteers should have
started at least three months prior to the time
planned for the making of assignments. Second,
an individual supervisory interview with both
the mothers and Big Brothers at approximately
four weeks into the program would have been use
ful and provided an opportunity to deal with the
problems developing in several of the relation
ships sooner. Third, group meetings between the
mothers would hare strengthened the program opera
tion by providing an opportunity for the mothers
to share their experiences and concerns around
their daughters ' relationship with their Big
Brothers. And finally, more support from the
collaborating agency would have been helpful.
59
60
CHAPTER IV
SUMMARY AND IMPLICATIONS OF THE STUDY
SUMMARY
The study was Qonduoted to determine the feasibility of a Big Bro
ther program for fatherless girls heU^een the ages of eight and twelve
and to explore the speoifio dynamics associated with such a program.
The study was carried out in collaboration with the Catholic Big Bro
ther Agency of Los Angeles and was divided into two parts, the pilot
study and the demonstration program.
The pilot study was designed to explore the attitudes of mothers
with fatherless children toward the concept of a Big Brother program
for girls and to determine if men, presently working as Big Brothers
to hoys, could imagine serving as Big Brothers to girls. Additionally,
the pilot study collected information on socioeconomic status, ideas
on child development, and experiences with the Big Brother program for
hoys and attempted to corrolate this data with the types of responses
to the question of a Big Brother program for girls. Questionnaires
were sent to all the mothers and Big Brothers active in the ongoing
program of Catholic Big Brothers. One hundred and five mothers and
one hundred and ten Big Brothers returned unspoiled questionnaires.
In the demonstration program, four volunteers were assigned as
Big Brothers to four fatherless girls and the relationships supervised
and evaluated over a three month period. The researchers engaged the
participants help in evaluating both the individual Big Brother rela
tionships and the program design and management. In addition to weekly
written reports by the Big Brothers, the researchers had a number of
61
personal contacts with all participants in the program during which
data pertinent to the question of feasibility was obtained.
The following is a discussion of the implications of the study for
implementation of a Big Brother program for girls on an expanded basis r :
and a statement of possible guidelines for such a program. Recommenda
tions for further research are considered in the final section of this .
chapter.
IMPLICATIONS AW GUIDELINES FOR PROGRAM IMPLEMENTATION
The primary objective of this study was to determine the feasibil
ity of a Big Brother program for fatherless girls. There are a number
of important factors related to program feasibility which must be con
sidered in the development of such a Big Brother program. These are:
agency support and commitment, recruitment of Big Brothers and families,
selection of Big Brothers and families, matching of Big Brothers with
girls, staff supervision and support, and development of community
support. On the basis of the findings of this study, some guidelines
have been developed so that the research results may be of maximum
value to those involved in Big Brother work and to the general commun
ity.
AGENCY SUPPORT AND COMMITMENT
Agency support and commitment are crucial to the successful func- ,
tioning of a Big Brother program for girls. It is important that both
the agency staff and', board of directors agree that such a program would
be a significant contribution to the community. If there is question,
despite reference to this study, as to whether the community served by
a particular agency would be responsive to a Big Brother program for
62
girls, several alternatives are available. First, a replication of our
pilot study could he conducted to test the receptiveness of the commun
ity in question. Second, the staff might conduct an informal survey
as part of their regular contact with the families and Big Brothers af
filiated with the agency.
Once the agency staff and hoard of directors are in agpeement as
to the validity of a program for girls, it is important that this com
mitment he reflected in agency policy. This policy must direct agency
resources toward successful planning and implementation of the program.
Two types of support are particularly necessary: 1) staff to plan and
implement the proposed program; 2) resources such as office space,
funds for recruiting, etc.
The agency must hase the use of its staff and material resources
on rational priorities which are outlined in the following sections.
Each of these priorities is a cornerstone related to overall feasibil
ity of the program.
RECRUITMENT OF BIG BROTHERS
Recruitment is one of the most difficult tasks involved in opera
tionalizing any program based on volunteer seinvice. The effectiveness
of the recruitment effort is vital to the success of a Big Brother pro
gram for girls. It is important to initiate the recruitment effort
much in advance of the planned assignment date.
The recruitment effort will be most effective when a variety of
techniques and approaches are used. In addition to the mare tradition
al means of recruitment such as the mass media, other approaches should
be developed.
53
One suggestion is to launch a recruitment program on university
and college campuses. There may he large numbers of adult male stu
dents who would enthusiastically involve themselves in service to fa
therless girls and who would have a great deal to offer such children.
Three of the Big Brothers used in our demonstration program were col
lege students.
Another portion of the population which might prove a valuable
resource for Big Brothers is the senior citizen. In Scandanavia, men
past the age of retirement are being used effectively to man nursery
schools. It is possible that this same group of men in this country
would enjoy devoting some of their leisure time to Big Brother work.
Recruitment efforts might also be directed towards women's clubs
and organizations. Our pilot study showed that married men with child
ren were most receptive to the idea of serving as Big Brothers to girls.
Perhaps by interesting the wives of such men and enlisting their sup
port, more married men with children would volunteer.
Our pilot study showed that men from ethnic and économie minority
groups were under-represented in the group of Big Brother volunteers.
RecruiiMent efforts should be directed towards these men and may best
be accomplished by working with and through various groups active with
in the different minority communities.
Another potential resource for Big Brother volunteers may be the
existing agenoy rolls. There may well be men on these rolls who are
tired of working with boys and who would enjoy being a Big Brother to
a girl. Additionally, there may be men awaiting assignment as Big Bro
thers to hoys who would, given the choice, prefer working with girls.
■ ...
In summary, it is important that the reoruitment effort permeate
the Qommunity. These efforts must be creative and pervasive if the
'potential population of Big Brothers is to he tapped.
RECRUITMENT OF FAMILIES
If the experiences of existing Big Brother agencies and of the
demonstration program are any indication, recruitment of recipient fam
ilies will be a limited problem. Initial recruitment efforts might
well focus on the families already listed xùith the Big Brother agency,
as was the case with the demonstration program. It is speculated that
mothers having Big Brothers for their sons would be especially recep
tive to Big Brothers for their daughters.
After the agency rolls are exhausted, recruitment efforts should
be directed towards the community at large. The mass media - radio,
television and newspapers - are probably the most effective means of
reaching into the community. It is important that the recruitment ef
forts d x ) more than inform the public of the availability of a Big Bro
ther service for girls. It is important that they include an educa
tional component. The pilot study indicated that the mothers who were
least receptive to the idea of a Big Brother program for girls, were
least aware of the significance of the father to the female child.
Therefore, information about the importance of the father to the emo
tional growth and development of his daughter should be expressed.
SELECTION OF BIG BROTHERS
The selection of appropriate volunteers is crucial to the success
of a Big Brother program for girls. The selection process should pre
sent both the agency and the individual candidate with the opportunity
! 55
to make a realistic determination of the candidate 's suitability for
Big Brother service.
It is suggested that the selection process emphasize and enable
the Big Brother candidate's self assessment. This self assessment
model has several advantages. First, by emphasizing the candidates
role in the final determination, an atmosphere more conducive to self
exploration is established. It is speculated that by removing the com
petitive element, so far as is possible, from the selection process a
more responsible and appropriate decision can be made. Second, it is
felt that if a large part of the responsibility for the selection de
cision is left with the Big Brother candidate, he will take the corrmit-
ment more seriously. However, the agenoy must still retain the peroga-
tive to eliminate anyone whom they find unsuitable.
It is recommended that three selection interviews be conducted.
The first should be for the purpose of providing the prospective volun
teers with information about the program. Specifically, such things as
the rationale, objectives, and format of the program should be discuss
ed. The expectations of the agenoy should be made explicit, particular
ly with regards to the length and nature of the commitment involved.
General topics such as the role of the Big Brothers should be included
in this first interview. The use of small groups is very suitable for
this interview.
The second and third interviews should be conducted with each Can
didate individually and should be for the purpose of assessing the can
didate 's potential as a Big Brother. These interviews should concen
trate on two issues in particular, the level of the candidate's emo
66
tional development and his ability to sustain a oormritment. See Chap
ter III for a more detailed discussion of the selection process.
SELECTION OF FAMILIES
As with the Big Brothers, the selection of appropriate families
is vital to the success of the program. It is suggested that two basic
criteria be used in the selection of recipient families. First, it is
important that both the mother and the girl be receptive to the idea
of a Big Brother. If either the mother or child evidence particular
ambivalence, this ambivalence should be explored and alleviated before
the family is accepted into thepprogram. Second, no children who ex
hibit extremes of behavior, for example extremely withdrawn or aggres-r
sive children, should he considered eligible unless special provisions
are made.
Depending on the family's familiarity with Big Brother programs
in general, either two or three selection interviews should be held.
As with the Big Brothers, the first interview should be for the pur
pose of providing information about the program. If the mother and
girl have a previous knowledge of such programs, the first interview
may also include a preliminary assessment of the family's suitability
for the program. In this first interview, it is important to present
a realistic picture of the role of the Big Brother, mentioning such
things as the extent of contact between Little Sister and Bi^ Brother
and the types of activities that they might do together. The second
interview should provide both the girl and mother an opportunity to
ask questions resulting from the previous interview and to talk about
the kind of Big Brother which they think would best suit the child.
67
Discussion of a specific Big Brother should take place in the third in
terview. For further information on the selection of families, see
Chapter III.
MATCHING
Appropriate matching of Big Brothers and recipient families is as
important as selection. The degree to which matchings are appropriate
is the single most visible determinant of the program’ s feasibility.
The agenoy will have several constituencies who will tend to judge the
value of the program by the viability of the first round of matchings.
Matching is more art than science, but there are some indications
of ways to increase the probability that the matching will be success-
ful. First, material presented during the in-depth interviews of Big
Brothers and families should be utilized. Examples are: preferred age
of Big Brother or girl, projection about what kind of person they feel
would be the best match for them, and the range of activities they
think they would like to undertake with the other.
Second, staff must assess the range of possible matchings with
reference to several factors. First, the kind of Big Brother person
ality to which the girl might be most responsive is an important issue.
Second, the question of the strengths of a Big Brother which could most
benefit a particular child is of importance. Third, the nature of the
family system and the mother's expectations must be considered.
In the final analysis, the worker must use all the available data
as thoroughly as possible. On the basis of his enlightened judgment,
the worker makes a "tentative matching" which he feels is appropriate.
The emphasis here is on the concept of ^tentative matching". Ef-
55
feotive matchings may most often result when the process of matching
involves the parties to be matched. Thus, the worker will want to
share his recommendations and rationale with the family and the Big
Brother separately. The advantages of this approach are several-fold.
Because the worker involves the participants in the matching proceeds
the participants have an investment in making the matching work. By
involving the participants, the worker communicates his concern about
the quality of the match and the welfare of the participants. Finally,
there may be variables which the worker has not considered or given
enough consideration as to why the match may not be appropriate. One
or more of the participants may draw the matter to the worker's atten
tion. Therefore, an inappropriate match may be avoided.
In summary, the basic requirements for matching include: careful
use of selection material, thorough assessment of the participants by
the worker, a tentative matching, assessment of the appropriateness of
the tentative matching by the participants and some good luck.
Some matchings will, no doubt, work out very well from the begin
ning. Others may be marginal, and some poor. Thus, the final guide
line deals with the importance of staff supervision.
STAFF SVFERVISION
Appropriate group and individual supervision of Big Brothers and
recipient families by staff is another factor related to feasibility.
There are a number of specific objectives which supervision should ac
complish. The first objective is to provide support and problem solv
ing assistance for the Big Brothers. The second objective is to pro
vide support for the recipient families. The third objective is to
55
conduct an ongoing assessment of the program and individual matchings,
enlisting the participation of Big Brothers and families. The fourth
objective is staff involvement in research in order to improve the pro
gram.
The format for supervision deserves attention. Hopefully, the
worker will be able to function as a resource person for the Big Bro
thers and recipient families in working through any problems which
arise from the Big Brother-Little Sister relationship.
SUPERVISION OF BIG BROTHERS
Supervision of Big Brothers should consist o f individual and group
consultation. For the first few months after the matchings, mall
group meetings should be held once a month. There are several advan
tages to group meetings. First, the group can provide support for indi
vidual Big Brothers through the sharing of experiences. Second, the
group may provide problem-solving assistance to individual Big Brothers.
The group meeting is also a medium through which new ideas related to
agency policy and functioning can be explored.
Staff consultation with individual Big Brothers is also recommend
ed. Individual consultation should be held about once a month, at
least during the first six months. Individual consultation is impor
tant for several reasons. Problems which the Big Brother may not want
to share with the group can be discussed with the worker. Also, the
worker has a better opportunity to assess the development of a parti
cular matching and individualize his inteirvention through individual
consultation.
70
SUFERVISIOH OF FAMILIES
Ideally3 supervision of families should also consist of individual
and group consultation. The staff should meet with mothers and girls
individuallyi at least once a month. On occasion^ the staff may want
to meet with them together, A primary objective of individual super
vision should he to understand the girl*s opinions about the relation
ship , and assist her with any problems in the relationship. Likewise,
the worker will want to understand the mother^s opinions about the re
lationship and provide support for her. The third ohgective of indi
vidual supervision would be to understand the effects of the relation
ship on the family system and to provide support where appropriate.
While no group meetings for mothers were feasible in the demon
stration program because of geographical factors^ group meetings for
mothers is recommended. Often the mother^ as well as the Big Brother^
needs a certain amount of support and help in adjusting to the rela
tionship, The advantages of a once-monthly group are considerable.
Firsts mothers would have an opportunity to share their feelings, ex
pectations ^ and perhaps anxieties with peers. Second^ the groiq> could
be used as a problem-solving medium. Third, the mothers would be able
to provide each other with mutual support which would reinforce their
motivation to play a constructive role in supporting the Big Brother-
Little Sister relationship,
DEVELOPMENT OF COMMUNITY SUPPORT
The final factor in feasibility, and one of the most important,
is the development of community support. First, funding must be secur
ed from either an existing community resource, such as United Way, or
71
some other source. Second, an aggressive community education campaign
should he developed. The objectives of the campaign would be to: (1)
inform the community about the need for the programs (2) explain the
nature and objectives of the program; (Z) develop community support
for the program.
Part of the community education campaign can be conducted concur
rently with recruitment efforts. However, an independent, ongoing cam
paign should be planned. Unfortunately, the nature and scope of the
demonstration program did not allow that this component be included.
SUMMARY
The crucial factors related to feasibility are: agency support
and commitment, recruitment of Big Brothers and families, selection,
matching, staff support and supervision, and development of community
support. The above recommended guidelines would be valid for any pro
gram serving participants with backgrounds and experiences similar to
those of the participants in the demonstration program. The guidelines
might need to be modified in a program developed to serve participants
who differ significantly from those in our stvdy. For example, the
development of a Big Brother program in various ethnic communities,
e.g. Black, Chicano, Asian or Indian might require adjusted guidelines.
SUGGESTIONS FOR FURTHER RESEARCH
The pilot study and demonstration program were of value not only
in determining feasibility but also in generating a number of hypothe
ses which deserve investigation. Each of these hypotheses will be
stated and discussed below:
Hypothesis : The degree of receptivity to the idea of a Big Brother
program for girls varies according to the ethnic, socioeconomic and
72
geographic groups studied.
The pilot study was cordtucted in an urban area, amongst a Catholic pop
ulation, located in the Western part of the United States. It is the
researchers ' opinion that these factors influenced the receptivity of
the respondents. For example, it is speculated that a pilot study con
ducted in a geographically more conservative area, such as Omaha, Ne
braska, would show a lesser degree of receptivity to the idea of a Big
Brother program for girls than was true for Los Angeles, California,
Further research, using a sample different than that used in this study,
would indicate if this assumption is valid.
Hypothesis: Existing Big Brother programs structurally descriminate
against recruiting volunteers from a number of social groups, for ex
ample, students, elderly, and economic and ethnic minorities.
The researchers think the opportunity to volunteer is a luxury. Volun
teering as a Big Brother costs both time and money and, therefore, be
comes a largely middle class and above activity. Undoubtedly, if it
were not for the financial consideration, potential Big Brother re
cruits could be found in number among students, elderly and economic
and ethnic minorities.
One solution to the problem of institutional discrimination
against economically deprived groups could be the revamping of the or
ganization to include both volunteer and salaried Big Brothers. Fund-
ing for such an idea might be available through the Federal government
or come from private charities.
Hypothesis : The Big Brother drop-out rate after matching is less
when the emphasis of the selection process is on self assessment as
opposed to agency assessment of the volunteer^s potential.
It is the researchers' speculation that when the selection process em-
; 7z
phasizes the candidate's responsibility in determining his suitability
as a Big Brother the chances of premature attrition are minimized.
With this in mind, the agency 's role is to facilitate the candidate 's
self assessment.
Hypothesis : Differences in the socioeconomic level of the Big Brother
volunteer and the recipient family will have some effect on the suc
cess and quality of the Big Brother-Little Sister (or Little Brother)
relationship.
The pilot study indicates that there is a marked discrepancy between
the economic status of the Big Brothers and the families to which they
are assigned. It is the researchers ' opinion that this difference does
influence the relationship between man and child. The nature of the
effect can only be established with further research.
Hypothesis : The success of the Big Brother relationship is directly
related to the participants ' expectations of that relationship.
It is the researchers ' speculation that the closer the participants '
expectations of the Big Brother relationship corresponds to the reality
of the relationship, the more successful the relationship is likely to
be.
If this hypothesis is valid, it seems both appropriate and impor
tant that some sort of educational component be included in orienting
both volunteers and families to the Big Brother relationship. Of
particular significance is a focus on some of the dynamics of child
development, childhood loss and its effects on relationship potential,
and the concepts of transference and counter transference. The idea
of such an orientation process would be to help the Big Brvthers ' and
mothers ' develop more realistic expectations and minimize the potential
for disappointment.
74 '
Hypothesis : It is more damaging to a child to be given a Big Brother
whose cormitment is inconsistent and undependable than to have no Big
Brother at all.
It is the researchers ’ bias that the children from families applying
for Big Brothers have already suffered a traumatic loss and that to
subject th&n to any further disappointments of this type is extremely
damaging. Observations of children who have lost one or more Big Bro
thers during the course of the demonstration program, indicate that
this hypothesis may be valid. Further investigation into the question
is definitely needed for, if it is indeed valid, it would have signifi
cant implications for the screening process.
Hypothesis: A longitudinal study would indicate that a consistent re
lationship with a Big Brother influences a girl's psychological develop
ment, particularly in the areas of autonomy from mother, gender identi
ty and role identification.
A review of the literature showed that the loss of the father has a
definite and, usually, detrimental effect on the female child. By pro
viding the child with a compensatory relationship with on adult male,
the speculation is that some positive psychological benefits will re
sult. To determine if this speculation is at all valid, and if so, to
what extent and in what way, an in-depth stuc^ is required.
Hypothesis: The level of psychological maturity of the agency person
nel charged with the responsibility of assessing Big Brother candidates
is as important to successful selection as any specific selection cri
teria utilized.
It is speculated that no matter how sophisticated the criteria used in
selecting Big Brother volunteers, it is the subjective judgment of the
interviewer as to the meaning of the criteria and as to whether the *
candidate meets the criteria which serves as the basis of the final
decision. If this hypothesis were proven valid, it would have impli-
75
cations for the selection of both staff and volunteers.
7g
APPENDIX I
BIG BROTHER QUESTIONNAIRE
This questionnaire was used in the pilot study to obtain pertinent
data from Big Brother volunteers. It was accompanied by a letter from
the Program Director of Catholic Big Brothers, Inc., requesting sup
port for a research project being sponsored by the agency.
BIG BROTHER QUESTIONNAIRE
INSTRUCTIONS:
A total of 42 questions are asked in the attached questionnaire.
The questionnaire is designed to take approximately one-half hour to
complete. However, you may take as long as you need.
Some questions will request factual information, such as your age,
occupation, etc. Other questions will ask for your opinion. There are
no right or wrong asnwers to opinion questions. We simply want to know
how you feel about a given matter.
The questionnaire is essentially multiple choice. Some questions
will have several parts. It is important that you read each question
carefully before answering. Unless otherwise indicated, each question
requires only one response. There may be several questions which do
not apply to you. In such cases, skip the question. To answer the
questions, check the blank space opposite the answer which is most near
ly correct.
EXAMPLE: The hottest time of the year is generally:
(1) winter
(2) spring
X (Z) summer
(4) fall
77
BIG BROTHER QUESTIONMIRE
1. What is your age?
(1) under 22
(2) 21-29
(3) 20-29
(4) 40-49
(5) 50-59
(6) over 60
2. Indicate your present marital status.
(1) single
(2) married
\_J2) separated
(4) divorced
(5) rema7*ried
(6) widowed
2. What is the level of your formal education?
____(1) not a high school graduate
(2) high school graduate
(2) some college work
(4) college graduate (B.A. or B.S. degree)
(5) some graduate study
(6) Master's degree
(7) Doctorate degree (Ph.d, MW., D.D.S., etc.)
4. What is your current occupation?
(1) student
(2) unskilled labor
(2) skilled labor
(4) clerical or sales
J5) business
J6) professionaI
5. Indicate your present income by a check in the income category
closest to your annual income.
(1) less than $2,000
(2) $2,000 to $5,999
(2) $6,000 to $8,999
(4) $9,000 to $11,999
(5) $12,000 to $17,999
(6) $18,000 to $22,999
(7) $24,000 or more
6. What is your religious preference?
( 1) Cathotic
(2) Jewish
(2) Protestant
(4) Other
(5) None
78
7. Check the activities in which you have been active within the last
five years.
(1) sports
(2) student government
(2) political organizations or groups
(4) religious groups
(5) scouting or HI-Y
(6) drama groups
(7) professional organizations
(8) social service organizations
(9) social groups
(10) other
(11) none of the above
8. Do you have any children?
(1) yes
(2) no
8a. If yes, are your children:
(1) male(s) only
(2) female(s) only
(2) both male and female
8b. If you checked 2 _ above, which sex child do you find easiest to
get along with?
(1) male
(2) female
(2) no difference
9. If you have no children are there other children whom you see on a
regular basis? (Excluding your little brother.)
(1) yes
(2) no
9a. If yes, please indicate how often you see these children.
(1) at least once a week
(2) once every two weeks
(2) once every three weeks
(4) once every four weeks
(S) less than once a month
10. If you hare children of your own or see any other children on a
regular basis, check the activities listed below which you and the
children do together.
(1) active sports and games (ping pong, fishing, baseball, etc.)
(2) quiet activities or games (cards, checkers, chess, etc.)
(2) spectator sports (watching ballgames, etc.)
(4) hiking or taking a walk
(S) a ride (not just transportation) in auto, on bike, etc.
(6) working on a hobby
(7) a movie
(8) listening to records, radio; TV
7P
_J9) helping with homework
(10) sightseeing (zoo, exhibits, eta.)
(11) sitting down to talk
11. Do you hare any brothers or sisters?
(1) sisters only
(2) brothers only
(Z) both brothers and sisters
(4) neither brothers or sisters
12. Are your natural parents:
(1) married to each other
_(2) separated from each other
_(3) divorced from each other
(4) widowed
(5) other
12a. If your natural parents are not now married and living toge
ther, how old were you when the separation occurred?
(1) less than 2 1/2
(2) between 2 1/2 and 6
(3) between 6 and 11
(4) between 11 and 16
(5) between 16 and 20
(6) older than 20
12b. If your natural parents were separated, due to death or divorce,
during your childhood, did the parent with whom you lived re-
mrrY>Y>iJ 9
marry
(1) yes
(2) no
13. Was most of your childhood spent with: (check only one)
_(1) mother only
(2) father only
(3) both parents
(4) grandparents, aunts, uncles, etc.
(5) other (foster home, orphanage, friends, etc.)
14. What kind of work does your father do? (If he is dead or retired,
what kind of work did he do?)
(1) unskilled labor
(2) skilled labor
(3) clerical or sales
_ _(4) business
(S) professional
15. What do you estimate your father's salary to be? (If he is dead or
retired, what do you estimate his salary to have been?)
(1) less than $3,000
(2) $3,000 to $5,999
(3) $6,000 to $8,999
60
(4) $9,000 to $11,999
'(5) $12,000 to $17,999
~(6) $18,000 to $23,999
(7) $24,000 or more
16, Eos your mother worked five or more years out of the last fifteen?
(1) yes
(2) no
16a, If so, what kind of work did she do?
(1) unskilled labor
(2) skilled labor
(3) clerical or sales
(4) business
(5) professional
17, What was the level of your father's formal education?
(1) not a high school graduate
(2) high school graduate
(3) some college work
(4) college graduate (B.A. or B.S. degree )
(5) some graduate study
(6) Master's degree
(7) Doctorate (Ph.d., M.D., D.D.S., Etc.)
17a. Your mother's:
(1) not a high school graduate
(2) high school graduate
(3) some college work
(4) college graduate (B.A. or B.S. degree)
(5) some graduate study
(6) Master's degree
(7) Doctorate (Phdd., M.D., D.D.S., Etc.)
18. When you think back on your childhood, how happy a time was it for
you?
(1) very happy
(2) moderately happy
(3) average
(4) somewhat unhappy
(5) terribly unhappy
19. Mow long have you been a Big Brother?
(1) less than 6 months
(2) between 6 months and 1 year
(3) between 1 and 2 years
(4) more than 2 years
20. On the average, how many hours per month do you spend with your
Little Brother?
(1) less than 8 hours
(2) between 8 and 16 hours
81
(S) between 17 and 24 hours
(4) between 25 and 32 hours
(5) more than 32 hours
21. When you volunteered to be a Big Brother, how long did you plan to
continue the relationship with your Little Brother?
(1) 6 months or less
(2) between 6 months and 1 year
(3) between 1 and 2 years
(4) over 2 years
(5) no specific time period
22. Do you ever talk to the mother of your Little Brother about such
things as her son’ s performance in'^school, general behavior, etc.?
(1) never
(2) seldom
(3) sometimes
(4) frequently
23. Haw would you describe the mother’ s feelings about your relation-'
ship with her son?
(1) negative
(2) mixed
(3) positive
(4) very positive
24. Check the one statement below which best describes your reason for
becoming a Big Brother.
(1) I felt a sense of responsibility toward society.
(2) I had empathy for the needs of a fatherless boy.
_(3) I had a desire to add meaning to my own life.
(4) I wanted a companion to do things with.
(5) None of the above statements apply to me.
25. Do you feel that a fatherless boy will have more trouble becoming
a Well-adjusted man than a boy who has a father?
(1) never
(2) rarely
(3) sometimes
(4) usually
(5) always
26. Do you think that a mother’ s attitudes toward men influence the
ways her children think about members of the male sex?
(1) never
(2) rarely
(3) sometimes
(4) usually
(5) always
27. Do you feel that a fatherless girl will have more trouble becoming
a Well-adjusted woman than a girl who has a father?
- - - — I
62 !
(1) never
(2) rarely
(3) sometimes
(4) usually
(5) always
28. Do you think that a father-son relationship helps a hoy become
independent from his mother?
(1) never
(2) rarely
(3) sometimes
(4) usually
(5) always
29. Do you thknk that a father-daughter relationship helps a girl be
come independent from her mother?
(1) never
(2) rarely
(3) sometimes
(4) usually
(S) always
30. How important do you feel that your relationship with your Little
Brother is to him?
(1) unimportant
(2) somewhat important
(3) important
(4) very important
31. In the beginning, did you find that you had any difficulty making
friends with your Little Brother?
(1) no difficulty
(2) limited difficulty
(3) definite difficulty
32. In the beginning, did you feel that your Little Brother was hesi
tant to get ’ ’ close” to you?
(1) not hesitant
(2) somewhat hesitant
(3) very hesitant
33. Would you say that a boy generally learns how to be a man from:
(1) mother only
(2) father only
(3) both mother and father
(4) neifhér parent
34. Would you say that a girl generally learns how to be a woman from:
(1) mother only
(2) father only
(3) both mother ard father
(4) neither parent
63
35. Would you say that a 6 year old hoy would prefer to he with his:
(1) mother
(2) father
(3) both equally
(4) neither parent
36. Would you say that a 6 year old girl would prefer to be with her:
(1) mother
(2) father
(3) both equally
(4) neither parent
37. Do you feel that children from broken homes have more emotional
problems than children from intact families?
(1) never
(2) rarely
( 3) some times
(4) usually
(5) always
37a. If you checked i f l above, do not answer this question.
l^ich child do you think is most affected by a broken home?
_(1) male
(2) female
(3) both equally
38. Could you imagine yourself being a Big Brother to a fatherless girl
between the ages of 8 and 12?
(1) yes
(2) possibly
(3) no
39. In general, do you think that a young fatherless girl would be more
or less receptive to a Big Brother than a boy?
(1) more
(2) less
(3) no significant difference
40. If you were a Big Brother to a girl, which age child do you imagine
yourself with?
(1) 8
(2) 9
_(3) 10
(4) 11
(5) 12
(6) no age preference
(7) I cannot imagine myself being a Big Brother to a girl of any
age.
41. From the list below, please check the activities that you would see
yourself doing with a fatherless girl between 8 and 12 years of age.
(1) active sports (ping pong, fishing, etc.)
64
_(2) quiet activities or games (cards, checkers, chess, etc.)
_(2) spectator sports (watching hattgames, tennis, etc.)
__(4) hiking or taking a walk
__(5) a ride (not just transport/‘ 'in auto, on a hike, etc.
__(6) working on a hobby
__(7) a movie
_J8) listening to records, radio; TV
_(9) helping with homework
do) sightseeing (zoo, exhibits, etc.)
(11) sitting down to talk
(12) none of the above
42. Has being a Big Brother to a boy been:
(1) extremely satisfying
(2) fairly satisfying
(3) somewhat disappointing
(4) very disappointing
85
APPENDIX II
MOTHERS’ QUESTIONNAIRE
This questionnaire was used in the pilot study to obtain pertinent
data from mothers participating in a Big Brother Program for boys. It
was accompanied by a letter from the Program Director of Catholic Big
Brothers, Inc., requesting support for a research project being spon
sored by the agency.
QUESTIONNAIRE FOR MOTHERS
INSTRUCTIONS:
A total of 54 questions are asked in the attached questionnaire.
The questionnaire is designed to take approximately one-half hour to
complete. However, you may take as long as you need.
Some questions will request factual information, such as your age,
occupation, etc. Other questions will ask for your opinion. There are
no right or wrong answers to opinion questions. We simply want to know
how you feel about a given matter.
The questionnaire is essentially multiple choice. Some questions
will have several parts. It is important that you read each question
carefully before answering. Unless otherwise indicated, each question
requires only one response. There may be several questions which do
not apply to you. In such cases, skip the question. To answer the
questions, check the blank space opposite the answer which is most
nearly correct.
EXAMPLE: The hottest time of the year is generally:
(1) winter
(2) spring
X (3) surrmer
J4) fall
66
QUESTIONMIEE FOR MOTHERS
1. What is your age?
Jl) under 21
(2) 21-29
(S) 30-39
(4) 40-49
(5) 50-59
(6) over 60
2. Indicate your present marital status.
(1) married
(2) separated
(3) divorced
(4) remarried
(5) widowed
(6) annulled
(?) other
3. What is the level of your formal education?
(1) not a high school graduate
(2) high school graduate
(3) some college work
_(4) college graduate (B.A. or B.S. degree)
(5) some graduate study
(6) Master's degree
(?) Doctorate degree (Ph.D., M.D., D.D.S., etc.)
4. What is your current occupation?
(1) student
(2) housewife
(3) unskilled labor
(4) skilled labor
(5) clerical or sales
(6) business
(?) professional
5. Indicate your present income by a check in the income category
closest to your annual income.
(1) less than $3,000
(2) $3,000 to $5,999
(3) $6,000 to $8,999
(4) $9,000 to $11,999
(5) $12,000 to $17,999
(6) $18,000 to $23,999
(7) $24,000 or more
6. What is your religious preference?
(1) Catholic
(2) Jewish
(3) Protestant
(4) Other
67
(5) none
7. If you are not now living with your husband, whom do you feel is
responsible for the separation?
(1) my husband
(2) myself
(3) both myself and my husband
(4) other (in-laws, death, etc.)
6. How many female children do you have?
(1) one
(2) two
(3) three
(4) four
(5) five or more
(6) none
8a, How many male children do you have?
(1) one
(2) two
(3) three
(4) four
(5) ffive or more
(6) none
8b, How many female children do you ha:ve between 8 and 12 years
of age?
(1) one
_(2) two
(3) three
(4) four
(5) five or mere
(6) none
9, Please indicate the frequency of the children 's contact with
their father by checking the most appropriate space.
(1) twice a week or more
(2) once a week
(3) twice a month
(4) once a month
(5) less than once a month
(6) no contact
10. If your children have no contact with their father, please indi
cate the reason(s) by checking the appropriate category(è). (You
may check more than one)
(1) he lives out of town
(2) he has a family of his own
(3) he is not interested in his children
____(4) he is unable to accept the responsibility of his children
_(5) he does not understand that he is important to his children
(6) you feel that it is better for him not to see his children
(7) other
88
11, How long has your husband been absent from the home?
(1) one year or less
(2) two to three years
(3) three years or more
12, Are your natural parents:
(1) married to each other
_(2) separated from each other
(S) divorced from each other
(4) widowed
(6) other (unmarried, etc,)
Jyyewr MatwraZ parewte are not marrtad and ZtütM#
how old were you when the separation occurred?
(1) less than 2 1/2 years
(2) between 2 1/2 and 6
_ _(3) between 6 and 11
(4) between 12 and 16
(5) between 16 and 20
(6) older than 20
13, How old were you when you got married?
(1) 18 or under
(2) 19 to 21
(3) 21 to 25
(4) 25 to 30
(5) over 30
14. What do you estimate your father’ s annual salary to be? (If he
is dead or retired, what do you estimate his salary to have been?)
(1) less than $3,000
__(2) $3,000 to $5,999
__(3) $6,000 to $8,999
_J4) $9,000 to $11,999
_J5) $12,000 to $17,999
__(6) $18,000 to $23,999
(7) $24,000 or more
15. What ^8 the level of your father’ s formal education?
not a high school graduate
(2) high school graduate
(2) some college work
college graduate (B.A. or B.S. ^gree)
(6) some graduate study
(6) Master’ s degree
Hoctorate degree (Ph.D., M.D., D.D.S., etc.)
16. men you think back on your childhood, how happy a time was it
for you?
(1) very happy
(2) moderately happy
(3) average
— (4) somewhat unhappy
60
(5) terribly unhappy
17. Hew long has your son had his Big Brother?
(1) less than 6 months
(2) between 6 months and 1 year
(3) 1 to 2 years
(4) 2 years or more
(5) not yet assigned a Big Brother
18. Does your son enjoy the relationship with his Big Brother?
(1) very much
(2) somewhat
(3) very little
(4) not at all
19. Do you feel that the relationship with the Big Brother has been
good for your son?
(1) very much
( 2) somewhat
(3) Very little
_J4) not at all
20. Do you think that the Big Brother has been a help to you in
handling the problems of a growing boy?
(1) very much
(2) somewhat
(3) very little
(4) not at all
21. Please answer this question only if you have both male and female
children. Which children seemed most negatively affected when
their father left?
(1) male
(2) female
(3) both equally
22. Do you feel that a fatherless hoy will have more trouble becoming
a well adjusted man than a boy with a father?
(1) never
___(2) rarely
(3) sometimes
(4) usually
(5) always
23. Do you think that a mother’ s attitudes toward men influence the
way in which her children think about members of the male sex?
(1) never
(2) rarely
(3) sometimes
(4) usually
(5) always
00
24. Do you think that a father-son relationship helps a hoy become
independent from his mother?
(1) never
_(2) rarely^
_J3) sometimes
_(4) usually
(5) always
25. Would you say that a boy generally learns how to be a man from:
(1) mother only
(2) father only
(3) both mother and father
(4) neither parent
26. Would you say that a 6 year old boy prefers to be with:
(1) his mother
(2) his father
(3) both parents equally
___(4) neither parent
27. Would you say that a girl generally leams how to be a woman from:
(1) mother only
(2) father only
(3) both mother and father
(4) neither parent
28. Do you feel that a girl without a father misses him to the same
extent that a boy does?
(1) never
(2) rarely
(3) sometimes
(4) usually
(5) always
29. Do you think that there is a relationship between the way a girl
gets along with her father and the way she gets along with men
in her later life?
(1) never
__(2) rarely
(3) sometimes
_(4) usually
__(5) always
30. Would you say that a 6 year old girl prefers to be with:
(1) her mother
(2) her father
(3) both parents equally
(4) neither parent
91
SI. Some women have trouble getting along with men: to what do you
attribute this? (You may check more than one)
(1) men are difficult to understand
(2) men have trouble being kind to and understanding of women
(2) men tend to see women as objects for them to use
(4) men are difficult to trust
(5) these women have emotional problems which cause the trouble
(6) none of the above
22. Could you see the value of a Big Brother for a fatherless girl
between the ages of 8 and 12?
(1) yes
___ (2) possibly .
(2) no
22. In general, do you think that a young, fatherless girl would be
more or less receptive to a Big Brother than a boy?
Jl) more receptive
(2) less receptive
(2) there would be no significant difference between the girl
and boy
24. From the list below, please check the activities that you could
see a Big Brother doing with a fatherless girl between 8 and 12
years of age. (You may check more than one)
(1) active sports or games (ping pong, fishing, etc.)
(2) spectator sports (watching ballgames, tennis, etc.)
(2) hiking or taking a walk
(4) a ride (not just transport) in an auto or by bike, etc.
____(5) quiet activities or games (cards, chess, etc.)
(6) working on a hobby
_ _(7) a movie
(8) listening to records, radio; TV
____(9) helping with homework
(10) sightseeing (zoo, circus, exhibits, etc.)
(11) sitting down to talk
(12) none of the above
02
APPENDIX III
SOCIOECONOMIC PROFILE OF BIG BROTHERS
The following is a socioeconomic profile of the Big Brothers
participating in the pilot study.
AGE OF BIG BROTHER
AGE
FREQUENCY
PERCENT
Under 21 1.8
22-20 21.2
20-29 42.1
40-49 16.5
50-59 6.4
Over 60 1.0
Total Percent 100.0%
MARITAL STATUS OF BIG BROTHER
MARITAL
STATUS
FREQUENCY
PERCENT
Single 36.7
Married 57.8
Divorced 5.5
Total Percent 100.0%
FORMAL LEVEL OF EDUCATION OF BIG BROTHER
93
FORMAL LEVEL
OF EDUCATION
FREQUENCY
PERCENT
Not a High School graduate 1.8
High School graduate 10.1
Some College 47.7
College graduate 18.3
Some graduate study 6.4
M.A. 13.8
Ph. d. 1.8
Total Percent 100.0%
OCCUPATION OF BIG BROTHER
OCCUPATION
FREQUENCY
PERCENT
Student 10.1
Unskilled labor 4.7
Skilled labor 12.8
Clerical or sales 12.8
Business 28.4
Professional 31.2
Total Percent 100.0%
ANNUAL INCOME OF BIG BROTHER
94
FREQUENCY
ANNUAL INCOME PERCENT
Less than $3,000 5.6
$3,000 to $5,999 6. 5
$6,000 to $8,999 25.2
$9,000 to $11,999 21.5
$12,000 to $17,999 26.2
$18,000 to $23,999 4.7
$24,000 or more 10.3
Total Percent 100.0%
RELIGIOUS PREFERENCE OF BIG BROTHER
RELIGIOUS
PREFERENCE
FREQUENCY
PERCENT
Catholic 89.9
Jewish .9
Protestantt 2.8
Other 2.6
None 3.6
Total Percent 100.0%
SIBLINGS OF BIG BROTHER
)
95
FREQUENCY
SIBLINGS PERCENT
Si-sters only 24,5
Brothers only 16,0
Both sisters and brothers 50,0
Neither sisters or brothers 9,5
Total Percent 100,0%
MARITAL STATVS OF BIG BROTHERPARENTS
MARITAL STATUS
FREQUENCY
PERCENT
Married 44,4
Separated 1,9
Divorced 8,4
Widowed 33,3
Other 12,0
Total Percent 100,0%
BIG BROTHERS FATHERS^ OCCUPATION
96
OCCUPATION
FREQUENCY
PERCENT
Unskilled lahœ 7,6
Skilled labor 44,3
Clerical or sales 5,7
Business 29,2
Professional 13,2
Total Percent 100,0%
BIB BROTHERS FATHERS’ ANNUAL INCOME
INCOME
FREQUENCY
PERCENT
Less than $3^000 3,7
$3^000 to $5^999 13,0
$6^000 to $8^999 25,9
$9^000 to $11^999 21,3
$12,000 to $17,999 19,4
$18,000 to $23,999 7,4
$24,000 or more 9,3
Total Percent 100,0%
97
MOTHERS OF BIG BROTHERS WHO WORKED
FIVE OUT OF THE LAST FIFTEEN YEARS
FREQUENCY
WORKED PERCENT
Yes 38,5
No 61,5
Total Percent 100,0%
BIG BROTHERS MOTHERS’ OCCUPATION
FREQUENCY
OCCUPATION PERCENT
Unski I led labor 19.0
Skilled labor 14.4
Clerical or sales 28.6
Business 19,0
Professional 19.0
Total Percent 100,0%
FATHERS OF BIG BROTHERS LEVEL OF EDUCATION
LEVEL OF
EDUCATION
FREQUENCY
PERCENT
Not a High School graduate 43,2
High School graduate 27.5
Some college 27.4=
College graduate 6,4
Seme graduate study 0,9
M.A. 1,8
Ph.d, 2,8
Total Percent 100,0%
MOTHERS OF BIG BROTHERS LEVEL OF EDUCATION
LEVEL OF
EDUCATION
FREQUENCY
PERCENT
Not a High School graduate 37.2
High School graduate 33.9
Some college 17,4
College graduate 8,3
Some graduate study 2.2
Ph,d,
Total Percent 100.0%
BIG BROTHERS’ MEMORY ABOUT CHILDHOOD
99
MEMORY
FREQUENCY
PERCENT
Very happy 35,5
Moderately happy
Average 22.4
Somewhat unhappy 1 1 , 2
Terribly unhappy 1,9
Total Percent 1 0 0,0 %
LENGTH OF TIME AS A BIG BROTHER
LENGTH OF TIME
FREQUENCY
PERCENT
Less than 6 months 13,9
Between 6 months S 1 year 18,5
Between 1 and 2 years 25,9
More than 2 years 41,7
Total Percent 1 0 0 ,0 %
100
APPENDIX IV
SOCIOECONOMIC PROFILE OF MOTHERS
The following is a sooioeoonomio profile of the mothers partici
pating in the pilot study,
AGE OF MOTHER
' AGE FREQUENCY PERCENT
Under 21 1 , 0
21-29 3 . f
32-39 42.9
40-49 41,9
50-59 9,5
60-69 1 , 0
Total Percent 222.2%
MOTHERS’ MARITAL STATUS
MARITAL STATUS FREQUENCY PERCENT
Separated 22.2
Divorced 54,8
Remarried 1 . 0
Widowed 31.7
Other 1.9
Total Percent 222.2%
MOTHERS’ LEVEL OF EDUCATION
101
LEVEL OF EDUCATION
FREQUENCY
PERCENT
Not a High School graduate 2 1 , 0
High School graduate 25,7
Some college 44,7
College graduate (B,A. or B.S,) 1,9
Some graduate study 4,8
Master’ s degree 1,9
Tota I Percent 1 0 0,0%
MOTHERS’ OCCUPATION
OCCUPATION
FREQUENCY
PERCENT
Student 4,9
Housewife 26,5
Unskilled labor 5,9
Skilled labor 14,7
Clerical or sales 24,5
Business 4,9
Professional 18,6
Total Percent 1 0 0 ,0%
MOTHERS’ ANNUAL INCOME
102
ANNUAL INCOME
FREQUENCY
PERCENT
Less than $2,000 21,3
$3,000 to $5,999 35,0
$6,000 to $8,999 31,1
$9,000 to $11,999 9,7
$12,000 to $17,999 2,9
Total Percent 1 0 0,0%
MOTHERS’ RELIGIOUS PREFERENCE
RELIGIOUS PREFERENCE
FREQUENCY
PERCENT
Catholic 93,3
Protêstant 2 , 8
Other 1,9
None 2 , 0
TotaI Percent 1 0 0,0 %
MOTHERS’ OPINION ON CAUSE OF MARITAL SEPARATION
103
CAUSE FREQUENCY PERCENT
Husband 38,2
Myself 2.2
Husband and myself 32.2
Others 23.2
Total Percent 1 0 0,0%
MOTHERS’ NUMBER OF FEMALE CHILDREN
FEMALE CHILDREN FREQUENCY PERCENT
One 37,9
Two 15,5
Three 5,8
Four 5,8
None 35,0
Total Percent 222.2%
MOTHERS’ NUMBER OF MALE CHILDREN
104
MALE CHILDREN
FREQUENCY
PERCENT
One 51. 0
Two 25.0
Three 8 . 6
Four 6.7
Five or more 7.7
None : 1 . 0
Total Percent 1 0 0.0 %
MOTHERS’ NUMBER OF FEMALE CHILDREN
BETWEEN 8 AND 12 YEARS OF AGE
FEMALE CHILDREN
BETWEEN 8 AND 12 YEARS
FREQUENCY
PERCENT
One 24.7
Two 7.3
Three 1 . 0
None 67.0
Total Percent 1 0 0.0%
105
LENGTH OF TIME THAT FATHER HAS
BEEN ABSENT FROM THE HOME
FREQUENCY
LENGTH OF TIME PERCENT
One year or less 1 . 1
2 to Z years 9.8
3 years or more 89.1
Total Percent 1 0 0.0%
MARITAL STATUS OF MOTHER’ S NATURAL PARENTS
MARITAL STATUS
FREQUENCY
PERCENT
Married to each other 28.6
Separated 3.1
Divorced 14.2
Widowed 38.8
Other 15.3
Total Percent 1 0 0.0%
AGE OF MOTHER WEEN SEPARATION
OCCURRED FROM PARENTS
106
AGE FREQUENCY PERCENT
Less than 2 1/2 2 0 . 0
Between 2 1/2 and 6 1 1 . 1
Between 6 and 11 15.6
Between 12 and 16 2 2 . 2
Between 16 and 20 4.4
Older than 20 26.7
Total Percent 222.2%
AGE OF MOTHER WHEN MARRIED
AGE FREQUENCY PERCENT
18 or under 14.5
19-21 31.7
21-25 32.7
26-30 14.4
Over 30 6.7
Total Percent 1 0 0.0 %
MOTHER’ S FATHERS ANNUAL INCOME
107
ANNUAL INCOME FREQUENCY PERCENT
Less than $3,000 17.1
$3,000 to $5,999 17.1
$6,000 to $8,999 30.3
$9,000 to $11,999 15.8
$12,000 to $17,999 10.5
$18,000 to $23,999 3.9
$24,000 or more 5.3
Total Percent 1 0 0 .0%
MOTHER’ S FATHERS LEVEL OF EDUCATION
LEVEL OF EDUCATION FREQUENCY PERCENT
Not a High School graduate 51.6
High School graduate 24.2
Some College 14.7
College graduate (B.A. or B.S.) 4.2
Some graduate study 2.2
Master’ s degree 3.2
Total Percent 1 0 0.0%
MOTHER’ S MEMORY ABOUT CHILDHOOD
108
MEMORY FREQUENCY PERCENT
23.2
Moderately happy 16.2
Average 22.7
Somewhat unhappy 24.2
Terribly unhappy 8.5
Total Percent 1 0 0 .0 %
LENGTH OF TIME SON HAS HAD A BIG BROTHER
LENGTH OF TIME FREQUENCY PERCENT
Less than 6 months 2 2 . 0
6 months to 1 year 2 2 . 0
1 to 2 years 25.0
2 years or more 25.0
Not yet assigned 6 . 0
Total Percent 1 0 0.0%
MOTHERS’ OPINION ON CHILD MOST AFFECTED
109
BY SEPARATION FROM FATHER
CHILD FREQUENCY PERCENT
Male 40.0
Female 12.7
Both 47.Z
Total Percent 1 0 0 .0%
110
APPEWIX V
BEHAVIOR RATING SCALE FOR CHILDREN
This rating scale was administered to the mothers of recipient
girls during the first selection interview of the demonstration program.
It was used to aid in selection and matching.
BEHAVIOR RATING SCALE FOR CHILDREN
CHILD’ S NAME DATE RATER
Note: On each item, circle the number of the one term or phrase
which best describes the child. If more than one phrase
applies, indicate his most usual or typical behavior.
A. In meeting and getting acquainted D.
with other children (s) he is:
1. Very withdrawn
2 . shy
3. friendly hut reserved
4. easily sociable
5. very outgoing, seeks social
attention constantly
B. (S) he has:
1 . no friends or social
activities
2 . few friends or social
activities
3. several friends and
regular activities
4. many friends and
social activities
5. unusual popularity
C. In relating to adults (s) he.
1 . is nervous and fearful
2 . does not express self
easily
3. is comfortable and
talks freely
4. is very friendly and
helpful
5. prefers adults to
playnates
E.
When conflicts arise with
another child (s)he:
1 . is meek and gives in
quickly
2 . tries to avoid and
reduce the conflict
3. defends own viewpoint
but can compromise
4. stubbornly argues and
resists
5. loses temper and
fights
In competing with other
children (s)he:
1 . withdraws and refuses
to compete
2 . competes reluctantly
and gives up easily
3. competes willingly
and tries to win
4. envoys competition
and competes aggres
sively
5. constantly tries to
surpass and dominate
others
BEHAVIOR RATING SCALE FOR CHILDREN (continued)
111
Page Two
H.
In working and playing with J.
other chiIdren (s)he:
1. will do anything to
win acceptance
2. is very generous and
obliging
3. shares and cooperates
easily
4. has difficulty
cooperating
5. always demands own way
and cannot cooperate
K.
In controlling his (her)
feelings and actions (s)he:
1. is very precise, careful,
and never acts on impulse
2. is typically calm and
deliberate
3. becomes excited and acts
on impulse very seldom
4. is somewhat excitable
and unpredictable
5. acts very impulsively
without thinking, has
poor self-control
In responding to rules and L.
adult directions (s)he:
1 . is always conforming
and obedient
2. is usually conscientious
and cooperative
3. is usually dependable but
may protest or resist
4. is often resistive and
undependable
5. consistently misbehaves
and disobeys
In choosing companions
(s)he prefers: M.
1. much younger children
2. somewhat younger children
3. own age group
4. older children
5. adults
Children sometimes com
plain of physical symptoms
such as headache and stom
ach trouble when they are
nervous or upset. (S)he
does this:
1. very frequently
2. often
3. sometimes
4. rarely
5. never
In developing skills and
accomplishing things in
school and at play (s)he:
1. is mom concerned with
achievement than any
thing else.
2. works hard and consis
tently to achieve
3. has some interests
(s)he pursues
4. puts forth weak effort
only
5. is disorganized and
lacks goals
In approaching new, chal
lenging or risky situations
(s)he:
1. is fearful, nervous,
and tries to escape
2. tends to worry and
avoid possible failure
or risk
3. faces the situation
despite some anxiety
4. is self confident
5. is very casual or
even reckless
In approaching tasks (s)he:
1. is passive and depends
on others
2. seeks support and
assistance
BEHAVIOR RATING SCALE FOR CHILDREN (continued)
112
Page Three
M. (contd)
3. is active and resourceful
hut accepts help
4. is very self-sufficient
5. insists on independence
and rejects help
N. In dealing with children of the
opposite sex (à)he:
1. strongly regects them
2. has difficulty getting
along
3. gets along hut prefers
own sex
4. gets along better with
opposite sex
5. tends to imitate and
identify with opposite
sex
0. His (her) most common emotional
mood lately has been:
1. very sad and moody, often
tearful
2. complaining, unhappy
3. sober, serious
4. pleasant, cheerful
5. gay, happy-go-lucky
P. His (her) intelligence, ability
to leam, and ability to solve
problems is:
1. considerably below average
2. somewhat below average
3. average
4. somewhat above average
5. considerably above average
Q, His (her) ability in sports and
physical activities is:
1 . poor
2 . somewhat below average
3. average
4. somewhat above average
5. excellent
R. Many children spend time
in imagination, daydream
ing, and wishful thinking.
(S)he:
1. daydreams a great deal
arid seems at times to
confuse imagination
with reality
2 . daydreams quite a bit
and may often appear
lost in thought
3. daydreams occasionally
and is imaginative
4. rarely daydreams, is
more practical than
imaginative
5. never daydreams and
has no interest in
anything imaginary
such as art or stories
S. In most situations (s)he
is:
1 . very inactive, slug
gish
2 . somewhat passive, in
active
3. active, energetic,
gets things done
4. somewhat restless and
flighty
5. agitated, unable to
pay attention or sit
still
T. His (her) thinking is:
1.
2.
3.
4.
5.
often disorganized,
difficult to under
stand, unrelated to
what others are saying
somewhat confused at
times
easily understood but
not always accurate
sensible, realistic
unusually clean and
logical for his (her)
age
113
BEHAVIOR RATING SCALE FOR CHILDREN (continued) Page Four
U. When something goes wrong
(s)he:
1, blames self, feels guilty or
feels (s)he has failed
2 , accepts blame, apologizes
readily
3, doesn’ t worry who is at
fault
4, defends self, makes excuses,
tries to avoid or reduce
blame
5, blames and criticizes
others
What other information do you feel we should know about this child?
114
APPENDIX VI
MOTHERS’ EVALUATION FORM
This form was used to provide a basic format for the evaluation
interview with the mothers.
MOTHERS’ EVALUATION FORM
1, Does your daughter enjoy the relationship with her Big Brother?
( 1) very much
( 2 ) somewhat
(3) very little
(4) not at all
2, Do you feel that the relationship with the Big Brother has been
good for your daughter?
( 1) very much
( 2) somewhat
(3) very little
(4) not at all
3, Do you feel that the Big Brother has been a help to you in
handling the problems of a growing girl?
( 1) very much
( 2) somewhat
(3) very little
(4) not at all
4, How would you evaluate your relationship with your daughter’ s
Big Brother?
( 1) excellent
( 2) good
(3) fair
(4) poor
5, How much longer do you anticipate your daughter will want to
continue her relationship with her Big Brother?
( 1) 6 months
( 2 ) 1 year
(3) 2 years
( 4) indéfini tely
6 , Do you think that a Big Brother program for girls should be
implemented on a larger scale than the pilot study allowed?
( 1) yes
( 2 ) no
(3) undecided
115
MOTHERS’ EVALUATION FORM (continued) Rage Two
OREN-ENDED QUESTIONS
1. Please give explicit examples of what you particularly liked
or appreciated about your daughter ’ s relationship with her
Big Brother?
2. Please give explicit examples of what you would like to see
changed in this relationship?
3. In what ways could the staff have been more helpful to you?
4. Did the staff do anything in particular which you found helpful?
5. What activities seemed the most suitable to you? The least?
116
APPENDIX VII
WEEKLY EVALUATION FORM
This form was used by the Big Brothers to evaluate, on a weekly
basis, the progress of their relationship with their Little Sisters.
WEEKLY EVALUATION FORM
BIG BROTHER____________________________________________
GIRL
DATE
HOURS SPENT
Please oheok which of the following activities apply to this visit:
active sports, games (ping pong, fishing, etc.) 1 . ____
c(uiet activities or games (cards, checkers, etc.) 2 .
spectator sports (watching hallgame, etc.) 3.
hiking or taking a walk 4.
a ride in auto, on bike, etc. (not just transport) S.
working on a hobby 6 .
a movie 7.
listening to records or radio; TV 8 .
helping a girl with homework
having a meal together 1 0.
sightseeing; zoo; exhibit; public place, etc. 1 1 .
visit to girl's home (over one hour) 1 2.
visit to your own home 13.
visit to your friend's home 14.
117
WEEKLY EVALUATION FORM (continued) Rage Two
sitting down to talk 16.
other 16.
Briefly describe how you feel the relationship is going:
Rlease check the ONE description which comes closest to describing
your girl during this visit:
1 ____extremely uncomfortable 17._____
2 ___ quite uncomfortable
3 ___ slightly uncomfortable
4 ____comfortable
5 quite comfortable
6 ____extremely comfortable
Rlease check the ONE description which comes closest to describing
YOU during this visit:
1 ____extremely uncomfortable 18._____
2 ____quite uncomfortable
3
4~
5
6~
slightly uncomfortable
comfortable
c^uite comfortable
extremely comfortable
Rlease check the ONE description which comes closest to describing
your girl during this visit:
1 impersonal 19. __________________________
2 slightly personal
3 ____quite personal
4 ____very personal
118
APPENDIX VIII
BIG BROTHERS' EVALUATION FORM
This form was used to provide a basic format for the evaluation
interview with the Big Brothers.
BIG BROTHERS ' EVALUATION FORM
1. Has being a Big Brother to a girl been:
( 1) extremely satisfying
(2) fairly satisfying
( 2) somewhat disappointing
(4) very disappointing
2. How important do you feel that your relationship with your
Little Sister is to her?
( 1) unimportant
(2) somewhat important
( 2 ) important
(4) very important
2. In the beginning, did you find that you had any difficulty
making friends with your Little Sister?
( 1) no difficulty
( 2) limited difficulty
( 2) definite difficulty
4. In the beginning, did you feel that your Little Sister was
hesitant to get "close to you"?
( 1) not hesitant
(2) somewhat hesitant
( 2) very hesitant
5. Do you ever talk to the mother of your Little Sister about
such things as her daughter's performance in school, general
behavior, etc. ?
( 1) never
( 2) seldom
( 2 ) some times
(4) frecpAently
6 . How would you describe the mother's feelings about your
relationship with her daughter?
( 1) negative
( 2) mixed
(2) positive
(4) Very positive
119
BIG BROTHERS' EVALUATION FORM (continued) Rage Two
7. Check the one statement helow which best describes your
reason for becoming a Big Brother,
(1) I felt a sense of responsibility toward society.
(2) I had empathy for the needs of a fatherless girl.
(2) I had a desire to add meaning to my own life.
(4) I wanted a companion to do things with.
(6) None of the above statements apply to me.
8 . Do you feel that being a Big Brother has helped you grow as
a person?
( 1 ) not at all
( 2) somewhat
( 2) greatly
9. How long do you anticipate continuing the relationship with
your Little Sister?
( 1) 6 months
( 2) 1 year*
( 2) 2 years
(4) indéfinitely
(5) don't knew
10. Do you think that a Big Brother program for girls should be
implemented on a larger scale than the pilot study allowed?
( 1) yes
( 2) no
( 2) undecided
OPEN-ENDED QUESTIONS
1. Please give explicit examples of what you particularly liked or
appreciate 'about your relationship with your Little Sister.
2. Please give explicit examples of what you would like to see
changed in this relationship.
2. In what ways could the staff have been more helpful to you?
4. Did the staff do anything in particular which you found helpful?
120
BIG BROTHERS’ EVALUATION FORM (continued) Fage Three
5. Were there 'prx)h'lems with your Little Sister that you wouldn't
expect to come up in a Big Brother relationship with a hoy?
121
BIBLIOGRAPHY
Billingsleyj Andrew, Black Families in White America, New Jersey:
Prentice-Ealls Inc,j 1968.
Deutsch, Helene, The Psychology of Women, New York:
Grune & Stratton^ 1944,
Heissj Jerold, Family Roles and Interaction. Chicago:
Rand McNally & Company^ 1968,
Homey ^ Karen, Feminine Psycho logy, New York:
W, W, Norton & Company^ Inc.j 1967,
Isaacs3 Susan, Childhood and After, London:
Routledge & Kegan Paul Ltd.j 1948,
Jones^ Eve, Raising Your Child In a Fatherless Home, London:
MacMillan Ltd.j 1963,
Kitano^ Harry, The Child-Care Center: A Study of Interaction Among
One-Parent Children^ Parents and School, Los Angeles and Berkeley.
University of California Press^ 1963,
LidZj Theodore, The Person, New York:
Basic Booksj Inc.j 1968,
Ostrovsky y Everett S, Father to the Child, New York:
G, P, Putnam’ s SonSj 1959,
PoIlakj Otto, Integrating Sociological and Psychoanalytic Concepts,
New York: Russell Sage Foundation^ 1956,
Ruitenbeekj Hendrik M, Psychoanalysis and Female Sexuality, New
Haven: College and University PresSj 1966,
Schlesingerj Benjamin, The One-Parent Family, Toronto:
University of Toronto Press^ 1969,
Stolz^ Lois Meek, Father Relations of War-Born Children, Stanford:
Stanford University Press^ 1954,
Wynn y Margaret, Fatherless Families, London:
Michael Joseph Ltd.j 1964,
PERIODICALS:
Andrewsj R, 0, and H, T, Christensen, "Relationship of-Absence
of a Parent to Courtship Status: A Repeat Study
American Sociological Review^ XVI (August 1951)j 541-544,
122
BIBLIOGRAPHY
( contd)
BoTtemeieiPj Leo, "The Contribution of the Father to the Mental
Health of the Family "3 American Journal of Psychiatry3
CX (October IQSZ), 277-280,
Bartlett^ Claude J. and John E, Horrocks, "A Study of the Needs
Status of Adolescents from Broken Homes"3 Journal of Genetic
Psychology3 XCIII (September 1 9 6 8 ) 3 162-159,
Big Brothers of America3 Proceedings of Annual Meetings3
1953-1967,
Burton3 Roger ¥,3 and John W, M, Whiting, "The Absent Father and
Cross-Sex Identity"3 Merrill-Palmer Quarterly3 XI (April 1 9 6 6 ) 3
85-96,
Vespert3 L. J. "The Fatherless Family"3 Child Study Association
of Americaj vol. no, 63 (summer 1 9 5 7 ) 3 22-28,
Eisendorfer3 A. "The Clinical Significance Of the Single Parent
Relationship in Women"3 Psychoanalytic Quarterly3 XII3 1943,
English3 0, Spurgeon, "The Psychological Role of the Father in
the Family"3 Social Casework3 XXXV (October 1 9 5 4 ) 3 323-329,
Reiser3 S, "A Manifest Oedipus Complex in an Adolescent Girl"3
Psychoanalytic Study of the Child» VIII3 1953,
Kelman3 Norman. "The Father"3 Child and Family3
(Fall 1967)3 55-71,
Leichty3 Mary M, "The Effect of Father-Absence During Early Childhood
Upon The Oedipal Situation as Reflected in Young Adults"3
Merrill-Palmer Quarterly3 VI (July 1 9 6 6 ) 3 212-217,
Meiss3 M, "The Oedipal Problem of a Fatherless Child"3
The Psychoanalytic Study of the Child3 vol, VII3 1952,
Mitchell3 Nellie L, "The Significance of the Loss of the Father
Through Death"3 American Journal of Orthopsychiatry3
XXXIV (March 1964)3 279-280,
■ Murphy3 Ed. "Why The College Big Brother"3 Big Brothers of America
Annual Meeting Proceedings3 ( 1 9 6 8 ) 3 46-49,
Neubauer3 Peter B, "The One-Parent Child and His Oedipal Development"3
The Psychoanalytic Study of the Child3 (1960)3 vol, XV3 286-310,
Nürnberger3 John I, "Where Can The Teenager Leam Love? "3
Child and Family3 (Spring 1964)3 54-61,
J23
BIBLIOGRAPHY
(contd)
Peterson^ Ruth J, "Understanding the Reactions of Fatherless
Families "3 The Significance of the Father3 Family Service
Association of America3 (1959).
Rosenberg3 Morris. "The Broken Family and the Adolescent Self-
Image" 3 in Jerold Heiss3 Ed.3 Family Roles and Interaction,
(Jhicago: Rand McNally3 I9 5 8 3 516-522.
Tasch3 R. J. "The Father's Role'!3 Journal of Experimental Education3
No. 20 (1952) 219-261.
Winch3 Robert F. "The Relation Between the Loss of a Parent
and Progress in Courtship"3 Journal of Social Psychology3
XXIX (February 1 9 4 9 ) 3 51-56.

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Asset Metadata

Creator Judd, E. Joseph (author), MacCuish, Lynn M. (author)

Core Title The development and implementation of a Big Brother program for girls: a feasibility study

School Graduate School of Social Work

Degree Master of Social Work

Degree Program Social Work

Degree Conferral Date 1971-06

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,social sciences

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-148880

Unique identifier UC11276471

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Legacy Identifier EP70962.pdf

Dmrecord 148880

Document Type Thesis

Format application/pdf (imt)

Rights MacCuish, Lynn M.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

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