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Social Class And Attitudes Toward Sexually Oriented Materials

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Social Class And Attitudes Toward Sexually Oriented Materials

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Content 72-6070 JOHNSON, William Steven, 194-3- SOCIAL CLASS AND ATTITUDES TOWARD SEXUALLY | ORIENTED MATERIALS. University of Southern California, Ph.D., 1971 Sociology, general • University Microfilms, A X E R O X Company, Ann Arbor, Michigan C opyright by W ILLIAM STEVEN JOHNSON 1971 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED SOCIAL, CLASS AND A TTITUDES TOWARD SEXUALLY O RIENTED MATERIALS by W illia m Steven Johnson A D is s e rta tio n P r e s e n te d to the FA C U LTY O F TH E GRADUATE SCHOOL UNIVERSITY O F SOUTHERN CALIFORNIA In P a r t i a l F u lfillm e n t of th e R e q u ire m e n ts for th e D eg ree DOCTOR O F PHILOSOPHY (Sociology) S e p te m b e r 1971 UNIVERSITY O F SOUTHERN CALIFORNIA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANGELES, CALI FORNIA 9 0 0 0 7 This dissertation, written by under the direction of h.i.?.... Dissertation Com mittee, and approved by all its members, has been presented to and accepted by The Gradu ate School, in partial fulfillment of require ments of the degree of W illiam Steven Johnson D O C T O R OF P H IL O S O P H Y Dean Date... PeR . teml??r DISSERTATION COMMITTEE ACKNOWLEDGMENTS I would like to ta k e this opportunity to e x p re s s m y a p p re c ia tio n to individuals who have contributed thro u g h th e ir thoughts and c o m m e n ts to th e developm ent of this d is s e rta tio n . I a m deeply indebted to, and a p p re c ia tiv e of th e sin c e rity , e n co u ra g e m e n t and c o n stru c tiv e co m m en ts provided by D r. H. E dw ard R an sfo rd during the developm ent of th is d is s e rta tio n . D r. R an sfo rd w as alw ays w illing to a s s is t: providing invaluable co n su ltatio n tim e , debate and su ggestions. T he fact th a t he w as alw ays so w illing to p ro v id e his tim e and e n e rg ie s, even at th e co st of his own en d ea v o rs, w ill alw ays be re m e m b e re d and a p p re c ia te d . A cknow ledgm ent and a p p re c ia tio n a r e also extended to D r. ! W eldon T. Johnson, w ithout w hom th is r e s e a r c h p ro je c t could not ; have been com pleted. I In addition I w ish to publicly acknow ledge m y d e e p e st a p p re c ia - : I tio n to D r. J a m e s A. P e te rs o n and his w ife A udrey. T hroughout m y | g ra d u a te y e a rs at th e U n iv e rsity of S outhern C alifo rn ia they u n s e lf ish ly provided m e w ith the w a rm th of th e ir h e a rts and hom e, as w ell as n e c e s s a r y and m eaningful ac a d e m ic guidance and stim ulation. j To m y w ife M a rile e , who provided h er unending love and en- j i c o u ra g e m e n t I e x p re ss m y d e e p e st love and a p p re c ia tio n . H er un- j i se lfish w illin g n ess to provide c o m fo rt, su p p o rt, as w ell as to play j i th e v a rie d ro le s of w ife, lo v e r, p o rn o g ra p h e r, c ritic , ty p ist, editor j i j and lis te n e r, enabled m e to su rv iv e th e la b y rin th of c r is e s encoun- ! te re d during th is r e s e a r c h p ro jec t. ii ..! TA BLE OF CONTENTS C hapter P a g e I. IN TR O D U C T IO N ............................................................................... 1 S tatem en t of th e P r o b l e m .................................................. 3 II. TH EO R ETIC A L SKETCH AND REVIEW OF R ELEV A N T L IT E R A T U R E ............................................. 6 S ocial C l a s s ............................................................................... 6 In tr o d u c tio n ..................................................................... 6 T h e o re tic a l O r ie n ta tio n ............................................. 10 Social C la ss and Sexually O riented A ttitudes . . . 18 S pecific Sexual B eh av io rs and A tti tu d e s .................... 20 M a s tu r b a tio n ..................................................................... 21 Sexual I n t e r c o u r s e ....................................................... 23 S ocial C lass and Sexuality: A S u m m a ry and C ritiq u e of S t u d i e s ....................................................... 28 III. TH EO R ETIC A L EXTENSIONS TO SEXUALLY ORIENTED MATERIALS AND THE STA TEM EN T O F H Y P O T H E S E S ............................................................ 33 S ocial C lass L ife Styles: A S u m m a ry of C h a ra c te ris tic s ........................................ 33 P o r n o g r a p h y ................................................................................ 37 A ttitudes: The D ependent V a r i a b l e .............................. 40 P e rs o n a l R e a c t i o n s ....................................................... 40 P e rc e iv e d S ocial E f f e c t s ........................................ 40 T o le ra n c e of th e A vailability of Sexually O rien ted M a t e r i a l s ............................................. 41 C h ap ter P ag e S ocial C la ss and A ttitudes T ow ard Sexually- O riented M a t e r i a l s ........................................................... 41 D eriv atio n of H y p o th e s e s ....................................................... 44 A ge and A c t i v i s m ......................................................................... 49 Age and A c tiv ism D e f in e d ............................................ 53 Age: D eriv atio n of H y p o th e s e s .................................. 53 A ctivism : D eriv atio n of H ypotheses . . . . 57 In te ra c tio n E ffects: D eriv atio n of H ypotheses . . 59 M ale and F e m a le D if f e r e n c e s ............................................. 60 S u m m a ry and C o n c lu s io n s ...................................................... 61 IV. METHODS AND P R O C E D U R E S .................................................. 6 2 ’ In tro d u c tio n .................................................................................... 62 B ackground of the S tu d y ........................................................... 62 M ethods of S am ple S e le c tio n ................................................. 64 N o n -R e s p o n s e ..................................................................... 65 M ethods of D ata G athering: F ield P ro c e d u re s . . 69 T he Q u e s tio n n a ir e ............................................................ 69 C h a ra c te ris tic s of the S a m p l e ............................................. 70 C o n stru ctio n of the I n d i c e s ................................................... 70 P e rs o n a l R e a c t i o n s ........................................................ 70 P e rc e iv e d Social E f f e c t s .............................................. 75 A ttitudes T ow ard th e A vailability of Sexually O riented M a t e r i a l s .............................. 77 T o le ra n c e S c a l e ................................................................. 80 A g e ............................................................................................. 81 iv C h ap ter P ag e A c t i v i s m ........................................................................... 83 T he A ctiv ism I n d e x .................................................. 83 S ocial C l a s s ................................................................. 84 M ethods of D ata A n a l y s i s .................................................. 88 V. FIN D IN G S.............................................................................................. 92 S ocial C la ss and A ttitudes T ow ard Sexually O riented M a t e r i a l s ....................................................... 93 P e r s o n a l R e a c t i o n s ....................................................... 94 P e rc e iv e d Social E f f e c t s ........................................ 100 A ttitudes T ow ard th e A vailability of S exually O rien ted M a t e r i a l s ......................... 103 Age and A ctiv ism and A ttitudes T ow ard Sexually O riented M a t e r i a l s ................................... 105 A ge, A ctiv ism and P e rs o n a l R eac tio n s . . . 106 Age, A ctiv ism and P e rc e iv e d S ocial E ffects . 109 A ge, A ctiv ism and A ttitudes T ow ard the A vailability of Sexual M a te ria ls . . . . I l l M a le -F e m a le D ifferen ce s in A ttitudes T ow ard Sexually O rien ted M a t e r i a l s .............................. 114 T he Jo in t E ffects of Age and C la ss and A ctiv ism and C la ss on A ttitudes T ow ard Sexually O rien ted M a t e r i a l s ............................................. 119 M a le -F e m a le D ifferen ce s in A ttitudes: In te ra c tio n E f f e c t s ....................................................... 131 VI. SUMMARY AND CO N CLU SIO N S............................................. 138 S u m m a r y ..................................................................................... 138 In te rp re ta tio n of F i n d i n g s .................................................. 139 T he C o m m issio n on O bscenity and P o rn o g rap h y : A C o m p a riso n of S t u d i e s ................................................. 142 v C h ap ter P ag e T he Study of S ocial C la ss and A ttitudes T ow ard Sexually O riented M a te ria ls: A R e tr o sp ectiv e E v a lu a tio n ...................................................143 Concluding S t a t e m e n t s ............................................... 146 B IB L IO G R A P H Y .............................................................................................. 148 A P P E N D IC E S ................................................................................................... 174 A. A dditional In fo rm atio n R egarding Sam pling M ethods and P ro c e d u re s (T ables A. 1 T hrough A. 4) . . . 175 B. T ab les B. 1 and B. 2 . .......................................................... 185 C. S upplem ental F indings (T ables C. 1 Through C. 14) . 188 D. S creen in g F o r m s ................................................................. 203 E. Q u e s tio n n a i r e s ...................................................................... 208 vi CH APTER I INTRODUCTION M ost people would a g re e th a t th e sex u ally orien ted b eh av io rs and attitu d es of A m e ric a n s today a r e in a sta te of flux, although th e re is c o n sid e ra b le d is a g re e m e n t over w hat asp e c ts of sexuality a r e changing, w hat th e im p licatio n s of th e se changes m ean for th e fu tu re, and w hat effects th e s e changes w ill have upon the v ario u s so c ie ta l in stitu tio n s. R e g a rd le s s of o n e's p e rsp e c tiv e , how ever, m o st A m e ric a n s would tend to a g re e that the "old" tra d itio n a l p e rsp e c tiv e of sex u ality ' i is being challenged by a new p e rs p e c tiv e --a s yet, undefined and u n lim ited. To tra d itio n a lis ts th e change is indicative of m o ra l decay; j a change in the b a sic m o ra l fib e r of A m e ric a . To lib e ra ls , o r a d - j i v ocates of the new p e rs p e c tiv e , the change is indicative of a tre n d j tow ard a m o re open and honest, re a lis tic and le ss h y p o critica l o rien tatio n tow ard hum an sexuality. j I T h e re have been few scien tific studies of hum an sex u ality in j A m e ric a . F u rth e rm o re , those studies th at have been conducted a r e j ! outdated a n d /o r contain a v a rie ty of m ethodological inad eq u acies. In \ other w o rd s, m o s t of th e m a te ria ls th at a r e av ailab le a r e eith er j ’ I c o n je c tu ra l or inadequate. C onsequently, the need for additional in fo rm a tio n is ap p a re n t. The p re s e n t study is one re sp o n se to th at need. It is an atte m p t to in c re a s e our understanding of hum an sex u ality in A m e ric a . T he p u rp o se of this d is s e rta tio n is to study one a r e a of sex u ality th a t can be c o n sid e re d to be sy m p to m atic of th e g re a te r sex u al sy n d ro m e: ero tic m a te r ia l or pornography. As is tr u e w ith sex u ality in g e n e ra l, p o rnography is not a new phenom enon. F ro m th e e a r lie s t draw ings of p r e lite r a te m an to th e g re a t a r t w orks in E u ro p e , m a n has b een co n cern ed w ith his own sexual po w ers, and his own sexuality. T h e se p ic tu re s and d raw in g s, how ever, r e p r e s ent only one so u rc e of e ro tic a . W ith th e e m e rg e n c e of w ritte n language, m a n developed a new m ean s of porn o g rap h ic e x p ressio n . As m o r e and m o re people w e re taught to re a d , the potential for e x p o su re to porn o g rap h y in c re a s e d to the point w h ere v irtu a lly ev ery i A m e ric a n can be, and a lm o s t a ll a re , exposed to som e type of ; ero tic m a te ria l. : i W hat m a k es ero tic m a te r ia ls im p o rta n t to this study is not th a t j j it is a new phenom enon th at confronts u s - - i t i s n 't - - o r th at we m ay bej exposed to it. R a th e r, w hat m akes porn o g rap h y an im p o rta n t p ro b - j le m fo r so cio lo g ical an aly sis is w hat it r e p r e s e n t s - - a s u m m a ry ! j sym bol for a new life style. It is th is new life sty le w hich is " th re a te n in g " dom inant tra d itio n a l conceptions of A m e ric a n life; a I tra d itio n a l o rien tatio n b ased upon a P u rita n p e rs p e c tiv e . F o r j i exam ple, w ith th e c h a r a c te r is tic b elief th a t " s e x is e v il," pornog- j raphy, b e c a u se it depicts sex, is a lso co n sid ere d to be " e v il." In th is m a n n e r, a n ti-p o rn o g ra p h ic attitu d es m ay be re p re s e n ta tiv e of th e m o re tra d itio n a l p e rs p e c tiv e . A ttitudes w hich a r e m o r e to le ra n t of ero tic m a te r ia ls can be 3 c o n sid e re d to b e re fle c tiv e of th e "challenging" life style em erging in c o n te m p o ra ry A m e ric a . T his life sty le is c h a ra c te riz e d by new conceptions of hum an behavior in all a re a s - -sex u al, political, e c o nom ic; a life sty le c h a ra c te riz e d by p e rso n a l co n ce rn culm inating in rap id so c ia l change. S tatem en t of th e P ro b le m T he p ro b le m of this d is s e rta tio n is th e understanding of d iffe r ences in A m e ric a n s ' re s p o n s e to sexually orien ted m a te ria ls (erotic m a te r ia ls over a w ide ra n g e of m ed ia in which depictions of sexual acts or p o stu re s a r e m ade). To account for d ifferen ces in attitudes to w ard ero tic m a te r ia ls , a so c ia l c la ss th e o re tic a l o rien tatio n is i in c o rp o ra te d , based upon education and occupation. This th e o re tic a l i o rie n ta tio n attem p ts to e sta b lish that th e se conditions, education and occupation, a r e indicative of so cial c la ss position and can be used to account fo r d iffere n ces in attitudes tow ard sexually oriented m a te r ia ls . ! j S pecifically, attitudes tow ard ero tic m a te ria ls a r e exam ined in th r e e d im en sio n s: p e rs o n a l reac tio n ; p erce iv ed so c ia l effects; and to le ra n c e to w ard av ailab ility of sex u ally orien ted m a te ria ls . Due to th e sexual and m o ra l context in w hich ero tic m a te ria l is p e r ceived, an understanding of d iffere n t attitudes tow ard sexual m a te r ia l should a s s is t in explaining d iffere n tial attitudes tow ard sex u ality and m o ra lity in g en era l. It is also felt th a t th e se attitudes tow ard sexually oriented 4 m a te ria ls a r e indicative of attitu d es tow ard so cial change in A m e ric a , and as such, this study is not lim ited to the re la tio n sh ip betw een so c ia l c la ss and e ro tic m a te ria ls , alone. In an attem p t to tak e into account th e se so cial changes and r e la te th e m to attitudes tow ard e ro tic m a te ria ls , two indices of so c ia l change, age and a c tiv ism , a r e included as sp ecificatio n v a ria b le s . W ithin this context, th e following kinds of questions a r e in tr o duced: a) A re b lu e -c o lla r w o rk e rs and th o se with le ss education m o re likely to be d isg u sted by ero tic m a te r ia ls than th o se higher in th e occupation and education h ie ra rc h ie s ? b) A re younger people and th o se who have p a rtic ip a te d in d em o n stratio n s m o re likely to be aro u se d or p leased by j 1 I ero tic m a te r ia ls ? c) A re younger people m o re to le ra n t of th e d istrib u tio n of e ro tic m a te r ia ls ? j | d) How do a c tiv ism and c la ss com bine in the p red ic tio n of j attitu d es tow ard sex u ally o rien ted m a te ria ls ? e) How do age and c la ss com bine in the p red ic tio n of attitu d es j I tow ard sex u ally orien ted m a te r ia ls ? F o r exam ple, a r e j the values of th e youth group so d iffere n t fro m other g en eratio n s th a t younger resp o n d en ts in our sa m p le w ill be p e rm is s iv e and to le ra n t of ero tic m a te r ia ls re g a rd le s s of c la ss position, or a r e th e re significant d ifferen ces betw een b lu e -c o lla r youth and w h ite -c o lla r youth on the question of ero tic m a te r ia ls ? To s u m m a riz e , it has been stated th at the p ro b le m d ealt with in this study co n cern s an a tte m p t to u n d erstan d d iffe re n tia l re sp o n se s to ero tic m a te r ia ls . A so c ia l c la ss th e o re tic a l p e rsp e c tiv e is e m ployed to account for d iffere n ces in p e rs o n a l re a c tio n s, perceiv ed so c ia l effects, and to le ra n c e to w ard av ailab ility of e ro tic m a te ria ls . A ge and a c tiv is m a r e introduced as sp ecificatio n v a ria b le s c re a tin g a m o re dynam ic m o d el of th e rela tio n sh ip betw een c la ss and a t ti tudes tow ard sex u al m a te r ia ls . As a re s u lt, this d is s e rta tio n in volves m o re than sta tic p red ictio n s fro m th e c la ss s tr u c tu re to sex u al attitu d es. E ro tic m a te r ia l is exam ined in th e b ro a d e r co n te x t of c u rre n t s o c ia l change. C H A PTER II TH EO R ETIC A L SKETCH AND REVIEW OF RELEV A N T LITER A TU R E T his ch ap ter p re s e n ts a review of lite r a tu r e , as w ell as a g e n e ra l th e o re tic a l p e rs p e c tiv e w hich provides th e logical fra m e w o rk w ithin w hich sex u ally orien ted m a te ria ls w ill be d isc u sse d and hypotheses d eriv ed . T he c h ap ter begins with an in tro d u c to ry d is c u ssio n of th e th e o re tic a l im p o rta n c e of so c ia l c la ss in re la tio n to attitudes to w ard j ero tic m a te r ia ls . T he re m a in d e r of th e p re se n ta tio n e la b o ra te s on this in itial d is c u ss io n of so c ia l c la ss by extending it logically and j e m p iric a lly to th e a r e a of specific sexual b eh av io rs and attitu d es. j j In this m a n n e r, it is p o ssib le to p re s e n t a s te p -b y -s te p logical and ; i e m p iric a l p ro g re s s io n fro m th e g e n e ra l th e o re tic a l o rien tatio n to j specific sex u ally re la te d b e h a v io ra l and attitu d in al outcom es. T he i p u rp o se of the ap p ro ac h is to esta b lish a p o ssib le linkage betw een i c la s s - r e la te d life sty le s, in g e n e ra l, and sex u ally orien ted b eh av io rs i and a ttitu d e s, in p a rtic u la r. Im p licit in this d isc u ss io n is th e under-; standing th a t th e logical re la tio n sh ip betw een sex u ally orien ted m a te ria ls and s o c ia l c la ss has yet to be estab lish ed . S ocial C la ss Introduction M ost c o n te m p o ra ry so cio lo g ists a rg u e th a t A m e ric a n so ciety is in ac tu a lity co m p rise d of m a n y su b -g ro u p s. A m e ric a n so ciety is not one hom ogeneous c u ltu re , but an a g g re g a te of s u b -c u ltu re s th a t a r e re la te d to each other through a m o re g e n e ra l c u ltu ra l h e rita g e . As a re s u lt, in studying the v ario u s re s p o n s e s to ero tic m a te r ia ls , th e r e is not one, but m any p a tte rn s of beh av io r a n d /o r attitu d es about w hich g e n e ra liz a tio n s m a y be m ad e. It would be m o re a c c u ra te and m eaningful to d isc u ss a p a rtic u la r so c ia l phenom enon in th e c o n te x t of a p a rtic u la r s u b -c u ltu re than in its m o re g e n e ra l, c u ltu ra l context. It should be re a liz e d th a t th e re a r e m any d iffere n t groups w ith - j in A m e ric a n so ciety , each sh a rin g som e m o re g e n e ra l c h a r a c t e r i s tic s of the la rg e r so cial s y ste m , but each d em o n stra tin g som e | fe a tu re s , both attitu d in al and b e h a v io ra l, w hich a r e d iffere n t fro m ! o th er groups. * T hat is , w hile a ll people in A m e ric a s h a re , to a c e rta in extent, the sa m e c u ltu ra l h e rita g e , v a lu e s, n o rm s and so | fo rth (such as eating th re e m e a ls p er day), th e re a r e c e rta in s u b c u ltu ra l b e h a v io ra l, attitu d in al, as w ell as situ a tio n a l (s tru c tu ra l) j v a ria tio n s betw een th e v ario u s seg m en ts of so ciety (such as th e ] b lu e -c o lla r, w orking c la ss em phasis upon s h o r t- r u n hed o n ism and j I th e upper m id d le and p ro fe ss io n a l c la ss e m p h asis upon fo rm a l educa-j j tio n and d e fe rre d g ratificatio n ) (G inzberg, 1948; H av ig h u rst, 1948; j R o ach et a l . , 1969". 198-201). T h e re a r e v a ria tio n s w ithin each of th e s e su b -g ro u p s but an un d erstan d in g of th e s e s u b -c u ltu ra l Note: In the context of this d is s e rta tio n , th e s e d iffere n ces a r e a ssu m e d to b e qu an titativ e r a th e r than qualitative. 8 v a ria tio n s gives one a g re a te r ap p re c ia tio n and a c le a r e r and a m o re a c c u ra te p e rsp e c tiv e concerning th e m u lti-fa c e te d n a tu re of A m e r i can society. One way of differen tiatin g som e of th e s u b -c u ltu re s in A m e r i can so ciety is in te rm s of th e v ario u s indices of so cio -eco n o m ic sta tu s (or so cial c la ss ). P a r tic u la r s u b -c u ltu re s can be exam ined and d is c u ss e d in the context of so c ia l c la ss . Indeed, th e v ario u s so c ia l c la s s e s can b e analyzed as s u b -c u ltu re s, in and of th e m s e lv e s . S ocial c la s s , then, can be seen as a significant d e te rm in a n t (or e x p la n ato ry v aria b le) of hum an behavior and attitudes b eca u se it e m bodies sy ste m a tic a lly -d iffe re n tia te d conditions of life th at affect m a n 's view s of so cial re a lity as w ell as his life e x p e rie n c e s. j T his la st point is im p o rta n t to an understanding of w hat so c ia l ; c la ss m e an s in te rm s of v ario u s other fa c to rs. T he conditions of I i I life r e f e r r e d to by th e v ario u s indices of so c ia l c la ss (e .g . , occu p a- j | tion, education) tend to elicit d iffere n tial re s p o n s e s th a t " e m e rg e " j as c h a r a c te r is tic s of th e v ario u s so cial c la s s e s . Social c la ss m ay i not be so m uch a su b -c u ltu ra l phenom ena (i. e. , w ith institutionalized; v a lu e s, n o rm s , attitu d es, and so forth) as m uch as it is indicative I i of d istin ctiv e s tru c tu ra l-s itu a tio n a l phenom ena. T his m ean s th a t j w h atev e r so c ia l c la ss d iffere n ces we m ay see in v alu es, etc. , th e s e j d iffere n ces a r e not n e c e s s a rily due to p u rp o siv e so cializa tio n d iffe r- j en ces, as to s tr u c tu ra l d iffe re n c e s. R a in -w a te r (1968a) points out j th a t th e concept " s o c ia l c la ss" only gains m eaning w hen th at concept is r e f e r r in g to so c ia l s y s te m d ifferen ces th a t v a ry fro m one so cial 9 c la ss to an o th er, as w ell as w ithin a given so c ia l c la ss . He d e s c rib e s how such so cial s y ste m s as th e fam ily and occupation v a ry fro m one so c ia l c la ss to an o th er. T h e re fo re , it is p o ssib le to see th a t the concept " so c ia l c la s s " per se does not influence behavior, but en v iro n m en tal conditions do. F o r exam ple, the low er m iddle or w orking c la ss p e rso n , due to job in s e c u rity , tenuous incom e, low w ag es, and so fo rth , m ay of n e c e ss ity b e p r im a r ily concerned with w h e re his next m e a l w ill com e fro m or how he w ill m e e t his p a y m e n ts. In this ca se , a s h o r t- r u n p e rs p e c tiv e m a y b e a v e ry r e a l i s tic o rien tatio n due to en vironm ental conditions. W hile it is tem pting to re ify the concept " so c ia l c la s s , " it should not be fo rg o tten th at so c ia l c la s s in re a lity is an a b s tra c t c o n cept, r e fe rrin g to a v a rie ty of s o c ia l- s tr u c tu r a l conditions w hich in tu rn influence v ario u s b e h a v io ra l and attitu d in al outcom es. W hile we know m uch about som e a r e a s of so cio -eco n o m ic d if fe re n c e s , one a r e a w hich is a lm o s t to ta lly devoid of r e s e a r c h a n d /o r in fo rm atio n is th a t which p e rta in s to p o rn o g rap h y or erotic m a t e r i a ls. P ro n o g rap h y , w hile c e rta in ly not a new phenom enon, has been a lm o st to ta lly neglected in so cio lo g ical r e s e a r c h . Although th e re have been m any books w ritte n on the su b ject of porn o g rap h y and its supposed effects, little is ac tu a lly known concerning ex p o su re and re s p o n s e s to ero tic m a te r ia ls . M ost of w hat little in fo rm atio n we have con cern in g attitudinal and b e h a v io ra l c o rre la te s of pornography has com e to us fro m the In stitu te fo r Sex R e s e a rc h at th e U n iv e rsity of Indiana. T h e se studies have d e m o n stra te d th a t ex posure to 10 p o rnography in g e n e ra l tends to be r a th e r u n ifo rm throughout ev ery so c ia l c la ss (K insey et a l . , 1953; G ebhard et al. , 1965). A lm o st all ad u lts, and m en in p a rtic u la r, have at so m e point in tim e been e x posed to so m e type of e ro tic a . T he In stitu te has im plied, how ever, th a t th e re m ay b e so m e so c ia l c la ss attitu d in al d iffere n ces d e te rm in - ; ing c la s s - r e la te d re s p o n s e s to p o rnography (K insey et a l. , 1953: 544, 670-671). Due to th e g e n e ra l lack of r e s e a r c h in th e a r e a of pornography, j th e fact th at w hat in fo rm atio n we do have tends to be outdated, and j th e fact th at the r e s e a r c h is m ethodologically questionable, * it is j n e c e s s a r y to r e -e x a m in e pornography in its s o c io -c u ltu ra l context. j To do th is, a d is c u ss io n of so m e g e n e ra l a sp e c ts of so cial c la s s w ill ; ! b e p re se n te d , a fte r w hich the re la tio n betw een so cial c la ss and j t se x u a lly -o rie n te d b e h a v io rs and attitu d es w ill be d is c u s se d . j T h e o re tic a l O rien ta tio n M any r e s e a r c h e r s have d e m o n stra te d th a t th e v ario u s so c ia l c la s s e s in A m e ric a n so ciety (as w ell as in o ther co u n tries) differ on m an y d im en sio n s. L ip se t (I960), fo r exam ple, d is c u s s e s c h a r a c te r - : i j is tic s of th e low er m id d le and w orking c la ss en v iro n m en t th a t con- j trib u te to the tendency of the m e m b e rs of th e s e c la s s e s to be a u th o r ita ria n . In his d isc u ss io n of low er c la ss a u th o rita ria n is m he sta te s th a t such fa c to rs as few y e a rs of fo rm a l education, low p a rtic ip a tio n The r e a d e r who w ishes m o re in fo rm atio n on th e m eth o d o lo g i- j c a l and s ta tis tic a l p ro b le m s of th e K insey studies is r e f e r r e d to j C o ch ran et al. , 1953. 11 in po litical or v o lu n tary o rg an iz atio n s, little reading, econom ic in s e c u rity , a u th o rita ria n fam ily p a tte rn s, am ong o th e rs, p re d isp o s e one to w ard a u th o rita ria n is m . As im plied above, m e m b e rs of the low er m iddle and w orking c la ss positions tend to p a rtic ip a te m in im a lly in th e m o re convention al, m iddle c la ss cu ltu re. T h at is, they a r e cu ltu ra lly and sp acially iso la te d fro m upper m iddle and p ro fe ssio n a l c la ss A m e ric a . One p o ssib le re a s o n for th is, acc o rd in g to K nupfer (1947) and Kohn (1959), is th a t th e p e c u lia r environm ent and life ex p erien ces of the lo w er c la ss p e rs o n --s u c h as econom ic u n d erp riv ileg e , re s tr ic te d a c c e s s to s o u rc e s of in fo rm atio n , lack of v e rb a l facility, habits and en v iro n m en ta l dem ands of s u b m is s io n - - r e s u lt in lack of confidence. And, in tu rn , this lack of self-co n fid en ce, acco rd in g to K nupfer ". . . in c re a s e s the unw illingness of the lo w -statu s p erso n to p a r tic i p ate in m any ph ases of our pred o m in an tly m iddle c la ss cu ltu re. . . " (K nupfer, 1947: 114). A ccording to L ip se t (I960), c h a ra c te ris tic s such as th o se m entioned above fu rth e r d e m o n s tra te th e com plexity of the re la tio n ship betw een attitudes and so c ia l c la ss . In this ca se , L ip set is arguing th a t so m e (and p o ssib ly m ost) attitu d es a r e a function of the unique so c ia l situation of th e individual. T his does not m ean, how e v e r, th a t through a know ledge of one's so cial c la ss one can always p re d ic t a n o th e r's b eh av io rs and attitu d es. R a th e r, the p a rtic u la r so c ia l en v iro n m en tal situ atio n th a t is re p re s e n te d by the concept " s o c ia l c la ss" tends to p re d isp o se individuals tow ard c e rta in 12 b e h a v io rs, values and attitu d es. F r o m th e g e n e ra l d isc u s sio n of v ario u s c o rre la te s of low er m iddle and w orking c la ss m e m b e rs h ip th a t w as p re s e n te d above, we can also expect distinguishing c o r r e la te s for m e m b e rs of th e upper m id d le and p ro fe ss io n a l c la ss . F o r exam ple, it s e e m s re a so n a b le to expect th a t individuals who a r e w ell in fo rm ed on public is s u e s , w ell educated and fa m ilia r w ith a v a rie ty of life sty le s, w ill b e m o re to le ra n t of views and values th a t d iv e rg e fro m th e ir own. Kohn (1959; 1969), for exam ple, a rg u e s th a t th e fact th a t the upper c la s s e s I tend to have attained a higher level of fo rm a l education im p lie s th a t m e m b e rs of th e se c la s s e s have a re la tiv e ly high d e g re e of cognitive i i flex ib ility and wide b re a d th of p e rsp e c tiv e . F u rth e rm o re , he a rg u e s ! th a t th e s e fa c to rs m a y p re d is p o s e one tow ard to le ra n c e of non- j con fo rm ity . j C onform ity, as m entioned above, can be d isc u ss e d in a so c ia l c la ss context. In this p e rs p e c tiv e , co n fo rm ity or nonconform ity can b e view ed as a function of th e p e c u lia r so c ia l and s tr u c tu ra l situ atio n j in w hich one w orks and liv es. In th e above d is c u ssio n education w as j m entioned as one fa c to r w hich tends to be re la te d to conform ity. | A nother facto r which tends to be re la te d to co n fo rm ity is occupation. A ccording to Kohn (1969), low er m id d le and w orking c la ss jobs tend to dem and m o re e x te rn a l co n fo rm ity th an do upper m iddle and p r o fe s s io n a l c la ss jobs. W hat this m e an s is th a t low er m id d le and I w orking c la ss positions re q u ire one to p e rfo rm such m e c h a n ic a l j ta sk s as "punching a tim e clock" so th a t punctuality and h o u rs of em ploym ent a r e m e c h a n ic a lly re c o rd e d and p ro c e s s e d . F u r t h e r m o re , one is d ire c tly under the s u p e rv isio n of a shop fo re m a n or s u p e rv is o r or the equivalent. In other w o rd s, the p h y sical r e q u i r e m e n ts and situ atio n of th e low er m id d le and w orking c la ss job a r e such th a t the w o rk e r has v e r y little control, if any, o ver his p a r tic u la r job; he is in a p o sitio n in w hich he is re w a rd e d only if he follows ex te rn a l o rd e rs . U pper m iddle and p ro fe s sio n a l c la ss p o sitio n s, on th e other hand, tend to be o rien ted m o re tow ard in te rn a l co n tro ls (Kohn, 1959; ' 1969; L ip se t, I960). Individuals who hold positio n s in th e upper j m id d le and p ro fe ss io n a l c la ss tend to have m o re individual re s p o n s i- | b ility in th e ir p a rtic u la r position. T h at is, w hile th e y a r e expected ! to w o rk re g u la r h o u rs, th e r e is no clock punch or p e rs o n to w hom j th ey m u st tu rn to get ap p ro v a l for ev e ry m ove. In other w o rd s, in i th e upper m iddle and p ro fe s s io n a l c la ss occupations the w o rk e r is j | expected to e x e rc is e his own opinions, and be cap ab le of " s u p e r v is ing" h im self. B e c a u se th e upper m id d le and p ro fe ss io n a l c la ss j I w o rk e r enjoys a higher d e g re e of job s e c u rity th an his low er c la ss j c o u n te rp a rt, th e upper m id d le and p ro fe ssio n a l c la ss w o rk e r seek s j m o re in trin s ic re w a rd s fro m his w o rk (e .g . , " a e sth e tic " sa tisfa c tio n ' | and p e rso n a l sa tisfa c tio n d eriv e d fro m holding a "m eaningful" position). T he low er m id d le and w orking c la ss w o rk e r, on th e other hand, w o rk s m o re for e x trin s ic re w a rd s , such as w ag es. To him his job is a m ean s to an end, it is not satisfying in and of its e lf as it | is to th e upper m iddle and p ro fe s sio n a l c la ss w o rk e r. T his re la tio n -! ! ship can be s u m m a riz e d in th e w o rd s of Kohn: j 14 I . . .th e higher m e n 's so cial c la s s , th e m o re im p o rta n c e th ey a ttach to how in te re stin g th e w o rk is, the am ount of fre e d o m you have, the chance to help people, and th e ch ance to use your a b ilitie s . T he low er th e ir c la s s p o s i tion, th e m o re im p o rta n c e th ey attach to pay, frin g e ben efits, the s u p e rv is o r, c o -w o rk e rs , the h o u rs of w ork, how tirin g th e w o rk is , job se c u rity , and not being under too m uch p r e s s u r e (kohn, 1969: 76). A ccording to Kohn th e fa c to rs th a t w e re m entioned above have im p lic atio n s in th e b ro a d e r, so c ie ta l se n se . Kohn a rg u e s th a t due to th e re q u ire m e n ts of e x te rn a l controls th a t th e low er m id d le and w orking c la ss w o rk e r is su rro u n d ed w ith, he is re w a rd e d for r i g o r ous a d h e re n c e to ru le s: for conform ing. F ro m a s o c ie ta l p e rs p e c - j tiv e, then, m e m b e rs of the low er m id d le and w orking c la ss w ill b e j m o r e likely to follow th e conventionalities of society, to follow th e ir j i le a d e rs , to b a s e th e ir m o r a l judgm ents on th e opinions of significant j o th e rs and to r e je c t b e h a v io rs, attitu d es and situations th a t do not j c o n fo rm to th e ir own. M em b ers of th e upper m id d le and p ro fe ssio n a l c la s s , on th e other hand, in p a rt due to th e ir occupational stan d ard s and san ctio n s, tend to b e m o re likely th an th e ir low er m id d le and w orking c la ss c o u n te rp a rts to m ak e up th e ir own m in d s, to follow | j individual and p erso n a l judgm ents, to be m o re open-m inded in th e ir view s of w hat is so c ia lly acc ep tab le and to le ra b le , and in th e ir to le ra n c e of nonconform ity (Kohn, 1959; 1969: 79; L ip se t, I960). W hat se e m s to be ap p a re n t fro m th e m a te r ia l p re se n te d above is th a t th e v ario u s d iffere n ces in en v iro n m en tal situ atio n s th a t a r e in d icativ e of a n d /o r re p re s e n te d by th e concept " s o c ia l c la s s " re s u lt ! in d iffe re n c e s in cognitive and b e h a v io ra l sty le s. M em b ers of th e | upper m id d le and p ro fe ss io n a l c la s s e s , fo r exam ple, due to th e ir | 15 re la tiv e ly high lev el of fo rm a l education and th ro u g h the dem ands of th e ir jobs tend to p a rtic ip a te m o re in public life. T hat is, a high d e g re e of fo rm a l education tends to en co u rag e o n e's e x p o su re to a v a rie ty of life sty le s, to d iv e rg e n t valu es s y s te m s , and a re la tiv e ly high d e g re e of to le ra n c e for th e s e d iv e rg e n t s y ste m s (H agedorn and L abovitz, 1968). F u r th e r m o re , upper m id d le and p ro fe ssio n a l c la s s a r e m o re lik ely than m e m b e rs of th e low er m iddle and w orking c la ss to feel as if they have so m e c o n tro l over th e ir d estin y as w ell as th a t of th e ir society. T hey u n d erstan d m o re about the w orkings of I th e ir so ciety and p e rc e iv e and act acco rd in g ly . i M em b ers of th e low er w orking and p ro fe s s io n a l c la s s , on th e j other hand, due to th e ir la ck of extensive fo rm a l education, and the fact th a t th e occupational s tr u c tu re th at they a r e confronted w ith does j not dem and nor re w a rd o rig in a lity or fre e -th in k in g , tend to b e e x posed to a re la tiv e ly n a rro w ra n g e of life sty le s, valu es and attitudes.! F u rth e rm o re , they tend to have a re la tiv e ly p e s s im is tic w orld view. Not only a r e th e re s o c ia l c la ss d iffe re n c e s in the n u m b er of y e a rs of fo rm a l schooling (by definition), but th e r e a r e a lso d iffe r- I ences in th e value placed upon gaining such an education (B e re lso n and S te in e r, 1964: 436-440, 468-476). T h e se d iffere n ces can be used to explain and u n d erstan d o th er so cial c la ss d iffe re n c e s as w ell as contributing to our und erstan d in g of pronography. Looking f ir s t at j i education, it can b e in te rp re te d th a t th e s e c l a s s - r e l a te d v a ria tio n s in educational attain m en t a r e in d icativ e of so c ia l c la ss d iffere n ces in co g n itiv e -p e rc e p tu a l sty le s. B anfield (1968), G ebhard et al. (1965), Stouffer (1966), and L ip se t (I960) arg u e , fo r exam ple, th at th e r e is a stro n g re la tio n sh ip betw een th e am ount of fo rm a l education re c e iv e d and th e ability to think a b s tra c tly and im aginatively, t o l e r a te am b ig u ities, and to develop logical re la tio n sh ip s . A ccording to w r ite r s such as th e se , fo rm a l education enhances o n e's ability to co m m u n ica te a b s tra c tly , to u nderstand com plex is s u e s , and so fo rth . In o th er w o rd s, w ithout fo rm a l education, one m ay be han d i capped as far as u n d erstan d in g his environm ent is c o n c e rn e d --n o t only o ne's im m e d ia te environm ent, but th e su rro u n d in g so ciety as , w ell. [ ! Since fo rm a l education is also n e c e s s a r y for reading and c o m - ; i p reh en sio n , th e uneducated, low er m id d le and w orking c la ss p e rso n ! is placed a t an even g r e a te r disad v an tag e (vis a v is, th e m id d le and j i I upper c la s s e s ). B e c a u se of th is, they em p h asize co n c re te , " r e a l j i I life" situ atio n s and e x p e rie n c e s. T his la st point m ak es it difficult fo r th e low er w orking or m iddle c la ss p e rso n to e x p erien ce anything j ! but his own m ilie u , w hich in effect re ta rd s his understanding of j i j d iv e rg e n t life sty les and confines his attention to th e everyday in te r - ; e sts of his im m e d ia te su rro u n d in g s. In other w o rd s, due to the above fa c to rs , the low er m iddle and w orking c la s s individual vis a vis th e u p p er m iddle and p ro fe ssio n a l c la ss individual, is isolated fro m hetero g en eo u s en v iro n m en ts, being r e s tr ic te d to the m o re hom ogeneous in te r e s ts of his job and fam ily. R ecap itu latin g and su m m a riz in g , it has b een d e m o n strated th a t so cial c la s s p o sitio n is in d icativ e of a v a rie ty of c la s s - r e la te d 17 b eh av io rs and attitudes (life styles). A ccording to th is p e rsp e c tiv e , for exam ple, m e m b e rs of th e low er m iddle and w orking c la s s e s tend to be re la tiv e ly c o n serv ativ e, have a s h o rt-ru n " h e re and now" p e r sp ectiv e of life, as w ell as a re la tiv e ly n a rro w b re a d th of p e r s p e c tiv e in g en era l. M em b ers of the upper m iddle and p ro fe ssio n a l c la s s e s , on the other hand, tend to be m o re lib e ra l, p re fe r to d e te r p re s e n t g ratifica tio n s for fu tu re re w a rd s , a r e m o re im ag in ativ e, as w ell as having a re la tiv e ly b ro ad b re a d th of p e rsp e c tiv e . In other w o rd s, it is p o ssib le to understand a num ber of d iv erg en t b eh av io rs and attitudes through the usage of so cial c la ss th e o ry . A ccording to ; this ap p ro ach , then, through a know ledge of v ario u s so cial c la ss i tra d itio n s, h eritag es and en vironm ental conditions, an understanding j of ap p are n t d ifferen ces in th e s e beh av io rs and attitu d es can be gained i as w ell as predictions m ad e concerning th em . i T he above th e o re tic a l p re se n ta tio n d isc u sse d at a g e n e ra l level | v ario u s d im ensions re la tin g so cial c la ss to v ario u s b e h a v io ra l and co g n itiv e-ev alu ativ e d im en sio n s, which could b e used to in c re a s e our understanding of d iffe re n tia l re s p o n s e s to pronography. It is felt th at sin ce pornography can be c o n sid ere d a su m m a ry sym bol of sexuality, an understanding of c la s s - r e la te d d iffe re n c e s in sex u ally - oriented b eh av io rs and attitudes can be logically extended to the a r e a of pornography. The following sections s e rv e to e sta b lish the b a s e s fo r this extension, and provide an in te rm e d ia te stage in the developm ent of a ra tio n a le fo r the developm ent of specific hypothe sized re la tio n sh ip s betw een p o rnography and so cial c la ss . Social C la ss and Sexually O rien ted A ttitudes F a m ily so cio lo g ists and o th e rs have d e m o n stra te d th a t fam ily life sty le s as w ell as sex u ally o rien ted b eh av io rs and attitu d es v a ry acco rd in g to so c ia l c la s s . 1 S e a rs et al. , (1957), for exam ple, have d e m o n stra te d that child re a rin g p ra c tic e s v a ry by so c ia l c la s s . They found th at m iddle c la ss m o th e rs tend to be m o re p e rm is s iv e th an lo w er c la ss m o th e rs . One point on w hich m o s t of th e s e studies agree! is th a t th e low er m id d le and b lu e -c o lla r c la s s e s tend to be m o re m o ra lly c o n se rv a tiv e (traditional) than th e upper m id d le and p r o f e s sio n al c la s s e s . T h at is, m e m b e rs of the low er m id d le and w orking c la s s e s tend to view sex fro m a m o re tra d itio n a l-V ic to ria l p e r s p e c - j j tiv e (R ainw ater, I960; 1964; R e is s , 1965; 1966). A ccording to th is j i o rien tatio n , sex is seen as p r im a r ily a p h y sical activity, th e p r im a r y j j p u rp o se of w hich is p ro c re a tio n . F u rth e rm o re , acc o rd in g to th is j j tra d itio n a l p e rs p e c tiv e , sex u al b eh av io r is co n sid ere d to b e a p riv a te j i m a tte r th a t is in m an y ways debasing, if not sinful. M em b ers of th e | low er m id d le and w orking c la s s e s c a r r y this o rie n ta tio n so fa r th at I even in m a rr ia g e , coitus tends to be c a r r ie d out w ith both m e m b e rs j clothed. In fact, it is not unusual for a low er m id d le or w orking c la ss couple to go through m a rr ia g e n e v e r having seen th e sex o rgans belonging to th e ir m a te (K insey et a l . , 1948: 366-367). '''See for exam ple: F o rd , 1961; F r a z ie r , 1949; F e rd in an d , 1968; G inzberg, 1948; K insey et a l . , 1953; K insey et al. , 1948; U dry, 1966; R e is s , I960; 1965; R a in w ater, I960; 1964; 1965; 1966. F o r a good review of th is lite r a tu r e , se e E h rm an n , 1963; 1964. 19 . A nother a sp e c t of th e low er m iddle and w orking c la ss p e r s p e c tiv e is th e rig o ro u s a d h e re n c e to the double stan d ard . A ccording to te n e ts of this sta n d a rd , the m a le is fre e to a c e rta in extent, to e n gage in v a rio u s fo rm s of p r e - m a r ita l and e x tr a - m a r ita l h e te ro se x u a l re la tio n sh ip s , w hile th e fe m a le m u st re m a in p a ssiv e , b e v irg in at m a rr ia g e , and re m a in faithful to her husband. Sex in this context tends to be a m a le -d o m in a n t in stitu tio n in w hich sex is a physical act th a t is to be enjoyed only by the m a le . F u rth e rm o re , h e te r o sex u al in te rc o u rs e is used by th e m a le as an in d ic a to r of his m a s c u linity. C onsequently, th e m a le in fo rm s his p e e rs of his "co n q u ests,"! depicting his co ital b eh av io r as a physical, n o n -em o tio n al event. j A lso, acc o rd in g to this p e rs p e c tiv e "d ev iatio n s" fro m conventional | I sex u al in te rc o u rs e a r e co n sid ere d to be u n n atu ra l and ab n o rm a l. ! j T h at is, such b eh av io rs as m a stu rb a tio n , o ra l sex, v a ria tio n s of th e "conventional" m a le -d o m in a n t position, a r e c o n sid ere d to be deviant and p e rv e rs iv e (K insey et. a l . , 1948; K insey et al. , 1953; R ain w ater, I960; 1964; 1965; 1966; 1968b; 1969; Sew ard, 1957). T he upper m id d le and p ro fe ss io n a l c la s s e s , on th e other hand, ; tend to view sex fro m a m o re lib e ra l p e rsp e c tiv e . To th em , sexual I a ctiv ity is not ju s t a p h y sical act, but also a m e a n s of em otional | involvem ent. O th erw ise stated , sex is co n sid ere d to b e m o re than i ju s t a p h y sical act. To m e m b e rs of th e upper m id d le and p ro fe s sio n - : al c la s s e s sex u al beh av io r has been rem oved fro m th e a r e a of the I " s a c r e d ." T h at is, sex u al b eh av io r is viewed in th e sa m e p e r s p e c - j i tiv e as m o st other m eaningful types of b eh av io r. C onsequently, th e i view is th at "if you enjoy it, do it ." T his m e a n s, then, th a t a g r e a te r d iv e rsity of sexual activ itie s a r e sanctioned. In th e upper m id d le and p ro fe ssio n a l c la s s e s sex u al a c tiv ities can b e d isc u sse d m o re openly and objectively, not only with th e s a m e - s e x p e e r s , but w ith m e m b e rs of th e opposite sex also . Sex is viewed m o re in the c o n te x t of an enjoyable a c tiv ity ra th e r than a p ro c re a tiv e duty (K insey et al. , 1948; K insey et a l. , 1953; R e is s , I960; 1965; 1967). T he above p re s e n ta tio n has provided a g e n e ra l d isc u s sio n of so m e sex u ally orien ted attitu d in al c o rre la te s of so c ia l c la s s . A know ledge of attitu d in al d iffe re n c e s, how ever, p ro v id es only a p artialj [ u nderstanding. In o rd e r to gain a m o re co m p lete p e rsp e c tiv e , an un d erstan d in g of sex u ally o rien ted b eh av io rs is also n e c e s s a ry . T he ! next sectio n includes a d is c u s sio n of so m e of the b e h a v io ra l im p lic a - j tions of the p rev io u s d is c u ss io n s. I Specific Sexual B eh av io rs and A ttitudes | i ' i ! T he p u rp o se of this sectio n is tw o-fold. One p u rp o se is to | r e la te sp ecific se x u a lly -o rie n te d b eh av io rs and attitu d es to the i g e n e ra l th e o re tic a l o rien tatio n th a t w as p re v io u sly estab lish ed . T he second p u rp o se is to p ro v id e th e r e a d e r w ith a g r e a te r a p p re c ia tio n fo r the com plexity of th e p ro b le m at hand. In p a rtic u la r it w ill be i pointed out and exem plified th at, as in m o s t a r e a s of so c ia l re s e a r c h , th e re a r e in c o n siste n c ie s and co n trad ictio n s in th e findings which have been done. An understanding of th e s e p ro b lem s is e s s e n tia l to th e developm ent of this study. 21 T he specific b eh av io rs th a t a r e d isc u s se d a r e included fo r a n u m b e r of re a s o n s . One is th at they have been e m p iric a lly studied. A nother re a s o n is th a t they p ro v id e a lo g ical outcom e of th e c la ss - re la te d life sty les th a t w e re m entioned e a r lie r . In other w o rd s, the sp ecific b eh av io rs and th e re le v a n t studies th a t a r e included enable us to fu rth e r esta b lish an e m p iric a l fra m e w o rk for the th e o re tic a l o rie n ta tio n we a r e developing, as w ell as to exem plify th e v a rie ty of p ro b le m s encountered in th e s e stu d ies. T he fo rm a t of this sectio n w ill be to in itia lly p re s e n t findings p e rta in in g to sp ecific sexual b eh av io rs and attitu d es th a t a r e re la te d j to so c ia l c la s s . Follow ing th a t d is c u s sio n a c ritiq u e of th e s e studies j and th e ir findings w ill be p re se n te d . j j M a stu rb a tio n j A d isc u ssio n of m a stu rb a tio n is included in th is sectio n due to th e m o r a l im p licatio n s th a t s u rro u n d it. T h at is, tra d itio n a lly in A m e ric a n so ciety m a stu rb a tio n has b een p erce iv ed as being not only | ab n o rm a l but the cau se of other a b n o rm a litie s or in su fficien cies such! as in san ity , ep ilep sy and so fo rth (K rafft-E bing, 1931). E v en in j p re s e n t-d a y A m e ric a th e re is evidence th a t not a ll people s h a r e the J j s a m e attitudes tow ard th e b eh av io r and its co n seq u en ces. T h e re fo re , b e c a u se of the ap p are n t d iv e rs ity of opinions co n cern in g m a s tu r b a tio n it is felt th a t re s p o n s e s to it m a y be re la te d to v a rio u s so c ia l c la s s life sty le s. Studies pertain in g to so c ia l c la ss d iffe re n c e s in attitu d es to w ard m a stu rb a tio n as w ell as th e b eh av io r its e lf have not led to 22 c o n siste n t conclusions. * In g en era l, how ever, (noting th at th e re a r e exceptions, e .g . , H ughes, 1926) th e re a r e som e g e n e ra l r e la tio n ships th a t a r e re le v a n t to the p re s e n t d isc u s sio n of m a stu rb a tio n . M ost studies tend to d e m o n stra te th at m a le and fem a le m e m b e rs of th e low er m id d le and w orking c la ss e s tend to look upon m a stu rb a tio n as a p e rv e rs io n (e. g. , S ew ard, 1957). To m e m b e rs of the low er m id d le and w orking c la s s e s , sexual in te rc o u rs e is p erceiv ed to be th e only le g itim a te and sanctioned sex u al outlet av ailab le to them . W hat this m e a n s, in te r m s of the v ario u s findings concerning so cial c la ss c o r r e la te s of m a stu rb a tio n , is th a t low er m iddle and w orking c la ss resp o n d en ts re p o rt having le ss m a s tu rb a to ry ex p erien ces than th e ir m iddle and upper class c o u n te rp a rts. T his does not m ean, how ever, th a t they in fact m a stu rb a te le s s . R a th e r, it m ay indicate th at they feel they should not m a stu rb a te (A. E llis , 1948). In other w o rd s, w hen asked if they have ever m a stu rb a te d , low er m iddle and w orking c la ss resp o n d en ts, due to th e ir n o rm a tiv e sy ste m , m ay tend to feel th at th ey should re p o rt that they have not m a stu rb a te d , 2 w h eth er or not they have, in fact, m a stu rb a te d . W hile th e low er m iddle and w orking c la s s e s tend to be m o re S ee, for exam ple: A. D avis, 1963; A. E llis , 1948; F erd in an d , 1968; F in g e r, 1947; G ebhard et al. , 1965; H ughes, 1926; Johnson, 1969; K in sey et a l. , 1948; K insey et a l . , 1953; K irk en d all, 1950; K. D avis, 1929; H am ilton, 1929; P e c k and W ells, 1923; P e c k and W ells, 1925; R eevy, 1961b; R a m se y , 1943; Sew ard, 1957. 2 Note: T he p ro b le m of w hether p re s e n t re p o rte d behavior is th e sa m e as p ast a ctu al behavior is dealt w ith la te r in this d i s s e r t a tion. 23 inhibited concerning m a s tu rb a to ry p ra c tic e s , th e upper m id d le and p ro fe ss io n a l c la s s e s tend to be m o re open concerning th e p ra c tic e . F u r th e r m o re , th e re se e m s to be a tendency for th e upper m id d le and p ro fe s sio n a l c la s s e s to begin m a stu rb a tio n at a younger age than th e low er m iddle and w orking c la s s e s . T he m a le -fe m a le d ifferen ces concerning m a stu rb a tio n tend to be th e sa m e r e g a rd le s s of so cial c la s s . T hat is , m a le s in all c la ss e s tend to begin m a stu rb a tin g at an e a r lie r age than fe m a le s; and th a t a g r e a te r p ro p o rtio n of m a le s and fem a les in the upper m id d le and p ro fe s sio n a l c la s s e s re p o rt having m a stu rb a te d at so m e point in tim e . i i S exual In te rc o u rse Sexual in te rc o u rs e is included in this sectio n b e c a u se m an y ; stu d ies have been conducted p ertain in g to it. In addition, sex u al in - j te rc o u r s e , as w ell as attitu d es re la te d to it a r e c la ss re la te d . C on- | i sequently, acc o rd in g to th e p e rs p e c tiv e of this d is s e rta tio n , it seem s! re a so n a b le th a t if th e re a r e c la s s - r e la te d d iffere n ces in life sty le s, j i th e s e d iffere n ces should be refle cted in th e findings of v a rio u s j stu d ies of sexual b eh av io r and attitu d es. ! i One of th e m o r e "popular" su b jects of c o n te m p o ra ry r e s e a r c h e r s in th e field of fam ily sociology is p r e m a r ita l sexuality: b e h a v io r a l and attitudinal. In fact, m o st of th e stu d ies w hich have been 1 conducted p ertain in g to th e re la tio n sh ip s betw een sex u ality and so c ia l s tr u c tu re have b een concerned w ith v ario u s a sp e c ts of p r e m a r ita l sex u al b eh av io r. M ost studies a g re e th a t th e re a r e s ig n ifi cant d ifferen ces betw een th e v ario u s so c ia l c la s s e s in th e incidence 24 of e a rly h e te ro se x u a l activity, as w ell as in attitudes tow ard such a ctiv ity (A. D avis, 1962; E h rm an n , 1954; F erd in an d , 1968; H ohm an and S chaffner, 1947; Kanin, I960; K insey et al. , 1948; K insey et al. , 1953; L ittm an et a l . , 1963; R a in w a te r, 1968b; 1969; A. R e is s , 1967; I. R e is s , 1961; 1965). T h e se au th o rs have found that, fo r exam ple, th e lo w er m id d le and w orking class m a le s and fem a les tend to s ta r t th e ir h e te ro se x u a l activ ity at an e a r lie r age than m iddle and upper c la ss c o u n te rp a rts; th at the m a le in all c la s s e s begins his h e te r o sex u al b eh av io r at an e a r l ie r age than the fem ale; th at the double sta n d a rd is stro n g e s t in th e low er m iddle and w orking c la s s e s ; and th a t th e low er m iddle and w orking c la s s e s em p h asize the physical a s p e c t of sex w hile th e upper m iddle and p ro fe ssio n a l c la s s e s tend to em p h asize th e em otional a s p e c t of sex. K in se y 's findings tend to be ra th e r re p re s e n ta tiv e of th e se stu d ie s. He and his a s s o c ia te s found that, in g e n e ra l, th e re tends to be a negative rela tio n sh ip betw een so cial c la ss and the extent of e a rly h e te ro se x u a l b eh av io r. F o r exam ple, he and his a sso c ia te s found th a t low er m iddle and w orking c la ss individuals tend to in itia te j h e te ro se x u a l in te rc o u rs e at an e a r lie r age than do th e ir m iddle and j p ro fe ss io n a l c la ss c o u n te rp a rts . In p a rtic u la r, they found that th e j le ss educated m e n in th e ir study began th e ir co ital behavior five to six y e a rs e a r lie r than th o se m en with m o re education (K insey et al. , 1948: 347-351, 381, 549-557). F u rth e rm o re , they found th at by th e age of 25 only 10% of the u n m a rrie d m en w ith an 8th grad e education had not had p r e m a r ita l sex u al in te rc o u rs e , w hile 16% of th o se w ith a j 25 ; high school education and 36% of th o s e w ith at le a s t so m e college education had had no sexual in te rc o u rs e (K insey et al. , 1948: 550). In a s im ila r fashion, K in sey et a l. , (1953) found th a t w om en with no m o re than eight y e a rs of schooling re p o rte d th a t they had sta rte d having sexual in te rc o u rs e five to six y e a rs e a r lie r than th o se w om en who had gone to high school or to college (K insey et a l . , 1953: 293). In p a rtic u la r, K insey et al. , found th at betw een th e ages of 16 and 20, a p p ro x im ate ly 82% of the g irls who w e re entering college had not experienced p r e m a r ita l sex u al in te rc o u rs e , c o m pared to 62% of the g irls who did not e n te r high school (K insey et al. , i . 1953: 337). One re a so n which m a y explain why th e age lev el at f ir s t j ex p erien ce is so low is th a t m a stu rb a tio n is believed to be p e r v e r s e | | w hile coitus is sanctioned. In fact, low er m id d le and w orking c la s s j individuals, esp ecially m a le s , a r e encouraged to have sex u al r e la - I tions ra th e r th an engage in m a stu rb a tio n . One fu rth e r d ifference betw een the ab o v e-m en tio n ed ed u catio n al groups co n ce rn s the ra te s of p r e m a r ita l coitus. K in sey et al. , f j (1953) found th at college educated fem a les differ fro m th e ir m a le j c o u n te rp a rts in th a t they eventually ach iev e or s u rp a s s the p r e m a r ita l coital ra te s of the le ss educated fe m a le s , w h e re a s the m a les w ith a college education nev er s u rp a s s th e le s s educated m a le s in frequency of p r e m a r ita l sexual in te rc o u rs e . One of the re a so n s for this d iffe re n c e in p a tte rn s am ong fem a les is th at fem a les in the low er educational lev els tend to m a r r y at an e a r lie r age than fem ales w ith m o re education. Since th e j sex u ally m o s t a ctiv e period of th e single fe m a le is during th e one to two y e a rs p rio r to m a rr ia g e , ir r e s p e c tiv e of educational level, g irls in the low er educational lev els tend to be m o re activ e sex u ally at an e a r lie r age and th o s e in the higher educational levels at a la te r age. E ventually, co lleg ia te fe m a le s equal, then s u rp a s s n o n -co lleg ia te fem a les in the p ro p o rtio n who have had p re m a r ita l sex u al re la tio n s (E h rm an n , 1964). T he p a tte rn for th e m a le s , on the o th er hand, tends to be b ased on a d iffere n ce in n o rm a tiv e codes. T he low er m iddle c la ss or w o rk ing c la ss m a le b a se s his m a sc u lin ity on his ph y sical p ro w ess and his , ab ility to "m ak e" g irls (R ainw ater, I960; 1966). R e -s ta te d , th e i low er m id d le or w orking c la ss m a le finds th at the quantity of h e te ro - j I sex u al e x p erien ces or " s c o r e s " tends to be an in d icato r of m a sc u lin - I ity. In co m p a riso n , th e upper m id d le or p ro fe ss io n a l c la ss m a le j does not em p h a siz e the p h y sical a sp e c t of sex, but s tr e s s e s th e j I psychological (R eiss, I960; 1965; 1967). T he upper m iddle or p ro - I fe s sio n a l c la ss m a le seek s a rela tio n sh ip th a t has "m ean in g " for j j him , and fo r his p a rtn e r. To fulfill this goal, sex u al in te rc o u rs e is i not n e c e s s a ry . R a th e r, w hat is im p o rta n t is the ability to c a r r y on a "m eaningful" and enjoyable rela tio n sh ip , th e m a in c r ite rio n of w hich is q u alitativ e, in te r m s of psychological or em otional fa c to rs , not quantitative, in te rm s of th e in cidence of ph y sical sex u al i n t e r c o u rse . M a rita l sex u al re la tio n s tend to follow th e p r e m a r ita l p a tte rn s th a t w e re p re v io u sly d isc u sse d . Low er m id d le and w orking c la ss 27 : m e m b e rs tend to em p h asize th e p hysical a sp e c ts of sexual re la tio n s, w hile th e upper m id d le and p ro fe ssio n a l c la ss m e m b e rs tend to em p h asize the p sy ch o lo g ical (e. g. , the m utual sa tisfa c tio n and feelings of the p a rtie s involved) (R ainw ater, 1966). In a ll c la ss e s th e husband tends to place g r e a te r em phasis on sexual re la tio n s than does the wife (U dry, 1966; R ain w ater, 1966; 1968). T he d ifferen ces betw een the husband and w ife, how ever, tend to be le ss in the upper m iddle and p ro fe ssio n a l c la s s e s than in the low er m iddle and w orking c la s s e s (Bell, 1967; R ain w ater, 1966). Studies con cern in g m a rita l coitus have been re la tiv e ly few in n u m b e r. A s with p re m a rita l sex u al in te rc o u rs e , how ever, the findings w hich have been done a r e not co n siste n t. M ost stu d ies tend J to d e m o n stra te th a t th e re a r e few significant d iffere n ces betw een I v ario u s so cial c la s s e s in actu al coital ra te s . The d ifferen ces that a r e found tend to be qualitative (e. g. , p ertain in g to individual enjoy- j m en t of th e act) ra th e r than quantitative (e. g. , freq u en cy of sexual in te rc o u rs e p er week). M ost studies have found th a t the freq u en cy of sex u al in te rc o u rs e of m a r r ie d p e rso n does not v a ry significantly i fro m one so c ia l c la ss to an o th er (K insey et a l . , 1953; R ain w ater, 1965). H ow ever, th e m a jo rity of studies have not included a sam p le of sufficient siz e to allow fo r valid g e n e ra liz a tio n s. ^ F o r exam ple, K in se y 's study, w hich is th e m o st extensive yet undertaken, does not contain sufficient data to m ak e any definitive sta te m e n ts concerning F o r exam ple, m o st studies of m a rita l coitus deal w ith only m id d le c la s s , educated couples. 28 th e freq u en cy of m a rita l sexual re la tio n s (K insey et a l. , 1948: 357). T he m a jo rity of th e stu d ie s, then, s tr e s s c la ss d ifferen ces in te rm s of such qualitative concepts as " p e rs o n a l s a tisfa c tio n ." Social C lass and Sexuality: A S u m m a ry and C ritiq u e of Studies T he above d is c u ssio n p re se n te d so m e of th e b a s ic findings p e r taining to s o c ia l c la ss d iffere n ces in sex u ally orien ted b eh av io rs and attitu d e s. W hat was found w as th at, in g en era l, so c ia l c la ss is neg ativ ely re la te d to th e incidence of sexual in te rc o u rs e , and p o s i tiv e ly re la te d to the age at f ir s t p r e m a r ita l sexual in te rc o u rs e . F u rth e rm o re , so cial c la s s , as m e a su re d by y e a rs of education c o m pleted, was for m e n th e m o s t pow erful p re d ic to r of p r e m a r ita l co ital beh av io r (R eiss, 1967: 57). This re la tio n sh ip was not as stro n g for w om en, how ever. W hat seem s to be em erg in g fro m th e se findings is th a t th e p r e m a r ita l sexual behavior of w om en is m o re hom ogeneous - - a c r o s s so cial c la ss lin e s --th a n is th e p re m a rita l sex u al b eh av io r of m en. M en tend to be m o re influenced by, or at le a s t m a n ife st a g re a te r v a rie ty of c la ss specific sex u al b eh av io rs and attitu d es than do w om en. O ther fo rm s of sexual b eh av io r have been shown to d eviate fro m th e above-m entioned p a tte rn of p r e m a r ita l co ital re la tio n sh ip s , how ever, F o r exam ple, it has b een d e m o n stra te d th a t low er m iddle or w orking c la ss m a le s tend to condem n m a s tu rb a tio n w hile upper m id d le o r p ro fe s sio n a l c la ss individual m a le s tend to use m a s t u r b a tion as one of th e ir p rim a ry fo rm s of sex u al o u tlets, p rio r to m a rr ia g e . T he low er m iddle or w orking c la ss m a le tends to p e r ceive coitus as being th e only le g itim a te or so cially sanctioned fo rm of sex u al outlet th a t is av ailab le to him , w hile the upper m id d le p r o fe ssio n a l c la ss c o u n te rp a rt p e rc e iv e s of m a stu rb a tio n as his outlet, w hich is th e le g itim a te outlet w hile he is single. W hat tends to e m e rg e upon review ing th e above m a te ria l and lite r a tu r e , is th at hum an sex u ality m u st be studied not only in r e l a tio n to sp ecific types of b eh av io r, but also in te rm s of the sex and s o c ia l c la s s of th e p erso n . W hat is p e rm is s ib le in one so c ia l c la ss m a y not be p e rm is s ib le in an o th er, and w hat m ay be p e rm is s ib le fo r one sex m ay not be to le ra te d for the other sex. One of th e p ro b lem s th at has plagued m an y of th e studies that have been r e f e r r e d to w ithin this d isc u ssio n co n cern s the types of su b jects studied. K in sey 's study of m a le sexuality, for exam ple, included a sig n ifican t and d is p ro p o rtio n a te n u m b er of low er c la ss in dividuals who w e re in c a rc e ra te d . T h e s e m en, by definition, if not by deed, have engaged in unconventional b eh av io rs and p robably have engaged in a higher d e g re e of unconventional sexual p ra c tic e s as w ell, th an u n in c a rc e ra te d m en (e .g . , hom osexuality). R elian ce upon such n o n -re p re s e n ta tiv e sam pling techniques m a y d is to rt o n e's findings. F o r exam ple, this m a y account fo r th e n eg ativ e re la tio n ship betw een so c ia l c la ss and extent of p r e m a r ita l sex u al beh av io r th a t K in sey re p o rte d . O ther exam ples of th is type of n o n -ran d o m , se le c tiv e sam p lin g would include such stu d ies as: B ro m le y and B ritte n (1938) who used college stu d en ts; K anin (I960) who re lie d upon the re s p o n s e s of w ives of college stu d en ts; K irk en d all (1961) who interview ed m a le college students; Luckey and N ass (1969) who used college stu d en ts; T e rm a n (1938) who re lie d upon th e re sp o n se s of m id d le and upper c la ss individuals. A nother p ro b lem in m any studies co n cern s th e d istin ctio n b e tw een attitu d es and b e h a v io rs. It is p o ssib le th a t re p o rte d sexual b eh av io r does not n e c e s s a r ily re fle c t the attitudes tow ard th at b e h av io r. R e iss attem p ted to d e te rm in e w hat rela tio n sh ip , if any, ex ists betw een attitudes and beh av io r in a study of u n m a rrie d college students in Iowa. T he findings based upon this n o n -p ro b ab ility sa m p le of students d e m o n stra te th a t th e re m ay, in fact, ex ist a d is - j c re p a n c y betw een attitude and b eh av io r. He found th at 64% of those j who accep ted p re m a rita l coitus had had sexual in te rc o u rs e . The ; m a in r e a s o n fo r th is d iscrep a n cy , acco rd in g to R e is s , seem s to be th e fact th a t m any students m ain tain ed a p re re q u is ite of love or en- | gagem ent for sexual in te rc o u rs e (R eiss, 1967: 67). P ro b le m s s im ila r to th e s e can be found in m o st of th e other stu d ies; but this | should s e rv e as an exam ple to acquaint the r e a d e r w ith th e a ttitu d e - | b eh av io r d is c re p a n c y p ro b lem s in h e re n t in th e av ailab le m a te ria l. W hat s e e m s to be em erg in g fro m th e s e v ario u s studies of sex u al b eh av io r a n d /o r attitu d es is an a s s o rtm e n t of findings which often conflict, but so m e tim e s a g re e , sin ce th ey a r e based upon ra th e r dubious sam pling tech n iq u es. T h e re se e m s to be a lack of und erstan d in g concerning th e rela tio n sh ip betw een so c ia l c la ss and attitu d es tow ard sex and sexual b eh av io r, p er se. M ore sp ecifically , 31 ! th e studies m entioned above tend to look at eith er attitudes in re la tio n to so cial c la ss or at sex u al b eh av io r in re la tio n to so c ia l c la s s , but v e ry seldom do they look at b eh av io r and attitudes in re la tio n to so cial c la ss . F u rth e rm o re , they tend to look at th e sex u ality of a p a rtic u la r segm ent of so ciety , using no n ran d o m sam pling te ch n iq u es. W hat se e m s to be a p p a re n t fro m th e p rece d in g d iscu ssio n , is th e need for a study of both attitu d es and sex u al behavior in re la tio n to so cial c la ss , using a ran d o m national sam p le. T he above d isc u ssio n has s u m m a riz e d , com pared and con- j tra s te d v ario u s studies of hum an sexuality. F ro m this d isc u s sio n it ; can be seen th a t in th e a r e a of hum an sex u ality our know ledge is at j b est, c o n tro v e rsia l. Due to m ethodological p roblem s as w ell as i i i th e o re tic a l p ro b lem s we a r e confronted w ith the fact th at m any questions a r e yet u nansw ered. T he p re s e n t study is an a tte m p t to j fu rth e r not only our u n derstanding of the sex u al n a tu re of A m e ric a n s , j I but also to co n trib u te to our know ledge of a p p ro p ria te m eth o d o lo g ical j techniques. I A ccording to th e o rien tatio n p re v io u sly developed th e re a r e ! class re la te d life s ty le s, tra d itio n s, h e rita g e s and en v iro n m en ta l | I conditions th a t can account fo r v ario u s b e h a v io rs and attitu d es. j A fter the th e o re tic a l p e rsp e c tiv e re g a rd in g so cial c la ss had been p re se n te d , th e re m a in d e r of the ch a p te r attem p ted to e s ta b lis h a ra tio n a le for its extension to the a r e a of pornography, th ro u g h the m o re g en era l a r e a of sex u ally o rien ted b e h a v io rs and a ttitu d e s. In cluded in th at d is c u ssio n w e re a n u m b er of studies th at w e re 32 c ritic a lly analyzed. T he p u rp o se of this p re s e n t ch a p te r has been to esta b lish both th e o re tic a l and e m p iric a l guidelines for th e developm ent of th e hypothesized rela tio n sh ip s th a t a r e p re se n te d in th e following ch ap ter. CH A PTER III TH EO R ETIC A L EXTENSIONS TO SEXUALLY ORIENTED M ATERIALS AND THE STA TEM EN T O F HYPOTHESES T he p u rp o se of the p re s e n t ch ap ter is to develop som e m e a n ingful hypotheses re la tin g s o c ia l c la s s to attitudes to w ard sexually o rien ted m a te r ia ls , thro u g h th e logic and in fere n ces of so cial c la ss th e o ry . In addition, this ch ap ter w ill s e rv e to define ero tic m a t e r i als and to re la te attitu d es to w ard sex u ally o rien ted m a te ria ls to some; of the m o r e g e n e ra l so cial changes taking place in c o n te m p o ra ry A m e ric a n society. In th is context, age and a c tiv ism w ill b e con- ; s id e re d and re la te d to attitu d es tow ard sex u ally o rien ted m a te r ia ls . I I f S ocial C la ss L ife Styles: A S u m m a ry of C h a ra c te ris tic s One of the p rin cip le contentions of this d is s e rta tio n is th at A m e ric a n so ciety can b e divided, both th e o re tic a lly and operationally,! into a nu m b er of s u b -c u ltu re s, in te rm s of v ario u s indices of so c io - j | econom ic sta tu s. T hat is, p a rtic u la r s u b -c u ltu re s can be exam ined ' and d isc u sse d in th e context of s o c ia l c la ss . S ocial c la s s , a c c o rd - j ingly, is c o n sid ere d to b e a significant d e te rm in a n t (or explanatory dim ension) of hum an b eh av io r and attitudes b e c a u se it em bodies s y ste m a tic a lly -d iffe re n tia te d conditions of life th a t affect views of s o c ia l re a lity as w ell a s life e x p e rie n c e s. Follow ing this line of reaso n in g , g e n e ra l c la s s - r e la te d d if f e r ences in life styles and th e ir re s p e c tiv e effects on sex u ally orien ted 33 I b eh av io rs and attitudes w e re p re se n te d in th e p reced in g ch a p te r. T he th e sis w as developed th a t th e re a r e c e rta in c h a r a c te r is tic s w hich can be identified w ith p a rtic u la r so cio -ec o n o m ic positions (c la sse s ) in A m e ric a n society. T h e se c h a r a c te r is tic s tend to be ind icativ e of, or effects of, th e p a rtic u la r en v iro n m en tal conditions, life e x p e rie n c e s, v alu es, attitu d es and so forth, of th e v ario u s so c ia l c la s s e s . F o r the p u rp o ses of this d is s e rta tio n , two groups or c la s s e s w e re selec ted for sp e c ia l co n sid eratio n : upper m id d le and p ro fe ssio n a l c la ss , and low er m iddle and w orking (b lu e -c o lla r) c la s s . F r o m a review of re le v a n t lite r a tu r e it w as pointed out th a t th e se c la s s e s tend to in c o rp o ra te a n u m b er of d im ensions th a t m a y j be used to s e p a ra te th e m fro m one an o th er. T ab le 3. 1 s u m m a riz e s j th e m o re im p o rtan t attrib u te s of each c la ss grouping. ^ Not only w as a g e n e ra l th e o ry of c la s s - r e la te d life sty le s d e veloped and re le v a n t c h a ra c te ris tic s d isc u ss e d in th e p reced in g i j c h ap ter, but th e se dim ensions w e re extended to th e a r e a of hum an I i sexuality. Follow ing the g e n e ra l d is c u ssio n of n o n -sex u al, c l a s s - | ! re la te d life sty le s, lite r a tu r e w as review ed w hich indicated th a t th e se; g e n e ra l dim ensions lead to c e rta in sex u ally o rien ted outcom es. R a th e r than p re s e n t a g e n e ra l review of th at m a te r ia l, som e of the m o re im p o rtan t sexual outcom es a r e su m m a riz e d in T able 3. 2. T he re a d e r who w ishes a m o re extensive d isc u ss io n fro m w hich the th e o ry and c la s s - r e la te d c h a r a c te r is tic s a r e d eriv e d is r e f e r r e d to C hapter II, T h e o re tic a l Sketch and S electiv e R eview of L ite ra tu re . 35 TA B LE 3. 1 NON-SEXUAL CHARACTERISTICS ACCORDING TO SOCIAL CLASS L o w er M iddle and W orking C la ss Low am ount of fo rm a l education Low p a rtic ip a tio n in com m unity N a rro w b re a d th of p e rs p e c tiv e Not exposed to d iv e rg e n t life styles In to leran t of d iv e rg e n t life sty les M o ra lly c o n se rv a tiv e U ninform ed on public is s u e s L ac k of occupational autonom y G roup m o ra lity R e lia n c e upon o th e rs (le a d e rs) L ac k of s e lf-d ire c tio n V alue co n fo rm ity U nim aginative In tellec tu al inflexibility A u th o rita ria n o rien tatio n A n ti-in te lle c tu a l stan ce to com plex is su e s A n ti-c iv il lib e rtie s D is tru s t change F a v o r p ast U pper M iddle and P ro fe s s io n a l C lass High am ount of fo rm a l education High p a rtic ip a tio n in com m unity W ide b re a d th of p e rs p e c tiv e E xposed to d iv e rg e n t life sty le s i T o le ra n t of d iv e rg e n t life sty le s ; M o rally lib e ra l | W ell in fo rm ed on public iss u e s j O ccupational autonom y j P e r s o n a l m o ra lity i R e lia n c e upon self S e lf-d ire c te d T o le ra te n o n -co n fo rm ity Im aginative C ognitive flexibility A n ti-a u th o rita ria n o rien tatio n P ro -in te lle c tu a l sta n c e to com plex iss u e s P r o - c iv i l lib e rtie s T r u s t change F a v o r fu tu re TA B LE 3. 2 SEXUAL CHARACTERISTICS ACCORDING TO SOCIAL CLASS Low er M iddle and U pper M iddle and W orking C la ss P ro fe s s io n a l C lass C o n serv ativ e sexual stan d ard s Double stan d ard M a le -o rie n te d P h y sic a lly oriented Social U nim aginative M issio n a ry position Q uantitative R e s tric te d fo rep lay P u b lic p o rtra y a l of sex is "d irty " L ib e ra l sex u al stan d ard s Single stan d ard E q u a lita ria n I E m o tio n ally o rien ted i P e r s o n a l j Im aginative i V a rie ty of positions a r e en co u r- I aged | Q ualitative U n re s tric te d fo rep la y Open p o rtra y a l of sex is enjoy- j able 37 j As is tr u e w ith T ab le 3. 1, T able 3. 2 is n e ith e r all in clu siv e n o r does it apply to ev e ry individual. R a th e r, it is indicative of th e sex u al d iffe re n c e s th a t tend to em e rg e fro m th e m o re g e n e ra l life sty le p a tte rn s d is c u s se d e a r lie r . P o rn o g rap h y T he concept "p o rn o g rap h y " is not a scien tific te rm . T h e re is no c le a r, co n c ise definition. Although th e orig in s of the concept "p o rn o g rap h y " have b een tra c e d to G re e c e , even h e re th e re is d i s a g re e m e n t as to its o rig in al definition. F o r exam ple, w hile au th o rs such as K ro n h au sen and K ro n h au sen contend th a t in the o rig in al | I G re e k it m e an t " le tte r s of p ro stitu te s" (K ronhausen and K ro n h au sen , | i 1961: 848), o th e rs, such as R euben s ta te th a t ". . . it com es fro m two j I G re e k w o rd s, 'p o rn o s, ' m eaning d irty , and 'g r a p h o s ,1 m eaning j | w ords (Reuben, 1970: 237). Not only do au th o rs and so -c a lle d j | " e x p e rts " in th e a r e a of pornography d iffer in th e ir definitions of the j concept, but so do th e co u rts in th e ir leg al definitions of p o rn o g - ! ! raphy. ' T he im p o rta n c e of th e concept "p o rnography" is, in p a rt, con- | ! tain ed in th e p rev io u s p a ra g ra p h s . T he highly subjective and m o r a l- ! ly im p lic a tiv e definitions and m eanings w hich a r e a s c rib e d to the concept a r e th e c a s e in point. O r, as R o b e rt B ell sta te s ". . . of all th e a re a s of deviancy. . . t h e r e is probably none w h e re th e re is a *The r e a d e r who is in te re s te d in th e legal a sp e c ts of p o rn o g ra p h y is ad v ised to re a d th e R e p o rt of th e C o m m issio n on O bscenity and P o rn o g ra p h y , 1970. g re a te r gap betw een th e low sig n ifican ce of th e p ro b le m and th e high so c ia l indignation tow ard it than is found w ith pornography" (Bell, 1971: 144). In other w o rd s, th e concept, "p o rn o g ra p h y ," by itse lf, is a re la tiv e ly unique t e r m in th a t its im p o rta n c e lies not in what it actu ally m ean s or does, but in w hat it sy m b o liz e s. T he te r m itse lf is em otionally loaded and v a rie s in m eaning. To m any, if not m o st A m e ric a n s , p ro n o g rap h y m e an s " d irty p ic tu r e s ," " b lu e ," " s ta g ," " F r e n c h ," or " X -ra te d " m o v ies. Beyond ; th is, depending upon th e in d iv id u al's v a lu e s, b e lie fs, and so fo rth , i a v a rie ty of things can com e to one's m ind, ranging fro m so -c a lle d j h a r d - c o r e pornography a ll the w ay to the s e rio u s lite r a tu r e w hich j contains ero tic su b ject m a tte r and content, and fro m s o -c a lle d j " g irlie " m a g azin e s to th e "V enus of Milo" and M ichelangelo's j t "D avid. " To m o s t people, then, porn o g rap h y is synonom ous with such te r m s as " filth ," " d i r t , " and other such am biguous n am es, but a ll in th e context of sex u ality (K ronhausen and K ronhausen, 1961; G ordon and B ell, 1969; R o se n and T u rn e r, 1969; B ell, 1971). i W hile ero tic m a te ria ls com e in m any fo rm s and d eg ree s of j quality or soph isticatio n , th e quality of sex u al m a te r ia l seem s to have been changing in th e la s t few y e a rs . In th e p ast m o s t sexually ! orien ted m a te r ia l consum ed by A m e ric a n s w as v e ry cru d ely produced j (e. g. , te x tu a l m a te r ia l containing a g re a t n u m b er of ty p o g rap h ical e r r o r s , photographs of u n attra c tiv e m odels in n o n -stim u latin g positions). Today, how ever, a la rg e p ro p o rtio n of th e sexually | o rien ted m a te ria ls av ailab le in th is co u n try a r e published on high 39 quality paper, use the latest color processing techniques and employ attractive models. T h ese changes in production quality co rresp o n d with an in c re a sin g m iddle c la ss m a rk e t, W hereas p rev io u sly people of all c la s s e s m ay have been disgusted by sexually orien ted m a te r ia ls , due to the poor quality of the m u to rlu l, the m a te ria l that is av ailab le today m ay not have that effect. As mentioned above, the term "pornography" has become a catch-all term that is emotionully loaded. In fact, so much has been i included under the term that no sensible or meaningful study can take place without some attempt to define the term, In order to make the j term more meaningful, "pornography," in this study, Is defined as: | . . . erotic materials, sexual materials, or sexually | explicit stimuli over a range of media (photographs, i snapshots, cartoons, films, and written materials in books, magazines and typewritten stories) which are capable of being described in terms of the sexual theme portrayed: e. g . , "a man and u woman having sexual intercourse" or "mouth-sex organ contact between a j man and a woman (Commission, 1970: 149), j Due to the ambiguous nature of the term "pornography" as well | as the emotional reactions elicited by it, the term "pornography" was; 1 carefully avoided throughout most of this study. Rather, more | I neutral words, such as "sexual m aterials," or "sex," or statements j describing "sexually oriented postures or acts" were commonly used. The usage of these terms allows for a clearer test of the hypotheses in that it is possible that all class groups may react negatively to the word "pornography," And, if this is the case, these! negative reactions to the term, per s c , could not he separated from 40 attitudes tow ard sex u ally oriented m a te r ia ls , in g en era l. In o rd e r to avoid th e se em otional connotations, as w ell as to m a in tain a c le a r and com m on m eaning, th e m o re n e u tra l t e r m "se x u a lly orien ted m a te ria l" w ill be used throughout th e re m a in d e r of this d is s e rta tio n w hen re fe rrin g to m a te ria ls d e sc rib e d in th e above definition. A ttitudes: The D ependent V a ria b le T he attitudes in c o rp o ra te d in this d is s e rta tio n r e f e r to th re e p a rtic u la r attitudes tow ard sexually o rien ted m a te ria l: p e rso n a l re a c tio n s; p erceiv ed so c ia l effects; and to le ra n c e to th e av ailab ility of sexually orien ted m a te r ia ls . E ach of th e se attitudes w ill be d e fined and exem plified in this section. P e rs o n a l R eactions P e rs o n a l re a c tio n s r e f e r to attitu d in al re s p o n s e s to p erso n a l ex p erien ce w ith sexually oriented m a te r ia ls . In this context p e r s o n a l reac tio n s a r e defined as reac tio n s to p e rs o n a l e x p erien ce with sex u ally oriented m a te ria ls . An exam ple of this type of attitude would be an individual re p o rtin g being sex u ally aro u sed by a d e p ic tion of a m a le and fe m a le having sexual in te rc o u rs e . P e rc e iv e d S ocial E ffects P e rc e iv e d so cial effects is defined as an individual's attitudes concerning th e p o ssib le outcom es of e x p erien ce with sex u ally o rien ted m a te ria ls . An exam ple of this type of attitude would b e th e b elief th at exposure to ero tic m a te ria ls m akes people go sex c ra z y . 41 T o le ra n c e of th e A v ailab ility of Sexually O riented M a te ria ls T he th ird attitu d e r e f e r s to attitudes concerning th e a v a ila b il ity of sex u ally o rien ted m a te r ia ls . This attitu d e is defined as opinions tow ard p o s sib le r e s tr a in ts on th e a v ailab ility of ero tic m a te r ia ls . An exam ple of this attitu d e would be th e opinion th at th e av a ilab ility of e ro tic m a te ria ls should be r e s tr ic te d to individuals over 21 y e a rs of age. S ocial C la ss and A ttitudes T ow ard Sexually O rien ted M a te ria ls T his sectio n of the ch ap ter is concerned w ith th e d e riv a tio n of g e n e ra l (zero o rd e r) hypotheses rela tin g s o c ia l c la ss to attitu d es | to w ard ero tic m a te r ia ls . T he p a rtic u la r hypotheses th a t w ill be d e - | veloped and th e d isc u s sio n s re le v a n t to th e m a r e b ased upon the J th e o re tic a l o rien tatio n th a t w as developed in th e p rece d in g c h ap ter. j In this sen se, attitu d es d is c u s se d h e re a r e c o n sid e re d to be sp ecific outcom es of p a rtic u la r c la s s - r e la te d life sty le s and en v iro n m en tal j conditions. | W hen using so c ia l c la ss and an ex planatory concept or d im e n - j sion, it (so cial c la ss) m u st be in te rp re te d in te r m s of conditions of j life th at v a ry continuously with p re s e n t c la ss position. S pecifically, j and fo r p u rp o ses of this d is s e rta tio n , this w ill m ean in te rm s of conditions of life th a t v a ry with education and occupational position. ^ T hrough th e use of education and occupation as indices of so cial c la s s , definitive hypotheses w ill be d eriv ed and te ste d through w hich 1 Note: F o r ra tio n a le of this approach se e pp. 8 4 -8 7 , h e re in . a g r e a te r und erstan d in g of one p a rtic u la r a sp e c t of A m e ric a n s o c i e ty --a ttitu d e s tow ard ero tic m a te r ia ls - -can be gained. B e fo re co n sid erin g th e attitu d in al d im en sio n of sexually o rien ted m a te r ia ls , it should be reco g n ized th a t this is only one a s p e c t of ero tic m a te r ia ls . A nother im p o rta n t dim ension is th e b e h av io ra l a sp ect. W hile th e p re s e n t study p e rta in s to attitudes tow ard sex u al m a te r ia ls , so m e b rie f com m ents concerning ex p erien ces with e ro tic m a te ria ls w ill be p re se n te d . A n u m b er of studies have d e m o n stra te d th a t m o st A m e ric a n s \ at so m e point in tim e a r e exposed to sex u ally orien ted m a te ria l of j ! so m e type. In fact, K in sey and his a s s o c ia te s at Indiana U n iv ersity , j j as w ell as m any o th e rs , have pointed out th at for m o st A m e ric a n ch ild ren sex u ally o rien ted m a te r ia l (i. e. , books and m ag azin es), ] along w ith com panions, provides a p rim a ry so u rc e of sex education (Angelino and M ech, 1954; B elford, 1963; G ebhard et al. , 1965; K insey et a l. , 1953; L andis and L an d is, 1948; P e c k and W ells, 1925; Rockwood and F o rd , 1945; S tokes, 1963). In other w o rd s, for m o st j A m e ric a n s , sexually o rien ted m a te r ia ls , as defined h erein , a r e an im p o rta n t s o u rc e of in fo rm atio n concerning hum an sexuality. F u r th e rm o r e , this m ean s th a t a la rg e p ro p o rtio n of ch ild ren a r e exposed to sex u ally oriented m a te r ia l b e fo re ad o lesc en ce. ^ F o r exam ple, R a m s e y and o th e rs have found th a t a p p ro x i m a te ly 80% of A m e ric a n m a le s have had so m e ex p erien ce with s e x u a lly o rien ted m a te ria l b e fo re th e ir tw elfth b irth d ay (R am sey, 1943; L andis, 1950; G ilb ert Youth R e s e a rc h , 1951). 43 O ther stu d ie s, such as th o se sp o n so red by th e C o m m issio n on O bscenity and P o rn o g ra p h y have d e m o n strated th a t adult ex p erien ces w ith ero tic m a te ria ls tend to be p rim a rily a m a le phenom enon. T hat is , m o s t patrons of adult b o o k sto res and m ovies a r e m a le s . F u r th e rm o r e , the "typical" p atro n tends to be a m e m b e r of the m iddle c la s s . O r, in th e w ords of the C om m ission: T he p ro file of the p atro n of adult b o o k sto re s th at e m e rg e s fro m th e s e o b serv atio n s in d iffere n t p a rts of th e United S tates is: w hite, m id d le-ag e d , m id d le c la ss , m a rr ie d , m a le , d re s s e d in a b u sin ess su it or n e a r c a su a l a ttire , shopping alone (C om m ission, 1970: 129); w hile; P a tro n s of adult m ovie th e a te rs m a y be c h a r a c t e r ized on th e b asis of th e se o b serv atio n s to be p re d o m in antly w hite, m iddle c la s s , m id d le-ag e d , m a rr ie d , m a le s , who attend alone (C om m ission, 1970: 131). R ecapitulating th e above d isc u s sio n a n u m b er of stu d ies have d e m o n stra te d th a t a lm o st all A m eric an s and esp e c ia lly m a le s have b een, or a re , exposed to pornographic or ero tic m a te r ia ls at som e point in tim e during th e ir liv es. U sually th e se e x p e rie n c e s tak e p lace during la te childhood o r ad o lescen ce. A m ong adults ex p o su re p a tte rn s tend to be c la s s -re la te d : th e m iddle c la ss m a le s being the ty p ic a l p atro n s of adult b o o k sto res and m o v ies, a fact w hich m ay r e fle c t the changing quality of secu ally o rien ted m a te ria l. T h e se findings, how ever, a r e not unexpected n o r p a rtic u la rly enlightening. With the in c re a sin g av ailab ility and leg ality of ero tic m a te r ia ls today, one would expect th e m a jo rity of A m e ric a n s to have so m e ex p erien ce with sexually oriented m a te r ia ls . W hile it is known th a t the m a jo rity of A m e ric a n s have been exposed to sexually 44 o rien ted m a te r ia ls at som e point in tim e , th e attitu d in al re sp o n se s of th e v a rio u s so c ia l c la ss groups a r e u n d eterm in e d . T he im p o rta n t a s p e c t in studying th e re la tio n betw een so c ia l c la ss and ero tic m a te r ia ls for this study, is not ex p e rie n c e w ith, but attitu d es tow ard such m a te r ia ls . An u n d erstan d in g of attitu d es to w ard sex u al m a t e r i als is co n sid ere d to be im p o rta n t due to th e sym bolic n a tu re of such m a te r ia l, sin ce th e c u r r e n t c o n tro v e rs y su rro u n d in g it includes b r o a d e r is s u e s th an th o se p erta in in g to this a r e a alone. In fact, the c u r r e n t c o n tro v e rs y con cern in g sex u ally o rien ted m a te ria ls can be c o n sid e re d to b e re p re s e n ta tiv e of the c o n tro v e rsy su rro u n d in g the s o -c a lle d sex u al revolution, or even th e m o r e g e n e ra l so cial changes j (e. g. , th e youth m ovem ent). ! i D eriv atio n of H ypotheses In the rev iew of lite r a tu r e ch a p te r of th is d is s e rta tio n it was | pointed out th a t an u n d erstan d in g of so c ia l c la ss d iffere n ces in life j sty le s and tra d itio n s can be in c o rp o ra te d to account for v ario u s ! g e n e ra l b e h a v io ra l and attitu d in al d iffe re n c e s in society. This s e c - j | tion of the d is s e rta tio n d raw s fro m th a t m o r e g e n e ra l d isc u ssio n (as j w ell as fro m other s o u rc e s ) in an a ttem p t to develop som e hypothe sized re la tio n sh ip s p erta in in g to attitu d es to w ard ero tic m a te ria ls . Since ero tic m a te r ia ls , by definition, as w ell as by b eh av io ral and attitu d in al im p lic a tio n /a s so c ia tio n , is co n cern ed w ith sexuality, it s e e m s likely th a t c la s s - r e la te d sex u al b e h a v io ra l and attitu d in al c h a r a c te r is tic s could b e lo g ically developed to include attitudes 45 tow ard sex u ally o rien ted m a te r ia ls . F o r exam ple, it would s e e m logical th a t if the low er m iddle and w orking c la s s e s hold m o re tra d itio n a l v alu es, tend to b e le ss to le ra n t of d iv erg en t life sty les and tend to p e rc e iv e se x to be " d ir ty ," then th e attitudes they hold to w ard sex u ally o rien ted m a te ria ls should re fle c t th e s e m o re g e n e ra l values and attitu d es. H ow ever, th e m o re P u rita n o rien tatio n of the low er m id d le and w orking c la ss contains a nu m b er of in c o n siste n c ie s, esp e c ia lly betw een b eh av io r and attitudes tow ard hum an sexuality. i F o r exam ple, th e low er m id d le and w orking c la ss m a le s not i i only engage in a re la tiv e ly high freq u en cy of sexual in te rc o u rs e , but , m a k e a point of te llin g th e ir p e e rs about th e ir " a c h ie v e m e n ts ." T his J I would a p p e a r to be c o n tra ry to th e point p rev io u sly m ad e th at th e j low er m iddle and w orking c la s s e s co n sid er sex to be a p riv a te m a tte r, and the m o re open d is c u s sio n and p o rtra y a l of it to be d irty j and d isgusting. In sp ite of th e s e a p p a re n t in c o n siste n c ie s, it s e e m s | likely th a t m e m b e rs of th e low er m iddle and w orking c la ss e s w ill be j m o re ag a in st the open av ailab ility of ero tic m a te r ia ls , sin ce they tend to be le ss to le ra n t of change and d iv erg en t life styles th an th e upper m iddle and p ro fe ss io n a l c la s s e s . In this c a se , they m a y a c c o rd in g ly p e rc e iv e th e open a v a ilab ility of sex u ally oriented m a te r ia l to be such a change, o r such a th re a te n in g d iffere n ce in l i f e s t y l e s , th a t th ey would be ag ain st it. F u rth e rm o re , such a p ro sp e c t would ru n counter to th e ir b elief (noting, of c o u rs e , the ab ove-m entioned d is c re p a n c y betw een attitudes and behavior) th at 46 sex u al m a tte rs should be kept p riv a te and unseen. It seem s re a so n a b le to p re d ic t th a t, sin ce sex, p er s e , is c o n sid e re d to be "d irty " and disg u stin g , ero tic m a te ria ls would be lik e w ise co n sid ered . F u r th e r m o re , if sex is co n sid ere d to be u n d e s ir able, it seem s re a so n a b le to p re d ic t th a t sexually o rien ted m a te ria ls w ill be co n sid ere d to lead to u n d e sira b le outcom es. W ithin th e c o n te x t of the g e n e ra l low er m id d le and w orking class value and attitu d e o rie n ta tio n s, it also se e m s likely th at m e m b e rs of this c la ss would w ant to r e s tr ic t the a v a ila b ility of e ro tic m a te r ia ls . M em b ers of th e upper m iddle and p ro fe ss io n a l c la s s e s , on the other hand, tend to be m o re exposed to change and d iv erg en t life sty le s. This c h a r a c te r is tic tends to m ak e th e upper m iddle and p r o fe ssio n a l c la s s e s m o re a w a re , as w ell as m o r e to le ra n t of d if f e r ences in opinions and b eh av io rs (Alford and Scoble, 1968; L ip se t, I960; Kohn, 1959; 1969). T h e se c la s s - r e la te d life styles tend to be co n siste n t with m o re sp ecific d iffere n ces in attitudes tow ard s e x u a l ity. The upper m id d le and p ro fe ssio n a l c la s s e s tend to have a m o r e lib e ra l or c o n te m p o ra ry p e rs p e c tiv e con cern in g hum an sexuality (K insey et_al. , 1948; K insey et a l . , 1953; L ittm an et a l . , 1963; R ain w ater, I960; 1966; 1968; R e is s , 1961; Sew ard, 1957; W h eeler, 1967; W hyte, 1953). M em b ers of th e upper m iddle and p ro fe ssio n a l c la s s e s tend to b eliev e that each p e rso n should be able to decide for h im se lf w hat sex u al p ra c tic e s or activ itie s he should or should not engage in. M em b ers of this c la ss view questions of m o ra lity and sex u ality as p r im a r ily an individual, p e rso n a l m a tte r (Kohn, 1969). A lso, the : upper m iddle and p ro fe s sio n a l c la s s e s tend to be su p p o rtiv e of a m o re c o n te m p o ra ry and p e rm is s iv e single stan d ard (F erd in an d , 1968; L ittm an et a l . , 1963; K insey et al. , 1948: 363; G ebhard et a l. , 1965; R ain w ater, I960; 1966; 1968; R e is s , 1961; Sew ard, 1957; W h ee ler, 1967; W hyte, 1953), c o n tra ry to low er m iddle and w orking c la ss sup p o rt of the tra d itio n a l double sta n d a rd . Not only do the upper m id d le and p ro fe ssio n a l c la s s e s s tr e s s a sin g le sexual sta n d a rd , but they encourage a v a rie ty and im ag in atio n in th e ir sex u al a c tiv itie s. They do not co n sid er any sexual b eh av io r betw een ! consenting adults to be im m o ra l. It se e m s re a so n a b le that a m o re lib e ra l, eq u alita rian p e rs p e c tiv e concerning sex u ality would include j a m o re lib e ra l in te rp re ta tio n co n cern in g sexual m a te ria ls . F o r ex- j 1 ! am p le, w hile m e m b e rs of the low er c la s s e s m ay use ero tic m a te r i- j als fo r so cial re a so n s (such as low er m iddle and w orking c la s s e s J using sexual m a te ria ls in attem p tin g to gain p e e r recognition), m e m - j I b e r s of the upper m id d le and p ro fe ssio n a l c la s s e s m a y use sex u ally j o rien ted m a te ria ls as an adjunct to re g u la r in te rc o u rs e . T hey m a y ; j use it to provide p re lim in a ry stim u latio n or as a le arn in g m e c h a n - j f I ism . T he old, tra d itio n a l and co n se rv a tiv e conception of ero tic m a te r ia ls as an ex clu siv e, m a le -o rie n te d fo rm of en te rta in m e n t has b een supplanted by a m o r e e q u a lita ria n p e rs p e c tiv e a cc o rd in g to w hich sex u ally oriented m a te r ia ls can be enjoyed by not only m a le s , but fem a les as w ell. 48 On th e b a s is of the above d iscu ssio n , it se e m s logical th at th e attitudes and life sty les and ex p erien ces of th e upper m iddle and p ro fe ssio n a l c la s s e s w ill be re fle c te d in th e ir attitudes tow ard s e x u ally oriented m a te ria ls . In this m a n n er, it m ay be predicted th at m e m b e rs of th e upper m iddle and p ro fessio n al c la ss a r e le ss likely than m e m b e rs of th e low er m iddle and w orking c la s s e s to be d is gusted by depictions of sexually oriented p o stu res or a c ts. Stated in another way, m e m b e rs of th e upper m iddle and p ro fe ssio n a l c la ss a r e m o re likely to be p leased or sexually aro u se d by such depictions than a r e m e m b e rs of the low er m iddle and w orking c la s s e s . F u r th e rm o re , due to the values and attitudes p rev io u sly d iscu ssed , m e m b e rs of the upper m iddle and p ro fessio n al c la s s e s a r e m o re likely than m e m b e rs of the low er m iddle and w orking c la ss e s to b e lieve that exposure to sexually oriented m a te ria ls leads to so cially d e s ira b le outcom es, such as im proving sexual re la tio n s. It also se e m s likely th at they w ill be m o re to le ra n t of th e availability of ero tic m a te ria ls th an w ill be m e m b e rs of the low er m iddle and w o rk ing c la s s e s . F ro m the preced in g d iscu ssio n , the following hypotheses a r e derived: ^ It should be pointed out th at when te stin g th e se hypotheses, c e rta in controls w ill be applied in an attem p t to fu rth e r our u n d e r standing of th e se rela tio n sh ip s. F o r exam ple, it has o c c u rre d to th e author th at m e m b e rs of the v ario u s c la ss e s w ill be re fe rrin g to d ifferen t types of e ro tic m a te ria ls and depictions and consequently an attem p t w ill be m a d e to sp ecify the type of sexually oriented m a te ria ls and depictions experienced by a p a rtic u la r c la ss . 49 H ypothesis I: A g r e a te r p ro p o rtio n of th e upper m iddle and p r o fe s sio n a l c la ss w ill re p o rt sex u al a ro u s a l a n d /o r p le a s u re as p e rso n a l re a c tio n s to ex p o su re to sex u ally o rien ted m a te ria ls than w ill th e low er m id d le and w orking c la ss . O r, co n v ersely : A g r e a te r p ro p o rtio n of th e low er m iddle and w o rk ing c la ss w ill re p o rt d isg u st as a p e rso n a l re a c tio n to ex p o su re to sex u ally o rien ted m a te ria ls than w ill th e upper m iddle and p ro fe s sio n a l c la s s e s . H ypothesis II: A g r e a te r p ro p o rtio n of th e upper m iddle and p r o fe s sio n a l c la ss w ill re p o rt p erceiv in g th e effects of ex p o su re to sex u ally orien ted m a te ria ls as being so c ia lly d e s ira b le than w ill th e low er m id d le and w orking c la ss . H ypothesis III: A g r e a te r p o rtio n of th e upper m id d le and p r o f e s sio n al c la ss w ill re p o rt being le ss r e s tr ic tiv e r e - i I garding th e av ailab ility of ero tic m a te ria ls than w ill j th e low er m iddle and w orking c la ss. A ge and A ctiv ism T he d isc u ssio n thus fa r has b een co n cern ed with th e r e la tio n ship betw een so cial c la ss and attitu d es to w ard sexually orien ted m a te r ia ls . T h re e z e ro o rd e r hypotheses w e re d erived p erta in in g to the rela tio n sh ip betw een so cial c la ss and attitu d es tow ard ero tic 50 m a te r ia ls . Due to th e s o c ia l and m o r a l context w ithin w hich sexual m a te r ia ls a r e placed, it would be m eaningful to d e te rm in e if th e se g e n e ra l so c ia l c la s s p a tte rn s a r e affected by changes taking place in c o n te m p o ra ry A m e ric a n society. E a r l ie r in th is study it w as pointed out th at this d is s e rta tio n has two p u rp o ses: one is to a s c e r ta in the rela tio n sh ip betw een so cial c la ss and attitu d es tow ard s e x u a lly oriented m a te ria ls and; the second is to e m p iric a lly te s t w h eth er attitudes tow ard ero tic m a t e r i als a r e sym bolic of a la rg e r s o c ia l m ovem ent. W hile th e study of th e re la tio n sh ip betw een s o c ia l c la ss and attitudes tow ard sexually o rien ted m a te ria ls tak es up th e m a jo r portion of this d is s e rta tio n , it is also a th e sis th a t sex u ally o rien ted m a te ria ls a r e not an iso la ted phenom enon, but in d icativ e of a la rg e r so cial m ovem ent involving p olitical, so cial, and m o ra l changes th at a r e taking p lace in A m e ric a . M any a u th o rs and r e s e a r c h e r s have pointed out th a t the old tra d itio n a l sta n d a rd s a r e giving w ay to new values (Schur, 1964; R oszak, 1969; K eniston, 1968). Indicative of th e se changes a r e such p h ra s e s as "th e sex u al re v o lu tio n ," "young r a d ic a ls ," "co u n ter c u ltu re ," "new m o ra lity ," and so on. All re fe r to the idea th a t a grow ing and sig n ifican t n u m b e r of A m e ric a n s, m o st v isu ally a p p a r ent as a c tiv is ts a n d /o r young people who a r e d issa tisfie d with the tra d itio n a l values and in stitu tio n s, and an in c re a s in g nu m b er a r e actively voicing th e ir d isco n ten t th ro u g h d e m o n stra tio n s. A num ber of studies have found th a t th e m a jo rity of the m o re 51 activ e d e m o n stra to rs a r e young, and fro m m iddle c la ss fam ilies ( e . g . , K eniston, 1968). H ow ever, it is a p p a re n t that m e m b e rs of a ll c la s s e s and groups have been exposed to this m ovem ent. F u r th e rm o r e , m any of th e " p rin c ip le s" th at a r e being d e m o n stra te d fo r, o r ag ain st, have m eaning to m e m b e rs of all so c ia l groups. F o r e x am ple, m a rc h e s on po v erty have an appeal to m e m b e rs of th e low er c la s s e s . T h e s e changes m a y be affecting th e tra d itio n a l class d is tin c tions in v alu es. The fact th a t young people in th e low er m iddle and w orking c la s s e s a r e b e tte r educated than th e ir p a re n ts m a y be in d i- i cativ e of a g re a te r ex p o su re to the values of m iddle c la ss A m eric an s,; as w ell as ex p o su re to other sty les of life. i T he changes r e f e r r e d to above also have im p licatio n s on se x u ally o rien ted attitu d es. V alues p erta in in g to sex a r e also in t r a n s i tion. T he tra d itio n a l, c o n se rv a tiv e double stan d ard tends to be giving w ay to a new lib e ra l, single stan d ard (R eiss, 1965; 1966; | 1967; 1968). W hile this change is m o re a p p a re n t in th e upper i | m iddle and p ro fe ssio n a l c la s s e s , it would be in te re stin g to d e te r - i m in e if the sexual values of th e low er m id d le and w orking c la s s e s a r e also refle ctin g this change. Since changes of this n a tu re s e e m to b e o c c u rrin g m o stly am ong the younger g en era tio n it se e m s likely th a t if, in fact, sex u al changes a r e taking place, they would be m o r e a p p a re n t in the attitudes of young ad u lts. * ^Note: R e iss and o th e rs have pointed out th at the sex u al r e v o lution tends to be a v e rb a l and attitu d in al revolution m o re th an a 52 T h e re fo re , age can be used as an index of c e rta in sexual changes taking p lace in A m e ric a . A nother d im en sio n w hich could s e r v e as such an index of change is a c tiv ism . H ow ever, w hile m any stu d ies have been conducted p ertain in g to the rela tio n sh ip betw een age and sex u al attitu d e s, few, if any, stu d ies have been done of the re la tio n sh ip betw een a c tiv is m and sex u al a ttitu d e s. T h e re a r e m an y in d icatio n s, how ever, th at th e m a jo rity of ac tiv e d e m o n s tra to rs a r e a g ain st th e tra d itio n a l so c ia l o rd e r. Although th e re c e rta in ly have been so m e d e m o n stra tio n s fo r th e tra d itio n a l so c ia l o rd e r (notably i th e h a rd -h a t d e m o n stra tio n s o r m o th e rs ag a in st sex education in public schools), th e m a jo rity have been to dem and c e rta in so cial and j p o litical re fo rm s (such as a n ti-w a r p ro te s ts , m o th e rs for peace and ! poverty m a rc h e s ). j As a re s u lt, it is not sufficient to look only at the rela tio n sh ip j I betw een so c ia l c la s s e s and attitu d es tow ard sex u ally o rien ted j | m a te r ia ls , sin ce th is type of a n a ly sis, w hile b en eficial, is too b ro ad j i to pro v id e th e type of in fo rm a tio n sought. T h e re needs to be a m o re | ! sp ecific a n a ly sis m a d e w ithin th e m o re g e n e ra l c la ss p e rs p e c tiv e a lre a d y developed. In this context, attitudes tow ard sexually | o rien ted m a te r ia ls a r e c o n sid e re d to be sym bolic of attitudes tow ard th e m o r e g e n e ra l s o c ia l and p o litic al changes th a t a r e taking place in b e h a v io ra l revolution. T h at is , w hile sex u al p ra c tic e s have not changed a g re a t d eal during th e p ast fifty-odd y e a rs , p eo p le's a t t i tudes to w ard sex have changed. F o r exam ple, people today a r e m o re likely to ta lk about sex than th ey would have b een fifty y e a rs ago (B ell, 1967; M cC ary , 1967; R e is s , 1966; S m ig el and Seiden, 1968). 53 A m e ric a . If, as indicated, m id d le c la ss valu es a r e being t r a n s m i t ted to th e low er m iddle and w orking c la s s e s , thro u g h education as p re v io u sly m entioned, it is likely th a t the attitu d es of young people as w ell as th e attitu d es of a c tiv ists w ill re fle c t th e se changes. B e c a u se of th e dynam ic n a tu re of values and stan d ard s in A m e ric a today and th e p o ssib ility th a t class re la te d life styles a r e in tra n s itio n , it would be m eaningful to study th e p o ssib le im p lic a tio n s of this on th e c la ss m odel in c o rp o ra te d in this d is se rta tio n . In o rd e r to acc o m p lish this ta sk , age and a c tiv ism , as indices of change, w ill b e d is c u s se d and re la te d to th e previous so cial c la ss I m a te ria l. j i | Age and A ctiv ism D efined I i I j A ge: In this d is s e rta tio n age r e f e r s to an ind iv id u al's ch ro n o lo g ical age. In this context age is defined as th a t seg m en t of an individual's life which extends fro m b irth to a given point in tim e. I A ctivism : A ctiv ism in this d is s e rta tio n r e f e r s to p a rtic ip a tio n in a I I I p ro te s t or d em o n stratio n . Age: D eriv atio n of H ypotheses Age, as w ith so c ia l c la ss , has been d isc u s se d in th e context of hum an sexuality, but not in th e context of sex u ally orien ted m a t e r i a ls , per se . ^ M any au th o rs have d isc u sse d th e rela tio n sh ip betw een ''Two notable exceptions to this a r e th e K in sey stu d ies (K insey et a l . , 1948; K in sey et al. , 1953) and the studies conducted by the C o m m issio n on O bscenity and P o rn o g ra p h y (1970). 54 ; age and the so -c a lle d " se x u a l revolution" (A rm stro n g , 1963; A. E llis , 1954; B ell, 1967; B ell and C h ask es, 1970; E h rm an n , 1963; F erd in an d , 1968; K insey et a l . , 1948; K in sey et a l . , 1953; R e is s , I960; 1961; 1966). H ow ever, as with the m a te r ia l d isc u sse d above, v irtu a lly no one has analyzed the p o ssib le connection betw een th e "new m o ra lity " and attitudes tow ard sex u ally o rien ted m a te r ia ls . In this section, a b rie f d isc u ssio n of a g e -re la te d c o rre la te s of ero tic m a te ria ls w ill be p re se n te d and hypotheses d eriv ed . M ost of th e av ailab le lite r a tu r e p ertain in g to the subject of ; j changing sexual s ta n d a rd s has concerned its e lf w ith p re m a rita l s e x u - j ality (E hrm ann, 1963; R e is s , I960). F u rth e rm o re , what studies | have been conducted tend to be re s tr ic te d to co lleg e-ed u c ated m id d le j i c la ss youth or young adults. Sexual m a te r ia ls , has been one a s p e c t | j of th e "new m o ra lity " th at has b een a lm o s t com p letely overlooked. ] j T he question h e re p erta in s to a g e -re la te d d iffere n tials in attitudes j tow ard ero tic m a te r ia ls , and w hether or not th e attitudes of young j adults tow ard sex u ally orien ted m a te r ia ls a r e d ifferen t fro m th o se j of older people. j T h e re se e m s to b e g e n e ra l a g re e m e n t am ong m o st fam ily socio lo g ists th at in A m e ric a n so ciety th e re tends to be a re la tio n sh ip betw een age and sex u ally orien ted beh av io rs and attitu d es. F o r e x am ple, m any a u th o rities would a g re e that th e tra d itio n a l double stan d ard that is held by older people is being rep la ced by a single stan d ard in th e younger g en era tio n (R eiss, 1961; B ell and C h ask es, 1970). It is fu rth e r known th a t one of th e m a jo r changes th a t is 55 taking p lace is in th e sexual b eh av io rs and attitu d es of fem a les (K insey et al. , 1953; T e rm a n , 1938; B ro d e ric k and F o w le r, 1961). * Sex is no longer the ex clu siv e dom ain of the m a le . F o r in sta n ce, w h e re a s older people, of both s e x e s , look at sex fro m a m a le d o m in a n t-fe m a le s u b m is siv e p e rs p e c tiv e , young adults, of both se x e s , look at sex fro m a single p e rs p e c tiv e in which both p a rtie s can and should gain p le a su re fro m sex and w h ere both can engage 2 activ ely in its com pletion. Young ad u lts, fu rth e rm o re , look at sex fro m a m o re s e c u la r p e rs p e c tiv e than do older people. T his does not m e an th at sex is not im p o rta n t or m eaningful to young adults, but th at it no longer has th e sa m e relig io u s im p lic atio n s. Young adults a r e m o re likely to view sexual activ itie s as enjoyable and "fun" and not som ething to be saved ex clu siv ely fo r p ro c re a tiv e p u r p o ses. O lder people, on th e other hand, view sex m o re as a duty, w ith relig io u s o v erto n e s, and m o re fo r p ro c re a tio n than for p e rso n a l enj oym ent. T h e re fo re , it would s e e m likely th a t young adults w ill have d iffere n t attitu d in al re s p o n s e p a tte rn s tow ard hum an sex u ality , in cluding sex u ally o rien ted m a te r ia ls , th an w ill older people. T his Note: T h e re is a d eb ate o ver w hether it is th e attitu d es or the b eh av io rs w hich have been changing. M any au th o rs contend th a t the actu al b eh av io r has not changed significantly during th e la s t fifty - odd y e a rs , r a th e r th e change has been in attitudes tow ard sex (Bell, 1967; M cC ary, 1967; R e is s , 1966; S m ig el and S n eid er, 1968; and oth e rs). 2 Note: T he question of m a le -fe m a le d iffere n ces in attitudes is co n sid ere d in C h ap ter V. 56 I does not m e a n th at with age one b ecom es m o re co n se rv a tiv e (although th e re is evidence which would lead one to th at conclusion), but th a t w ith th e young m o v em en t one would expect young adults to ap p ro ach sex fro m a d iffere n t p e rsp e c tiv e than older people would. In p a r ti c u la r, one would expect young adults to be: le ss d isgusted by ero tic depictions; m o re likely to p e rc e iv e th e effects of ero tic m a te r ia ls to be so cially d e s ira b le ; and m o re to le ra n t of the av ailab ility of sexual m a te r ia l than would older people. T he "new m o ra lity " then, has c e rta in im plications fo r th e | p re s e n t study of sexual m a te r ia ls . As im plied above, th e "new m o ra lity " tends to em p h asize the " n a tu ra ln e s s" of the hum an body j and its fu n ctio n s--in clu d in g its sex u al functions. T he new "w ave" of j sex u al m a te ria ls th a t is hitting A m e ric a can be viewed as ju s t one a s p e c t of the to ta l m ovem ent tow ard a lib e ra liz e d attitude to w ard I sexuality. Sexual m a te ria ls today a r e indicative of th e g r e a te r y o u th -c u ltu re s y n d ro m e --ta k in g the s a c re d n e s s out of sex, h u m an izing the sex u al act, d em o n stratin g th e eq u alita rian n a tu re of the single sta n d a rd , and in g e n e ra l, re in fo rc in g the youth m o v e m e n t's conception of sex. T he above d isc u ssio n leads to th e following hypotheses: H ypothesis IV: A g r e a te r p ro p o rtio n of older people w ill re p o rt being disg u sted by sex u ally oriented depictions than w ill young adults. H ypothesis V: A g r e a te r p ro p o rtio n of young adults w ill re p o rt perceiv in g the effects of exposure to sex u ally 57 o rien ted m a te ria ls as being so cially d e s ira b le than w ill o lder people. H ypothesis VI: A g r e a te r p ro p o rtio n of young adults w ill re p o rt being le s s r e s tr ic tiv e re g a rd in g th e a v ailab ility of e ro tic m a te r ia ls than w ill older people. A ctiv ism : D eriv atio n of H ypotheses A ctiv ism tends to hold a re la tiv e ly unique position in th is study. U nlike age, little is known about th e re la tio n sh ip betw een a c tiv is m i and sex u ally o rien ted b eh av io rs and attitu d es. C onsequently, this i d isc u s sio n w ill be p r im a r ily co n je c tu ra l, b ased upon g e n e ra l o b s e r- j vation, and w ithout re fe re n c e to scien tific stu d ie s. ; A ctiv ism , as pointed out p rev io u sly , is included b e c a u se of its j i i so c ia l-p sy c h o lo g ic a l im p lic atio n s. B eca u se of th e ir voicing d is - j s a tisfa c tio n w ith estab lish ed v a lu e s, in stitu tio n s, and id e a s, it would s e e m likely th a t a ctiv e d e m o n stra to rs would be sex u ally lib e ra l, in a c c o rd a n c e w ith th e ir lib e ra l political, econom ic, o r | i o th e r re la te d b eliefs. It is fo r this re a s o n that a c tiv ism , along with j age, w ill be used to specify c e rta in p o ssib le re la tio n sh ip s w ithin th e ! p e rs p e c tiv e of the p re v io u sly hypothesized re la tio n s betw een so cial c la ss and attitudes to w ard sex u al m a te r ia ls . T h e re a r e m an y indications th at the m a jo rity of th e p a r ti c i pants in d em o n stratio n s today tend to be ag ain st the tra d itio n a l so c ia l o rd e r. F u rth e rm o re , th e re se e m s to b e em erg in g an a llia n c e b e tw een a v a rie ty of d iffere n t g ro u p s, w ith th is a llia n c e being based upon th e idea th a t th e s e d iv e rg e n t groups a r e d em o n stra tin g b a sic a lly fo r th e sa m e re a so n s: se lf-d e te rm in a tio n , freed o m , autonom y and pow er. If, in fact, sex u ally o rien ted m a te ria ls a r e a s u m m a ry sym bol fo r th e conflict betw een th e tra d itio n a l o rd e r and the "new" o rd e r, th en it se e m s re a so n a b le to p re d ic t th a t p articip a n ts in d e m o n s tra tio n s, or a c tiv is ts, w ill hold d iffere n t attitudes tow ard sex u al m a t e r ia ls th an w ill n o n -a c tiv is ts . P e o p le who p a rtic ip a te in th e s e m o re activ e d e m o n stra tio n s of th e ir convictions should be m o re to le ra n t of sexual m a te ria ls than th o se who do not p a rtic ip a te actively, or th o se who do not p a rtic ip a te a t all. F o r exam ple, sin ce m any of the j i d e m o n stra tio n s tod ay a r e a g a in st " r e p re s s io n " and for the rig h ts of j th e individual, it se e m s likely th at th e se a c tiv ists w ill be fo r un- I r e s tr ic te d av ailab ility of sex u al m a te r ia ls . i B e c a u se th o se who p a rtic ip a te in d e m o n stratio n s tend to be j m o re lib e ra l in th e ir m o r a l v a lu e s, it would se e m re a so n a b le to j j p re d ic t th a t th ey would b e m o re likely to be sex u ally aro u sed or j p le ase d , ra th e r th an d isg u sted , by ex p o su re to ero tic dep ictio n s. \ N o n -a c tiv ists, on th e other hand, who can be c o n sid ere d to be m o re tra d itio n a l and c o n s e rv a tiv e in th e ir m o r a l attitudes would be m o re j lik ely to re p o r t d isg u st at e x p o su re to ero tic depictions. F u r t h e r m o re , it is lik ely th at d e m o n stra tio n p a rtic ip a n ts would be m o re p ro n e to c o n sid e r th e effects of ex p o su re to sex u ally oriented m a t e r ia ls to be so c ia lly d e s ira b le , than would n o n -a c tiv is ts. It would also s e e m th a t a c tiv is ts would b e m o re to le ra n t of th e av ailab ility of 59 : sexual m a te ria ls than would n o n -a c tiv ists. H ypothesis VII: A g r e a te r p ro p o rtio n of d e m o n stra tio n p a rtic ip a n ts w ill re p o r t sexual a ro u s a l a n d /o r p le a s u re as p e r sonal re a c tio n s to ex p o su re to sex u ally o rien ted m a te ria ls than w ill n o n -a c tiv is ts. O r, conversely: A g re a te r p ro p o rtio n of n o n -a c tiv ists w ill re p o rt being disg u sted by e x p erien ce w ith sex u ally o rie n - : ted m a te ria ls than w ill d em o n stra tio n p a rtic ip a n ts. | H ypothesis VIII: A g re a te r p ro p o rtio n of d em o n stra tio n p artic ip a n ts w ill re p o rt p erce iv in g the effects of ex p o su re of j sex u al m a te ria ls as being so c ia lly d e s ira b le than w ill n o n -a c tiv ists. H ypothesis IX: A g re a te r p ro p o rtio n of d e m o n stra tio n p a rtic ip a n ts w ill re p o rt being le ss r e s tr ic tiv e reg ard in g the a v ailab ility of sexually orien ted m a te r ia ls than w ill n o n -a c tiv ists. I In te ra c tio n E ffects: D eriv atio n of H ypotheses B ased upon th e preced in g d isc u s sio n s , it also se e m s likely th at the values of th e youth m o v em en t as w ell as the ideologies of th e a ctiv ists w ill p e rm e a te the c la ss h ie ra rc h y . In th is context, it is p red icted th at so c ia l c la ss w ill have its w eak est effect am ong th e young and the a c tiv ists. O r c o n v ersely , th e g re a te s t c la ss d iffe r ences in attitudes to w ard sex u ally orien ted m a te ria ls a r e pred icted to occur w ithin th e o lder age groups and th e n o n -a c tiv ist groups. M ale and F e m a le D ifferences As pointed out in C h ap ter II, m a le -fe m a le d iffere n ces in s e x u - ; ally o rien ted attitu d es and b e h a v io rs a r e fundam ental to A m e ric a n so ciety . T hroughout th e lite r a tu r e , one of th e m o st c o n siste n t and s tro n g e s t re la tio n sh ip s is th a t betw een gender and sex u al attitudes and b e h a v io rs. B e c a u se of th is ra th e r fundam ental re la tio n sh ip , se x is included in this d is s e r ta tio n as a c r itic a l co n tro l v a ria b le . A nother im p o rta n t r e a s o n fo r including sex in th is study p e r - j ta in s to the im ag e of w om en th a t is p re se n te d by e ro tic a . To m any j people, sex u ally o rien ted m a te r ia ls exploits th e fe m a le , by depicting h e r as a p h y sical object th a t is to be enjoyed and used for the p le a s u r e of m en. In this context, e ro tic a is seen to be degrading to j th e fe m a le sex, and consequently, m any w om en m a y be p e rso n a lly in su lted or d isg u sted by such m a te ria l. As a co nsequence of th e s e fa c to rs, it is p re d ic te d th a t the ( attitu d es of fem a les to w ard sex u ally o rien ted m a te ria ls w ill re fle c t th e ir m o re c o n se rv a tiv e attitu d es tow ard sex in g e n e ra l. F o r e x a m p le , it is p re d ic te d th a t a g r e a te r p ro p o rtio n of m a le s w ill re p o rt being a ro u se d by sex u ally o rie n te d m a te ria ls than w ill fe m a le s. T h e s e and o ther re la te d c o n sid e ra tio n s w ill be d is c u ss e d in C h ap ter 61 S u m m a ry and C onclusion T he p u rp o se of this ch ap ter has been tw o-fold. T he m a jo r p u rp o se has been to develop z e ro o rd e r hypotheses relatin g so cial c la ss to attitudes tow ard sexually orien ted m a te ria ls . T he second p u rp o se w as to co n sid er attitudes tow ard sex u ally oriented m a te ria ls in th e context of c e rta in changes taking p lace in A m e ric a n society. B ased upon d is c u ss io n p re se n te d throughout th is ch ap ter it se e m s th a t so m e of th e so cial changes th a t a r e taking place today have im p licatio n s on th e hypothesized re la tio n s betw een so cial c la ss and attitu d es tow ard sex u ally orien ted m a te ria ls . On the b a sis of the p rece d in g p a ra g ra p h we could p red ic t, fo r exam ple, th a t low er m iddle and w orking c la ss young people w ill be m o r e like th e upper m id d le and p ro fe ssio n a l c la s s e s in th e ir a t t i tudes tow ard sexually orien ted m a te ria ls th an w ill older m e m b e rs of th e low er m id d le and w orking c la s s e s . T his and other specifying re la tio n s w ill be p re se n te d and te ste d la te r in this study. C H A PT E R IV METHODS AND PROCEDURES Introduction T his ch ap ter d isc u s se s the m ethods and p ro c e d u re s used in te stin g the v ario u s hypotheses th a t w e re developed in th e preced in g ch ap ter. In this ch ap ter w ill be p resen ted : a) so m e background in fo rm atio n fro m w hich th e data used in te stin g hypotheses w e re o b tained; b) the m ethods em ployed in selectin g th e sam p le; c) the field p ro ced u res used in gathering the data; d ^ T h e 'c h a ra c te ris tic s of the sam ple; e) the co n stru ctio n of e m p iric a l m e a s u re s w hich a r e d e signed to o p eratio n alize the th e o re tic a l concepts; and f) th e s ta t is ti cal te sts and m e a s u re s of a sso c ia tio n used in analyzing thd data. B ackground of the Study T he data for te stin g the hypotheses d eriv e d in th e preceding ch ap ter w e re obtained in a re c e n t study of ero tic m a te ria ls co n ducted by R esp o n se A nalysis C o rp o ratio n of P rin c e to n , New J e rs e y , and the Institute for S urvey R e s e a rc h , T em p le U n iv ersity , for the C o m m issio n on O bscenity and P o rn o g rap h y . R e sp o n se A nalysis C o rp o ratio n w as re sp o n s ib le for the study design, developm ental w ork, q u estio n n aire p re p a ra tio n , an aly sis plan and data p ro c e ssin g . T he Institute for S urvey R e s e a rc h w as re sp o n sib le for all a s p e c ts of field w ork and for the coding of fre e re s p o n s e questio n s. The 62 63 ; o v e r - a ll r e s e a r c h p ro je c t, conducted during th e W inter of 1969 and th e Spring of 1970, w as under th e g e n e ra l d ire c tio n of D r. W eldon Jo hnson, who w as the study d ire c to r on th e C o m m issio n staff for th is ; p a rtic u la r p ro je c t. T he au th o r of th is d is s e rta tio n w as not involved in the p ro je c t, but has b een able to in c o rp o ra te th e ir su rv e y into this j study. T he g e n e ra l objectives of th e r e s e a r c h p ro je c t w e re t h r e e fold: T o d e te rm in e th e extent of public ex p o su re to and e x p e rie n c e with e ro tic m a te r ia ls including the m e d ia in w hich e ro tic a a r e ex p erien ced , c irc u m s ta n c e s of e x p e ri- ' ence, and ex p e rie n c e w ith p a rtic u la r types of ero tic con- ■ tent; I I I To a s s e s s attitu d es to w ard s the d e s ira b ility of con- j tro llin g a v ailab ility of ero tic m a te r ia ls , the m e an s for j affecting such co n tro l, and the g rad atio n s of co n tro l fo r e ro tic m a te ria ls in g e n e ra l, and for p a rtic u la r kinds of such m a te ria l; and j To exam ine so m e of th e dem o g rap h ic and attitu d in al c o r r e la te s of ex p e rie n c e w ith e ro tic a as w ell as other re la tio n sh ip s betw een individual and group c h a r a c t e r i s tic s , and attitu d es and b eh av io r re la te d to ero tic m a te r ia ls (A belson et al. , 1971: i). In o rd e r to ac c o m p lish th e s e objectives th e C o m m issio n funded a national p ro b ab ility su rv e y of A m e ric a n adults and youth. The i su rv e y involved fa c e -to -fa c e in terv iew s with a ra n d o m sa m p le of m o r e than 2 ,0 0 0 ad u lts, and o ver 700 young p e rs o n s , ages 15 through 20. Since all a sp e c ts of th is study a r e not re le v a n t h e re , a co m p lete rev iew of the C o m m issio n study w ill be om itted. R a th e r, only so m e of th e m o r e re le v a n t c h a r a c te r is tic s and p ro c e d u re s w ill be p re se n te d . ^ T he r e a d e r who w ish es a m o re d etailed d e s c rip tio n of th e r e s e a r c h p ro je c t is advised to look at LoSciuto et al. , 1970. 64 M ethods of S am ple S election T he sa m p le for this study was draw n during th e W inter of 1969 and S pring of 1970. F o r this study, a natio n al p ro b ab ility sa m p le w as used, w ith so m e m odifications and specific adaptations. The sam pling p ro c e d u re s used in this study a r e b rie fly su m m a riz e d below . ^ In o rd e r to c a r r y out a nation-w ide p ro b ab ility sa m p le of ap p ro x im ate ly 3,000 adults (21 y e a rs of age and older) and 1200 2 ad o lesc en ts (15-20 y e a rs of age) a stra tifie d a r e a probability 3 sam p le of th e re p lic a tiv e type w as em ployed. In h eren t in this d e sign is the equal p robability of selec tio n fo r all dw elling units in th e co term in o u s U nited S ta te s. In o rd e r to achieve equal probability, " p a p e r zones" w e re c re a te d . A ccording to LoScuito et a l. : E ach of th e s e zones contains 940, 000 dw elling units. The 940, 000 fig u re w as chosen when th e sam p le w as being draw n, as it was d e s ire d to end up with ap p ro x im ate ly 125 fp rim a ry sam pling units] . . . . T he d e sire d n u m b e r of P S U 's is d e te rm in e d in p a rt by efficiency: efficiency h e re is defined by th e co st of interview ing balanced ag ain st th e p re c isio n of th e e s tim a te or sam pling e r r o r . . . . It is felt th at th e s e le c tio n of a zone s iz e of 940, 000 ^ w e llin g units] and 126 f p r im a r y sam pling units] p ro p e rly b alan ces th e p ro b lem s of co st and sam pling e r r o r . T he r e a d e r who w ish es a m o re detailed d e s c rip tio n of the sam pling p ro c e d u re s is r e f e r r e d to Appendix A, h erein . 2 Note: Due to th e pu rp o se of this d is s e rta tio n , only data d e riv ed fro m th e adult sa m p le a r e in c o rp o ra ted . C onsequently, only th e sam pling p ro c e d u re s and c h a ra c te ris tic s of the adult sam p le w ill be included h erein . 3 T he b a sic sa m p le design used is outlined in W. E dw ards D em in g 's book, S am ple D esign in B u sin e ss R e s e a r c h , I960, pp. 276-350. 65 " P a p e r " used in conjunction w ith th e zones defined in th e p rece d in g p a ra g ra p h in d icates th a t th e cum ulation of dw elling units in a zone c r o s s e s p o litical boundaries w ithin reg io n and com m unity siz e s tr a ta . A zone does not, how ever, c r o s s o v er fro m one reg io n s tra tu m nor fro m a com m unity siz e s tra tu m into an o th er. O bviously, th e la s t zone of a com m unity siz e s tra tu m w ithin a reg io n a l s tra tu m m a y be an inco m p lete zone, i. e. , one w hich does not contain 940,000 D U 's. W h ere v er this o c c u rs, th e zone is filled out w ith " p a p e r" D U 's. T h e se pap er D U 's a r e given th e sa m e chance of being selec ted as any r e a l DU and thro u g h th e ir in clusion in th e la s t zone the p ro b ab ility of se le c tio n of all D U 's is kept c o n stant. E ach zone is fu rth e r subdivided into 94 local fra m e s of 10,000 D U 's each. It is th e s e lo c al fra m e s which, w hen se le c te d , b eco m e P S U 's. In th e sa m e m a n n e r as a zone m a y cut a c ro s s lo cal p o litical b o u n d arie s, p a rtly in P h ila d elp h ia and p a rtly in P ittsb u rg h . T he local fra m e s a r e in tu r n divided into 200 w o rk loads. A w orkload is defined as being a com pact land a r e a containing 50 D U 's. In m e tro p o lita n a re a s for w hich block s ta tis tic s a r e av ailab le, this a r e a w ill be a block or blocks. In th o se m e tro p o lita n and n o n -m e tro p o lita n a re a s w hich a r e bro k en down only into e n u m e ra tio n d is tric ts (E D 's), then th e w orkload w ill b e a p o rtio n of the ED. T he se le c te d w o rk lo ad s a r e d e ta il-lis te d and th en s u b sam p led to obtain th e ac tu a l in terv iew . Subsam pling, th a t is, selectin g ev e ry k 'th household fro m th e d e ta il- listin g tends to red u ce th e p ro b lem s of in tr a - c la s s c o r r e l a tion. S electio n of an individual resp o n d en t in a DU w hich contains m o re than one eligible resp o n d en t is m ad e through use of p ro b ab ility se le c tio n ta b les p rin ted on th e screen in g fo rm s . T h e se ta b le s a r e designed to give a ll eligible resp o n d en ts w ithin a DU an equal chance of being selec ted . T hus, at a ll lev els of selec tio n , p ro b ab ility m ethods a r e used (LoSciuto et al. , 1970: 6-7). N o n -R esp o n se One poten tial p ro b le m con cern in g th e re p re s e n ta tiv e n e s s of th e sa m p le , how ever, p e rta in s to th e n o n -re s p o n s e ra te . S om e 60% of th e to ta l eligible households yielded com pleted in terv iew s. In other w o rd s, 40% of th e eligible households did not resp o n d . E xam ination of th e s e n o n -re s p o n s e c a te g o rie s yields so m e in fo rm atio n about th is p ro b lem . F o r exam ple, if th e c a te g o rie s of "O ther" and "No R ep o rt" a r e com bined, th e n o n -re s p o n s e individuals can be divided into four gro u p s, each containing about 10% (one q u a rte r) of th e n o n re sp o n d e n ts. T he four groups a re : "N ot at H o m e ," "R efused L is tin g ," "R efu sed In te rv ie w s ," and " O th e r s ," com bined w ith "No R e p o r t." T he f ir s t of th e se , th e n o t- a t- h o m e s , is not significantly d iffere n t fro m o th er su rv e y e x p e rie n c e s , in te rm s of p erce n tag e j located in this group. T h e la s t categ o ry , how ever, is difficult to j j c o m p a re w ith p rev io u s r e s e a r c h p ro je c ts , sin ce the specific c la s s i- j ficatio n s involved differ fro m study to study. Specific re a so n s w e re provided fo r about 3% of the n o n -in terv iew s in this study, w ith " s e rio u s illn e s s" being th e m o st freq u en t " o th e r" re sp o n se . On m any s c re e n in g fo rm s it w as im p o ssib le to d e te rm in e m uch about th e n a tu re or re a s o n for th e n o n -re s p o n s e beyond th e fact th a t th e dw elling unit had been called upon and th a t an interview had not i b een obtained. T h e s e a r e th e fo rm s used in the cla ssific a tio n , | " o t h e r . ” S till o th e r households w e re not re p o rte d upon at all d esp ite effo rts to find out fro m in te rv ie w e rs w hat happened to each. T e le phone calls w e re so m e tim e s capable of se c u rin g the info rm atio n , but in m any c a se s in te rv ie w e rs th e m se lv e s w e re not able to re c o n s tru c t *See T ab le A. 2, A ppendix A. 67 w hat had happened at individual households. Som e of th e sc re e n in g fo rm s th a t in te rv ie w e rs in siste d they had sent in n e v e r a rriv e d at th e office. T he fact th a t th e "no re p o rts " w e re not co n cen trated in the hands of a few in te rv ie w e rs m ade r e tr ie v a l of inform ation m o re difficult. W henever p o ssib le , screen in g form s^ provide additional in fo rm a tio n about re a so n s for re fu sa l. T ab le A. 3, A ppendix A, shows th e re a s o n s for re fu sa l, w hen th e resp o n d en t would give one, at each re fu s a l stage. F ir s t, at the listing stag e, it is ap p aren t th a t a s u b sta n tia l group of resp o n d en ts (31%) refu sed flatly without giving a ; re a s o n . Once p ast listin g , this is le ss likely to h ap p en --o n ly 19% ! of th o se who refu sed a t the interview stag e gave no reaso n . "No j in t e r e s t," "no o p in io n s," or "no tim e ," accounted for a lm o st half of j th e listin g and in terv iew re fu s a ls (47% and 48%, resp ectiv ely ). F o u rte e n p e rc e n t of th o se refu sin g listing and 11% of th o se refu sin g th e in terv iew said they w e re ag ain st su rv ey s in g en era l. P e rh a p s of g re a te r in te r e s t is th a t the specific su b ject m a tte r of the su rv e y or th e way it was being conducted accounted for 5% of the listing and 8% i of th e in terv iew re fu s a ls . M any of the other n o n -re s p o n s e categ o riesj I m ay a lso in fact include such re fu sa ls sin ce respondents m ight not n e c e s s a r ily offer this re a so n , and in te rv ie w e rs m ight be som ew hat re lu c ta n t to r e c o rd it (LoSciuto et a l . , 1970: 46-48). In te rm s of attem pting to d e s c rib e th e p e rso n who refu sed to Copies of th e se fo rm s a r e included in Appendix D. 68 ! be in terv iew ed , no p a rtic u la r p a tte rn e m e rg e s . F o r exam ple, a l though m o r e w om en than m e n w e re interview ed in this su rv ey , it cannot b e attrib u te d to a tendency on th e p a rt of m e n to re fu se listin g or to be in terv iew ed . In fact, re fu sa ls a r e divided about equally am ong m e n and w om en, and it is the n o t-a t-h o m e s categ o ry w hich se e m re la tiv e ly high am ong m en, as m ig h t be expected. D ata on th e age of se le c te d re sp o n d e n ts, lik ew ise is u n c le a r. Although a g r e a te r nu m b er of young people w e re in terv iew ed in th e study, th e d iffe re n tia l in re fu s a l r a te is not p a rtic u la rly strik in g . On th e s e lf- j I a d m in iste re d q u estio n n aire, m o re n o n -re s p o n s e w as a ttrib u ta b le to | o ld er people, but this does not effect th e com pletion ra te s for th e j adult in terv iew under d isc u ssio n . j I In su m m a ry , w hile th e n o n -re s p o n s e r a te is la rg e r than a n tic i- j i I pated, th e re is no evidence to indicate th a t the n o n -re sp o n d e n ts j I differ sig n ifican tly fro m resp o n d en ts in te r m s of v a ria b le s re le v a n t to th is study. F u r th e r m o re , in te r m s of sam pling p ro c e d u re s and j m eth o d o lo g ical rig o r, this study s u r p a s s e s prev io u s studies c o n cern e d w ith sex u ally o rien ted b eh av io rs and attitu d es. * j T he r e a d e r who is in te re s te d in a review of c ritiq u e s of p r e vious re le v a n t r e s e a r c h , esp e c ia lly of K in se y ’s w ork, is r e f e r r e d to: M aslow , 1965; M o w re r, 1954; P a r r y , 1950; Schofield, 1965; C o ch ran et a l. , 1953 and 1954; S iegm an, 1956; T e rm a n , 1948; U dry, 1966; W allin, 1949; W allis, 1949; and W h ee ler, 1967. 69 M ethods of D ata G athering: F ield P ro c e d u re s T he Q u estio n n aire In th e d ata collectio n ph ase of the study, two differen t q u e s tio n n a ire s w e re used:^ 1) a s tru c tu re d interview schedule for adults; and 2) a s e lf-a d m in is te re d q u e stio n n a ire fo r adult resp o n d en ts to co m p lete following th e in terv iew . In th e c a s e of th e s tru c tu re d adult in terv iew schedule, the questions w e re re a d to or with each resp o n d en t. E ach interview la ste d about one hour. T he s e lf-a d m in is te re d q u estio n n aire w as j filled out in p riv a te and took a p p ro x im a te ly 20 m in u tes to com plete. j T he language and te rm in o lo g y used in the in terv iew s w as d e - j I signed to avoid potentially b ia sin g p h ra se s and re s p o n se a lte rn a tiv e s , i j F o r exam ple, th e p h ra s e " se x u a l activ itie s betw een people of the j s a m e sex" w as used ra th e r than "h o m o sex u al a c tiv ity ." O ther j t e r m s , such as " se x education" and "m astu rb a tio n " w e re defined fo r j th e resp o n d en t to give a com m on fra m e of re fe re n c e to all re sp o n se s (LoSciuto et al. , 1970: 25). T he w ord "p o rn o g rap h y " w as a lso g e n e ra lly avoided in th e j q u estio n n a ire by substituting the t e r m " se x u a l m a te r ia ls ." T his w as done to provide both a m o r e sp ecific f ra m e of re fe re n c e and a le ss d ire c t s tim u lu s, sin ce th e te r m "pornography" elicits c e rta in r e a c tions in m an y people, w hich m a y d is to rt re s p o n s e s . W hen th e te r m ^Copies of th e s e q u e stio n n a ire s a r e included in A ppendix E. 70 ; "p o rn o g rap h y " w as used, it w as fo r th e p u rp o se s of co m p a ra b ility to p rev io u s r e s e a r c h in w hich the t e r m w as em ployed and in a g e n e ra l definitional context (LoSciuto, 1970: 25). O th er te rm s w e re avoided b e c a u se it w as felt th a t they m ight not be u n iv e rsa lly understood. F o r exam ple, " m o u th -s e x o rg an con- , ta ct" w as used in p lace of " o ra l-g e n ita l c o n ta c t." F u r th e r m o re , in tro d u c to ry p h ra s e s such a s, "If you a r e lik e m o s t of us. . . " and "M any people have. . . " w e re intended to e a se th e resp o n d en t into questions which m ight be of p a rtic u la r se n sitiv ity (LoSciuto, 1970: | 25). | C h a ra c te ris tic s of th e S am p le j T ab le 4.'1 s u m m a riz e s and c o m p a re s a selec ted n u m b er of c h a r a c te r is tic s a sso c ia te d with the individuals in th is study, with re le v a n t p a r a m e te r s of the Population. C o n stru ctio n of the Indices | In th is sectio n a detailed d e s c rip tio n of the m ethods by w hich th e o p eratio n al m e a s u re s of the th e o re tic a l concepts a r e o p e ra tio n a l ized is given. In itially th e dependent v a ria b le s w ill be o p e ra tio n a l ized , followed by th e specifying and independent v a ria b le s , r e s p e c tiv ely . . 1 - P e r s o n a l R eactio n s P e r s o n a l re a c tio n s (defined as re a c tio n to p e rso n a l ex p e rie n c e w ith sex u ally o rien ted m a te ria l) w e re m e a s u re d by two item s on th e T A B L E 4. 1 DEM OGRAPHIC CHARACTERISTICS O F SA M PLE AND PO PU LA TIO N BY AGE AND SEX* A TO TA L T o tal M en T o ta l W om en Age G roups ^ ^ -------- 21-24 8% (10) 8% (9) .. 8% (10) 25-29 11% (11) 10% (11) 11% (11) 30-34 10% (9) 10% (10) 9% (9) 35-39 10% (9) 10% (9) 9% (9) 40-49 21% (20) 22% (21) 20% (20) 50-59 17% (18) 18% (18) 17% (17) 60 and o ld er 23% (23) 21% (22) 24% (24) No a n s w e r 1% 1% 1% * E s tim a te s of population p a r a m e te r s a p p e a r in p a re n th e s e s . 72 | adult q u estio n n aire. T h e se two ite m s a s k about re a c tio n s to two types of sexual m a te ria l: v isu a l and tex tu al. In both c a se s th e se item s w e re asked to people who stated they had s e e n /r e a d one or m o re of a list of v is u a l/te x tu a l sex u ally o rien ted depictions in the la s t two y e a rs . E a sh resp o n d en t w as asked about his p e rso n a l re a c tio n , based upon his re s p o n s e s to two other ite m s . T he fo rm a t of th e se ite m s , in stru c tio n s pertain in g to th em , and the item s th e m se lv e s a r e as follows: | V isu al D epictions j I ! If you a r e like m o st of us, you m a y have se e n sex j p o rtra y e d in photographs, sn ap sh o ts, c a rto o n s, or m o v ies. P le a s e read through this c a rd and for each ite m te ll m e if you have ev er se e n photographs, s n a p sh o ts, carto o n s, or m ovies showing th e s e things. L e t's s ta r t w ith th e f ir s t one. H ave you ever seen a photograph, snapshot, carto o n , or m o v ie of it? T he sp ecific depictions r e f e r r e d to a re : 1. Scenes which a r e m a in ly for th e p u rp o se of showing the sex o rg an s of a m a n o r a w om an 2. M o u th -sex o rg an contact betw een a m an and a w om an ! 3. A m a n and a w om an having (or ap p ea rin g to have) j sex u al in te rc o u rs e 4. Sex activ ities betw een people of th e sa m e sex 5. Sex a c tiv ities which include w hips, belts or spankings T ex tu al D epictions Sex a lso ap p e a rs in p rin ted m a te r ia ls . T h e se could be s to rie s in books, m a g a z in e s, p ap e rb a c k books, or on ty p e w ritte n pages. L e t's s t a r t with th e f i r s t ite m on this c a rd . T e ll m e if you have ev er re a d all or p a rt of a s to ry w hich gave a detailed d e sc rip tio n of th e f ir s t item . 73 T he specific depictions r e f e r r e d to a re: 1. T he sex organs of a m an or a w om an 2. M o u th -sex o rg an contact betw een a m a n and a w om an 3. A m a n and w om an having sex u al in te rc o u rs e 4. Sexual a c tiv ities betw een people of th e s a m e sex 5. Sex activ itie s w hich include w hips, b elts or spankings T h o se responding "y es" to th e se questions w e re then asked about one depiction th a t they said they had seen or read about in the la s t two y e a rs (if they responded "y es" to m o re than one item , a ra n d o m se le c tio n p ro c e s s w as used to s e le c t one depiction). T he ite m p erta in in g to p e rs o n a l re a c tio n to a p a rtic u la r depiction w as p h ra se d as follows: T hink b a c k to your re a c tio n w hen you la s t s a w /re a d th is. W e re you m o stly a ro u se d sexually, d isg u sted , p le ase d or w hat? A ro u sed sexually D isgusted P le a se d O ther (SPECIFY) D on't know R esp o n se s to th e s e two questions w e re th en grouped into th r e e c a t e g o r ie s - - A r o u s a l/P le a s u r e , No effect, D isg u st/D isa p p ro v a l. T ab le 4. 2 p re s e n ts the d istrib u tio n of th e sa m p le acco rd in g to th e s e c a te g o rie s , for both v isu a l and te x tu al dep ictio n s. O nly individuals who had re p o rte d s e e in g /re a d in g th e d e sc rib e d d epictions in th e la s t two y e a rs w e re ask ed about th e ir p e rs o n a l re a c tio n s . Due to th is qualification, only 50% of th e sa m p le w as included in th is m e a s u re , sin ce 50% had not s e e n /r e a d such d e p ic tions in the tim e p erio d under c o n sid e ra tio n . W hile th is m e a s u r e m e n t p ro c e d u re did re s u lt in a su b sta n tia l lo ss of re sp o n d e n ts, it T A B L E 4. 2 DISTRIBUTION OF TH E SA M PLE ACCORDING TO THEIR PERSO N A L REA CTIO N TO VISUAL AND TEX TU A L SEXUAL DEPICTIONS „ , V isu al D epictions T ex tu al D epictions Category N % N P % A ro u sa l, p le a s u re (A rousal) 166 18. 3 280 34 .4 No effect 226 24. 9 183 32. 5 D isg u st, d isa p p ro v a l 517 56. 9 352 43. 2 T otal 909 100. 1 815 100. 1 75 should red u ce r e c a ll e r r o r s as w ell as provide a p a rtia l control for th e quality of m a te r ia l r e f e r r e d to by the respondent. T h at is, in th e la s t two y e a rs th e quality of sexually orien ted m a te ria ls has changed and is being d ire c te d tow ard a m o re m iddle c la ss co n su m er. F o r exam ple, photographs of a ttra c tiv e m odels in m o re sexually stim u latin g positions a r e now being published, using th e la te st photographic and publishing techniques. One other point which should be clarifie d co n cern s the m e a s u re m e n t of p erso n al re a c tio n s. T he ran d o m izatio n m ethod used in th e selec tio n of a sp ecific depiction for fu rth e r questioning was p e r fo rm ed at the tim e of the printing of th e interview schedule. At that tim e , an "X" w as ran d o m ly assig n ed and printed next to one of the five depictions. * T able B. 1, Appendix B ,contains th e d istrib u tio n of th e sam p le by sp ecific depiction re f e r r e d to by the respondent. A p p ro x im ately 80% of th o se asked about th e ir p e rso n a l reac tio n s w e re r e fe rrin g to depictions of sex o rg an s, m o u th -se x o rg an co n ta c t, or in te rc o u rs e . P e rc e iv e d Social E ffects P e rc e iv e d so c ia l effects (defined as an ind iv id u al's attitudes concerning the p o ssib le outcom es of ex p erien ce with sexually o rien ted m a te ria ls ) w as m e a s u re d by re s p o n s e s to one ite m on the adult in terv iew schedule. P a r t way through th e in terv iew , re s p o n d ents w e re handed a ca rd listin g 12 p o ssib le outcom es of ex p erien ce *See Interview Schedule, A ppendix E, for exam ple. 76 w ith sex u ally orien ted m a te r ia ls . F o r each p o ssib le effect, each i n dividual w as asked to identify w h eth er or not it is or is not an effect of e x p e rie n c e with sex u ally o rien ted m a te r ia ls . T he p a rtic u la r item and th e specified outcom es a r e as follows: On this c a rd a r e so m e opinions about th e effects of looking at or read in g sex u al m a te ria ls . As I read the le tte r of each one p le a se te ll m e if you think sexual m a te r ia ls do or do not have the effects. L e t's s ta r t w ith le tte r "a. " a. Sexual m a te r ia ls pro v id e en te rta in m e n t j b. Sexual m a te r ia ls m ak e people b o red w ith j sex u al m a te r ia ls 1 ' c. Sexual m a te r ia ls provide an outlet for j bottled up im p u lses i d. Sexual m a te r ia ls m a k e people go sex c ra z y | e. Sexual m a te r ia ls give re lie f to people who j have sex p ro b le m s f. Sexual m a te ria ls lead to a breakdow n of m o ra ls ! g. Sexual m a te r ia ls im p ro v e sex re la tio n s of so m e j m a r r ie d couples h. Sexual m a te r ia ls pro v id e in fo rm atio n about sex i. Sexual m a te ria ls excite people sexually^ j. Sexual m a te ria ls lead people to co m m it ra p e k. Sexual m a te r ia ls lead people to lo se r e s p e c t for w om en 1. Sexual m a te r ia ls m ak e m e n w ant to do new things w ith th e ir w ives * T h e s e re s p o n s e s a r e divided into two c a te g o rie s in an a tte m p t to group re s p o n s e s in te rm s of th e ir p o ssib le s o c ia l effects. T he two groups a r e p re se n te d below: S ocially d e s ira b le P ro v id e e n te rta in m e n t P ro v id e in fo rm atio n about sex Im prove sex re la tio n s of so m e m a r r ie d couples P ro v id e an outlet for bottled up im p u lses Give re lie f to people who have sex p ro b lem s ^Note: Due to th e am biguity of this ite m it w as not included in th e index. S ocially u n d e sira b le L ead to a breakdow n of m o ra ls L ead people to co m m it ra p e Lead people to lo se re s p e c t for w om en M ake people go sex c ra z y R e sp o n se s to th e s e nine item s w e re sc o re d as follow s. A f firm a tiv e re sp o n se s to th e so c ia lly d e s ira b le item s and negative r e sp o n ses to the so cially u n d e sira b le item s w e re given a s c o re of 1 (one). N egative re s p o n s e s to the so cially d e s ira b le ite m s and a ffirm a tiv e re s p o n s e s to the so cially u n d e sira b le item s w e re given a s c o re of 2 (two). The p o ssib le ran g e of to ta l s c o re s is fro m 9 to 18, with 9 re p re s e n tin g th e m o s t d e s ira b le and 18 th e m o s t un d e s ira b le . | T ab le 4. 3 contains th e d istrib u tio n of th e to ta l s c o re s by c a te - ! j gory, estab lish ed on th e b a s is of th e p e rc e n ta g e d istrib u tio n of j s c o r e s . T he actu al to ta l s c o re s on this index ran g e fro m 9 to 18, having a m e a n s c o re of 13 and a stan d ard deviation of 2. 3. I I | A ttitudes to w ard th e A v ailab ility of Sexually O riented M a te ria ls j I T o le ra n c e (defined as an ind iv id u al's opinions tow ard p o ssib le j i r e s tr a in ts on th e av ailab ility of sex u ally o rien ted m a te ria ls ) w as m e a s u re d by re s p o n s e s to tw o item s of th e in terv iew schedule. T h e s e two ite m s w e re com bined to fo rm a s c a le of to le ra n c e . The p h rasin g and context of th e s e ite m s , as w ell as th e s c a le c o n s tru c tion, a r e p re se n te d below. E ac h resp o n d en t was asked two questions p erta in in g to his opinions about the av ailab ility of sexually o rien ted dep ictio n s. T h e se TA B LE 4. 3 DISTRIBUTION O F TH E SA M PLE IN THE PE R C E IV E D SOCIAL E F F E C T S INDEX C ateg o ry N u m b er P e rc e n t D e s ira b le (9-11) 271 2 4 .4 M ixed (12-15) 611 55.3 U n d e sira b le (16-17) 223 20.2 T o tal 1, 105 99. 9 two questions a r e p re s e n te d below: On th e top of this c a rd a r e d e sc rip tio n s of sexual m a te r ia l so m e tim e s shown in m ovies in re g u la r th e a te r s . On the b o tto m of th e c a rd a r e so m e opinions about who it is all rig h t to ad m it to m o v ies showing such m a te r ia ls . F o r each d e s c rip tio n on top te ll m e w hich, if any, group on th e bottom , it is a ll rig h t to ad m it to th e se m ovi e s . L e t's s ta r t w ith n u m b er 1. W hich sta te m e n t com es c lo s e s t to y our opinion about who it is a ll rig h t to adm it to th e s e m o v ie s? J u s t te ll m e th e le tte r. 1. S cenes w hich a r e m a in ly for th e p u rp o se of show ing th e sex o rgans of a m a n or a w om an 2. M o u th -sex o rg an contact betw een a m a n and a w om an 3. A m an and a w om an having (or ap p ea rin g to have) sex u al in te rc o u rs e 4. Sexual activ itie s betw een people of the s a m e sex 5. Sex a c tiv itie s w hich include w hips, b elts or spankings T he w ording of the second ite m is as follows: On th e top of this c a rd a r e d e sc rip tio n s of sexual a c tiv itie s so m e tim e s found in p rin ted m a te ria l. T h e se could be s to rie s in books, m a g a z in e s, p ap e rb a c k books o r on ty p e w ritte n pages. F o r each d e s c rip tio n on th e top te ll m e w hich, if any, group on th e bottom for w hom it is a ll rig h t for the m a te r ia l to b e av ailab le. L e t's s t a r t w ith N u m b er 1. W hich sta te m e n t com es c lo s e s t to your opinion about fo r w hom it is all rig h t fo r th is p rin ted m a te r ia l to be available? D e sc rip tio n of M a te ria l 6. T he se x o rgans of a m a n or a w om an 7. M o u th -se x o rg an contact betw een a m a n and a w om an 8. A m an and a w om an having sexual in te rc o u rs e 9. Sexual a c tiv itie s betw een people of th e s a m e sex 10. Sex activ itie s w hich include w hips, b e lts , or spankings 80 E ach of th e se item s included th e following set of re s p o n s e a lte rn a tiv e s: a) N o n e --th e re is no one (it is a ll rig h t to a d m it)/(fo r w hom it is all rig h t for this m a te ria l to be a v a ila b le )1 b) It is all right. . . people like m e but no others c) It is all right. . .a d u lts 21 and over but not p erso n s under 21 d) It is all right. . .p e r s o n s 16 or older but not p e rso n s under 16 e) It is all right. . . (for). . . anyone T he T o le ra n c e Scale T he co n stru ctio n of th e to le ra n c e s c a le is based upon th e 10 p o ssib le re s p o n s e a lte rn a tiv e s p re se n te d above: re s p o n s e s 1 through 5 re f e r r in g to "who it is all rig h t to ad m it to m ovies showing" s p e c i fied sexual scen es; and re sp o n se s 6 through 10 r e fe rrin g to w hom it is all rig h t to allow to re a d specified sexual d e sc rip tio n s. E ach re sp o n se was s c o re d as follows: R esp o n se A lte rn a tiv e P o in ts None 1 P e o p le like m e , but no oth ers 2 A dults over 21, but no one under 21 3 P e rs o n s over 16, but no one under 16 4 Anyone 5 T ab le B. 2 in Appendix B contains th e d istrib u tio n of the in te r - c o rre la tio n coefficients am ong th e 10 re s p o n se s included in this T he p h ra se "It is a ll rig h t to adm it" w as included in r e sp o n ses to questions about m o v ies; th e p h ra se "a ll rig h t for (this m a te ria l)/(it) to be available" w as included in re s p o n s e s to questions about p rin ted m a te ria ls . 81 j s c a le . T he ran g e of th e se coefficients is fro m . 49 to . 83, d em o n s tra tin g a ra th e r high re la tio n sh ip betw een th e s e re s p o n s e s . T he p o ssib le, as w ell as th e actu al ra n g e of to ta l sc o re s on th is s c a le is fro m 10 to 50; 10 indicating high re s tric tiv e n e s s and 50 indicating high p e rm is s iv e n e s s . T h e se s c o re s w e re grouped into th re e c a te g o rie s , acc o rd in g to th e p e rc e n ta g e d istrib u tio n of to tal s c o r e s . This breakdow n ap p ro x im ate s a trich o to m o u s se p a ra tio n . T ab le 4 .4 contains th e d istrib u tio n of the s a m p le on th e to le ra n c e sc a le . A S ® | Age in this d is s e rta tio n is m e a s u re d o p eratio n ally by an in - j d iv id u al's ch ro n o lo g ical age in y e a rs . ] I E ach resp o n d en t w as asked to in d icate his p re s e n t age in y e a rs j i (as of W inter, 1969, or Spring of 1970). T he resp o n d en ts ran g e in j age fro m 21 through 91, with a m e a n of 44. F o r p u rp o ses of this study an individual w as placed into one of I four age groups: 21-25; 26-39; 40-55; and 56 and o v er. Age w as so j grouped in an attem p t to "iso la te " th o se groups w hich would be th e | m o re likely to d e m o n stra te th o se attitudes d isc u ss e d in th e previous j ch ap ter. T hat is, it is re a so n e d (and th e re is supporting evidence available) th a t young people up to 25 y e a rs of age tend to differ s ig nifican tly fro m older age groups in th e ir a ttitu d e s. T he lim its of th e other th re e age groups w e re m o re a r b itr a r y , w ith cell and m a rg in a l i ^Note: In T able B .2 , A ppendix B, th e item s a r e r e f e r r e d to by th e nu m b er preceding each depiction. T A B L E 4. 4 DISTRIBUTION O F TH E SA M PL E ON THE TO LER A N C E SCALE C ateg o ry N um ber P e rc e n t R e s tric tiv e (10) 724 32 M ixed re a c tio n (11-25) 744 33 P e r m i s s iv e (26-50) 791 35 T o tal 2,259 100 83 fre q u e n c ie s being a m a jo r co n sid eratio n . A ctiv ism A ctiv ism (defined as taking p a rt in a p ro te s t or d em o n stratio n ) is m e a s u re d by one ite m on th e adult in terv iew schedule. T he ite m and its re s p o n s e a lte rn a tiv e s a r e p re se n te d below. Now h e re is a lis t of som e things that people could do if they w e re concerned about such p roblem s or any other is s u e s . Which, if any, of th e se have you ev e r done about any issu e ? a. C ontribute m oney to an actio n group b. Sign a petition th a t som eone bro u g h t to m e c. T ake a petition around to other people d. W rite a le tte r to a n ew sp ap er, a m ag azin e or a political official e. T ry to influence frien d s and neighbors about so m e is s u e f. Give m y opinion at a public m eetin g g. T ake a p a rt in a p ro te s t or d e m o n stra tio n h. V ote ag ain st a po litical candidate b e c a u se of his stand on an issu e i. None of th e m T h e A ctiv ism Index T he a c tiv is m index was based upon th e nine re sp o n se s a l te r n a tiv e s p re se n te d above. E ach of th e se re sp o n s e a lte rn a tiv e s w as p laced into one of four groups as follows: P ro te s t: T ake a p a r t in a p ro te s t or d em o n stra tio n P e titio n : T ak e a petition around to other people C onventional A c tiv ism : C ontribute m oney to an action group Sign a petition th at som eone brought to m e 84 W rite a le tte r to a n ew sp ap er, a m a g a z in e o r a p o litical official T r y to influence frien d s and neig h b o rs about som e is s u e G ive m y opinion at a public m eetin g V ote ag a in st a p o litical candidate b e c a u se of his stand on an is s u e N o n -A ctiv e: None of th e m T ab le 4. 5 contains a d istrib u tio n of th e sa m p le by c ateg o ry . As can be se e n fro m th is ta b le, th e m a jo rity of individuals tended to b e conventional in th e ir a c tiv ism . S o cial C la ss S ocial c la s s in th is study is o p e ra tio n a lly m e a s u re d by two v a ria b le s : th e nu m b er of y e a rs of fo rm a l education com pleted by th e re sp o n d en t and; th e occupational position held by th e head of the household in w hich th e re sp o n d en t re s id e s . T h e se two v a ria b le s a r e u sed se p a ra te ly , giving two indices of a re s p o n d e n t's s o c ia l c la s s p osition. It w as decided not to use any of th e m o re conventional so c ia l c la ss sc a le s w hich in c o rp o ra te v a rio u s "d im e n sio n s" of ; so c io -e c o n o m ic s tra tific a tio n , thro u g h v a rio u s com binations and p e rm u ta tio n s. * R a th e r, due to th e n a tu re of th e th e o re tic a l ! o rie n ta tio n in c o rp o ra te d in this d is s e rta tio n , it se e m s m o r e a p p ro p ria te to use each of th e s e v a ria b le s s e p a ra te ly . It is re a s o n e d th a t I ^Sorne of th e m o r e com m on s c a le s include: A lba M. E d w a rd s ' ; S ocial E conom ic G rouping of O ccupations; H a tt-N o rth O ccupational > • | P r e s tig e R atin g s; H o llin g sh ead 's Index of S ocial P o sitio n ; and The ! N o rth -H a tt O ccupational P r e s tig e Scale; am ong o th e rs . 85 | T A B L E 4. 5 DISTRIBUTION O F TH E SA M PL E ON THE ACTIVISM INDEX C ateg o ry N um ber P e rc e n t P r o te s t 113 4 .6 P e titio n 204 8.2 C onventional 1,594 6 4 .4 N o n -activ e 566 22. 9 T o ta l 2,4 7 5 * 100.0 * Due to m is s in g data : 1 86 ; th e tra d itio n a l m eaning of th e concept " so c ia l c la s s " includes many- hetero g en eo u s d im en sio n s th a t in and of th e m s e lv e s im ply c e rta in b eh av io rs and attitu d es. T he m o re tra d itio n a l ap p ro ach to th e study of so c ia l c la s s se e m s to o v e rsim p lify the concept by com bining v ario u s o p eratio n al m e a s u re s w hich m ay, if studied se p a ra te ly , yield m o r e r e a lis tic in te rp re ta tio n s . In th e context of the p re s e n t study, it se e m s to be m o re m eaningful to use education and o ccu p a tio n s e p a ra te ly , sin ce they tend to be a sso c ia te d w ith c e rta in d i s tinguishing attitu d in al and b e h a v io ra l c o rre la te s . Kohn and S ch o o ler (1969) for exam p le, contend that occupation I [ and education tend to re la te to d iffere n t types of attitu d es. A ccording! to th e s e a u th o rs, fo rm a l education is a sso c ia te d w ith o n e's values i i and attitu d es in so fa r as it c o n trib u te s to o n e's in te lle c tu a l flexibility j and b re a d th of p e rsp e c tiv e . O ccupation, on th e o ther hand, is r e l e vant to th e extent th a t th e conditions su rro u n d in g one's occupational ! position a r e re le v a n t to th e e x e rc is e of s e lf-d ire c tio n in one's occupation. An im p o rta n t a sp e c t of education is th a t it p ro v id es (or fails to provide) th e attitu d in al and cognitive cap ab ility for se lf- d ire c tio n , w hile occupation p ro v id es (or fails to provide) the e x p e ri ence of e x e rc isin g s e lf-d ire c tio n . A cco rd in g to this p e rsp e c tiv e , then, th e conditions of occupa- . tio n al life at th e h ig h er so c ia l c la ss lev els fa c ilita te in te re s t in th e m o r e in trin s ic qu alities of th e job, fo s te r a view of self and so ciety th a t is conducive to believing in th e p o ssib ilitie s of ra tio n a l action being used to re a c h p u rp o siv e goals, and re in fo rc e th e valuation of s e lf-d ire c tio n . T he conditions of life at the low er s o c ia l c la ss le v e ls, on th e other hand, tend to lim it o n e's view of th e job p r i m a rily to the m o re e x trin s ic benefits it p ro v id es, fo s te r a n a rro w ly c irc u m s c rib e d conception of se lf and so ciety and p ro m o te th e p o s i tiv e valu atio n of co n fo rm ity to au th o rity . T he conditions of w o rk and education th a t a r e found in th e upper m id d le and p ro fe ss io n a l c la s s e s tend to fo s te r cognitive flex ib ility and b re a d th of p e rsp e c tiv e w hich in tu rn enhances o n e's conception of re a lity . T he conditions of w o rk and education th a t a r e found in th e low er m iddle and w orking c la s s e s tend to c o n s tra in cognitive flexibility and b re a d th of p e rsp e c tiv e j w hich in tu rn n a rro w o n e's conception of re a lity (Kohn and S ch o o ler, ! 1969). j i j Due to th e above m entioned id e as, education and occupation a r e j used as s e p a ra te in d ices of s o c ia l c la ss . T he educational m e a s u r e j of so c ia l c la ss is b a se d upon th e nu m b er of y e a rs of fo rm a l educa- j j tio n com pleted by th e resp o n d en t. F o r th e p u rp o ses of this study, j education is divided into four groups: th o se who have not finished ! | high school; th o se who have g rad u ated fro m high school; th o se who j have had so m e college tra in in g and; th o s e who have g rad u ated fro m college. T his c a te g o riz a tio n tends to re fle c t s o c ie ty 's view tow ard educational a ttain m en t. P e o p le tend to be c a te g o riz e d in te r m s of th e s e four educational p la teau s. T he occupational m e a s u r e of s o c ia l c la ss is b ased upon th e p a rtic u la r type of o ccupational duties p e rfo rm e d by th e head of th e household in w hich th e re sp o n d e n t r e s id e s . F o r p u rp o ses of this 88 d is s e rta tio n , occupation is divided into th re e groups: P ro fe s s io n a l w hite c o lla r; B u sin ess w hite c o lla r; and Blue c o lla r. The b a sis for this tric h o to m y is th e am ount of se lf-c o n tro l a sso c ia te d w ith a p a r tic u la r occupational position. It is reaso n ed th a t P ro fe ssio n a ls ( e . g ., la w y e rs, p ro fe s s o rs , d o c to rs, en g in eers), as a group, have g r e a te r se lf-c o n tro l over th e ir occupational a c tiv ities than eith er of th e other two gro u p s. W hile it is reco g n ized th a t th e re a r e ex ce p tions w ithin th e s e groups ( e . g ., s a le s m e n , th e self-em p lo y ed b u sin e ssm a n , th e self-em p lo y ed c a rp e n te r or m ech an ic or the c h e m ist who w orks for a la rg e c o rp o ra tio n p e rfo rm in g sp ecialized d uties), in g e n e ra l th e se th re e groups tend to m e a s u r e th e o ccu p a tio n al s tr u c tu re in A m e ric a n society. T ab le 4. 6 p re s e n ts th e d istrib u tio n of the sa m p le according to th e s e two indices. M ethods of D ata A nalysis T he m ethods to be used in th e an aly sis of data a r e based upon a c o m p a riso n of d iffere n ces p re se n te d in contingency ta b le s. It is felt th a t contingency ta b les of this n a tu re a r e m o re a p p ro p ria te to th e goals of this study than other m eth o d s, such as c o rre la tio n . F o r exam ple, w hile th e m ethod in c o rp o ra te d h e re allow s for few er in fe re n c e s about th e population than m ethods such as c o rre la tio n , w hich a r e based on higher lev els of m e a s u re m e n t, it does allow one to " se e " the n a tu re of th e d istrib u tio n of the sam p le. F u rth e rm o re , contingency ta b le s (la rg e r than 2x2) can be used to d e te rm in e 89 | TA B LE 4. 6 I DISTRIBUTION O F THE SA M PLE ON THE TWO SOCIAL CLASS INDICES (EDUCATION AND OCCUPATION) E ducation Category- N um ber P e r c e n t L e ss than high school 840 34 High school g rad u ate 857 35 Som e college 423 17 C ollege g rad u ate 349 14 T o tal 2,469 100. 0 O ccupation C ategory N um ber P e r c e n t P ro fe s s io n a l w hite co lla r 333 16. 9 B u sin ess w hite c o lla r 620 31. 5 B lue co llar 1, 013 51. 5 T otal 1, 966 99.9 90 : w h eth er th e re la tio n sh ip s a r e lin e a r o r c u rv ilin e a r. P e rc e n ta g e ta b le s , such as th o se to be used in th e a n a ly sis of data, also c o m bine data d e sc rip tio n w ith data te stin g . As an aid in judging the re la tiv e s iz e of such p e rc e n ta g e d if fe re n c e , th e Chi S q u are te s t is em ployed to s e p a ra te th o s e r e la tio n ships th a t a r e s ta tis tic a lly significant fro m th o se th at could have o c c u rre d by chance. T he Chi S q u are te s t w as co n sid ere d a p p r o p r i a te for the data sin ce th e contingency ta b le s a r e b a se d on o rd e re d d is c r e te v a ria b le s fo r w hich c a te g o riz e d in fo rm atio n is availab le. F u r th e r m o re , sin ce ra n d o m m ethods w e re used in the se le c tio n of , su b je c ts, th e Chi S q u are assu m p tio n of independent, ra n d o m sa m p le s I is m e t. T he m in im u m lev el of sig n ifican ce w hich is used as an j a c c e p ta b le indication of a s ta tis tic a lly sig n ifican t d iffe re n c e is th e j . 01 level. T he . 01 le v el is co n sid ere d to be a p p ro p ria te due to the siz e of the N. T his la tte r point is d isc u sse d below . One m a jo r p ro b le m w ith th e Chi S q u are te s t is th a t its s ig n ifi can ce is contingent upon th e siz e of the N. In fact, if th e N is la rg e , Chi S quare w ill d etect v irtu a lly any d e p a rtu re fro m in d ep en dence and consequently be s ta tis tic a lly sig n ifican t. T he point is th a t a d iffere n ce m ay b e s ta tis tic a lly sig n ifican t w ithout being s ig nificant in any other se n se . Since m any of th e contingency ta b le s used in th is study have a la rg e N, it is felt th a t th e d e te rm in a tio n of s ta tis tic a l significance, in and of itse lf, is of lim ited benefit. B e c a u se of th is, the G am m a m e a s u r e of a s s o c ia tio n is em ployed to d e te rm in e the stre n g th of th e re la tio n sh ip s . G am m a is used b e c a u se 91 it is an o rd in a l m e a s u re w hich can be in te rp re te d in te rm s of the p ro p o rtio n a te red u ctio n in e r r o r . M o re sp ecifically , G am m a in d i cates the p ro b ab ility of getting like o rd e r over unlike o rd e r, when ran d o m ly selec tin g two individuals, d isre g a rd in g all tie s . * j ^ j Note: T he r e a d e r w ishing additional in fo rm atio n re g a rd in g : G am m a is r e f e r r e d to G oodm an and K ru sk a l, 1954; C o stn er, 1965; j H ays, 1963: 655-656. CH A PTER V FINDINGS T his c h ap ter p re s e n ts and in te rp re ts th e findings re le v a n t to th e v a rio u s hypothesized re la tio n sh ip s . A s tr ic tly s ta tis tic a l p r e sen tatio n w ill be avoided, sin ce th e findings a r e only m eaningful w hen in te rp re te d in th e context of th e th e o re tic a l o rien tatio n . An a tte m p t w ill be m ad e to re la te th e findings to b ro a d e r su b stan tiv e is s u e s . To fa c ilita te such an ap p ro ac h , th e author has attem p ted to be j se le c tiv e in th e p re se n ta tio n of data, with m a jo r te s ts of hypotheses I p re se n te d in th e te x t, and re p e titiv e and m in o r findings p re s e n te d in j A ppendix C. j Initially, the findings re le v a n t to the p re d ic te d effects of s o c ia l \ j c la ss position on attitu d es tow ard sexually o rien ted m a te r ia ls w ill j ! b e p re se n te d and d isc u sse d . Follow ing th a t d isc u ssio n , th e findings j | re le v a n t to th e z e ro o rd e r hypotheses re la tin g age and a c tiv is m to j attitu d es tow ard such m a te ria ls w ill be b rie fly p re se n te d . T he th ird j i se c tio n d is c u s s e s m a le -fe m a le d iffere n ces in attitu d es to w ard se x u - I a lly o rien ted m a te r ia ls . T he fo u rth sectio n of th is c h ap ter is co n c e rn e d w ith th e p red ic ted in te ra c tio n effects of c la ss and age and c la s s and a c tiv is m on attitu d es to w ard such m a te r ia ls . Concluding th is ch ap ter is a b r ie f sta te m e n t concerning m a le -fe m a le d iffere n ces in th e re la tio n sh ip s d is c u s se d in this c h ap ter. 92 93 S ocial C la ss and A ttitudes T ow ard Sexually O rien te d M a te ria ls D raw ing fro m th e o rie s of s o c ia l c la ss as w ell as fro m studies c o n cern ed w ith A m e ric a n sexuality, it was re a so n e d th at through a know ledge of in d iv id u als' so c ia l c la ss position c e rta in p red ictio n s could be m a d e co n cern in g attitu d es to w ard sex u ally orien ted m a te r ia ls . It w as d e m o n stra te d th a t m e m b e rs of th e upper m iddle and p ro fe ss io n a l c la ss a r e m o re lik ely to hold lib e ra l sexual a t t i tu d es than would m e m b e rs of th e b lu e -c o lla r, w orking c la ss . A ccordingly, it is p re d ic te d th a t a g r e a te r p ro p o rtio n of th e upper m id d le and p ro fe ss io n a l c la s s w ill b e sex u ally a ro u se d or p le ase d by e ro tic depictions and le ss lik ely to be d isg u sted than m e m b e rs of the b lu e -c o lla r, w orking c la s s . Secondly, it is p re d ic te d th a t individuals w ith m o re education a n d /o r of hig h er occupational position w ill b e m o re likely to p e r ceiv e th e effects of sex u ally o rien ted m a te r ia l as being so cially d e s ira b le (e. g. , b eliev e th a t sex u al m a te r ia ls p ro v id e in fo rm atio n about sex) than w ill m e m b e rs of th e b lu e -c o lla r, w orking c la ss . T he th ird hypothesis p re d ic ts th a t m e m b e rs of th e upper m id d le and p ro fe s sio n a l c la ss w ill b e m o re p e rm is s iv e (less r e s tric tiv e ) con cern in g th e a v ailab ility of sex u ally o rien ted m a te ria ls th an w ill m e m b e rs of th e b lu e -c o lla r, w orking c la s s . 94 P e r s o n a l R eactio n s T he f i r s t h ypothesis, rela tin g so c ia l c la ss (education and occupation)^ to p e rs o n a l re a c tio n s tow ard sexual m a te ria ls w as te ste d in te r m s of two types of m ed ia through w hich depictions of sex u ally orien ted p o s tu re s or acts a r e p re se n te d . T he two types r e f e r r e d to a re : V isual, w hich includes photographs, sn ap sh o ts, carto o n s and m ovies and; T ex tu al, w hich includes books, s to rie s and m a g a z in e s. B ased on a ran d o m selec tio n p ro c e d u re , each r e spondent w as asked about only one of th e five v isu a l depictions and one of th e five te x tu al depictions w hich h e /s h e had been exposed to w ithin th e la s t two y e a rs . As a consequence of this p ro c e d u re , ap p ro x im ate ly 50 p e rc e n t of th e sa m p le was not included in the a n a ly sis of th is dependent v a ria b le . Due to the su b stan tial lo ss of re sp o n d e n ts, an a n a ly sis of th e c h a r a c te r is tic s of th o se who have b een exposed and th o se who have not b een exposed is w a rra n te d . T ab le 5. 1 p re s e n ts th e findings p ertaining to educational and occupational d iffe re n c e s in ex p o su re p a tte rn s. As can be seen, th e re a r e su b sta n tia l c la ss re la te d d iffere n ces in exposure. W hile le ss th an 30 p e rc e n t of th o se w ith le ss than high school education re p o rt having been exposed to eith e r v isu a l or tex tu al depictions, over 50 ■'"Note: T hroughout th e re m a in d e r of this ch ap ter so cial c la ss r e f e r s to th e two o p e ra tio n a l m e a s u re s : y e a rs of fo rm a l education com pleted by th e re sp o n d en t and; occupational position held by th e head of the household in w hich th e re sp o n d en t re s id e s . 2 It should be re c a lle d th at the m a jo rity of resp o n d en ts w e re re a c tin g to one of th re e depictions: sex o rgans; m o u th -se x o rg an contact and; in te rc o u rs e . See pp. 72-75, h erein . 95 | TA B L E 5. 1 SOCIAL CLASS (EDUCATION, OCCUPATION) BY R E C E N T EX PO SU RE TO VISUAL AND TEX TU A L DEPICTIONS D epiction V isual T ex tu al E du catio n E x posed % Not e x posed 8 c N E x posed % Not e x posed % N L e ss th an high school 29 71 823 24 76 831 High school g ra d u a te 47 53 829 40 60 837 S om e college 56 44 410 50 50 408 C ollege g rad u ate 55 45 335 53 47 342 p< . 0005 p < . 0005 G am m a = . 33 G am m a = . 35 D epiction V isu al T extual O ccupation E x posed % Not e x posed % N E x posed % Not e x posed % N Blue C o llar, w orking 45 55 987 37 63 988 B u sin e ss, w hite c o lla r 51 49 598 46 54 607 P ro fe s sio n a l, w hite c o lla r 56 44 316 50 51 325 p< .0 0 5 G am m a = . 14 p < .0005 G am m a = . 18 p e rc e n t of th o se resp o n d en ts with at le a s t so m e college re p o rt such e x p o su re. A s im ila r , but not as pronounced p a tte rn can also be se e n for the occupational groups. T h e se findings a r e c o n siste n t with findings p resen te d by th e C o m m issio n on O bscenity and P o rn o g rap h y , w hich p o rtra y e d th e "typical" co n su m er of e ro tic a to be m iddle c la ss (C o m m issio n , 1970: 129, 131). T ab les 5.2 and 5.3 p re s e n t the rela tio n sh ip betw een c la ss and p e rso n a l reac tio n s to v isu a l depictions and te x tu al depictions, r e spectively. T he data provided by th e s e ta b les indicate th e re is a I m o d e st re la tio n sh ip betw een so cial c la ss and this attitude. (In i te r m s of v isu al depictions, G am m a = .20 fo r education and . 14 for occupation. In te r m s of te x tu al depictions, G am m a = . 15 for educa- j tio n and . 04 fo r occupation). W hile th e re s p e c tiv e G am m as a r e not im p re s s iv e , th e re a r e som e in te re stin g tre n d s in th e se ta b le s. i When co m p arin g p erso n a l re a c tio n s to v isu a l depictions with j I p e rso n a l re a c tio n s to tex tu al depictions, it is ap p are n t th at a g r e a te r i I p ro p o rtio n of individuals re p o rt being sex u ally aro u se d by tex tu al ! depictions than by v isu a l depictions. Individuals a r e m o re likely to | be aro u se d and le ss likely to be disg u sted w hen sex is d e sc rib e d in th e context of so m e s to ry (w here th e re is a g r e a te r p o ssib ility of *See p. 43, h erein . 2 Note: T he r e a d e r is rem in d ed th a t " p e rs o n a l re a c tio n s" is o p eratio n alized in te r m s of re p o rte d re a c tio n s, not actu al re a c tio n s. W hile it is a ssu m e d th a t th e re is a high d e g re e of c o rre sp o n d e n c e b e tw een th e two, it should be reco g n ized th a t th e two a r e not n e c e s s a r ily th e sa m e . F o r exam ple, it is p o ssib le th a t th e resp o n d en t would be re lu c ta n t to a d m it his a ctu al reac tio n s to such m a te ria l or th at "d isg u st" m ay, in fact, be th e re s u lt of th e individual being sexually a ro u se d by a c e rta in depiction. 97 ] TA BLE 5. 2 SOCIAL CLASS (EDUCATION, OCCUPATION) BY PERSONAL REACTIONS TO VISUAL DEPICTIONS P e rs o n a l re a c tio n s to v isu a l d E ducation A ro u sa l No E ffect D isg u st io io % N L e ss th an high school 18 17 65 210 High School grad u ate 16 22 63 335 Som e C ollege 20 30 50 196 College graduate 23 36 42 164 p< .001 G am m a = .20 P e rs o n a l re a c tio n s to v isu a l depictions A ro u sa l No E ffect D isg u st O ccupation io io io N B lue c o lla r, w orking 18 19 63 100 B u s in e s s, w hite co llar 16 28 57 101 P ro fe s sio n a l, w hite co llar 20 34 47 101 P < . 01 G am m a = . 14 T A B L E 5. 3 SOCIAL CLASS (EDUCATION, OCCUPATION) BY PERSO N A L REACTIONS TO TE X TU A L DEPICTIONS P e r s o n a l re a c tio n s to te x tu a l depictions A ro u sa l No E ffect D isg u st .. - E d u ca tio n % % % N L e s s th an high school 33 17 50 175 High school g rad u ate 30 22 48 291 S om e college 35 25 40 187 C ollege g rad u ate 43 27 31 160 p < .01 G am m a = .1 5 | I I P e r s o n a l re a c tio n s to te x tu a l depictions ! A ro u sa l No E ffect D isg u st O ccupation % % % N B lue c o lla r, w orking 38 17 45 316 B u s in e s s , w hite co lla r 31 24 45 245 P ro fe s s io n a l, w hite co lla r 35 33 32 147 p < . 01 G am m a = . 04 99 using o n e's im agination) than when sex is m o r e o b tru siv e ly depicted th ro u g h a p ic tu re or photograph (w here le s s is left to the im a g in a tion). In te r m s of both v isu a l and te x tu al depictions, education is a s tro n g e r p re d ic to r of p e rs o n a l re a c tio n s than is occupation. F o r both education and occupation, how ever, th e rela tio n sh ip s tend to be in th e p red ic ted d ire c tio n . T his tendency only seem s to be a p p are n t, how ever, as fa r as th e re a c tio n s of d isg u s t/d is a p p ro v a l a r e c o n c e rn e d . As can be seen , th e g r e a te s t c la ss d ifferen ces a r e in d is g u s t/d is a p p ro v a l re a c tio n s . T he findings s e e m to in d icate th at individuals, re g a r d le s s of c la s s , tend to be unaroused by sexual d e pictions. D is g u st/d is a p p ro v a l s e e m s to be c la ss re la te d , w hile a ro u s a l is not. B efo re tu rn in g to p erce iv ed so c ia l effects, a final note should b e m ad e con cern in g th e o p eratio n alizatio n of p e rso n a l re a c tio n s. B e c a u se of the n a tu re of th e ra n d o m izatio n p ro c e d u re used with this v a ria b le , an atte m p t w as m a d e to look at th e findings p erta in in g to c la s s and p e rs o n a l re a c tio n s , controlling fo r specific depictions of: se x o rg an s; m o u th -se x o rg an contact; and in te rc o u rs e . * T ables C. 1, C. 2 and C. 3 in A ppendix C p re s e n t th e re le v a n t findings. T he sa m e b a sic p a tte rn s w e re upheld for sex organs and in te rc o u rs e . H ow ever, an in te re s tin g d e p a rtu re o c c u rre d for v isu al depictions of Note: Only th e s e th r e e w e re co n sid ere d due to th e s m a ll n u m b e r of c a s e s fo r depictions of hom osexual re la tio n s , and whips and b e lts. 100 ; m o u th -se x o rg an contact. H e re it w as found th at, in g e n e ra l, the "B lue c o lla r" and "H igh school and le s s " groups w e re m o r e lik ely to evidence a ro u s a l, and le ss likely to evidence d isg u st at such d e p ic tions than w e re the " P ro fe s s io n a l" and "C ollege" groups. P e rc e iv e d S o cial E ffec ts T he second hypothesis p re d ic te d th a t a g r e a te r p ro p o rtio n of th e m e m b e rs of th e upper m id d le and p ro fe s sio n a l c la s s would re p o rt p erce iv in g the so cial effects of sex u ally o rien ted m a te ria ls to be d e s ira b le than would m e m b e rs of th e blue c o lla r, w orking c la s s . T ab le 5 .4 p re s e n ts th e findings re le v a n t to this h ypothesis. j T he data give p a rtia l su p p o rt for th e o rig in a l h ypothesis. T hat j is, a g r e a te r p ro p o rtio n of the sa m p le who a r e located h ig h er in th e ! i i occupational and educational h ie ra r c h ie s p e rc e iv e th e s o c ia l effects j of sex u ally o rien ted m a te r ia ls to be d e s ira b le than do th o se in th e J blue c o lla r and le ss educated gro u p s. On th e other hand, it can a lso be se e n in T ab le 5. 4 th a t the I I re la tio n s h ip betw een th e educational index and p erce iv ed s o c ia l j effects is s tro n g e r th an is th e re la tio n sh ip betw een th e occupational ; index and p erce iv ed so c ia l effects (G am m a = .2 6 and . 14, r e s p e c tively). M ore sp ecifically , w hile only 11 p e rc e n t of th o se w ith le ss th an high school education and 23 p e rc e n t of th o se in th e blue c o lla r, w orking c la s s group p e rc e iv e d the so c ia l effects as being d e s ira b le , 38 p e rc e n t of th e co lleg e g rad u ates and 40 p e rc e n t of th e pro fessio n al, w hite c o lla r group p e rc e iv e d th e so c ia l effects of sexual m a te r ia ls to be d e s ira b le ; th e s e d iffe re n c e s of 27 and 17, re s p e c tiv e ly . W hile TA B L E 5. 4 101 SOCIAL CLASS (EDUCATION, OCCUPATION) BY PE R C E IV E D SOCIAL E F F E C T S O F SEXUALLY O RIEN TED M ATERIA L P e rc e iv e d s o c ia l effects of sex u al m a te r ia l ! E ducation D e s ira b le M ixed re a c tio n U n d esirab le \r % % % N i L e ss than high school 11 62 27 338 High school g rad u ate 27 56 17 404 ; Som e college 32 49 20 197 C ollege g rad u ate 38 47 15 159 : P< • ooi G am m a = . 26 P e rc e iv e d s o c ia l effects of sexual m a te r ia l D e s ira b le M ixed re a c tio n U n d esirab le O ccupation % % % N B lue c o lla r, w orking 23 56 21 498 B u sin e ss , w hite c o lla r 23 58 19 301 P ro fe s s io n a l, w hite c o lla r 40 46 14 136 p< .01 G am m a = . 14 i 102 th e d iffere n ce of 17 p e rc e n ta g e points th at is found in th e occupational re la tio n sh ip is not p a rtic u la rly significant, the d iffere n ce of 27 p e r centage points th at is found w hen using the educational index is re sp e c ta b le . One im p lic atio n of this ap p are n t d iffere n ce in c la ss in dices is c o n sid ere d below. W hen co m paring T a b le 5 .4 with T ab les 5.2 and 5. 3, th e re se e m s to be a p a tte rn em erg in g . In all th re e of th e se ta b les, the occupational index has co n siste n tly led to le ss significant and w eak er ; e m p iric a l rela tio n sh ip s. T his m a y be in te rp re te d to m ean th a t edu cation, as defined h e re in , is m o re clo sely a sso c ia te d w ith the types ! of attitudes being studied th an is occupation. F o r exam ple, we have 1 arg u ed p rev io u sly th at education is p ertin en t to th e acq u isitio n of | in te lle c tu a l flexibility and b re a d th of p e rsp e c tiv e , dim ensions which in tu rn tend to be a ss o c ia te d with o p en -m in d ed n ess, to le ra n c e and m o re g e n e ra l p e rm is s iv e n e s s . It m ay be th a t occupation m ay be j m o re re le v a n t to th o se attitu d es p ertaining to situ atio n s analogous to j i w ork. T his does not m e an that occupational position is not re la te d I to attitudes such as th o se under co n sid era tio n h e re , but th at the in - | fluence of occupational position on attitudes m ay be m o re c le a rly r e - j lated to attitudes m o re sp ecifically a sso c ia te d w ith s im ila r types of j situations ( e . g ., fam ily ro le s , attitudes tow ard d iscip lin e , and so forth). 103 | A ttitudes T ow ard the A vailability of Sexually O riented M a te ria ls T ab le 5. 5 p re s e n ts th e findings re le v a n t to th e th ird hypothesis: a g r e a te r p ro p o rtio n of th e m e m b e rs of th e upper m id d le and p r o fe s sio n a l c la ss w ill re p o rt being p e rm is s iv e concerning th e a v a ila b ility of sex u ally oriented m a te r ia ls than w ill m e m b e rs of the blue c o lla r, w orking c la s s . T he p e rc e n ta g e s p re se n te d in this ta b le tend to su p p o rt the hypothesized rela tio n sh ip . In n e ith e r th e educational group nor in th e occupational group, how ever, is th e re la tio n sh ip v e ry strong. T he occupational index, once again, d e m o n stra te s a w e a k e r re la tio n - j i ship than does education (G am m a = . 18 and . 10, resp e c tiv e ly ). i Looking at th e d iffere n ces in p e rc e n ta g e s betw een v a rio u s | gro u p s, th e attitudes of both th e college educated groups ("Som e | i college" and "C ollege g ra d u a te s") and th e p ro fe ss io n a l, w hite c o lla r j group, tend to be d ifferen t fro m th e ir education and occupation c o u n te rp a rts . W hile the m a jo rity of all groups (with th e exception of college g rad u ates) re p o rt having eith er m ixed feelings or being r e - I s tric tiv e , a g r e a te r p ro p o rtio n of th e m e m b e rs of the p ro fe s sio n a l j group and both of th e college groups a r e p e rm is siv e . S u m m a rizin g th e findings re le v a n t to the f ir s t th r e e hypotheses, we have found th a t th e re is m o d e st su p p o rt fo r all th r e e . In all th r e e c a s e s , education w as found to have a s tro n g e r effect than occupation. On th e b a s is of this fact, it w as su g g ested that: 1) the o p eratio n al m e a s u re of occupation m ay not have ad eq u ately re fle c te d j th e attitu d es, such as se lf-d ire c tio n , a s c rib e d to it, and; 2) due to j ....... I 104 | TA B LE 5. 5 SOCIAL CLASS (EDUCATION, OCCUPATION) BY ATTITUDES TOWARD THE AVAILABILITY OF SEXUALLY ORIENTED M ATERIAL T o le ra n c e E d u catio n P e r m is s iv e M ixed re a c tio n R e s tric tiv e % % % N L e s s than high school 30 33 38 731 High school g rad u ate 31 37 32 803 S om e college 41 31 29 391 C ollege grad u ate 51 27 22 324 p< .001 G am m a = .1 8 1 I i i T o le ra n c e P e r m is s iv e M ixed re a c tio n R e s tric tiv e O ccupation io % io N B lue c o lla r, w orking 35 35 30 927 B u s in e ss , w hite c o lla r 35 34 31 586 P ro fe s s io n a l, w hite co llar 49 29 22 313 p< . 001 G am m a = .1 0 105 th e types of attitu d es under co n sid e ra tio n in this study, education m a y m o re d ire c tly re fle c t the types of conditions a sso c ia te d with attitu d es to w ard sexually o rien ted m a te ria ls . A nother in te re s tin g finding is th a t p e rs o n a l re a c tio n s of d i s g u s t/d is a p p ro v a l w e re re la te d to c la ss v a ria b le s , w hile sexual a r o u s a l/p le a s u r e w e re not. T his m ay be in te rp re te d to m ean th at th e in te lle c tu a l flex ib ility and b re a d th of p e rsp e c tiv e that a r e a s s o ciated w ith higher c la ss standing do not n e c e s s a rily m e an th a t m e m b e rs of th e se positions a r e im ag in ativ e to the point of being sexually a ro u se d or p le ase d . It se e m s as if flexibility and b read th of p e r sp ectiv e a r e m o re lik ely to red u ce re a c tio n s of d is g u s t/d is a p p ro v a l r a th e r than in c re a s e re a c tio n s of a ro u s a l. Age and A ctiv ism and A ttitudes T ow ard S exually O riented M a te ria ls Age and a c tiv is m w e re included in this an aly sis in o rd e r to study th e p o ssib le effects of re c e n t so c ia l m o v em en ts and changes on th e p rev io u sly p re d ic te d effects of so cial c la ss on attitudes to w ard | i sex u ally o rien ted m a te r ia ls . H ow ever, b efo re studying th e joint i I effect (age and c la s s on attitu d es and a c tiv is m and c la ss on attitu d es), th e b a sic z e ro o rd e r re la tio n sh ip s betw een age and attitudes and a c tiv is m and attitu d es a r e investigated. B ased upon th e m a te r ia l and ideas p re se n te d in C h ap ter III, it w as p red ic ted th a t young adults and th a t d em o n stra tio n p a rtic ip a n ts would be m o re likely to: a) re p o rt being sex u ally aro u se d /p le a s e d by sex u ally o rien ted m a te ria ls ; b) p e rc e iv e the so c ia l effects of such 106 m a te r ia l to be d e s ira b le and; c) b e p e rm is s iv e co n cern in g the a v a il ab ility of e ro tic a , th an older and le ss a c tiv e re sp o n d e n ts, r e s p e c tively. B e fo re tu rn in g to the findings p erta in in g to th e s e p red ic ted r e la tio n sh ip s, th e r e a d e r is rem in d ed th a t young ad u lts, in th is study a r e defined as individuals betw een 21 and 25 y e a rs of age. It is re a so n e d th a t, as a d o le sc e n ts, m e m b e rs of th is age group w e re e x posed to th e ra d ic a l m o v e m en ts and changes of th e 1960's. H ow ever, it m u st also be reco g n ized th a t individuals in this age group m a y not be as lib e ra l as th o se under 21, due to th e c o n se rv a tiv e influences th a t go along w ith in c re a s in g age (e. g. , m a rr ia g e , parenthood, econom ic re s p o n s ib ilitie s ). In an a ttem p t to d e te rm in e th e attitu d in al d iffere n ces of th e s e two age gro u p s, th e p e rso n a l re a c tio n s of young adults (21-25) to v isu a l depictions w e re co m p ared to th o se of ad o lesc en ts (15-20). * T ab le C. 4, A ppendix C, p re s e n ts th e data co m p arin g th e s e two gro u p s. As can b e seen , th e re is v irtu a lly no d iffe re n c e betw een th e s e groups in eith er a ro u s a l or d isg u st re a c tio n s to v is u a l d e p ic tio n s. T h e se findings en co u rag e th e in te rp re ta tio n th a t th e young adults in th is sa m p le a r e highly s im ila r to ad o lesc en ts in attitu d es to w ard sex u ally o rien ted m a te r ia ls . A ge, A ctiv ism and P e r s o n a l R eactio n s T ab le 5. 6 s u m m a riz e s the findings re le v a n t to th e p re d ic tio n s ^Note: T he r e a d e r is rem in d ed th a t in addition to the adult sam p le, a natio n al sa m p le of ad o lesc en ts w as also conducted. See C h ap ter IV, h e re in . 107 p ertain in g to age and a c tiv is m and th e ir re s p e c tiv e effects on p e r sonal re a c tio n s to depictions of sexually orien ted p o stu re s and a c ts. ^ T he data p re se n te d in th is tab le in d icates th a t th e re is a m o d e st re la tio n sh ip betw een th e se v a ria b le s . In te rm s of the stre n g th of a sso c ia tio n , age tends to lead to a s tro n g e r rela tio n sh ip than does a c tiv is m (G am m a = .2 2 and .1 1 , resp ectiv ely ). Upon c lo s e r an aly sis of this tab le, a num ber of in te re s tin g p a tte rn s e m e rg e . F o r in sta n ce, looking at the age com ponent of T ab le 5 .6 , it is noted th a t a g r e a te r p ro p o rtio n of resp o n d en ts, r e - j g a rd le ss of age, evidence d is g u s t/d is a p p ro v a l at such depictions than evidence sex u al a r o u s a l/p le a s u r e . W hile th e hypothesis th a t a g r e a te r p ro p o rtio n of young adults would re p o rt being sexually a ro u s e d /p le a s e d by sex u al depiction than would older people is not | refu ted by th e findings, the data in d icates th a t only 25% of th at j group (21-25 y e a rs of age) re p o r t being so a ro u s e d /p le a s e d . T he | i findings s e e m to in d icate th a t if th e re is , in fact, a g en era tio n gap m th e a r e a of sex u al attitudes p ertain in g to this study, it is one of. d e g re e , not of kind. ' T u rn in g now to a c tiv ism , th e findings indicate th a t th e rela tio n -i ship betw een a c tiv is m and p e rs o n a l re a c tio n s is slightly c u rv ilin e a r, j T hat is, th e re s p o n se s of th e "T a k e petition" group a r e not co n siste n t Note: Due to th e s im ila rity of re s p o n s e s to v isu a l and te x tu al d ep ictio n s, only th e findings p ertain in g to v isu al depictions a r e in cluded in th is section. V isu al depictions is included b e c a u se of its la r g e r N. T he r e a d e r who w ishes to s e e th e findings p ertain in g to te x tu a l depictions is r e f e r r e d to Appendix C, T able C. 5. 108 TA B LE 5. 6 AGE AND ACTIVISM BY PERSO NA L REACTIONS TO VISUAL DEPICTIONS P e r s o n a l re a c tio n s to v is u a l depictions A ro u sa l No effect D isgust A ge_______________________ % j o % N 21-25 26-39 40-55 56 and over p< .0005 G am m a = . 22 25 31 44 199 20 24 57 354 14 24 62 250 10 20 70 99 A ctiv ism A ro u sa l No effect D isgust i o i o i o N P r o te s to r s 30 37 34 74 T ake petition 14 23 63 91 C onventional 18 25 58 602 N on-active 18 22 60 138 p< .005 G am m a = .11 w ith th e d ire c tio n a l tre n d of th e data. T his fact, could, in p a rt, account for th e re la tiv e ly w eak G am m a. F u r th e r m o re , the p e r c e n t age d istrib u tio n se e m s to in d icate th at the " P ro te s t" group does re a c t d iffere n tly to sexual depictions than do n o n -a c tiv ists. In fact, the " P ro te s t" group s e e m to be d iffere n t fro m a ll other groups in the a c tiv is m h ie ra rc h y . A ge, A ctiv ism and P e rc e iv e d Social E ffects T he second se t of hypotheses in th is s e r ie s p re d ic te d th a t a g r e a te r p ro p o rtio n of young adults and a c tiv is ts (the " P ro te s t" group) would re p o rt perceiv in g th e so c ia l effects of sexual m a te ria ls j i to be d e s ira b le than would o ld er people and n o n -a c tiv is ts , r e s p e c - \ tiv ely . T ab le 5. 7 p re s e n ts th e findings re le v a n t to th e se hypotheses, j | T he hypotheses a r e supported by th e data. In fact, the r e la - : I tio n sh ip s not only show high s ta tis tic a l sig n ifican ce (as would b e ex- ] | pected due to th e siz e of the N 's) but re la tiv e ly stro n g a sso c ia tio n , as w ell (G am m a = . 31 for age and . 28 for activ ism ). | One a p p a re n t re a s o n fo r the re la tiv e ly stro n g a s so c ia tio n b e - j tw een a c tiv is m and p erce iv ed so c ia l effect is th e la rg e p erce n tag e d iffere n ce in p erce iv ed d e s ira b le effects: a d iffere n ce of over 40 p e rc e n ta g e points. O ver 50% of the " P ro te s t" group indicated they p e rc e iv e d th e effects of sex u ally o rien ted m a te r ia ls as being so cially d e s ira b le , w hile le s s than 15% of th e n o n -a c tiv ists re p o rte d such i p e rc e p tio n s. T he d iffere n t age groups do not d e m o n s tra te such a d iffe re n c e ! ! in p e rc e p tio n s. H ow ever, th e p e rc e n ta g e d iffere n ces found betw een 110 I TA B LE 5. 7 AGE AND ACTIVISM BY PER C EIV ED SOCIAL E F F E C T S O F SEXUALLY ORIENTED MATERIALS P e rc e iv e d so cial effects D e s ira b le Mixed re a c tio n U n d esirab le Age % % % N 21-25 39 52 9 198 26-39 29 53 19 378 40-55 19 59 22 333 56 and over 12 56 32 192 P< r .001 G am m a = . 31 P e rc e iv e d so cial effects D e s ira b le M ixed re a c tio n U n d esirab le A ctiv ism i o % % N P r o te s t 57 33 10 67 T ake petition 31 51 18 93 Conventional 24 56 20 723 N o n -activ e 13 63 24 221 p < .001 G am m a = . 28 Ill I th e v ario u s age groups tend to be m o re c o n siste n t at both ends of the s c a le (the d e s ira b le end and th e u n d e sira b le end). F u rth e rm o re , th e attitu d es of th e " P ro te s t" group, as m e n tioned prev io u sly , s e e m to b e d iffere n t fro m th e other a c tiv is m groups (th ere is a d iffe re n c e of 26 p e rc e n ta g e points betw een the " P ro te s t" group and th e next m o s t activ e group, th e " T a k e petition" group, in te r m s of p erce iv in g th e effects as being d e s ira b le ). T he age groups, on the other hand, tend to d e m o n stra te a m o re c o n s is te n t lin e a r re la tio n sh ip . A ttitudinal d iffe re n c e s in th e v ario u s age i groups tend to be lin e a r w ith a s te p -w is e p ro g re s s io n o c c u rrin g at j both ends of th e " P e rc e iv e d so c ia l effects" sc a le . S u m m a rizin g the findings p re se n te d in T ab le 5. 7, it can be j se e n that age, as p re d ic te d , is n eg ativ ely re la te d to p erce iv ed d e s ira b le so cial effects. T he p e rc e n ta g e of older people who p e r ceived the effects of such m a te r ia l as being so c ia lly d e s ira b le is su b stan tially le ss than th a t of young ad u lts. A ctiv ism , a lso as p r e - j d ieted, is shown to be p o sitiv ely re la te d to p erce iv ed so c ia l effects, j but only in th e se n se th at th e " P ro te s t" group is m o r e sex u ally lib e ra l than all other gro u p s. T he p e rc e n ta g e of the " P ro te s t" group who p erceiv ed the effects of such m a te r ia l as being so c ia lly d e s i r ab le is su b stan tially m o r e th an th a t of the "N o n -a ctiv e " group. A ge, A ctiv ism and A ttitudes T ow ard th e A v ailab ility of Sexual M a te ria ls The th ird and final s e t of h ypotheses in this s e r ie s p red ic ted th a t a g r e a te r p ro p o rtio n of young adults and a c tiv is ts (the " P ro te s t" 112 ; group) would r e p o r t being p e rm is s iv e con cern in g the a v ailab ility of sex u ally o rien ted m a te r ia ls than would older people and n o n activ ists, re s p e c tiv e ly . T able 5. 8 p re s e n ts the findings re le v a n t to th e s e two hyp o th eses. Both hypotheses a r e su pported on the b a s is of th e findings. F u r th e r m o re , esp e c ia lly for age, th e re la tio n sh ip s a r e re la tiv e ly stro n g and lin e a r. Once again th e attitudes of th e youngest age group (21-25) and : th e " P ro te s t" group s e e m to s e t th e s e two groups a p a rt fro m th e ir re s p e c tiv e c o u n te rp a rts . F o r exam ple, over 70% of th e " P ro te s t" ; i group a r e p e rm is s iv e , as m e a s u re d by th e T o le ra n c e S cale, w hile j only 31% of th e "N o n -a ctiv e " group a r e p e rm is s iv e . F u rth e rm o re , i th e d iffere n ce betw een the " P ro te s t" group and the o th er a c tiv is m - b a se d groups is su b stan tial. T he findings p e rta in in g to a c tiv ism s e e m to be co n siste n t with th e previous d isc u sse d idea th a t p ro te s to rs a r e d em o n stratin g ag a in st c e rta in c u ltu ra l or in stitu tio n al r e s tr a in ts or in ju stic e s. In i I th a t e a r lie r d is c u ss io n it w as pointed out th a t p ro te s to rs tend to be j : of th e attitu d e th at th e conventions of A m e ric a a r e too re s tra in in g . A ccordingly, it se e m s lo g ical th a t th e se individuals would fav o r the open av ailab ility of m a te r ia l of any kind. C en so rsh ip p ertain in g to : se x m ay not b e the m a jo r iss u e ; r a th e r it is th e im p lic atio n of such r e s tr a i n ts . In o th er w o rd s, they fe a r c e n so rsh ip in g e n e ra l, and consequently would su p p o rt any m ove to in c re a s e the av ailab ility of : v a rio u s th in g s. T h e s e individuals would be lik ely to be ag ain st TA B LE 5. 8 AGE AND ACTIVISM BY ATTITUDES TOWARD THE AVAILABILITY OF SEXUALLY ORIENTED MATERIALS Age T o le ra n ce P e r m is s iv e M ixed re a c tio n R e s tric tiv e % % & N 21-25 61 27 12 318 26-39 41 35 23 710 40-55 31 34 35 684 56 and o ver 17 32 52 531 p< . 0005 G am m a = . 40 i A ctiv ism T o le ra n c e P e r m is s iv e M ixed re a c tio n R e s tric tiv e % % % N P r o te s t 70 21 10 102 T ake petition 41 30 29 181 Conventional 33 35 31 1475 N o n -activ e 31 30 40 494 p < . 0005 G am m a = . 20 114 r e s tr a in ts of any kind th a t could po ten tially th re a te n th e ir "fre e d o m " of choice. Young adults also e m e rg e fro m this study as being, for the m o s t p a rt, p e rm is s iv e . W hile th ey d o n 't have as la rg e a p e rc e n ta g e p e rm is s iv e as does the " P ro te s t" group, they c e rta in ly a r e m o re p e r m is s iv e th an older people (61% of th e 21-25 y e a r old group a re p e rm is s iv e w hile only 17% of th e 56 and o lder group a r e p e rm is s iv e ). H ow ever, th e d iffere n ce in p e rc e n ta g e betw een th e youngest and the o ld e st is a p p ro x im a te ly th e sa m e as th a t betw een th e " P ro te s t" group, and the "N o n -a ctiv e " group (44 p e rc e n ta g e points and 39 p e rc e n ta g e j points, resp e c tiv e ly ). T he findings a r e co n siste n t w ith th e e a r lie r contention th a t young ad u lts, due to th e v ario u s conditions of th e ir ! en v iro n m en t (e. g. , m o re fo rm a l education than th e ir p a re n ts; th e ir j school a d m in is tra to rs being m o re p e rm is s iv e as w ell as re in fo rc in g j th e stu d en ts' fre e d o m and individualities) a r e m o re p e rm is s iv e than | o lder people. M a le -F e m a le D ifferen ce s in A ttitudes T ow ard Sexually O rien ted M a te ria ls i Sex w as included in this study due to its c ru c ia l ro le in A m e ric a n so ciety as w ell as the p a rtic u la r p lace given w om en in e ro tic a . In the context of th e m a te r ia ls p re s e n te d in C h ap ters II and III, it is p re d ic te d th a t a g r e a te r p ro p o rtio n of w om en w ill: a) r e p o rt being d isg u sted by sex u ally o rien ted d epictions; b) p e rc e iv e th e so c ia l effects of such m a te r ia l to be u n d e sira b le and; c) fav o r r e s tric tin g th e a v a ila b ility of e ro tic a , th a n w ill m en. 115 T ab les 5. 9, 5. 10 and 5. 11 p re s e n t th e findings re le v a n t to the above p re d ic tio n s. T he data su p p o rt two of the th re e p re d ic te d r e l a tio n sh ip s: th e re is a re la tiv e ly stro n g re la tio n sh ip betw een sex and p e rs o n a l re a c tio n s and sex and to le ra n c e , but a w eak, if not in s ig n i fican t re la tio n sh ip betw een se x and p erce iv ed so c ia l effects. Som e of th e s e findings w ill be d is c u s s e d below. Looking at T ab le 5. 9, it can be se e n that, as p red ic ted , a g r e a te r p ro p o rtio n of fe m a le s evidence d isg u st at both v isu a l and te x tu a l depictions th an do m a le s . W hen com paring p e rso n a l r e a c - \ tions to v isu a l and te x tu al depictions it can fu rth e r be seen th a t a ! I g r e a te r p ro p o rtio n of m a le s and fem ales re p o rt being a ro u s e d by j te x tu al depictions than by v is u a l depictions. T his d iffere n ce is con- j sonant with K in se y 's findings th a t fem a les and m a le s a r e m o re likely ! I to be aro u se d by ro m a n tic s to rie s than by photographs (K insey et a l. , j i 1953: 661-672). F r o m th e s e findings, then, it se e m s as if both j I m a le s and fem a les a r e m o re a ro u se d and le ss d isg u sted by m a te r ia l j th a t allow s th e individual so m e d e g re e of im agination (i. e. , tex tu al m a te ria l). ; T ab le 5. 10 w a rra n ts additional co m m en t, sin ce th e re is v i r - J I I tu a lly no d iffere n ce betw een th e sex es in th e ir p e rc e p tio n s re g a rd in g j th e so c ia l effects of e ro tic a . Both sex es p e rc e iv e th e effects of sexually orien ted m a te r ia ls to be in p a rt d e s ira b le and in p a rt un d e sira b le . T he im p o rta n c e of m a le -fe m a le d iffe re n c e s is not, how ever, lim ited to th e se z e ro o rd e r re la tio n s h ip s. Due to th e im p o rta n t ro le TA BLE 5.9 M A L E -F E M A L E D IFFE R E N C E S IN PERSONAL REACTIONS TO VISUAL AND TEX TU A L DEPICTIONS P e r s o n a l R eactio n s to V isual D epictions A ro u sa l No effect D isg u st Sex____________________________ %________ %___________ %_________ N Made 26 29 45 431“ F e m a le 11 22 67 478 p < . 0005 G am m a = . 40 P e rs o n a l R eactio n s to T extual D epictions A ro u sa l No effect D isgust Sex__________________________ %__________ %____________& ___________N M ale 44 24 32 379 F e m a le 26 21 53 436 p < . 0005 G am m a = .35 117 ! TA B LE 5. 10 M A L E -F E M A L E D IFFE R E N C E S IN PE R C E IV E D SOCIAL E F F E C T S O F SEXUALLY ORIENTED M ATERIA L P e rc e iv e d S ocial E ffects D e s ira b le M ixed R eactio n U n d esirab le Sex % % % N M ale 29 51 20 511 F e m a le 21 59 21 594 ; p < .01 G am m a = . 12 TA B LE 5. 11 M A L E -F E M A L E D IFFE R E N C E S IN ATTITUDES TOWARD AVAILABILITY O F SEXUALLY ORIEN TED M ATERIAL T o le ra n c e P e r m is s iv e M ixed R eactio n R e s tric tiv e Sex % % i o N M ale 42 32 27 912 F e m a le 30 34 36 1347 p < .0005 G am m a = .20 of sex gen d er in A m e ric a , it is also p re d ic te d th a t controlling fo r se x w ill affect th e other re la tio n sh ip s p re d ic te d and d isc u s se d in this d is s e rta tio n . F o r exam ple, it is p red ic ted th a t a g r e a te r p ro p o rtio n i of fe m a le s , re g a r d le s s of so c ia l c la s s position, w ill be d isg u sted by- v isu a l and te x tu al depictions th an w ill th e ir m a le c o u n te rp a rts. C om m ents p erta in in g to th e effects of controlling for sex w ill be p re s e n te d in th e final sectio n of this ch ap ter. T he Jo in t E ffects of Age and C lass and A c tiv ism and - C la ss on A ttitudes T ow ard Sexually- O rien ted M a te ria ls i One of th e th e s e s of th is d is s e rta tio n is th a t attitu d es to w ard j sex u ally orien ted m a te r ia ls should be co n sid ere d in th e c o n te x t of j j v a rio u s changes taking p lace in A m e ric a n society. It is p o ssib le th a t j th e s e changes and re c e n t so c ia l m o v e m en ts m ay effect th e o rig in al hypothesized re la tio n sh ip s betw een so c ia l c la ss and attitudes to w ard sex u ally orien ted m a te r ia ls . In an a tte m p t to d e te rm in e the p o ssib le effects of such changes, th e v a ria b le s age and a c tiv is m w e re in cluded in this study. If age and a c tiv is m can be c o n sid e re d to be indices of c e rta in so c ia l changes, then it is p red ic ted th a t young adults and d e m o n s tr a tio n p a rtic ip a n ts w ill b e m o re lib e ra l, r e g a rd le s s of so c ia l c la ss position, th an w ill o ld er people and n o n -p ro te s to rs , re sp e c tiv e ly . F o r exam ple, due to th e youth m o v e m e n t's explicit stand on sexual fre e d o m , it w as p re d ic te d th a t th e younger resp o n d en ts in th e study would b e m o r e sex u ally lib e ra l on th e dependent v a ria b le s . Going 1 2 0 j beyond th is, how ever, it w as also p re d ic te d th a t to th e extent th a t th e ; sex u al outlooks of th e young m id d le c la ss have p e rm e a te d th e youth of the w orking c la s s , c la ss d iffe re n c e s in attitu d es to w ard sex u ally o rien ted m a te ria ls should be sm a ll w ithin th e 21-25 age group. It is a lso p red ic ted th a t educational and occupational positions w ill have th e ir s tro n g e s t effects on attitu d es tow ard sex u al m a te r ia ls am ong o ld er resp o n d en ts (over 25) and am ong th o se le ss activ e (non p ro te s to rs ). T h e data, how ever, do not su p p o rt th e s e p re d ic tio n s. T ables j 5. 12, 5. 13, and 5. 14 p re s e n t th e a ss o c ia tio n betw een c la ss and L i i a ttitu d e s, holding age constant. j Looking at T ab le 5. 12, th e o rig in al rela tio n sh ip betw een s o c ia l J c la s s and p e rs o n a l re a c tio n s (see T ab le 5.2) is , in fact, affected w hen controlling for age. ^ H ow ever, th e effect is not in th e p r e dicted d ire c tio n . R a th e r than red u cin g th e o rig in al re la tio n sh ip , co n tro llin g for young adults (21-25) in c re a s e s th e stre n g th of th e r e latio n sh ip (G am m a = .3 7 fo r education and .2 5 for occupation). F o r exam ple, r a th e r than th e re being no re la tio n sh ip betw een c la ss and j p e rs o n a l re a c tio n s^ am ong young ad u lts, th e d iffere n ce in c l a s s - re la te d attitu d es w ithin this age group tend to be la rg e r than th at In this ta b le , as w ell as th o se w hich follow, age, a c tiv is m and ; education have been collap sed into th r e e c a te g o rie s each. T he r e a - ; sons for this include: a) c o n sid e ra tio n of th e siz e of th e m a rg in a l to ta ls ; b) lo g ical co n siste n cy and previous findings and; c) to p re s e n t th e findings in a c le a r e r , m o re co n cise m a n n e r. 2 1 Note: D ata p ertain in g to p e rs o n a l re a c tio n s to te x tu a l d e p ic tio n s is in A ppendix C, T ab le C. 6. TA B L E 5. 12 PERSO NA L REACTIONS TO VISUAL DEPICTIONS BY SOCIAL CLASS (EDUCATION, OCCUPATION) CONTROLLING FOR AGE 21 - 25 Age 26 - 39 40 - 91 P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e rs o n a l R eactio n s No A ro u sa l effect D isg u st E ducation % % % N % % % N % % % N H igh school or le ss S om e college C ollege g ra d u a te 19 25 57 27 34 39 40 40 21 97 64 38 19 19 63 23 21 56 19 42 39 211 70 72 13 19 68 235 10 36 54 61 15 26 59 53 p < . 005 G am m a = . 37 p < . 005 G am m a = .21 p = not sig. G am m a = .1 7 21 - 25 A ge 26 - 39 40 - 91 P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eac tio n s No A ro u sa l effect D isg u st O ccupation % % % N % % % N % % % N B lue c o lla r, w orking B u s in e s s , w hite c o lla r P ro fe s s io n a l, w hite co lla r 19 26 55 21 38 42 37 29 34 93 48 35 22 14 65 18 26 57 17 39 44 156 102 72 13 21 66 135 12 25 63 118 10 30 60 40 p = not sig. G am m a = .2 5 p < . 001 G am m a = .1 5 p = not sig. G am m a = . 05 _ co * — • TA B L E 5. 13 •PERCEIVED SOCIAL E F F E C T S BY SOCIAL CLASS (EDUCATION, OCCUPATION) CONTROLLING FOR AGE 21 - 25 Age 26 - 39 40 - 91 E ducation P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- able re a c tio n s ir able P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- a b le re a c tio n s ira b le P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- able re a c tio n s ira b le % % ° / o N % % % N % % % N H igh school o r le ss S om e college C ollege g rad u ate 29 61 11 114 50 42 8 52 56 38 6 32 25 55 21 243 32 48 20 65 40 51 9 67 14 61 25 384 19 53 28 79 27 46 27 59 p = not sig. p = not sig. p = not sig. G am m a = .3 5 G am m e = .2 3 G am m a = .0 7 21 - 25 Age 26 - 39 40 - 91 P e rc e iv e d S ocial E ffects P e rc e iv e d S ocial E ffects P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- D e s ir - M ixed U nde- D e s i r Mixed U nde- able re a c tio n s ira b le able re a c tio n s ira b le able re a c tio n s ira b le O ccupation % % % N % % % N % % % N B lue c o lla r, w orking 35 52 13 108 28 51 21 178 13 63 24 212 B u s in e s s , w hite c o lla r 33 65 2 46 27 55 18 113 17 56 26 140 P ro fe s s io n a l, w hite c o lla r 58 35 8 26 30 55 15 69 46 37 17 41 p = not sig. p = not sig. p < . 0005 G am m a = . 22 G am m a = . 07 G am m a = . 17 N C \) TA B L E 5. 14 ATTITUDES TOWARD THE AVAILABILITY O F SEXUALLY ORIENTED M ATERIALS BY SOCIAL CLASS (EDUCATION, OCCUPATION) CONTROLLING FOR AGE Age 21 - 25______________ 26 - 39_____________________ 40 - 91 T o le ra n c e T o le ra n c e T o le ra n c e P e r m i t M ixed R e s tr ic t P e r m it M ixed R e s tr ic t P e r m i t M ixed R e s tric t* * * E du catio n % % % N % % % N % % % N High school or le s s 51 36 13 174 36 38 26 463 24 33 44 889 Som e college 73 18 9 90 46 33 21 117 22 36 43 180 C ollege g rad u ate 72 17 11 54 57 28 16 127 38 31 31 140 P< • G am m a = . 005 32 P < G am m a = . 001 .2 4 p < . 005 G am m a = . 13 21 - 25 A ge 26 - 39 40 - 91 T o le ra n c e T o le ra n c e T o le ra n c e P e r m i t M ixed R e s tr ic t P e rm it M ixed R e s tr ic t P e r m i t M ixed R e s tr ic t O ccupation % % % N % % % N % % % N B lue C o lla r, w orking 57 31 12 157 38 35 27 323 25 36 39 443 B u s in e s s , w hite c o lla r 61 28 11 79 40 37 23 207 26 33 41 297 P ro fe s s io n a l, w hite c o lla r 68 21 11 53 51 32 17 138 39 30 32 117 p = not sig. p = not sig. P = not sig. G am m a = . 12 G am m a = . 14 G am m a = . 07 Due to la c k of sp a c e th e a c tu a l attitu d in al re s p o n s e s w e re a b b rev iated . P e r m i t = p e rm is s iv e , M ixed = m ix ed re a c tio n , and R e s tr i c t = r e s tr ic tiv e . 123 124 w ithin any other age group. Young adults tend to be m o re p o la riz e d in th e ir re a c tio n s to sexually oriented m a te ria ls than older age groups, esp ecially in te rm s of a ro u s a l. S im ila rly , it can a lso be seen th a t w ith in c re a s in g age, the p ro p o rtio n indicating d is g u s t/ d isap p ro v al re a c tio n s in c re a s e s , re g a rd le s s of education or o ccu p a tion. It is also in te re s tin g to note th a t th e o rig in al finding of v ir tu a l ly no d ifferen ce betw een c la s s e s in a ro u s a l reac tio n s is re v e rs e d w hen controlling fo r young adults. T he p e rc e n ta g e d iffere n ces in ; a ro u s a l betw een th e v ario u s education and occupation groups is quite I la rg e co m p ared to eith er th e o rig in al rela tio n sh ip or when c o n tro l- | j ling for older age groups. In other w o rd s, one of th e m o re in te r e s t- j i ing outcom es of controlling for age is th e finding th a t c la ss tends to ] m ake a significant d ifferen ce in te rm s of a ro u s a l, am ong young j I I adults (21-25). F u rth e rm o re , th e fact th a t so few individuals, in | m o st groups, re p o rt a ro u s a l m ak es this finding even m o re in te r e s t- j ing. T hat is , it se e m s th at it takes a com bination of fa c to rs (i. e. , being a college g rad u ate betw een the ages of 21 and 25) to m a k e a j su b sta n tia l p ro p o rtio n (40 percen t) evidence a ro u s a l by such d ep ic- j tio n s. In addition, an even g r e a te r p ro p o rtio n (59 percent) of in d iv i duals having th e se com bined fa c to rs re p o r t being sexually a ro u se d by tex tu al depictions (T able C. 6, A ppendix C). T his s a m e p a tte rn can be o b serv ed fo r th e o ther two dependent v a ria b le s , p erce iv ed so cial effects and attitu d es tow ard th e a v a ila b ility of e ro tic a (T ables 5. 13, 5. 14). It is again w ithin th e young 125 adult, group th a t th e c la ss v a ria b le s have th e ir stro n g e s t effect. A c a re fu l a p p ra is a l of th e data in th e th r e e ta b le s (T able 5. 12, T ab le 5. 13 and T a b le 5, 14), how ever, shows th a t th e youth p o la riz a tio n found in th e young, college g rad u ates of T ab le 5. 12, is not as m a n i fe s t in th e other two ta b le s . F o r exam ple, the data p re se n te d in T ab le 5. 14 in d icate s th a t age and c la ss have an effect upon to le ra n c e . Not only a r e th e re c la ss d iffe re n c e s w ithin the age g ro u p s, but also betw een th e m . M o re sp ecifically , a g r e a te r p ro p o rtio n of individ-, uals w ithin th e 21-25 y e a r old group evidence p e rm is s iv e attitu d es th an any of th e o th er age g ro u p s. T his s a m e p a tte rn can b e se e n in T ab le 5. 13, in te r m s of p e rc e iv e d d e s ira b le s o c ia l effects. A nother in te re s tin g a sp e c t of th e s e findings co n ce rn s th e c o m bined effect of c la ss and age on attitu d es. Young adults in high so c io -e c o n o m ic sta tu s tend to be th e m o s t a ro u s e d , th e m o st likely to p e rc e iv e th e s o c ia l effects of sex u ally o rien ted m a te r ia ls as d e s ira b le , and to be th e m o st p e rm is s iv e on th e question of a v a ila b il ity of e ro tic a . C o n v ersely , o ld er, blue c o lla r, and high school educated p e rso n s tend to b e th e m o st d isg u sted and c o n s e rv a tiv e on th e dependent v a ria b le s . Looking now at T ab les 5. 15, 5. 16 and 5. 17, it can b e seen th a t co n tro llin g for a c tiv is m does effect th e o rig in al re la tio n sh ip . H ow ever, as w ith age, th e findings a r e not as p re d ic te d . F o r exam ple, it w as p re d ic te d th a t c la ss d iffe re n c e s w ithin th e " P ro te s t" group would be m in im a l, how ever, it a p p e a rs th a t th e g r e a te s t c la ss TA B L E 5. 15 PERSO N A L REACTIONS TO VISUAL DEPICTIONS BY SOCIAL CLASS (EDUCATION, OCCUPATION) CONTROLLING FOR ACTIVISM* E ducation P r o te s t A c tiv ism T ak e p etitio n /co n v en tio n al N o n -activ e P e r s o n a l R eactions No A ro u sa l effect D isg u st P e r s o n a l R eac tio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st % io. % N % % % N % % io N 19 31 50 16 30 39 30 23 34 37 29 35 16 20 65 406 20 28 52 160 19 35 46 125 20 19 61 120 0 .0 39 62 13 o o u a j T * r High school o r le s s Som e college C ollege g rad u ate p = not sig. G am m a = . 22 p < .001 G am m a = . 22 ^insufficient c a s e b a s e to com pute p e rc e n ta g e s p = not sig. G am m a = . 08 A c tiv ism P r o te s t_____________ T ak e p etitio n /co n v en tio n al N o n -activ e P e r s o n a l R eactions No A ro u sa l effect D isg u st P e r s o n a l R eac tio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st O ccupation % % % N % % % N % % % N B lue c o lla r, w orking 36 21 43 14 18 19 63 283 16 17 66 86 B u s in e s s , w hite co llar 6 50 44 16 17 25 58 228 13 33 54 24 P ro fe s s io n a l, w hite c o lla r 36 39 26 31 15 30 55 111 14 71 14 7 p = not sig. p = not sig. p = not sig. G am m a = . 22 G am m a = . 06 G am m a = . 29 * T he r e a d e r is re m in d ed th a t th e siz e of th e N m a y influence so m e re la tio n s h ip s. T A B L E 5. 16 PE R C E IV E D SOCIAL E F F E C T BY SOCIAL CLASS (EDUCATION, OCCUPATION) CONTROLLING FOR ACTIVISM A ctiv ism P r o te s t _____________T ak e p etitio n /co n v en tio n al_______ N o n -activ e P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- ab le re a c tio n s ira b le P e rc e iv e d Social E ffects D e s ir - M ixed U nde- a b le re a c tio n s ira b le P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- ab le re a c tio n s ira b le E d u catio n % % % N % % % N io % % n H igh school or le ss Som e C ollege C ollege g rad u ate 36 46 18 22 69 19 13 16 66 31 3 29 22 58 20 516 30 50 20 171 33 50 17 125 13 63 24 204 0 70 30 10 4* p = not sig. G am m a = . 38 p = not sig. G am m a = . 14 p = not sig. G am m e = . 16 * P e rc e n ta g e s not c o m puted b e c a u se of s m a ll c a s e b a s e P r o te s t A c tiv ism T ak e p etitio n /co n v en tio n al N o n -activ e P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- a b le re a c tio n s ira b le P e rc e iv e d Social E ffects D e s ir - M ixed U nde- ab le re a c tio n s ira b le P e rc e iv e d Social E ffects D e s ir - M ixed U nde- a b le re a c tio n s ira b le O ccupation t io % n % % % N % io % N B lu e c o lla r, w orking B u s in e s s, w hite c o lla r P ro fe s s io n a l, w hite c o lla r 45 45 10 20 56 33 11 9 69 23 8 26 25 55 20 349 25 56 19 253 35 50 15 104 16 61 23 129 3 72 26 39 1 7 67 17 6 p = not sig. G am m a = . 32 p = not sig. G am m a = . 09 p = not sig. G am m a = . 19 ^ -j T A B L E 5. 17 ATTITUDES TOWARD TH E AVAILABILITY OF SEXUALLY ORIENTED M ATERIALS BY SOCIAL CLASS (EDUCATION, OCCUPATION) CONTROLLING FOR ACTIVISM A ctiv ism P r o te s t__________ T ak e p etitio n /co n v en tio n al________ N o n -activ e E d u catio n T o le ra n c e P e r m i t M ixed R e s tr ic t T o le ra n c e P e r m i t M ixed R e s tr ic t T o le ra n c e P e r m i t M ixed R e s tric t* * * % % % N % % % N % % % N High school or le ss 47 32 21 34 30 37 33 1062 31 30 40 432 S om e college 74 17 9 23 40 32 27 325 30 30 40 43 C ollege g rad u ate 84 13 2 45 46 29 25 263 40 33 27 15 p = not sig. p = not sig. P = not sig. G am m a = . 56 G am m a = . 19 G am m a = . 06 A ctiv ism P r o te s t__________ T ak e p etitio n /co n v en tio n al N o n -activ e T o le ra n c e T o le ra n c e T o le ra n c e P e r m i t M ixed R e s tr ic t P e r m i t M ixed R e s tr ic t P e r m i t M ixed R e s tr ic t O ccupation % % % N % % % N % % % N B lue c o lla r, w orking 54 39 7 28 34 36 30 652 36 32 32 244 B u s in e s s , w hite co lla r 67 17 17 18 34 37 29 474 34 22 44 93 P ro fe s sio n a l, w hite c o lla r 88 10 3 40 43 31 26 252 43 43 14 21 p = not sig. p = not sig. p = not sig. G am m a = . 51 G am m a = . 07 G am m a = . 03 *** Due to la c k of sp a c e th e actu al attitu d in al re s p o n s e s w e re a b b rev iated . P e r m i t = p e rm is s iv e , M ixed = m ixed re a c tio n , and R e s tr ic t = r e s tr ic tiv e . 129 j d iffe re n c e s in arousal'*' occu r w ithin th e " P ro te s t" group. U nfortun ately , due to th e sm a ll N in th e "N o n -activ e" group, it is difficult to m a k e m eaningful in te rp re ta tio n s . T he fact th a t the c a se b a s e is so sm a ll, how ever, is in te re stin g in itse lf. It se e m s th at the b e tte r educated a r e not re p re s e n te d in th e "N on-active" group. It is p o s sib le th at th e b e tte r educated a r e m o re activ e than th o se w ith le ss education. A nother in te re s tin g r e v e r s a l in expectations is in c la ss d iffere n ces in attitu d es tow ard av ailab ility w ithin the " P ro te s t" group (T able 5. 17). T h e re a r e strik in g c la ss d ifferen ces in th e ; attitu d es of th e p r o te s to rs . A dditional an aly sis in d icates th at, as w ith age, th e com bined i effects of a c tiv is m and c la ss d e m o n stra te a g en era l, but c e rta in ly ! not p e rfe c t, p attern . F o r exam ple, in te rm s of p e rso n a l re a c tio n s , j th e m o st aro u se d tend to b e th o se w ith a com bination of high c la s s j | p o sitio n and p ro te s t ex p erien ce (tru e for education, but not for J occupation); and so m e of the h ighest p erce n tag es of d isg u st re a c tio n s | a r e found am ong th e n o n -activ e, low er so cio -ec o n o m ic p erso n s j | (see T able 5. 15). S im ila rly , th e h ig h est p ro p o rtio n s p erceiv in g s o c ia l effects as d e s ira b le a r e th o se w ith a com bination of high so cio -ec o n o m ic position and a p ro te s t ex p erien ce. H ow ever, the r e v e r s e does not w o rk fo r th e "u n d e sira b le " categ o ry (see T able 5 .16). In te rm s of to le ra n c e to w ard the availab ility of ero tic m a t e r i a l s , th o se in high c la ss positions w ith a p ro te s t e x p erien ce Note: D ata p erta in in g to p e rso n a l re a c tio n s to te x tu al d e p ic tio n s is in A ppendix C, T ab le C. 7. 130 a r e fa r m o re likely to hold a p e rm is s iv e view on th e av ailab ility of e ro tic a , w hile th e n o n -activ e, low er so cio -ec o n o m ic group m e m b e rs tend to be th e m o st r e s tr ic tiv e (T able 5. 17). S u m m a rizin g th e findings p erta in in g to th e joint effect of age and c la ss and a c tiv is m and c la ss on a ttitu d e s, it is p a rtic u la rly in te re s tin g to note th a t m any of th e re la tio n sh ip s w e re not as p red ic ted . F o r exam ple, w ithin the 21-25 y e a r old age group, only 19% of th o se w ith no m o re than high school education re p o rt being sex u ally a ro u s e d /p le a s e d by viewing e ro tic a , w hile 40% of the college g ra d u - j ates re p o rt such re a c tio n s. A nother in te re stin g finding is th a t it is w ithin th e young age | group and th e " P ro te s t" group th a t th e g re a te s t c la ss d iffere n ces in j a ro u s a l occur. In m o s t c a s e s (zero o rd e r as w ell as w hen c o n tro l- I ling for age or activ ism ) th e tendency is for c la ss d iffere n ces to be j in te rm s of d isg u s t/d is a p p ro v a l, r a th e r than a ro u s a l. j j W hile th e se re s u lts w e re not p red ic ted , th e re is so m e su p p o rt J fo r th e m in the lite ra tu re . F o r exam ple, L ip se t (1971) sta te s that th e differen t in te r e s ts and values th a t divide A m e ric a a r e not p r i m a rily a function of age. F u r th e r m o re , he contends th a t th e re tends to be a re la tiv e ly w ide in tra -g e n e ra tio n g a p --th a t w ithin th e younger g en era tio n m any of th e s o c ie ta l values and attitu d es b eco m e p o la r ized. L ip se t also a rg u e s th a t the m a jo rity of young people tend to hold conventional valu es and attitu d e s. In te rp re tin g this a rg u m e n t in th e context of the findings p re se n te d in T ab les 5. 12 and 5. 14, it se e m s as if the findings sup p o rt L ip s e t's th e s is . As d e m o n stra te d 131 ; by th e findings, it is w ithin th e youngest age group th a t the g re a te s t c la ss d iffe re n c e s in p e rso n a l re a c tio n s o ccu r. F o r exam ple, it s e e m s likely, th at depending upon o ne's education or occupational po sitio n , p r o te s to rs w ill be for or ag a in st d iffere n t things. It m ay be th at w orking c la ss p ro te s to rs d e m o n stra te for conventional in s t i tu tio n s, w hile th o se p r o te s to rs com ing fro m a m o r e upper c la ss background m a y be m o r e ag a in st the conventional in stitu tio n s. M a le -F e m a le D ifferen ces in A ttitudes: In te ra c tio n E ffects i I T his sectio n p re s e n ts a d isc u ssio n of th e effects th a t c o n tro l- j I ling for sex has on re la tio n sh ip s p re se n te d and d isc u s se d in this c h a p te r. Since th e r e is a b a s ic p a tte rn in the findings, only a few of j th e m w ill b e p re se n te d in this section. ^ T ab les 5. 18 th ro u g h 5.22 s e rv e to s u m m a riz e and exem plify th e effect th a t controlling for sex gender has on th e preceding r e l a tio n sh ip s. W hen co m p arin g th e se five ta b le s w ith T ab les 5. 9, 5. 10 and 5. 11, it can be se e n th a t th e p a tte rn th a t w as estab lish ed in th e j e a r l ie r ta b les is m a n ife st in th e s e in te ra c tio n ta b le s . F e m a le s in j a ll educational and o ccupational groups a r e m o re co n se rv a tiv e than m a le s in c o m p a ra b le gro u p s. F u rth e rm o re , w ithin both sex gro u p s, th e o rig in a l c la s s re la te d d iffere n ces in attitudes a r e reco g n izab le. One in te re s tin g effect of controlling for sex co n cern s the Note: T ab les C. 8 thro u g h C. 14, Appendix C, p re s e n t a d d i tio n a l findings. 132 com bined effects of c e rta in fa c to rs . As pointed out e a r lie r , r e l a tiv e ly few people re p o rt being aro u se d by sex u ally orien ted d e p ic tio n s. * We found th a t a com bination of fa c to rs s e e m to be n e c e s s a r y to m ak e a su b sta n tia l p ro p o rtio n evidence a ro u s a l. O riginally, it w as d e m o n stra te d th at individuals a r e m o re likely to evidence a ro u s a l by te x tu al depictions than by v isu a l depictions and th at, in eith e r c a se , college g ra d u a te s, young adults and d em o n stra tio n p a rtic ip a n ts a r e m o re likely to re p o rt a ro u s a l than m e m b e rs of any of th e other groups (betw een 40 and 44 p e rc e n t evidence a ro u s a l, see T ab le 5. 3 and T able C. 5, A ppendix C, resp e c tiv e ly ). Then we d i s co v ered th at th e com bined fa c to rs of being a college g rad u ate, b e tw een th e ages of 21 and 25 in c re a s e s th e p ro p o rtio n re p o rtin g a ro u s a l to te x tu al depictions to 59 p e rc e n t (T able C .6 , A ppendix C). Now we find th a t 54 p e rc e n t of m a le college g rad u ates re p o rt being aro u sed by te x tu al depictions (T able 5. 19). Extending this r e la tio n ship to yet a higher lev el, w e find th a t th e com bined fa c to rs of being a m a le , betw een th e ages of 21 and 25, and a college g ra d u a te fu rth e r in c re a s e s th e p ro p o rtio n (64 p e rc e n t) evidencing a ro u s a l by te x tu al depictions (T able 5. 22). ^See T ab les 5.2 and 5 .3 , and pp. 120-124, h erein . T A B L E 5. 18 PE R SO N A L R EA C TIO N S TO VISUAL D E PIC T IO N S BY SO C IA L CLASS (ED U CA TIO N , O C C U PA TIO N ) C O N T R O L LIN G FO R SEX (M A L E -F E M A L E ) Sex M ale F e m a le P e r s o n a l R eactions No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st E d u catio n % % % N % % % N High school o r le ss Som e college C ollege g rad u ate 25 24 52 27 37 36 29 34 38 242 86 101 10 17 73 15 25 61 13 40 48 303 110 63 p = not sig. G am m a = . 16 p < .0005 G am m a = . 30 M ale Sex F e m a le P e r s o n a l R eactions No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st O ccupation % % % N % % % N B lue c o lla r, w orking B u s in e s s , w hite c o lla r P ro fe s s io n a l, w hite c o lla r 27 24 49 23 34 42 23 31 47 191 125 75 9 14 76 9 22 69 16 37 47 194 143 74 p = n o t sig . p < . 0005 G am m a = .0 1 G am m a = . 31 w o j T A B L E 5. 19 PE R SO N A L R EA C TIO N S TO T E X T U A L D EPIC T IO N S BY SO C IA L CLASS (ED U C A TIO N , O C C U PA TIO N ) C O N T R O L LIN G FO R SEX (M A L E -F E M A L E ) Sex M ale F e m a le E ducation P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st % % % N Io % % N High school or le ss 40 24 36 195 26 17 58 271 Som e college 41 24 36 84 30 26 44 103 C ollege g rad u ate 54 25 21 100 23 30 47 60 p = not sig. p = not sig. G am m a = . 18 G am m a = .13 Sex M ale F e m a le P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactions No A ro u sa l effect D isg u st O ccupation % % % N % % % N B lue c o lla r, w orking 46 18 37 153 30 17 53 163 B u s in e ss , w hite c o lla r 39 28 33 112 24 20 57 133 P ro fe s s io n a l, w hite c o lla r 47 29 24 70 23 38 39 77 p = n o t sig . G am m a = . 05 p < . 005 G am m a = . 04 T A B L E 5 .2 0 P E R C E IV E D SO C IA L E F F E C T S BY SO C IA L CLASS (ED U CA TIO N , O C C U PA TIO N ) CO N TR O LLIN G FO R SE X (M A L E -F E M A L E ) Sex M ale F e m a le P e rc e iv e d S ocial E ffects Mixed D e s ira b le R eac tio n s U n d esirab le P e rc e iv e d S ocial E ffects M ixed D e s ira b le R eactio n s U n d e sira b le E du catio n % % % N % % % N H igh school or le ss 24 54 22 331 16 63 21 411 S om e college 37 44 20 87 27 53 20 110 C ollege g rad u ate 39 49 11 89 37 43 20 70 P< -01 p . 0005 G am m a = . 24 G am m a = . 20 Sex M ale F e m a le P e rc e iv e d Social E ffects P e rc e iv e d S ocial E ffects M ixed M ixed D e s ira b le R eac tio n s U n d esirab le D e s ira b le R eactio n s U n d esirab le O ccupation % % % N % % % N B lue c o lla r, w orking 27 52 21 249 19 60 21 249 B u sin e ss , w hite c o lla r 33 47 21 132 16 66 18 169 P ro fe s sio n a l, w hite c o lla r 41 47 12 66 40 44 16 70 p = not sig . G am m a = . 14 p < . 001 G am m a = . 14 u > O l T A B L E 5 .21 ATTITUDES TOWARD TH E AVAILABILITY O F SEXUALLY ORIENTED MATERIALS BY SOCIAL CLASS (EDUCATION, OCCUPATION) CONTROLLING FOR SEX Sex M ale F e m a le T o le ra n c e T o le ra n c e M ixed M ixed P e r m is s iv e R eac tio n R e s tric tiv e P e r m i s s iv e R eac tio n R e s tric tiv e E ducation % % % N % % % N High school o r le ss 36 34 31 581 27 36 37 953 Som e college 52 28 20 145 34 32 34 246 C ollege g rad u ate 55 28 18 181 46 27 27 143 p < . 0005 p < . 0005 G am m a = .2 8 G am m a = . 17 Sex M ale F e m a le T o le ra n c e T o le ra n c e M ixed M ixed P e r m is s iv e R eac tio n R e s tric tiv e P e r m i s s iv e R eac tio n R e s tric tiv e O ccupation % % % N % % % N B lue c o lla r, w orking 43 32 25 392 29 37 34 535 B u s in e s s , w hite c o lla r 39 34 27 242 33 33 34 344 P ro fe s s io n a l, w hite c o lla r 54 29 17 136 44 29 27 177 p = no t sig . p < . 01 G am m a = . 08 G a m m a = .1 1 u > O' T A B L E 5 .2 2 PERSO NA L REACTIONS TO TEX TU A L DEPICTIONS BY SOCIAL CLASS (EDUCATION) CONTROLLING FOR AGE AND SEX 21 - 25 M ale Age 26 - 39 40 - 91 P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st E ducation % % % N % % % N % % % N High school or le ss S om e college C ollege g rad u ate 45 24 31 42 48 19 33 27 64 32 4 25 47 17 37 50 23 27 62 17 21 60 26 42 32 29 39 26 29 45 38 31 31 93 31 32 p = not sig. G am m a = . 26 p = not sig. G am m a = . 22 p = not sig. G am m a = . 04 21 - 25 F e m a le Age 26 - 39 40 - 91 P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st P e r s o n a l R eactio n s No A ro u sa l effect D isg u st E d u catio n % % % N % % % N % % % N High school o r le s s S om e college C ollege g rad u ate 33 16 51 49 39 22 39 23 50 29 21 14 29 21 51 38 27 35 9 39 52 112 34 23 19 14 67 110 18 29 53 45 22 22 57 23 p - not sig. p = not sig. p = not sig. G am m a = .2 7 G am m a = . 02 G am m a = . 16 C H A PT E R VI SUMMARY AND CONCLUSION S u m m a ry T his study has been concerned w ith th e understanding of a t t i tudes tow ard sexually o rien ted m a te r ia ls (e. g. , pornography, e ro tica). T he goal of this d is s e rta tio n has been to b rin g c la rity to th e question of w hat A m e ric a n s think about e ro tic a . T o account for d iffere n ces in attitudes tow ard sex u al m a te r ia ls , a so c ia l c la ss th e o re tic a l p e rsp e c tiv e w as in c o rp o ra te d . T his th e o re tic a l p e r s p e c tiv e attem pted to e sta b lish th a t two conditions of s o c ia l c la ss (ed u ca tio n and occupation) a r e ind icativ e of s o c ia l c la s s position and can be used to account for d iffere n ces in attitu d es tow ard e ro tic a . Specifically, attitudes tow ard sex u ally o rien ted m a te r ia ls w e re exam ined in th re e d im ensions: p e rs o n a l re a c tio n s; p e rc e iv e d so c ia l effects and; to le ra n c e tow ard the av ailab ility of e ro tic a . In an attem p t to ta k e into account th e youth m o v e m en t and other re c e n t so cial changes, tw o indices of so c ia l change (age and a c tiv ism ) w e re included in th e a n a ly sis . Due to th e sex u al and m o ra l context in w hich ero tic a is p erce iv ed , it w as felt th a t by controlling fo r th e s e two v a ria b le s th e re s u lta n t d iffere n ces in attitu d es tow ard sex u al m a te ria ls would be indicative of c e rta in changes taking place in A m e ric a . In g en era l, th e findings provide su p p o rt fo r the hypothesized 138 139 re la tio n s . W ith c la ss ta k en as a single p re d ic tiv e v a ria b le , it was found th a t th e re a r e c la ss d iffere n ces in d isg u st, to le ra n c e , and p e rc e iv e d so c ia l effects, but not in a ro u s a l. T he fact th a t e ro tic a is p a r t of a m o r e g e n e ra l so c ia l m o v em en t and c u ltu ra l change is s u p p o rte d by th e findings p erta in in g to age and a c tiv ism . Findings p e r taining to th e th ird a r e a of c o n c e rn (in teractio n effects) did not s u p p o rt the o rig in al p re d ic tio n s, how ever. W hile we did get in te re s tin g in te ra c tio n effects, they w e re not in th e d ire c tio n p red ic ted . F o r ex am p le, w e have found som e of th e g r e a te s t c la ss d iffere n ces in attitu d es to be am ong young adults. Since m o re explicit s u m m a rie s of th e s e findings a r e provided in C h ap ter V, detailed findings need not be lite ra lly rep ea ted h e re . T his ch a p te r p re s e n ts a m o re in te rp re ta tiv e view of th e findings, ra th e r th a n a re p e titiv e d isc u ssio n . In te rp re ta tio n of Findings S u m m a riz in g th e findings, it w as in te re s tin g to find w orking c la ss young adults to be so d iffere n t fro m p ro fe s sio n a l c la ss young adults on so m any ite m s. Only on th e question of av ailab ility of e ro tic a a r e w orking c la ss youth s im ila r to youth fro m higher so cial i c la s s e s . F o r p e rs o n a l re a c tio n s and p erce iv ed so c ia l effects w o rk - j j ing c la ss youth a r e m o re like th e ir p a re n ts than youth of higher c la s s standing. T his final point is in te re s tin g fro m th e standpoint of d e te rm in ing w h e re th e " g e n e ra tio n gap" is located. In te rm s of p erso n a l re a c tio n s to ero tic a , the gap is c le a rly w ithin th e higher s o c io econom ic groups. T he sig n ifican ce of th e findings extend beyond the a r e a of se x r ual m a te r ia ls , how ever. F o r exam ple, th e d isc o v e ry of significant c la ss d iffere n ces w ithin th e younger g e n e ra tio n is consonant w ith a grow ing body of lite r a tu r e w hich su g g ests th a t the g re a te s t p o la riz a tio n of attitudes is in the youth of A m e ric a . L ip se t (1971) in a r e cent study of rig h t wing e x tre m is m notes th at beh av io rs and attitu d es indicative of the ra d ic a l rig h t a r e likely to occur in groups being d isp laced fro m fo r m e r positions of d o m inance (e. g. , am ong w orking c la ss w hites who feel th at upw ardly m obile blacks w ill tak e th e ir jobs or change or dow ngrade th e ir neighborhood). F u r th e r m o re , it is w ithin th e se groups th at a lleg ia n ce to th e tra d itio n a l so c ia l o rd e r is stro n g e s t and fe a r and co n ste rn a tio n over c u rre n t so c ia l m o v e m en ts and changes highest. A ccordingly, m e m b e rs of th e low er m iddle and w orking c la ss a r e th e ones m o s t a n g ry about student and b la ck m ilita n c e , for exam ple (R ansford 1971). But, m uch of the an g e r se e m s to be due to th e p erce iv ed th r e a t to th e ir "e sta b lish e d " o rd e r and life style. To m e m b e rs of th e se gro u p s, th e "rev o lu tio n " in e ro tic a would be ju st one m o re indication of th e breakdow n in the tra d itio n a l so c ia l o rd e r. A ccordingly, th e ir attitu d es to w ard e ro tic a should re fle c t such a ttitu d e s. In other w o rd s, as th e data fro m th is study im ply, it is w ithin th e w orking c la ss th a t th e new w ave of p o rn o g raphy has its g r e a te s t num ber of opponents. 141 F u r th e r m o re , if this is in fact, th e c a s e , th e p o ssib ility of c la s s re la te d id eo lo g ical conflicts o c c u rrin g s e e m s likely. 1 F o r it w as a lso found th a t the g re a te s t p o la riz a tio n of c la ss d iffere n ces is w ithin th e younger g en era tio n , itse lf. In o th er w o rd s, this d i s s e r t a tio n could be view ed as an ex ten sio n of the " re v o lt of th e w orking c la s s " th e s is (L ip set, 1971; R a n sfo rd , 1971). A ccording to this orien tatio n , th o se groups th a t have th e g r e a te s t attach m en t to the old valu es and the old o rd e r a r e m o s t th re a te n e d by an g ry about c o n te m - - p o ra ry lib e ra l m o v e m en ts. T h o se who feel m o s t th re a te n e d by the c o n te m p o ra ry sc e n e (w orking c la ss young adults) m a y p e rc e iv e the c u rre n t "rev o lu tio n " in sex u al m a te r ia ls to be sym bolic of th e ir th re a te n e d position in th e so c ia l o rd e r. F u rth e r in te rp re ta tio n of the data re v e a ls th a t w hile m o st a rg u m e n ts ag ain st p o rn o g rap h y include, at so m e point, the conten- j tio n th at e ro tic a a ro u s e s people sexually, th is study has shown th a t j th e g re a t m a jo rity of adults re p o rt no such effect. In fact, m o st people re p o r t being disg u sted w hen exposed to sex u al m a te ria ls . It J i s e e m s , then, th a t if a c a s e is going to be m a d e ag ain st the a v a ila b ili ty of e ro tic a , it w ill have to b e b ased on grounds other than its ap h ro d isia c q u alities. T he m uch publicized and d is c u s s e d " se x u a l revolution" would s e e m to be involved in th e se findings. As can be seen fro m th is T he r e a d e r is rem in d ed th a t c la s s , in this study, is re f e r r in g to conditions su rro u n d in g th e two v a ria b le s of education and o c c u p a tion. 142 ! study, th e "rev o lu tio n " is m o re com plex than m o st of th e lite ra tu re su g g e sts. T he d ata do sup p o rt th e contention th a t young people a r e m o re lib e ra l than o ld er people. In fact, c la ss d iffere n ces in a r o u s a l/d is g u s t a r e in sig n ifican t am ong th e oldest age group. The m a jo rity of th o se 40 y e a rs of age and o ld e r, re g a r d le s s of so cial c la s s , r e p o r t being d isg u sted by ero tic d epictions. T he findings would a lso s e e m to in d icate th at w hile th e younger g e n e ra tio n is m o re lib e ra l than th e o ld er g e n e ra tio n s, th e m a jo rity : of th e young people tend to be re la tiv e ly co n se rv a tiv e in th e ir sexual a ttitu d e s -- e s p e c ia lly if th ey a r e m e m b e rs of th e w orking c la ss . H ow ever, w e also found significant c la s s d iffere n ces w ithin th e j youngest group of adults (aged 21 - 25). One in te rp re ta tio n of this : finding would be th at the o ld er g en era tio n w as exposed to a re la tiv e ly j hom ogeneous set of c o n se rv a tiv e sexual codes, re g a rd le s s of so cial c la s s . T o d ay 's youth, how ever, a r e being exposed to d ifferen t v a lu e s, depending upon th e ir so cial c la ss position: th e w orking c la s s j youth being exposed to a m o re tra d itio n a l/c o n s e rv a tiv e orientation; j th e upper and m iddle c la ss youth to a m o re lib e ra l o rien tatio n . j T h e C o m m issio n on O bscenity and P o rn o g rap h y : A C o m p a riso n of Studies Since th e d ate in c o rp o ra te d in this study w as provided by the C o m m is sio n on O b scen ity and P o rn o g rap h y , a note of c o m p a riso n is w a rra n te d . F ir s t, it should be pointed out th a t any s im ila rity b e tw een th e tw o stu d ies ends w h e re th e a n a ly sis of data begins. E ach study analyzed th e data fro m d ifferen t p e rs p e c tiv e s and acco rd in g to 143 d iffere n t objectives. W hile th e p u rp o se of th e C o m m issio n w as p r i m a rily d e s c rip tiv e (e .g . , d e sc rib in g co n su m e rsh ip p a tte rn s or th e effects of ex p o su re to ero tica), th e p rim a ry p u rp o se of this study has been th e o re tic a l (e. g. , explaining c e rta in sociological im plications of d iffere n ces in attitudes tow ard pornography). A nother point is th a t th e two studies em phasized differen t v a ria b le s . W hereas the C o m m issio n em phasized v a ria b le s re la te d to th e effects of pornography, th e author of this d is s e rta tio n em p h a sized th e so cial and socio lo g ical im p licatio n s of attitudes to w ard pornography. F u rth e rm o re , in th o se c a s e s w h e re th e two studies i d is c u s s the sa m e v a ria b le s , the two ap p ro ach es a r e sufficiently i d iffere n t to m ake the studies m o re c o m p lim e n ta ry than redundant. F o r exam ple, th e C o m m issio n sta te s th at sex u al a ro u s a l is le ss j i p ro b ab le with in c re a sin g age (C om m ission, 1970; 177). T his author found, how ever, th a t the age d iffere n ces in a ro u s a l w ithin the w o rk ing c la ss and th e high school or le ss groups is insignificant. In j o ther w o rd s, the findings of this study in d icate th at m any re la tio n - J i ) ships a r e m o re com plex than o rig in ally thought, and, consequently, | a r e m a d e m o re m eaningful w hen c e rta in co n tro ls a r e introduced and in te ra c tio n effects studied. T he Study of Social C la ss and A ttitudes T ow ard Sexually O riented M a te ria ls: A R e tro sp e c tiv e E valuation B e fo re concluding this d is s e rta tio n , a few sta te m e n ts of r e t r o spection w ill be p re se n te d . In p a rtic u la r, a b rie f c ritiq u e of the study as w ell as c e rta in suggestions for fu tu re r e s e a r c h w ill be 144 d isc u sse d . One p ro b le m w ith th e p re s e n t study co n cern s th e lack of c o n t r o l over th e specific type of sex u ally oriented m a te r ia l r e f e r r e d to by th e resp o n d en t. T he only co n tro l used w as a sta n d a rd iz e d lis t of sta te m e n ts d e sc rib in g sp ecific sexually oriented p o stu re s or a c ts. H ow ever, th e re w as no w ay of d eterm in in g the quality or type of m a te r ia l th e resp o n d en t was r e f e r r in g to, given a p a rtic u la r d e p ic tion. F o r exam ple, te x tu al depictions of "A m a n and a w om an having sex u al in te rc o u rs e " ra n g e in quality fro m the m o re m e d ic a l or c lin ic a lly o rien ted , sex m a n u al type of m a te ria ls , such as: T he fa c e -to -fa c e (or " m is s io n a ry " ) p osition is th e m o st conventional and th e m o s t popular coital p o stu re. It is com m only known as th e B asic P o sitio n . T he w om an lies flat on h er b ack w ith h e r legs s e p a ra te d to provide am p le a c c e s s to the vagina. T he m an ap p ro ach es by positioning h im se lf betw een h er legs and leaning over h er upper body. Then, supporting his w eight on his elbows and k n ees, he p re p a re s for e n try by guiding his penis to the vaginal opening. At th is point it is often d e s ira b le for the w om an to a s s is t h im by g rasp in g his organ and placing it in position fo r e n try (Koble and W a rre n , Vol. 2, 1970: 189-190); to the so -c a lle d , " h a r d - c o r e " v a rie ty , such as: F u lly a ro u se d now, he th ro w s her down on th e couch and dro p s on top of h e r. W elcom ing him , she sp re a d s w ide her thighs and r a is e s h er buttocks to his attack. H er heated p u ssy is held w ide open to a b o srb his th r o b bing penis. Roughly he fo rc e s in, his fu ry m aking her g ru n t at th e im p act. Soon his driving shoves b rin g down her lu b ricatin g ju ic e s and he slips in and out full length. S o asm s £sicj of p le a s u re co n to rt her fe a tu re s as he d riv e s d eep e r and d e e p e r, her c re a m y cum anointing his tool w a rm ly . He bends to s e iz e a v ib ra n t nipple in his te e th as he b u rie s h im se lf in h er w omb, his spouting se m e n filling her cavity and over flowing down h er legs (A nonym ous: 22). 145 As can be in fe rre d fro m the above ex am p les, it is quite p o s sib le that, w hile d ifferen t te x ts m a y be d escrib in g the sa m e p o stu re or act, the w ay th a t a ct is being d e sc rib e d plays an im p o rtan t p a rt in d eterm in in g th e r e a d e r 's re a c tio n s to it. F u rth e rm o re , the p o s s ib i lity of th e re being so cial c la ss d ifferen ces in the type or quality of m a te r ia l one is likely to be exposed to, in c re a s e s the im p o rta n c e of in c o rp o ra tin g som e co n tro l over th e quality of the m a te ria l. In o rd e r to have som e c o n tro l over th e quality of m a te ria l, it is suggested th at, in fu tu re stu d ie s, a stan d ard ized set of te x tu a l/ v isu a l depictions be p re se n te d to each resp o n d en t (e. g. , show each resp o n d en t a stan d ard ized s e rie s of photographs illu stra tin g the five depictions). In this way, th e r e s e a r c h e r would know what type of m a te r ia l the in terv iew ee is re f e r r in g to when responding to the ite m s . T he inclusion of this co n tro l p ro c e d u re provides additional a d vantages as w ell. F o r exam ple, a ll individuals in the sa m p le would have an equal opportunity to be exposed to e ro tic depictions, at the tim e of the in terv iew . C onsequently, e r r o r s in re c a ll could be fu rth e r reduced, a g re a te r p ro p o rtio n of individuals would probably be eligible to re p o rt th e ir p e rso n a l re a c tio n s , and a b e tte r u n d e r standing of th o se who a r e w illing to be exposed, as w ell as th o se who re fu s e to be exposed to such depictions would be gained. A nother suggestion is applicable to stu d ies endeavoring to in terv iew adult m a le s . W hat I a m r e fe rrin g to, is th e p o ssib le bias ....................... ... - J 1 4 6 : introduced by conducting in terv iew s during d ay -lig h t h o u rs. ^ T hrough such a p ro c e d u re , th e p ro b ab ility of interview ing m o re fem ales than m a le s in c re a s e s , sin ce adult m a le s tend to be w orking during th e day. B e c a u se of th is, it is suggested th a t m o re in terv iew s be conducted during the evening when it is m o re lik ely th a t th e m a le , w a g e -e a rn e r w ill be at hom e. One final suggestion would be to u se in te rv ie w e rs who a r e the sa m e sex as th e respondent. E sp e c ia lly in a study such as th is , it m a y be th at m a le s would be m o re candid when responding to th e questions of a m a le in te rv ie w e r than to a fe m a le in te rv ie w e r. ! Concluding S tatem en ts \ T his study in d icate s th a t so cio lo g ical v a ria b le s such as s o c ia l c la s s , age and a c tiv ism a r e e x tre m e ly im p o rta n t in u n d erstan d in g d iffe re n tia l re a c tio n s to pornography. T he findings in d icate th a t j i th e r e a r e c la ss d ifferen ces in attitu d es to w ard e ro tic a , but th a t they a r e m o st ap p aren t am ong the younger g e n e ra tio n and th e m o r e j activ e. T he findings tend to su p p o rt a grow ing body of lite r a t u r e j w hich in d icates th a t c e rta in c la ss re la te d ideologies a r e p o larizin g : in th e youth of A m e ric a . F u rth e rm o re , it is ap p are n t th a t a s ig n ifi cant portion of the d iffere n ces w ithin th e young adult group a r e due j to th e " lib e ra liz a tio n " of the youth fro m h ig h e r s o c io -e c o n o m ic b a c k -j j : grounds, and th e re is so m e evidence to in d icate th a t th e g r e a te s t I 1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ j ; F o r exam ple, th e fact th a t m o s t interv iew in g w as conducted » d u rin g th e day m ay p a rtia lly explain why a d isp ro p o rtio n a te n u m b er of fem a les w e re included in this study. in te r g e n e ra tio n a l d iffe re n c e s a r e a lso w ithin th e upper s o c io econom ic g ro u p s. 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A llan J r . 1968 "In te rv ie w e r ro le p e rfo rm a n c e : a fu rth e r note on bias in th e in fo rm atio n in te rv ie w ." P ublic Opinion Q u a rte rly 32,2 (Sum m er): 287-294. W ilson, R o b e rt Anton 1961 "M o d ern attitu d es tow ard s e x ." Pp. 186-192 in A lb ert E llis and A lb ert A b arb an el (eds. ), T he E ncyclopedia of Sexual B eh av io r. V olum e I. New York: H aw thorn B ooks, In co rp o rated . W inch, R o b e rt F. , R o b e rt M cG innis and H e rb e rt R. B a rrin g e r 1962 " E d ito rs ' introduction: scien tific m ethod and th e study of th e fam ily. " P p. 1-17 in R o b e rt F. Winch, R o b e rt M cG innis and H e rb e rt R. B a rrin g e r (eds. ), S elected Studies in M a rria g e and the F a m ily (rev ised edition). New York: H olt, R in e h a rt and W inston. W inokur, G eorge (ed. ) 1963 D eterm in an ts of H um an Sexual B eh av io r. S pringfield, Illinois: C h arles C. T h o m as, P u b lis h e r. Y ates, F ra n k I960 Sam pling M ethods for C en su ses and S u rv ey s, (3rd edition, re v ise d and enlarged). London: C h arles G riffin and Com pany, L im ited. 174 i i A P P E N D I C E S A PPEN D IX A ADDITIONAL INFORMATION REGARDING SAM PLING PROCEDURES AND CHARACTERISTICS TABLES A. 1 THROUGH A. 4 176 D e s c rip tio n of Sam ple T he sa m p le is a self-w eig h tin g a r e a sam p le, r e p r e s e n t a tiv e of a ll housing units in the co n term in o u s U nited S tates. It is s tra tifie d by the nine |l96cf) census reg io n s and w ithin each of th e s e reg io n s by six population or com m unity size groups. T he sa m p le c o n s is ts of 126 p rim a ry sam pling units (PSU 's) located in 43 of the 48 sta te s c o m p risin g th e c o n te r m inous U nited S ta te s. T he 5 sta te s not included in th e sam p le a r e Idaho, W yom ing, C olorado, South D akota and R hode Island. T he d istrib u tio n of th e P S U 's by re g io n and c o m m u n ity siz e s tr a ta a r e d etailed in T ab le A. 1. T ab le A. 1 S tra tu m R egion 1_ 2 3 4 _ 5 6. T o tal New England 0 2 1 2 2 2 9 M iddle A tlantic 9 6 1 1 2 2 21 E a s t N orth C e n tra l 5 4 4 3 3 5 24 W est N orth C e n tra l 1 2 1 1 3 4 12 South A tlantic 2 2 2 4 3 6 19 E a s t South C e n tra l 0 0 2 1 1 3 7 W est South C e n tra l 1 0 3 1 2 3 10 M ountain 0 0 2 2 1 1 6 P a c ific 4 5 2 3 1 3 18 T o tal 22 21 18 18 18 29 126 D efinitions for th e com m unity siz e s tr a t a contained in each of th e census re g io n s tr a ta a r e as follows: S tra tu m 1. M etro p o litan C en ter City over 1 ,0 0 0 ,0 0 0 in population: T h e s e c itie s a r e defined as th o se in w hich the e n tire S tan d a rd M etro p o litan S ta tis tic a l A re a (SMSA) contains 1, 000, 000 in population or m o re . T h e re a r e 24 such cities in th e United S tates. T he n u m b e r of dw elling units (D U's) re p re s e n tin g th e c e n te r city p o rtio n of a SMSA a r e th o se in cluded in th e c o rp o ra te b o u n d arie s of th e city its e lf and a r e obtained fro m th e a p p ro p ria te 177 S tra tu m 2. S tra tu m 3. S tra tu m 4. S tra tu m 5. b lo ck s ta tis tic s book. F o r exam ple, th e P h ila delphia SMSA contains a to ta l of 1, 333, 618 D U 's. Of th e se , 648, 942 a r e w ithin th e city of P h ila d elp h ia and th e re m a in in g 684, 658 a r e co n sid ere d the su burbs and would be placed in th e th ird s tra tu m . ; I If a reg io n contained m o re than one SMSA with one m illio n in population or m o re , then the cities w e re listed in descending n u m e ric a l o rd e r, i. e. , fro m la rg e s t to s m a lle s t. W ithin a p a rtic u la r city, the D U 's w e re liste d in th e sa m e o rd e r as th ey a p p ea red in the C ensus publications. M etro p o litan C en ter C ity under 1, 000, 000 in j population: T h e se c itie s a r e th e re m a in in g SM SA's w ith j 50, 000 or m o re in population. T he n u m b er of j D U 's attrib u te d to the c e n te r c itie s and to the su b u rb s is d e te rm in e d in exactly th e sam e m a n - j n e r as d e sc rib e d in S tra tu m 1, above. A gain, | th e se c itie s w e re listed in descending n u m e ric a l o rd e r w ithin each re g io n a l s tra tu m . Suburbs of C ities o ver 1 ,0 0 0 ,0 0 0 in population: See S tra tu m 1 fo r definition. Suburbs of C ities under 1 ,0 0 0 ,0 0 0 in population: S ee S tra tu m 1 fo r definition. N o n -m e tro p o lita n urban: T he rem a in in g counties in the co n term in o u s U nited S tates not included in th e SM SA's w e re then listed by census re g io n and w ithin each re g io n by state. T he counties w ithin a sta te w e re liste d fro m E a s t to W est and N o rth to South in a contiguous se rp e n tin e m a n n er. W ithin each county th e to ta l num ber of dw elling units a r e allo cated into S tra ta 5 and 6 w hich a re , re s p e c tiv e ly , th e n o n -m e tro p o lita n u rb an and n o n -m e tro p o lita n r u r a l s tra ta . T he n u m b e r of dw elling units w ithin a county to be allo cated to each of th e s tr a ta a r e d e te rm in e d in th e following m a n n er: 178 F r o m th e I960 C ensus of H ousing, S tate and S m all A re a s , V olum e 1, P a r ts 2 - 8 can be obtained the to ta l num ber of dw elling units c la ssifie d as r u r a l n o n -fa rm , and th e num ber of dwelling units co m p risin g occupied fa rm . The com bination of th e se two dw elling unit types c o m p rise s the to ta l num ber of non m e tro p o lita n r u r a l D U's for each county w hich a r e allocated to S tratu m 6 . T he to ta l non m e tro p o lita n r u r a l D U's a r e then su b tracted fro m the to tal num ber of D U 's in th e country. T he re m a in d e r, if any, co n stitu tes th e n o n m e tro p o lita n urban DU's fo r th at county w hich a r e allocated to S tra tu m 5. S tra tu m 6 . N o n -m etro p o lita n ru ra l: See S tra tu m 5 for definition (LoSciuto et al. , 1970: 4-6). R eduction of N on -M etro p o litan P S U 's T he num ber of P S U 's in the 5th and 6th s tr a ta (non m etro p o litan ) w e re reduced by 25 p e rc e n t. Since th e re w e re 47PS U 's in th e s e s tra ta , 12 P S U 's w e re s y ste m a tic a lly s e le c ted out a fte r a ran d o m s ta r t to acc o m p lish this reduction. T his left a to ta l of 114 P S U 's in the sam p le for this study (LoSciuto et a l . , 1970: 8). P re - lis tin g P r e - lis tin g of dwelling units w ithin each listing a r e a w as c a rrie d out in such a way as to avoid in te rv ie w e r co n tr o l over th o se households w hich w e re to be selected into th e sam ple. F ir s t, th e households in each listing a re a w e re chunked into segm ents of 25 dwelling units. A fter a ra n d o m s ta r t, a sy ste m a tic sam p le of chunks w as then draw n fo r d etail listing. The sam pling fra c tio n em ployed fo r selectin g th e s e chunks w as b ased on the num ber of D U 's contained in the listin g a re a according to th e I960 C ensus. T his m ethod of selec tio n sp re a d the chunks to be d e ta il-lis te d over th e e n tire listing a re a . It a lso e n su re d that, on th e av e ra g e , th re e chunks would b e d e ta il- liste d in each listing a re a . H ow ever, two additional chunks w e re selec ted to take c a r e of grow th which had undoubtedly o c c u rre d in som e a r e a sin ce th e I960 C ensus. T he p r e - li s t e r s had in stru c tio n s to call ISR should th e ir chunking ru n beyond th e la s t chunk selec ted for d etail 179 listin g . T his o c c u rre d in a few P S U 's although th e actu al n u m b e r of chunks d e ta il-lis te d w as v e ry clo se to th e e x p e c te d --o n the a v e ra g e 3. 1 chunks p er PSU w e re d etail liste d (LoSciuto et al. , 1970: 9). Subsam pling P la n In o rd e r to r a is e com pletion r a te s , a subsam pling and w eighting p ro c e d u re w as adopted during th e sixth w eek of field w o rk (the second w eek of A p ril, 1970). A s y ste m a tic ra n d o m sam p le of 1/3 (38) of th e P S U 's w as draw n, and co n ce n trate d effo rts m ad e to co m p lete m o re in terv iew s in th e s e P S U 's. T he plan re q u ire d stopping all field w o rk in th e n o n -se le c te d P S U 's followed im m e d ia te ly by c o n c e n tra ted efforts in th e 38 selec ted P S U 's to in terv iew n o n re sp o n d e n ts (LoSciuto et a l . , 1970: 10). R espondent S election T he actu al resp o n d en t w ithin a DU w as d e te rm in e d by m e a n s of a ran d o m se le c tio n ta b le on th e sc re e n in g fo rm . T he ta b le s w e re so designed th at each eligible resp o n d en t in a DU had an equal chance of being selec ted . In te rv ie w e rs had s tr ic t in stru c tio n s as to the m a n n e r in w hich th e s c r e e n ing fo rm s w e re to be used so th a t th e se le c tio n p ro b ab ilities could not be changed (LoSciuto et a l. , 1970: 10). In terv i ew ers A ll of th e in te rv ie w e rs w e re fem a le w ith the exception of 11 m a le s em ployed for th e c r o s s - s e x in te rv ie w e r e x p e rim e n t. Although su b sta n tia l v a ria b ility existed am ong th e in te rv ie w e rs , th e m a jo rity w e re m id d le c la ss h o u s e w ives who b e c a m e p ro fe s sio n a l in te rv ie w e rs la rg e ly b e ca u se th e y w e re in te re s te d in th e w o rk its e lf and b e c a u se of the flex ib ility th e w o rk scheduling offered. Of th e 226 in te rv ie w e rs who w orked on th e study, 143 had had su rv ey r e s e a r c h e x p erien ce. In addition, so m e of the 83 in ex p erien ced in te rv ie w e rs had re la te d backgrounds in teach in g , door to door sellin g , p e rso n n e l interview ing and w orking and in terv iew in g in v a rio u s so c ia l ag en cies (LoSciuto et al. , 1970: 27). C om pletion R ates T he com pletion ra te s for adults in both the o rig in al and th e su b sa m p le s was com puted on the b a s is of potentially eligible households. In other w o rd s, th e only exclusions fro m th e b a se a r e v a ca n cies, units w hich tu rn out to be non-dw elling units and ineligibles. Since eligibility w as defined fo r th e adult sam p le in te rm s of age, v irtu a lly the only ineligible households w ere th o se w h e re no one 21 or over re sid e d . T h e se th re e c a te g o rie s a r e not re p re s e n te d th en in the T ab le A. 2 o rig in al sam p le b a s e of 3884 or su b sam p le b a s e of 586. All other c a te g o rie s except for c o m pleted in terv iew s count as n o n -re s p o n s e which leads to a ra th e r co n se rv a tiv e e s tim a te of com pletion ra te s (LoSciuto et al. , 1970: 35). T ab le A. 2 and A. 3 s u m m a riz e the com pletion r a te data fo r the adult sam ple. The com pletion ra te for adults a r e based on the r e - I su its of the subsam pling sy ste m in which 1/3 of the o rig in al p rim a ry j sam pling units w e re selected fo r the c o n ce n trate d effort p ro c e d u re a lre a d y d e sc rib e d . In effect, then, the final com pletion ra te is a w eighted com bination of the com pletion r e s u lts of an e a rly phase of I interv iew in g and a la te phase. The e a rly p h a se is designated in T ab les A. 2, A. 3 and A. 4 as th e "O rig in al sam p le" and the late phase as th e "Subsam ple."'*' T he o v e ra ll in terv iew com pletion ra te s for adults in th e study w e re com puted v ia a w eighted a v e ra g e fo rm u la of the type o rig in ally su g g ested by H ansen and H urw itz in th e ir a r tic le "T he p ro b lem of n o n -re s p o n s e in sa m p le su rv ey s. " J o u rn a l of the A m e ric a n S ta tis tic a l A sso ciatio n , 41, pp. 517-529. T he a ctu al fo rm u la em ployed h e re w as: 0 = 0 ^ + C2(NR) W here C = o v e ra l com pletion ra te 181 = com pletion p e rc e n ta g e in the e a rly p h ase for all o rig in ally designated resp o n d en ts C2 = com pletion ra te for resp o n d en ts designated for la te ph ase NR = th e p ro p o rtio n of o rig in ally designated resp o n d en ts who w e re not interview ed in the e a rly phase F o r exam ple, the com pletion r a te for the adult in terv iew is 70 p e r cent, since: Cj, = 60% (T able 10) C2 = 26% (T able 11) NR = 40% (100% - T he sa m e fo rm u la w as applied to com pute the o v e ra ll com pletion r a te for the se lf-a d m in is te re d q u e stio n n a ire (66 p e rc e n t, T ab le A. 4] (LioSciuto et al. , 1970:40). -------1 182 | T a b le A. 2 F in a l D isp o sitio n of Interview A ttem pts -- O rig in al S am ple and S u b sa m p le ^ T o ta l E lig ib le H ouseholds C om pleted Interview s Not At H om e R efused L isting R efused Interview Language B a r r i e r T e rm in a tio n O ther No R e p o rt * L e ss than 1 p erce n t. O rig in al Sam ple Sub sam p le 3884 (100%) 586 (100%) 2330 (60%) 152 (26%) 399 (10%) 61 (11%) 366 (9%) 58 (10%) 406 (10%) 96 (16%) 55 (1%) 1 (*) 15 (*) 0 (*) 208 (6%) 106 (18%) 105 (3%) 114 (19%) T he to tals in T ab les A. 2, A. 3 and A. 4 a r e based on c o m p u ter ru n s m a d e p rio r to cleaning p ro c e d u re s . T he fre q u e n c ie s a r e su b ject to m in o r changes as a r e s u lt of th e cleaning p r o c e s s , but th e re should b e v irtu a lly no change in p e rc e n ta g e s (LoSciuto et a l . , 1970: 36). T a b le A. 3 R easo n s for Interview R efu sal _______by R efu sal Stage________ O rig in al Sam ple R efu sed R efused L istin g Interview T o ta l 366 406 F la t R efu sal, No R easo n 31% 19% R efused to O pen D oor 8% 1% No In te re s t or No Opinions 23% 18% No T im e 10% 19% A gainst S urveys 14% 11% S u rv ey Subject or Conduct 5% 8% T e m p o ra ry Illn ess 6% 15% O ther 3% 6% T A B L E A. 4 CO M PLETIO N RA TES FOR SA M PLE In terv iew s SAQ^ O rig in al S am ple 2330 2141 (60%) (55%) Sub sam p le 152 140 (26%) (24%) T o tal C om pleted Interview s 2482 2281 SAQ r e f e r s to th e A dult, S e lf-a d m in is te re d Q u estio n n aire. A PPE N D IX B TA BLES B. 1 AND B. 2 T A B L E B. 1 186 ! i DISTRIBUTION O F THE SA M PLE BY SPEC IFIC D EPICTIO N R E F E R R E D TO BY TH E RESPONDENT D epiction Sex organs M o u th -sex organ contact Sexual in te rc o u rs e H om osexual S a d o -m a so c h istic sex V isual T extual % N % N 24 252 14 120 11 118 10 93 45 471 50 447 15 160 18 158 6 58 8 73 L 187 T A B L E B. 2 IN T E R -IT E M CORRELATION M ATRIX O F THE ITEMS INCLUDED IN THE TO LER A N CE SCALE Item I 1 2 3 4 5 6 7 8 9 10 1 1. 000 . 6415 . 6665 . 5995 . 5473 . 6710 . 5456 . 5763 . 5288 .4949 2 1. 000 . 6796 . 7449 .7197 . 5446 . 7641 . 6096 . 6320 . 6141 3 1. 000 . 7588 . 6634 . 6302 . 6373 . 7663 . 6667 . 6076 4 1. 000 . 8025 . 5454 . 6885 . 6727 . 7787 . 7016 5 1. 000 . 4928 . 6639 . 5969 . 6857 . 8050 6 1. 000 . 5446 . 6302 . 5454 . 4928 7 1. 000 . 7671 . 8116 . 7738 8 1. 000 . 8041 . 7319 9 1. 000 . 8329 0 1. 000 Ite m n u m b e rs r e f e r to sp ecific d ep ictio n s. See C h ap ter IV, h e re in for listing of th e te n d epictions. A PPE N D IX C S U P P L E M E N T A L FINDINGS TA BLES C. 1 THROUGH C. 14 T A B L E C. 1 SO C IA L CLASS (ED U CA TIO N , O C C U PA TIO N ) BY PE R SO N A L R EA C TIO N S TO VISUAL AND T E X T U A L D E PIC T IO N S O F SE X ORGANS P e r s o n a l R eactio n s to P e r s o n a l R eac tio n s to V isual D epictions of Sex O rgans______T ex tu al D epictions of Sex O rgans E d u ca tio n A ro u sa l No E ffect D isg u st A ro u sa l No E ffect D isg u st i o % % N % % fo N L e ss th an high school 22 20 58 69 38 21 41 29 High school g rad u ate 17 28 55 89 33 6 61 36 Som e college 10 41 48 29 35 17 48 23 C ollege g rad u ate 29 36 36 28 36 36 27 11 p = not sig. p = not sig. G am m a = .1 3 G am m a = . 02 P e r s o n a l R eac tio n s to P e r s o n a l R eac tio n s to V isu al D epictions of Sex O rgans T ex tu al D epictions of Sex O rgans No No A ro u sa l E ffect D isg u st A ro u sa l E ffect D isg u st O ccupation % lo % N % % % N B lue c o lla r, w orking 18 27 55 95 37 8 55 38 B u s in e s s , w hite co llar 19 24 57 58 33 20 47 30 P ro fe s sio n a l, w hite c o lla r 20 52 28 25 36 36 29 14 p = not sig. G am m a = . 14 p = not sig. G am m a = . 14 T A B L E C. 2 SO C IA L CLASS (ED U CA TIO N , O C C U PA TIO N ) BY PE R SO N A L REA CTIO N S TO VISUAL AND T E X T U A L D E PIC T IO N S O F M O U T H -SE X ORGAN CO NTACT P e r s o n a l R eac tio n s to V isu al P e r s o n a l R eac tio n s to T ex tu al D epictions of M outh-Sex D epictions of M outh-Sex ______ O rgan _C ontact__________________________O rgan C ontact__________ E ducation A ro u sa l No E ffect D isg u st A ro u sa l No E ffect D isg u st % % % N % % % N L e ss th an high school 24 14 62 21 53 26 21 19 High school g rad u ate 33 10 57 42 42 17 42 24 S om e C ollege 11 26 63 19 37 21 42 19 C ollege g ra d u a te 8 31 62 13 56 17 28 18 p = not sig. p = not sig. G am m a = . 09 G am m a = . 03 P e r s o n a l R eac tio n s to V isu al P e r s o n a l R eac tio n s to T ex tu al D epictions of M outh-Sex D epictions of M outh-Sex ______ O rg an C ontact O rg an C ontact__________ A ro u sa l No E ffect D isg u st A ro u sa l No E ffect D isg u st O ccupation % % % N % % % N B lue c o lla r, w orking 28 20 53 53 53 25 22 32 B u sin e ss , w hite co lla r 20 5 75 20 40 12 48 25 P ro fe s s io n a l, w hite co llar 6 13 81 41 24 35 17 p = no t sig . G am m a = . 44 p = n o t sig . G am m a = . 20 vO o T A B L E C. 3 SO C IA L CLASS (ED U CA TIO N , O C C U PA TIO N BY PE R SO N A L R EA C TIO N S TO VISUAL AND T E X T U A L D E PIC T IO N S O F COITUS P e r s o n a l R eac tio n s to V isual P e r s o n a l R eac tio n s to T ex tu al D epictions of Coitus D epictions of Coitus_____ E ducation A ro u sa l No E ffect D isg u st A ro u sa l No E ffect D isg u st % % fo N % % N L e ss th an high school 13 16 71 77 28 20 53 76 High school g rad u ate 10 24 66 116 33 25 42 135 Som e college 21 33 46 94 37 26 38 82 C ollege g rad u ate 25 33 42 79 43 27 30 81 p < . 0005 p = not sig. G am m a = . 32 G am m a = . 18 P e r s o n a l R eac tio n s to V isu al P e r s o n a l R eac tio n s to T ex tu al D epictions of Coitus D epictions of Coitus______ A ro u sa l No E ffect D isg u st A ro u sa l No E ffect D isg u st O ccupation % % % N % °lo % N B lue c o lla r, w orking 13 16 71 142 38 19 43 138 B u sin e ss , w hite co lla r 15 35 50 116 31 24 45 116 P ro fe s sio n a l, w hite co lla r 23 30 47 35 34 31 68 p < .0 0 0 5 G am m a = . 29 p = n o t sig . G am m a = . 03 192 T A B L E C. 4 AGE BY PERSO NA L REACTIONS TO VISUAL DEPICTIONS P e r s o n a l R eactio n s A ro u sa l No E ffect D isg u st Age % % % N 15-20 25 31 45 496 21-25 25 31 44 199 193 T A B L E C. 5 AGE AND ACTIVISM BY PERSO N A L REACTIONS TO TEX TU A L DEPICTIONS P e r s o n a l R eac tio n s to T ex tu al D epictions A ge A ro u sa l No E ffect D isg u st % % % N 21-25 44 22 33 180 26-39 38 22 40 297 40-55 28 25 48 240 56 and over 19 21 60 95 p< .0005 G am m a = .23 P e r s o n a l R eac tio n s to T ex tu al D epictions A ctiv ism A ro u sa l No E ffect D isgust % % N P r o te s to r s 41 26 33 61 T ak e P e titio n 36 19 45 84 C onventional 34 24 43 568 N on-A ctive 34 17 49 98 p = not sig . G am m a = . 07 T A B L E C. 6 PE R SO N A L R EA C TIO N S TO T E X T U A L D E PIC T IO N S BY SO C IA L CLASS (ED U CA TIO N , O C C U PA TIO N ) C O N T R O L LIN G FO R AGE 21 - 25 Age 26 - 39 40 - 91 P e r s o n a l R eac tio n s to T ex tu al D epictions P e r s o n a l R eac tio n s to T ex tu al D epictions P e r s o n a l R eac tio n s to T extual D epictions No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st E d u catio n % % % N % % % N % % % N High school or le ss Som e college C ollege g rad u ate 39 20 42 91 44 20 36 50 59 31 10 39 35 19 46 172 43 25 32 60 43 25 32 65 25 21 54 203 21 29 50 76 31 27 42 55 p = not sig. G am m a = . 29 p = not sig. G am m a = . 17 p = not sig. G am m a = . 10 21 - 25 Age 26 - 39 40 - 91 P e r s o n a l R eac tio n s to T ex tu al D epictions P e r s o n a l R eac tio n s to T extual D epictions P e r s o n a l R eac tio n s to T ex tu al D epictions No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st O ccupation % °/ o % N % % % N % % % N B lu e c o lla r, w orking B u sin e ss , w hite co llar P ro fe s s io n a l, w hite c o lla r 43 14 43 77 41 26 33 46 52 30 18 33 41 17 42 127 38 22 40 90 30 33 37 60 30 19 51 111 20 24 56 108 30 36 34 53 p = not sig. G am m a = . 18 p = not sig. G am m a = . 03 p = not sig. h - G am m a = . 07 ^ T A B L E C. 7 P E R SO N A L R EA C TIO N S TO T E X T U A L D E PIC T IO N S BY SO C IA L CLASS (ED U CA TIO N , O C C U PA TIO N ) C O N T R O L LIN G FO R A CTIV ISM P r o te s t A c tiv ism T ak e p etitio n /co n v en tio n N o n -activ e P e r s o n a l re a c tio n s to T ex tu al D epictions P e r s o n a l re a c tio n s to T ex tu al D epictions P e r s o n a l re a c tio n s to T ex tu al D epictions No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st E d u catio n % % % N % % % N % °j o % N High school or le ss S om e college C ollege g ra d u a te 15 23 62 13 41 29 29 17 52 26 23 31 31 21 48 367 35 26 40 157 41 27 33 126 35 17 48 82. 23 15 62 13 3** p = not sig. G am m a = . 42 p = not sig. G am m a = . 17 ^ in s u f f i c ie n t c a s e b a s e to co m p lete p e rc e n ta g e s p = not sig. G am m a = . 16 P r o te s t A ctiv ism T ak e petitio n /co n v en tio n N o n -activ e P e r s o n a l re a c tio n s to T ex tu al D epictions P e r s o n a l re a c tio n s to T ex tu al D epictions P e r s o n a l re a c tio n s to T extual D epictions No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st O ccupation % % % N % % % N % i o % N B lue c o lla r, w orking B u s in e s s , w hite c o lla r P ro fe s sio n a l, w hite co llar 18 36 46 11 44 22 33 9 41 28 31 32 40 16 45 249 29 25 45 214 32 37 31 108 32 20 48 54 41 9 50 22 43 00 57 7 p - not sig. G am m a = .21 p < .0005 G am m a = .01 p = not sig. G am m a = . 04 T A B L E C. 8 PE R SO N A L R EA C TIO N S TO VISUAL D E PIC T IO N S BY AGE AND A C TIV ISM C O N T R O L LIN G FO R SEX M ale Sex F e m a le P e r s o n a l R eac tio n s P e r s o n a l R eactio n s No A ro u sa l E ffect D isg u st No A ro u sa l E ffect D isg u st A ge % % % N % % % N 21-25 26-39 40-91 35 31 34 30 26 45 18 30 52 91 166 171 17 31 11 22 8 16 53 67 76 108 188 178 p <.01 G am m a = . 22 P < . 005 G am m a = . 28 M ale Sex F e m a le P e r s o n a l R eac tio n s P e r s o n a l R eactio n s No A ro u sa l E ffect D isg u st No A ro u sa l E ffect D isg u st A c tiv ism % % % N % % % N P r o te s t T ak e petition, conventional N o n -activ e 41 30 30 25 29 46 25 23 52 37 337 56 19 43 10 20 13 21 38 70 66 37 356 82 p = not sig. G am m a = . 18 p < . 005 G am m a = . 15 vO O' T A B L E C. 9 P E R SO N A L R EA C TIO N S TO T E X T U A L D E PIC T IO N S BY AGE AND A C TIV ISM C O N T R O L LIN G FO R SEX Sex M ale F e m a le P e r s o n a l R eactio n s P e r s o n a l R eactio n s No No A ro u sa l E ffect D isg u st A ro u sa l E ffect D isg u st Age % % % N % % fo N 21-25 51 25 25 94 37 20 43 86 26-39 52 18 30 128 28 24 48 169 40-91 32 30 39 156 19 18 63 179 p < . 005 . 01 G am m a = .2 3 G am m a = .2 5 M ale Sex F e m a le P e r s o n a l R eac tio n s P e r s o n a l R eac tio n s No No A ro u sa l E ffect D isg u st A ro u sa l E ffect D isg u st A c tiv ism % % % N % % % N P r o te s t 50 29 21 34 30 22 48 27 T ak e petition, conventional 43 25 32 297 26 22 52 355 N o n -activ e 42 19 40 48 26 16 58 50 p = not sig. p = not sig. G am m a = . 13 G am m a = . 08 T A B L E C. 10 P E R C E IV E D SO C IA L E F F E C T S BY AGE AND A C TIV ISM C O N TR O LLIN G FO R SEX M ale Sex F e m a le Age P e rc e iv e d S ocial E ffects P e rc e iv e d S ocial E ffects M ixed D e s ira b le R eac tio n s U n d esirab le M ixed D e s ira b le R eactio n s U n d esirab le % % % N % % % N 21-25 42 50 8 90 36 54 10 108 26-39 31 49 19 176 27 55 18 202 40-91 23 53 25 243 11 63 27 282 p < .001 p< .0005 G am m a = . 27 G am m a = . 38 Sex M ale F e m a le P e rc e iv e d S ocial E ffects P e rc e iv e d S ocial E ffects M ixed M ixed D e s ira b le R eactio n s U n d e sira b le D e s ira b le R eactio n s U n d e sira b le A c tiv ism % % % N % % % N P r o te s t 61 26 13 31 53 39 8 36 T ak e petition, c onv enti onal 30 50 20 384 21 60 20 432 N o n -activ e 14 65 21 95 12 61 27 126 p < .0005 G am m a = . 32 p < . 0005 G am m a = . 33 T A B L E C. 11 A TTITUDES TOWARD THE AVAILABILITY O F SEXUALLY ORIENTED M ATERIALS BY AGE AND ACTIVISM CONTROLLING FOR SEX Sex M ale F e m a le T o le ra n c e T o le ra n c e P e r m is s iv e M ixed R eac tio n R e s tric tiv e M ixed P e r m is s iv e R eac tio n R e s tric tiv e Age % % % N % % % N 21-25 70 21 9 138 54 32 14 180 26-39 48 30 22 297 37 39 25 413 40-91 30 36 35 471 22 32 47 744 p < . 0005 p < • . 0005 G am m a = . 42 G am m a = . 43 Sex M ale F e m a le T o le ra n c e T o le ra n c e P e r m is s iv e M ixed R eac tio n R e s tric tiv e M ixed P e r m i s s iv e R eac tio n R e s tric tiv e A ctiv ism % % % N % % % N P r o te s t T ak e petition, 75 16 10 51 65 26 10 51 conventional 40 34 26 692 30 35 35 964 N o n -activ e 41 25 34 167 25 32 43 327 p £ . 0005 G am m a = . 19 p < . 0005 G am m a = . 22 T A B L E 5. 12 PE R SO N A L R EA C TIO N S TO VISUAL D E PIC T IO N S BY SO C IA L CLASS (ED UCATION ) C O N T R O L LIN G FO R AGE AND SE X M ale 21 - 25 Age 26 - 39 4 0 - 9 1 P e r s o n a l R eactio n s P e r s o n a l R eac tio n s P e r s o n a l R eactio n s No No No A ro u sa l effect D isg u st A ro u sa l effect D isg u st A ro u sa l effect D isg u st E d u catio n % % % N % % % N % % % N High school or le ss 27 29 44 45 33 15 52 85 17 28 55 111 S om e college 42 29 29 24 27 36 36 33 14 45 41 29 C ollege g ra d u a te 46 36 18 22 26 38 36 47 23 26 52 31 p = not sig. p = not sig. p = not sig. G am m a = .31 G am m a = . 08 G am m a = . 10 F e m a le Age 21 - 25 26 - 39 40 - 91 P e r s o n a l R eactio n s P e r s o n a l R eac tio n s P e r s o n a l R eactio n s No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st No A ro u sa l effect D isg u st E d u ca tio n % % % N % % % N % % % N High school or le ss Som e college C ollege g rad u ate 12 21 67 52 18 38 45 40 31 44 25 16 10 21 70 126 19 8 73 37 8 48 44 25 9 11 80 124 6 28 66 32 5 27 68 22 p = n o t sig . G am m a = . 43 p< . 005 G am m a = . 20 p = not sig . G am m a = . 23 ro o o T A B L E C. 13 P E R C E IV E D SO C IA L E F F E C T S BY SO C IA L CLASS (ED U CATION ) C O N T R O L LIN G FO R AGE AND SEX M ale 21 - 25 Age 26 - 39 40 - 91 P e rc e iv e d S ocial E ffects P e rc e iv e d S ocial E ffects P e rc e iv e d S ocial E ffects D e s ir - M ixed U nde- D esir - M ixed U nde- D e s ir - M ixed U nde- able re a c tio n s ira b le able re a c tio n s ira b le able re a c tio n s ira b le E du catio n % % % N % % % N % % % N High school or le ss 31 63 6 51 29 47 25 98 20 55 25 181 Som e college 64 23 14 22 32 52 16 31 24 50 27 34 C ollege g rad u ate 47 47 6 17 36 55 9 44 41 41 10 27 p = not sig. p = not sig. p = not sig. G am m a = . 26 G am m a = . 21 G am m a = . 17 F em a le Age 21 - 25 26 -_39_____________________ 40 - 91 P e rc e iv e d Social E ffects P e rc e iv e d S ocial E ffects P e rc e iv e d Social E ffec ts D e s ir - M ixed Unde - D e s ir - M ixed U nde- D e s ir - M ixed U nde- able re a c tio n s ira b le able re a c tio n s ira b le able re a c tio n s ira b le E du catio n % % % N % % % N % % % N High school or le ss 27 59 14 63 22 60 18 145 9 66 25 203 Som e college 40 57 3 30 32 44 24 34 16 56 29 45 C ollege g rad u ate 67 27 7 15 48 44 9 23 16 50 34 32 p = not sig. p = not sig. p = not sig. G am m a = . 44 G am m a = . 23 G am m a = . 01 to o T A B L E C. 14 A T T IT U D E S TOW ARD TH E A V A ILA B ILITY O F SEX U A LLY O R IE N T E D M A TER IA LS BY SO C IA L CLASS (ED UCATIO N) C O N T R O L LIN G FO R AGE AND SEX M ale Age 21 - 25 26 - 39 40 - 91 E du catio n T o le ra n ce P e r m i t M ixed R e s tr ic t T o le ra n c e P e r m i t M ixed R e s tr ic t T o le ra n c e P e r m i t M ixed R e stric t* * * % % % N % % % N % % % N High school or le s s 59 32 9 71 43 32 24 164 27 35 39 343 Som e C ollege 84 5 11 37 49 31 20 49 34 41 25 59 C ollege g rad u ate 80 13 7 30 57 27 16 81 41 35 24 68 p = not sig. p = not sig. p = not sig. G am m a = . 37 G am m a = . 18 G am m a = .2 4 21 - 25 F e m a le Age 26 - 39 40 - 91 T o le ra n c e T o le ra n c e T o le ra n c e P e r m i t M ixed R e s tr ic t P e r m i t M ixed R e s tr ic t P e r m i t M ixed R e stric t* * * E du catio n % % % N % % % N % % % N High school o r le ss 46 38 17 103 32 42 26 299 21 32 47 546 Som e college 66 26 8 53 44 34 22 68 16 33 51 121 C ollege g ra d u a te 63 21 17 24 57 28 15 46 35 28 38 72 p = not sig. G am m a = .2 7 p = not G am m a = . 26 sig. p = not sig. G am m a = . 04 D ae to lack of sp ace th e a ctu al attitu d in al re s p o n s e s w e re a b b rev iated . P e r m i t = p e rm is s iv e , M ixed = m ixed re a c tio n , and R e s tr ic t = r e s tr ic tiv e . r\> o co A PPE N D IX D SCREENIN G FORMS F E B R U A R Y , 1 9 7 0 I N S T I T U T E F O R S U R V E Y R E S E A R C H T E M P L E U N I V E R S I T Y -O f T h e C o m m o n w e a lth S y stem O f H ig h e r E d u ca tio n S T U D Y O F C U R R E N T S O C I A L I S S U E S 164 3D S T U D Y # 5 2 0 -< l6 5 -0 8 N a m e of D o o r A n sw e r e r : A d d r ess: A D U L T S C R E E N I N G F O R M F O R X D U 'S P h o n e Hi C lty:_ State: In terview er: IDl L .A .tf C h u n k H Zip Hi D .U .# I'm _ fr o m th e Institute for S u r v e y R ese a r c h I N T R O D U C T I O N : G o o d _________ _______________ of T c r r p le U niversity in P hiladelphia. W e are con d u ctin g a stu d y a b o u t cu rren t social Issues. I n ord er to k n o w w h o m a y b e interview ed, I w o u ld like to k n o w th e n a m e of every ad u lt w h o lives I n this h o u seh old a n d is 2 1 years of a g e or over. I N T E R V I E W E R I N S T R U C T I O N S : F . I n C o lu m n A of th e Listing B o x , reco rd th e n a m e of ea ch ad u lt (p erson s 2 1 years of a g e or over) I n th e D U . I n C o lu m n 8, a sk for a n d reco rd th e a g e of th e adult listed I n C o lu m n A .' I n C o lu m n C , starting w ith th e y ou n gest adult a s n u m b e r 1 1 , assign a n u m b e r to th e adults goin g fr o m y ou n gest to oldest. (T h e y will b e n u m b e r e d II, 1 2 , 1 3 / etc.) I n C o lu m n D of th e Selection T ab le, circle th e total n u m b e r of adults I n th e D U . I n C o lu m n E of th e Selection T able, circle th e n u m b e r to th e right of th e n u m b e r circled I n C o lu m n D . N o w I n C o lu m n C of th e Listing B o x circle th e s a m e n u m b e r a s y o u just circled I n C o lu m n E . T h e adult w h o se n a m e is (in C o lu m n A ) to th e left of th at n u m b e r , Is th e adult p erso n to b e interview ed. Y o u h a v e n o w ch o sen th e only adult p erso n fr o m this D U that Is to b e In terview ed . If this p erso n Is n o t available for interview ing at this tim e th e n follow y o u r call-back rules. If this adult p erso n Is n ot interview ed after exh au stin g all y o u r call-backs, y o u will n o t m a k e a n y substitutions w ithin th e D U . L I S T I N G B O X S E L E C T I O N T A B L E I A B C 0 E N A M E S O F A L L A D U L T S A G E O R B I R T H - A S S I G N E D T O T A L A D U L T S H U M B E R O F A D U L T I N A G E 2 1 & O V E R D A T E N U M B E R A G E 2 1 6 O V E RC O L .C T O B E I N T E R V I E W E D 1 1 1 2 I I 3 1 1 k 1 1 5 1 1 6 or m o r e 1 1 A r c th ere adolescents (ages 1 5 -2 0 ) I n this D U 7 Y e s___ N o _ __ ( O V E R ) 205 1 CALL REPORT FORM P E R S O N A L V I S I T R E S U L T R E C O R D O R I G I N A L C A L L R E C O R D ____________________________C A L L - B A C K R E C O R D O R I G I N A L C A L L W /M /A C A L L 2 N D 3 R D I |T H D A T E : D A T E : A .M . A .M . A .M . A .M . T I M E : P .M . T I M E : P .M . P .M . P .M . R E S U L T O F O R I G I N A L C A L L : * R E S U L T : * * C O D E S F O R R E S U L T O F C A L L 1. C o m p le te d In terview 2. A p p o in tm e n t H a d e (D a te: T im e : ) 3 - R e sp o n d e n t N o t H o m e (E xp ected : D a te: T im e : ) 4. N o O n e H o m e 5 . R efu sed H o u se h o ld Listing ( D E S C R I B E B E L O W ) 6. R e fu sed In tervtev/ b y Selected R e sp o n d e n t ( D E S C R I B E B E L O W ) 7 - N o Eligible ( N o A d u lt A g e 2 1 A n d O v e r ) B . L a n g u a g e B arrier ( S P E C I F Y : ) 9. N o D w e l1 in g U n i t 0 . V a c a n t X . O th e r ( S P E C I F Y B E L O W ) I N T E R V I E W E R : ( W R I T E A D E T A I L E D D E S C R I P T I O N O F W H O R E F U S E D Y O U A N D T H E R E A S O N S F O R R E F U S A L ( C O D E 5 ) D E S C R I B E I N D E T A I L " O T H E R " R E A S O N ( C O D E X ) O R A N Y U N U S U A L C I R C U M S T A N C E S . 206 F eb ru ary, 1 9 7 0 I N S T I T U T E F O R S U H V E Y R E S E A R C H T E M P L E U N I V E R S I T Y " O f T h e C o m m o n w e a lth S y stem O f H ig h er E d u ca tio n A S T U O Y O F C U R R E N T S O C I A L I S S U E S 40090 . S tu d y #520-465-08 • F E M A L E I N T E R V I E W E R A D U L T . > c of D o o r A n sw erer: A d d ress: C lty:_ S C R E E N I N G F O R M F O R X D U 'S State: P h o n e tf\_ Z'lpt!'. Interview er: io ,y L .A .# C h u n k 0 .U ./5 I N T R O D U C T I O N : G o o d I'm ________ fr o m the Institute for S u rv ey R esco rch of W e are conducting a stu d y a b o u t current social issues. I n T e m p le U niversity in Philadelphia order to k n o w w h o m a y b e interview ed, I w o u ld like to k n o w th e n a m e of every adult w h o lives I n this h o u seh o ld a n d is 2 1 years of a g e o r over I N T E R V I e W E R I N S T R U C T I O N S : A . I n C o lu m n A of th e Listing B o x , record the n a m e of ea ch adult in the 0 U 2 1 years of age or m o r e . 8. I n C o lu m n B , a sk for a n d record th e a g e of ea ch adult listed I * C o lu m n A . C . I n C o lu m n C ., reco rd a " 0 " for ea ch adult m a le listed » n C o lu m n A . N ! .v /, assign a n u m b e r to ea ch fem a le w h o is 2 1 years of a g e or m o r e in th e follow ing m a n n e r : J r . C o lu m n C , assign n u m b e r I I to th e youngest fem ale, n u m b e r 1 2 to the n ex t oldest, a n d s- an , until every fe m a le h a s b e e n assignee a n u m b e r . If tw o or m o r e of these fem ales are r ^ s a m e age, a sk ' for a n d reco rd th e exact birthdate of each, in ord er to d eterm in e th e ord er of n u m b e r in g . 0. I n C o lu m n 0 of th e Selection T able, circle th e total n u m b e r of fem ales a g e 2 1 or over In th e D U . E * I n C o lu m n E , circle th e n u m b e r to the right of the n u m b e r circled in C o lu m n 0. N o w In C o lu m n j C circle th e s a m e n u m b e r a s y o u just circled in C o lu m n E . T h e adult fem ale w h o se n a m e Is (in C o lu m n A ) to th e left of that n u m b e r , is th e on ly adult fem ale eligible to b e inter view ed . F * Y o u h a v e n o w ch osen th e only adult fem ale fr o m this D U that Is to b e Interview ed. If this p erso n Is n ot available for intervJew ihg at this tim e th en follow y o u r call-back rules. If this adult fem ale is n ot interview ed after exhausting all you r call-backs, y o u will not m a k e a n y substitutions w ithin th e D U . L I S T I N G O O X N A M E S O F A L L A D U L T S ■ A G E 2 1 C O V E R A G E O R B IR T H -1 A S S I G N E D D A T E . N U M B E R • ' ■ . ‘ i 1 • S E L E C T I O N T A B L E I E T O T A L F E M A L E S A G E 2 1 S O V E R D u m b e r o f a d u l t w o m e n i n c o l .c t o b e i n t e r v ie w e d 1 l'l 2 li 3 n 4 li 5 li . 6 or more li . ) A r c there adolescents (ages 15-20)' In this D U 7 ' Y e s N o ( O V E R ) CALI REPORT FORM P E R S O N A L V I S IT R E S U L T R E C O R D O R I G I N A L C A L L R E C O R D C A L L - B A C K R E C O R D O R I G I N A L C A L L w w / . m , C A L L 2 N D 3 R D h T W D A T E : D A T E : A .M . A .K . A .M . A .I '.. T I K E ; P .M . T I M C : ___ P -H - P .M . ___ P .M . R E S U L T O F O R I G I N A L C A L L : * R E S U L T : * ’ * C O D E S F O R R E S U L T O F C A L L 1 . C o m p leted interview 2. A p p o in tm en t H a d e (D ate:____ T im e; ) 3. R esp o n d en t N o t ; - l u . v . e (E xp ected ; Sate; T im a ; ) * ( . N o O n e H o m e 5. R efu sed H o u sel.c’ .a Listing ( D E S C R I B E B E L O W ) 6. R efu sed Interview b y Selected R esp o n d en t ( D E S C R I B E B E L O W ) 7 .- H o Eligible (N o F e m a le A g e 2 1 A N D O V E R ) fl. L a n g u a g e B arrier (S P E C I F Y :_______ ________ ) 9. N o O w e 1 1 i n g o n i t 0.- V a ca n t X . O th er ( S P E C I F Y B E L O W ) I N T E R V I E W E R : ( W R I T E A D E T A I L E D D E S C R I P T I O N O F W H O R E F U S E D Y O U A N D T H E R E A S O N S F O R R E F U S A L ( C O D E 5 ) D E S C R I B E I N D E T A I L " O T H E R " R E A S O N ( C O D E X ) O R A N Y U N U S U A L C I R C U M S T A N C E S . A PPE N D IX E QUESTIONNAIRES 209 I N S T I T U T E F O R S U R V E Y R E S E A R C H T E M P L E U N I V E R S I T Y -O f The Commonwealth Syatem O f Higher Education P H I L A D E L P H I A , P A . R E S P O N D E N T 1 0 N U M B E R : F E B R U A R Y , 1 9 7 0 O P I N I O N S U R V E Y O N C U R R E N T S O C I A L I S S U E S T im e In terview b e g a n :_ D ate:____________ A .H . # 5 7 0 -< t6 5 -0 8 P .M . Adolescent(s): Y e s ___ N o R E S P O N D E N T 'S N A M E : ( P L E A S E P R I N T ) T E L E P H O N E f : ADDRESS: ( P L E A S E P R I N T ) CITY: ( P L E A S E P R I N T ) S T A T E : Z I P C O D E # : I N T R O D U C T I O N : H o w d o y o u d o. I 'm _ a n d I'm w o r k in g o n a su rvey for th e institute for S u r v e y R e se a r c h at T e m p le University I n Philadelphia. Y o u m a y h a v e received a T etter telling y o u a b o u t this stu d y o n Im p o r ta n t social Issu es a n d telling y o u that I w o u ld call u p o n yo u . H e r e Is a c o p y of that letter. I N T E R V I E W E R 'S N A M E : 1 0 f: j 1 . I n th e past tw o years d id y o u get a ch a n ce to r e a d a n y b o o k s, o r b o o k s? p art of a n y ( 1 -2 l) Y e s 1 ( S K I P T O Q . 3 ) N o 2 D o n 't k n o w 3 2. A b o u t h o w m a n y different b o o k s d id y o u read , or r e a d p a rt tw o years7 of, in th e p ast 2 2 • 1 - 2 1 3 - 5 2 6-10 3 1 1 o r m o r e 4 D o n 't k n o w 5 3. D u rin g th e past w eek , d id y o u h a p p e n to r e a d o r lo o k In to a n y m a g a zin es? 1 3 Y e s 1 ( S K I P T O Q -5 ) N o 2 D o n 't k n o w 3 4. A b o u t h o w m a n y different m a g a zin es d id y o u r e a d o r lo o k into for five m in u tes or m o r e d u rin g th e past seven d a y s7 i* • 1 - 2 1 3 - 5 2 6 -8 3 9 or m o r e 4 D o n 't k n o w 5 5. A b o u t h o w m a n y tim es in th e last fo u r w e e k s d id y o u g o to see a m o tio n picture I n a theater o r drive-ln? N o tim es 1 1 - 2 tim e s 2 3 “ k tim e s 3 5 tim es o r m o r e h O o n * t k n o w 5 6. W e are also Interested in y o u r op in ion o n national p ro b lem s. W o u ld y o u p lease tell m e w h a t y o u th in k a re th e tw o or three m o st serious p r o b le m s facing th e co u n try to d a y ? ( P R O B E F O R D E F I N I T I O N O F P R O B L E M S .) 1 . 2 . 3. 2 1 -2 7 - 3 - 212 ( C A R D F O R Q U E S T I O H S 7 t 8 T O R E S P O N D E N T ) N o w h ere Is a list of s o m e things th at p eop le co u ld d o If th ey w e r e co n c e rn ed a b o u t su ch p r o b le m s o r a n y other Issues. W h ic h , If an y , of these h a v e y o u ever d o n e a b o u t a n y issue? ( R E C O R D I N C O L U M N I O F T A B L E B E L O W ) 8. O n e of th e Issues that s o m e p eople a re talking a b o u t Is sex education. T o s o m e p eople sex education m e a n s a teach er I n a public sch ool teach in g stu dents a b o u t th e biology of sex, m a le a n d fem ale sex u a l b eh avior a n d sexu al m o ra ls I n th e U n ited States. If so m e o n e I n y o u r c o m m u n ity w e r e to ta k e a position o n sex education I n th e public schools w h ic h Is opposite to y o u r o w n , w h ic h of these things w o u ld y o u m o s t likely do, if a n y ? ( R E C O R D I N C O L U M N 2 O F T A B L E B E L O W ) ( C I R C L E A S H A N Y A S A P P L Y ) C O L U M N 1 C O L U M N 2 Q . 7 Q . 8 a. C on trib u te m o n e y to a n action g r o u p 1 1 b . S ign a petition th at s o m e o n e b ro u g h t to m e 2 2 c. T a k e a petition a r o u n d to oth er p eop le 3 3 W rite a letter to a n e w sp a p e r , a “• m a g a z in e or a political official A A e > T r y to Influence friends a n d n eigh b ors a b o u t s o m e Issu e 5 5 f. G iv e m y opinion at a public m eetin g 6 6 g. T a k e p art in a protest or d em o n stra tio n 7 7 , V o te against a political can d id ate b ecau se of his sta n d o n a n issue 8 8 1 . N o n e of th e m 9 9 ( T A K E B A C K C A R D F O R Q U E S T I O N S 7 S 8 ) 9 * 8/ th e w a y , w o u ld y o u b e for o r against sex ed u ca tio n I n th e public sch ools? _________________ so F o r 1 A g a in st 2 O th e r ( S P E C I F Y ) 3 Don 't k n o w k ( C A R D F O R Q U E S T I O N S 1 0 £ I I T O R E S P O N D E N T ) 1 0 . H e r e )s a list of places a n d s o m e p eop le w h o m ig h t give b o y s a n d girls in fo rm a tio n a b o u t sex. F r o m w h ic h of th ese w o u ld It b e best for th e a v era g e b o y or girl to get m o st of their in fo rm a tio n a b o u t se x ? ( R E C O R D I N C O L U M N 1 B E L O W ) It. F r o m w h ic h of these d id y o u get m o s t of y o u r in fo rm a tio n a b o u t sex w h e n y o u w e r e y o u n g ? ( R E C O R D I N C O L U M N 2 B E L O W ) j i 3 2 c g :u m n i C O L U M N 2 Q . 1 0 Q . I I B O Y S A N D G I R L S R E S P O N D E N T a M o th e r 1 1 ( C I R C L E A S b F a th e r 2 2 M A N Y c B ro th ers o r sisters ' 3 3 A S d . S c h o o l it It A P P L Y I N e. C h u r c h 5 5 C O L U M N 1 f. F rien d s of a b o u t th e s a m e a g e 6 6 A N D 9 * F a m lly d octor 7 7 C O L U H N 2 ) h . B o o k s 8 8 1 . D id n o t get a n y sex in fo rm a tio n 9 9 J - O th e r ( S P E C I F Y ) 0 0 k . n o o p in ion X X ( T A K E 8 A C K C A R O F O R Q U E S T I O N S 1 0 & II) - 5 - 1 2 . O ld y o u h a v e a fp r m a l cou rse I n sex ed u cation in sch ool? 33 Y e s 1 ( S K I P N o 2 I U Q . 1 4 ) D o n 't k n o w 3 1 3 . L o o k in g b a c k to w h e n y o u to o k this course, d id y o u fin d it: 3 u V e r y helpful, 1 S o m e w h a t helpful, 2 N o t too helpful, o r 3 N o t helpful at al1 7 4 ( D O N O T R E A D ) D o n 't k n o w , o r N o op in ion 5 ( C A R D F O R Q U E S T I O N S I< 1 - 1 7 T O R ) 1 4 . If y o u are like m o st of.us y o u m a y h a v e seen sex p ortrayed I n p h oto g ra p h s, sn a p shots, cartoons, o r m ovies. Please r e a d th r o u g h this ca rd a n d for ea ch I te m tell m e If y o u h a v e ever seen p h otograp h s, snapshots, cartoon s o r m o v ies th at s h o w th ese things. Let's start w ith th e first on e. H a v e y o u ever seen a p h o to g ra p h , sn a p shot, cartoon. or m o v ie of It7 ( R E C O R D I N C O L U M N I B E L O W ) ( A S K Q U E S T I O N 1 4 F O R E A C H N U M B E R O N C A R D B E F O R E A S K I N G Q U E S T I O N 1 5 ) (IF " N O " O R " D O N 'T K N O W " T O A L L I T E M S I N Q U E S T I O N 1 4 , T A K E B A C K C A R D A N D S K I P T O Q U E S T I O N 2 3 ) 1 5 . ( A S K Q U E S T I O N 1 5 A B O U T E A C H " Y E S " T O Q U E S T I O N 1 4 ) A n d h a v e y o u seen th e ite m o n th e ca rd w ithin th e past 2 years, th at is, I n 1 9 6 8 or 1 9 6 9 7 (IF R T H I N K S I T W A S 1 9 6 8 B U T I T .M I G H T H A V E - B E E N '1 9 6 ? 1 I N C L U D E I T A S A N A P P R O P R I A T E A N S W E R ) ( R E C O R D I N C O L U M N 2 B E L O W ) C O L . 1 - Q . 1 4 C O L . 2 - Q . I S E V E R S E E N S E E N I N P A S T 2 Y E A R S Y E S N O D O N ' T K N O W Y E S N O D O N ' T K N O W S cen es w h ich a re m a in ly for th e 1 . p u rp o se of sh o w in g th e sex o rg a n s of a m a n or a w o m a n 1 2 3 1 2 36 3 2 M o u th -sex o r g a n contact b etw een a m a n a n d a w o m a n 1 2 3 'X 2 3 3 8 A m a n a n d a w o m a n h a v in g (o r 3. a p p ea rin g to h a v e) sexu al Inter cou rse 1 2 3 1 2 *,0 3 , S ex u a l activities b etw een p eop le of th e s a m e sex 1 2 3 1 2 3 S ex activities w h ich In clu d e w h ip s, belts or sp a n k in g s 1 2 3 1 2 3 " ( I N T E R V I E W E R : I N C A S E T H E R E I S A Q U E S T I O N W E A R E N O T A S K I N G A B O U T A C T U A L L Y S E E I N G O R " 5 P A R T I C I P A T I N G I N A N Y O F T H E S E , B U T J U S T S E E I N G P H O T O G R A P H S , S N A P S H O T S , C A R T O O N S O R H O V I E S A B O U T T H E H .) _________________________________________________ _ - 6 - ” ~ r— 215 (IF " Y E S " T O O N E I T E M I N Q U E S T I O N 1 5 , A S K Q U E S T I O N 1 6 A B O U T T H A T I T E M ) (IF " Y E S " T O M O R E T H A N O N E I T E M I N Q U E S T I O N 1 5, A S K Q U E S T I O N 1 6 A B O U T T H E F I R S T " Y E S " F O L L O W I N G T H E X . I F N O " Y E S " F O L L O W S T H E X T H E N A S K Q U E S T I O N 1 6 A B O U T F I R S T " Y E S " A B O V E T H E X . (IF " H O " O R " D O H 'T K N O W " T O A L L I T E M S I N Q U E S T I O N 1 5 T A K E B A C K C A R D A N D A N D S K I P T O Q U E S T I O N 2 3 A ) 1 6. D u r in g th e p ast tw o years a b o u t h o w m a n y different tim e s h a v e y o u seen p h o to g ra p h s, snapshots, ca rtoon s o r m o v ie s of item o n this c a r d 7 ( O N L I N E * A B O V E R E C O R D A N D ' R E A D I T E M N U M B E R F R O M Q .1 5 ) • > « ( I N T E R V I E W E R : Y O U M A Y A C C E P T A R A N G E O F T I M E S ) R E C O R D If O F T I M E S : 1 7 - Let's tak e th e m o st recen t tim e y o u s a w a p h o to g ra p h , sn ap sh ot, cartoon o r m o v ie of item (Q .I5 I T E H N U M B E R ) o n th e card. W a s It in a b o o k , a m a g a zin e, a m o v ie o r w h a tT ( C I R C L E O N L Y O N E N U M B E R ) ( T A K E B A C K C A R D F O R Q U E S T I O N H t-i7 ) 1 , 9 B o o k 1 M a g a z i n e 2 M o v 1 e 3" P icture b y itself i t O th e r ( S P E C I F Y ) 5 D o n 't k n o w 6 ( C A R D F O R Q U E S T I O N 1 8 T O R E S P O N D E N T ) 1 8 . Please u se this c a r d to tell m e m o r e a b o u t w h er e y o u s a w this th e m o s t recen t tim e. If you're n o t sure, just give m e y o u r best recollection. ( C I R C L E O N L Y O N E N U M B E R ) ( T A K E B A C K C A R D F O R Q U E S T I O N 1 8 ) (S K I P T O a. H o v ie th eater 1 Q .2 2 ) b . Television 2 c. M y o w n h o u se 3 d . A t a friend's h o u s e i t e. A t a p a rty 5 f. A t sch o o l 6 9 : N e w ssta n d or d ru gstore 7 h . B o o k sto re 8 - 1 . I n a n a d v ertisem en t 9 J- O n a w all (L a v a to r y w ail or oth er) 0 k . O th e r ( S P E C I F Y ) X 1 . D o n 't k n o w Y I - 7 - ( C A R O F O R Q U E S T I O N 1 9 T O R E S P O N D E N T ) ( T A K E B A C K C A R D F O R Q U E S T I O N 1 9 ) (Q .1 5 I T E M N U M B E R ) d id y o u b u y It, b o r r o w It, g et , or w h a t7 si B o u g h t It 1 B o r r o w e d It 2 G o t It free, o r w a s given to m e 3 (S K I P T O Q .2 2 ) S a w it so m e p la c e ( S P E C I F Y ) 4 O th e r ( S P E C I F Y ) 5 D o n 't k n o w 6 ( C A R O F O R Q U E S T I O N 2 0 T O R E S P O N D E N T ) 20. T h in k in g of th e Ite m w e h a v e Just b een talking ab o u t, w h ic h of th e w a y s s h o w n o n th e ca rd d id y o u get It? a. It w a s I n a m a g a z in e ( su b scrib ed to 1 b. Sen t a w a y for it 2 c. It c a m e In th e m a ll w ith ou t m y a sk tn g for it 3 d. F r o m sp ou se i t e. F r o m a friend .5 f. F r o m a p aren t 6 g. F r o m a b roth er or sister 7 h. F r o m so m e o n e 1 didn't k n o w 8 1 . F r o m a b ook store * 9 j. F r o m a n ew ssta n d o r a d ru g sto re 0 k . O th er ( S P E C I F Y ) X 1 . D on 't k n o w Y (take R a c k ca rd for question 2 0) - 8 - 21. W h o , If a n y o n e, d id y o u s h o w or give It to ? s > N o o n e 1 S p o u se 2 ( C I R C L E A S M A N Y M o th e r 3 A S A P P L Y ) F a th er h Sister 5 B ro th er 6 ( P R O B E - A N Y O N E E L S E ? ) H a le friend or friends 7 F e m a le friend o r friends B O th e r ( S P E C I F Y ) 9 D o n 't k n o w 0 22. / T h in k b a c k to y o u r reaction w h e n y o u last s a w this. W e r e y o u m ostly a r o u se d sexually, disgusted, pleased or w h a t? 5 4 A r o u se d sexually 1 ( C I R C L E A S D isgu sted 2 M A N Y A S P leased 3 A P P L Y ) O th e r ( S P E C I F Y ) h D o n 't k n o w 5 - 9 n u ( C A R D F O R Q U E S T I O N 2 3 - 2 7 T O R E S P O N D E N T ) 2 3 - S e x also a p p ea rs I n p rin ted m aterials. T h ese cou ld b e stories I n b o o k s, m a g a zin es, p a p e r b a c k b ook s, or o n typew ritten pages. Let's start w ith th e first I t e r n o n this card . T ell m e if y o u h a v e ever rea d all or p art of a story w h ic h g a v e a detailed description of th e first ite m . ( R E C O R D I N C O L U M N I B E L O W ) ( A S K Q U E S T I O N 2 3 F O R E A C H N U M B E R O N C A R D B E F O R E A S K I N G Q U E S T I O N 2 4 ) (IF " N O " O R " D O N 'T K N O W " T O A L L I T E M S I N Q U E S T I O N 2 3, T A K E B A C K C A R D A N D S K I P T O Q U E S T I O N 3 1 ) ( A S K Q U E S T I O N 2 4 A B O U T E A C H " Y E S " T O Q U E S T I O N 23.) 2 4. A n d h a v e y o u r e a d a detailed description of th e I te m w I thin th e p a st 2 years, that Is, in 1 9 6 8 o r 1 9 6 9 . (IF R T H I N K S I T W A S 1 9 6 8 B U T I T M I G H T H A V E B E E N 1 9 6 7 I N C L U D E I T A S A N A P P R O P R I A T E A N S W E R ) ( R E C O R D I N C O L U M N 2 B E L O W ) C O L . 1 - Q . 2 3 C O L . 2 - 0. 2k E V E R R E A D R E A D I N P A S T 2 Y E A R S Y E S N O D O N ' T - - K N O W Y E S N O D O N ' T K N O W 1 . T h e sex o rg a n s of a m a n or a w o m a n 2 3 I 2 56 3 2. H o u th -sex o r g a n contact b e tw e e n a m a n a n d a w o m a n 1 2 3 1 2 se 3 3. A m a n a n d a w o m a n h a v in g sexu al In tercou rse I 2 3 1 X 2 CO 3 k, S ex u a l activities b e tw e e n p eople of th e s a m e sex 1 2 3 1 2 3 “ 5. S e x activities w h ic h in clu d e w h ip s, belts o r sp a n k in g s 1 2 3 1 2 3 " (IF " Y E S " T O O N E I T E M I N Q U E S T I O N 24, A S K Q U E S T I O N 2 5 A B O U T T H A T I T E M ) (s (IF " Y E S " T O M O R E T H A N O N E I T E M I N Q U E S T I O N 24, A S K Q U E S T I O N 2 5 A B O U T T H E F I R S T " Y E S " F O L L O W I N G T H E X . I F N O " Y E S " F O L L O W S T H E X , A S K Q U E S T I O N 2 5 A B O U T F I R S T " Y E S " A B O V E T H E X . (IF " N O " O R " D O N 'T K N O W " T O A L L I T E M S I N Q U E S T I O N 2 4 T A K E B A C K C A R D A N D S K I P T O ' Q U E S T I O N 31). 2 5. D u r in g th e past tw o years, a b o u t h o w m a n y different tim es h a v e y o u r e a d all o r p art of stories th a t describ ed item o n this ca rd in detail? ( O N L I N E A B O V E R E C O R D A N D R E A D I T E H N U M B E R F R O M Q . 2 4 ) “ R E C O R D « O F T I M E S : ____ 6 7 - t « ( I N T E R V I E W E R : Y O U H A Y A C C E P T A R A N G E O F T I H E S ) - 10 - 26. in detail. W a s this story in a b o o k , a m a g a zin e, o n typew ritten sheets, o r w h a t? 69 B o o k 1 M a g a z in e 2 T y p ew ritten sheets 3 O th e r ( S P E C I F Y ) k D o n 't k n o w 5 27. T h e m o st recen t story y o u r e a d w h ic h g a v e a detailed description of Ite m (Q . 2 k I T E M N U M B E R ) , d id y o u b u y It, b o r r o w It, o r get it free o r d id y o u just r e a d it so m ep la ce, o r w h a t? { S K I P T O Q .30) ( T A K E B A C K C A R D F O R Q U E S T I O N S 23 -2 7 ) B o u g h t It B o r r o w e d it G o t it free, o r w a s given to m e R e a d it so m e p la c e ( S P E C I F Y ) O th e r ( S P E C I F Y ) D o n 't k n o w ( C A R D F O R Q U E S T I O N 2 8 T O R E S P O N D E N T ) 28. T h in k in g of th e ite m w e h a v e just b e e n talking ab o u t, w h ic h of th e w a y s s h o w n o n the ca rd d id y o u get it? 7 1 ' ( T A K E B A C K C A R D F O R Q . 2 8 ) a. It w a s in a m a g a z in e I su b scrib ed to b. S en t a w a y for i t ' c. It c a m e I n th e m a il w ith o u t m y a sk in g for it d . F r o m sp o u se F r o m a friend f. F r o m a p a ren t F r o m a b roth er or sister F r o m s o m e o n e I didn't k n o w I. F r o m a b ookstore. J. F r o m a n ew ssta n d or d ru g sto re k . O th e r ( S P E C I F Y ) 1 . D o n 't k n o w I -11 - 220 29. W h o , If a n y o n e , d id y o u s h o w o r give It to? 72 N o o n e S p o u s e 2 ( C I R C L E A S M o th e r 3 M A N Y A S F a th e r U Sister 5 A P P L Y ) B r o th e r 6 M a le friend o r frien d s 7 F e m a le frien d o r frien d s 8 ( P R O B E - A N Y O N E E L S E ? ) O th e r ( S P E C I F Y ) 9 D o n 't k n o w 0 (ip• T h in k b a c k to y o u r reaction w h e n y o u last r e a d this. W e r e y o u m o stly a r o u se d sexually, disgusted, p leased or w h a t? 73 A r o u s e d sexually 1 ( C I R C L E A S D isg u sted 2 M A N Y A S P lea sed 3 A P P L Y ) O th e r ( S P E C I F Y ) k D o n 't k n o w 5 - - 1 2 221 3 1 . D o y o u k n o w of a store or b o o k s h o p o r a section of a b o o k s h o p w h ic h specializes in b o o k s, m a g a zin es, film s, o r p h o to g r a p h s th a t s h o w sex u a l activity? 7* * Y e s o r th in k so I ( S K I P T O Q .3 3 ) N o 2 D o n 't k n o w 3 3 2 . (IF " Y E S " O R " T H I N K S O " I N Q U E S T I O N 31 , A S K : ) Is th at lo ca t y o u live, w o r k o r s h o p ? e d n e a r w h e r e u Y e s - 11) 1 N o 2 D o n 't k n o w 3 3 3 * W e h aven 't talk ed yet a b o u t m a ll th a t Is delivered h ere. W h e n m a ll Is delivered ' h ere w h o u su ally o p e n s It? ( C I R C L E A S M A N Y A S A P P L Y ) R e s p o n d e n t S p o u se W h o e v e r gets 1 1 O p e n e d b y p erso n a d d ressed to O th e r ( S P E C I F Y ) D o n 't k n o w 3 4. W e a re Interested I n k n o w in g w h e n y o u w o u ld p e r m it ch ild ren o r y o u n g p eo p le w h o a re less th a n 1 7 years old to o p e n m all. W o u ld y o u let th e m o p e n m a il If It w a s : Y E S N O S O M E T I M E S D O N ' T K N O W . a. A d d r e sse d to t h e m b u t y o u d isa p p ro v ed of w h o sen t It? 1 2 3 b . A d d r e sse d to t h e m a n d y o u d id n o t k n o w w h o sent it? 1 2 3 h c. A d d r e sse d to oth er p eo p le at this a d d ress? 1 2 3 I S h d . A d d r e sse d to " o c c u p a n t" a n d n o t toanyone I n particu lar? 1 2 3 16 I t - 13 - 222 3 5 * M a n y p eop le h a v e received ad vertisem en ts th r o u g h th e m a il fo r sex u a l m aterials like th ose w e h a v e b e e n talking ab o u t. T h e se co u ld b e a d s for b o o k s, pictures, m o v ies, aid s to sex u a l pleasure, a n d so forth. H a v e y o u ev er received this k in d of a d v er- tisina for sex u a l m aterials in th e m a il? 1 7 Y e s I ( S K I P T O Q .3 7 ) N o 2 D o n 't k n o w 3 3 6 . W h a t w e r e th e a d v ert I se m e n ts fo r7 ( P R O B E F O R D E T A I L S O F T H E A D S ) 10. 1s ( C A R D F O R Q U E S T I O N 3 7 T O R E S P O N D E N T ) 3 7 * B efo re w e leave th e subject of m a il ad vertisem en ts for sex u a l m aterials, p lease r e a d e a c h sta tem en t o n th e ca rd . W h e n a statem en t c o m e s close to th e w a y y o u feel. Just give m e th e letter oext to it. . • S W ® ' * * * ' ( P R O B E ~ W h a t oth er statem en ts o n th at list also fit?] 2 0 a. 1 like to r e a d ad vertisem en ts m aterials e v e n if 1 d on 't b u y for sex u a l a n y th i n g 1 b . T h e y a re a g o o d w a y of b u y in g 2 c. T h e se ad vertisem en ts sh o u ld only b e sent to adults 3 d . 1 w o u ld p refer n o t to receive t h e m k e. 1 feel strongly a b o u t it, a n d 1 w o u ld definitely p refer n o t to receive t h e m 5 f. 4 d o n o t m in d getting th e m 6 ( T A K E B A C K C A R D F O R Q U E S T I O N 3 7 ) g. 1 don't w a n t to receive advertising of a n y k in d th r o u g h th e m a il 7 h . N o statem en ts p ick ed 8 3 8 . W ith in th e p a st y ea r or so, th e M o tio n Picture A ssociation h a s started givin g ratin gs to m ovies, so th at s o m e of th e film s th at y o u sec advertised h a v e a " G " o r a n " M M or a n " R " o r a n " X " rating in clu d ed in th e a d . H a v e y o u h e a r d a b o u t o r noticed this sy stem of ratin g? 21 Y e s 1 ( S K I P N o 2 T O Q .4 0 ) N o opinion, n o t su r e 3 it< - (IF " Y E S " O N Q U E S T I O N 3 8 , A N D I F C H I L D R E N L I V I N G A T H O M E , A S K Q U E S T I O N 39. O T H E R W I S E S K I P T O Q U E S T I O N 4 0 ) 39. D o y o u u se th e ratin g sy stem to select m o v ies for y o u r children: 2 2 A lw a y s 1 F req u en tly 2 S o m e tim e s 3 N e v e r 40. A s s u m e th a t a sex u a l scen e in a m o v ie helps to tell th e story. D o y o u th in k th a t w h a tev e r th e y n e e d to s h o w in th e w a y of sex u a l scen es sh o u ld : 2 9 Definitely b e allow ed . 1 P r o b a b ly b e allow ed , 2 P r o b a b ly n o t b e allow ed , o r 3 Definitely n o t b e a llo w ed ? k ( D O N O T R E A D ) D o n 't k n o w 5 k \. W h a t a b o u t th e sex u a l scenes th at a re so m e tim e s p u t into m o v ie s just to entertain th e a u d ien ce b u t n o t b ecau se th e story d e p e n d s o n th ese scenes. S h o u ld th ese scenes: 2** Definitely b e allow ed . 1 P r o b a b ly b e allow ed , 2 P r o b a b ly n o t b e allow ed , o r 3 Definitely n o t b e a llo w ed ? i t ( D O N O T R E A D ) D o n 't k n o w 5 k2. N o w th in k a b o u t sex u a l scenes o n television, a n d su p p o se su c h a scen e h elp s to tell th e story. D o y o u th in k w h a tev er th ey n e e d to s h o w o n television in th e w a y of sex u a l scen es sh o u ld : 2 S Definitely b e allow ed , 1 P r o b a b ly b e allow ed , 2 P r o b a b ly n o t b e allow ed , o r 3 Definitely n o t b e a llo w ed ? i t ( D O N O T R E A D ) D o n 't k n o w 5 - 15 - 224 4 3. W h a t a b o u t sex u a l scen es o n television just to entertain th e a u d ien ce b u t n o t b eca u se th e story d e p e n d s o n th ese scenes. S h o u ld th ese scenes: 26 (0 0 N O T R E A D ) Definitely b e allow ed , 1 P r o b a b ly b e allow ed , 2 P r o b a b ly n o t b e allow ed , o r 3 D efinitely n o t b e a llo w e d ? h D o n 't k n o w 5 hh. T h e r e are s o m e m o v ie s called stag m o v ie s or p a rty m o v ies. T h e se a r e n o t s h o w n in reg u la r theaters, b u t a re s h o w n a t private h o m e s o r private parties o r at clu b m eetin gs. H a v e y o u ever seen stag m o v ie s o r p a rty m o v ie s of this k in d ? 27 Y e s, o r th in k so 1 N o 2 D o n 't k n o w 3 4 5 . N e a r ly ev ery city h a s o n e o r m o r e theaters th at specialize in s h o w in g m o v ie s th a t featu re a lot of n u d ity a n d suggestions of sex activity. T h e se m o v ie s a re s o m e tim es called "skinf1 Ick s" . H a v e y o u ever seen th ese k in d s of film s? Y e s, o r th in k so 1 N o 2 D o n 't k n o w 3 { I F " Y E S " O R " T H I N K S S O " O N Q U E S T I O N hh O R 4 5 , A S K Q U E S T I O N 4 6 O T H E R W I S E S K I P T O Q U E S T I O N 5 2 ) 4 6 . A b o u t h o w m a n y different tim es h a v e y o u seen skinflicks, stag or p a r ty m o v ie s? • ( P R O B E : Ju st ta k e a guess.) R E C O R D 8 O F T I M E S : ( I N T E R V I E W E R : Y O U M A Y A C C E P T A R A N G E O F T I H E S ) 2 9 - S O 4 7 . I n th e p a st tw o y ea rs o r so, a b o u t h o w m a n y skinflicks, stag o r p a rty m o v ie s h a v e y o u seen ? R E C O R D 8 O F T I M E S :____ ( I N T E R V I E W E R : Y O U H A Y A C C E P T A R A N G E O F T I H E S ) l i ~> 2 - 16 - 225 kQ. T h in k of th e m o s t recen t tim e y o u s a w a skinfllck, stag o r p a rty m o v ie. D id y o u g o to see it b y yourself, o r w ith s o m e o n e else? ( S K I P T O Q .5 0 ) A lo n e 1 W t th s o m e o n e else 2 D o n 't k n o w 3 ^ 9 . W h o w a s w ith y o u at th at tim e ? S p o u se 1 S a m e sex friend(s) 2 O p p o site sex friend(s) 3 M ix e d g ro u p , b o th sexes It F raternity, or social club, s a m e sex 5 D o n 't k n o w 6 ( C A R D F O R Q U E S T I O N 5 0 T O R E S P O N D E N T ) 50. T h in k in g of th e last su c h m o v ie y o u sa w , w h ic h of th ese th in gs d id it in clu d e? 3 S ( C I R C L E A S M A N Y A S A P P L Y ) ( T A K E B A C K C A R D F O R Q . 5 0) I. S cen es w h ic h are m a in ly for th e p u r p o se of sh o w in g th e sex o rg a n s of a m a n o r a w o m a n 1 2. M o u th -sex o r g a n contact b e tw e e n a m a n a n d a w o m a n 2 3. A m a n a n d a w o m a n h a v in g (o r a p p e a r in g to h a v e ) sexu al intercou rse 3 A . S e x u a l activities b e tw e e n p eop le of th e s a m e sex 4 5 * S e x activities w h ic h in clu d e w h ip s, belts o r sp a n k in q s 5 6. N o n e of t h e m 6 7 . O o n 't k n o w 7 51. W h a t w a s y o u r overall reaction to this m o v ie ? W e r e y o u m o stly a ro u sed sexually, disgusted, pleased, or w h a t? s c ( C I R C L E A S M A N Y A S A P P L Y ) A r o u s e d sexually I D isg u sted 2 P leased 3 O th e r ( S P E C I F Y ) k D o n 't k n o w 5 I ■ I I I - 17 - 226 52. W e h a v e b e e n talking a b o u t seeing a n d rea d in g sex u a l m aterials. Is th ere a n y th in g th at w e sh o u ld h a v e a sk e d y o u ab ou t, b u t d id n o t in clu d e? 37 N o o r n o t su r e 1 Y e s ( P R O B E : P lease tell m e m o r e a b o u t th at) 2 5 3 » C o n sid erin g all th e m aterials w e h a v e talk ed seen o r r e a d w h ic h y o u w ish y o u h a d n o t? ab o u t, is th ere a n y th in g y o u h a v e 36 ■ N o o r n o t su re 1 Y e s o r m a y b e ( P R O B E : W h a t is it th at y o u a re th in k in g a b o u t? ) 2 54. C o n sid erin g all th e m aterials w e h a v e talk ed a re glad y o u h a v e seen o r r e a d ? ab ou t, is th ere a n y th in g th a t y o u 39 N o o r n o t su re 1 Y e s o r m a y b e ( P R O B E : W h a t is it th at y o u a re th in k in g about?)‘ 2 5 4 A . O f all th e sex u a l m aterial w e h a v e talk ed a b o u t I n p h o to g ra p h s, snap shots, ca rto o n s cartoons, m o v ie s o r p rin ted m aterial, a b o u t h o w old w e r e y o u w h e n y o u first s a w a n y of these th in g s? R E C O R D A G E : ( I N T E R V I E W E R : Y O U H A Y A C C E P T A R A N G E O F A G E S ) hq- hi - 18 - ( C A R D F O R Q U E S T I O N S 55-56 T O R E S P O N D E N T ) ( A S K Q U E S T I O N 5 5 A B O U T E A C H I T E M B E F O R E A S K I N G Q U E S T I O N 5 5 A ) 5Sj O n this c a r d arc s o m e opinions a b o u t th e effects of lo o k in g at o r rea d in g sex u a l m aterials. A s I r e a d th e letter of ea ch o n e please tell m e if y o u th in k sex u a l m aterials d o or d o n o t h a v e these effects. L et's start w ith letter a. ( R E C O R D I N C O L U H N 1 B E L O W ) (IF T H E R E I S N O " Y E S " T O Q . 55, S K I P T O Q U E S T I O N 5 6) ( A S K Q U E S T I O N 5 5 A A B O U T E A C H " Y E S " T O Q U E S T I O N 5 5 ) 5 5 A . L et's tak e letter ( R E A D L E T T E R O F E A C H " Y E S " T O Q , . 5 5 ) • H a v e sex u a l m aterials h a d this effect o n y o u , o n s o m e o n e y o u k n o w personally o r n eith er? ( C I R C L E A S M A N Y A S A P P L Y I N C O L U H N 2 B E L O W ) ( A S K Q U E S T I O N 5 6 F O R E A C H " S O M E O N E " A S S O O N A S I T I S G I V E N I N Q U E S T I O N 5 5 A ) (IF N O " S O M E O N E " T O Q U E S T I O N 5 5 A , S K I P T O Q U E S T I O N 5 7 ) 56. W a s that so m e o n e I n y o u r fa m !!y 7 ( R E C O R D I N C O L U M N 3 B E L O W ) C O L U M N 1 Q . 5 5 C O L U M N 2 Q . 5 5 A C O L . Q .5 3 6 Y E S N O D K M E S O M E O N E N E I T H E RO K Y E S N O a. S ex u a l m aterials p ro v id e en tertain m en t <42 2 3 5<4 1 2 3 I t 1 66 2 b . S ex u a l m aterials m a k e p eop le b o red w ith sexu al m aterials <43 1 2 3 55 1 2 3 I * 1 67 2 c. S e x u a l m aterials p rovid e a n outlet for bottled u p im p u lses * 4 < 4 1 2 3 1 2 ‘ 3 k 1 6 8 2 d . S e x u a l m aterials m a k e p eop le sex cra zy < 4 S 1 2 3 57 1 2 3 k 1 69 2 e. S ex u a l m aterials give relief to p eop le w h o h a v e sex p r o b le m s <46 ' J 2 3 58 1 2 3 I t 1 70 2 f. S ex u a l m aterials lea d to a b r e a k d o w n of m o ra ls 1»7 1 2 3 59 1 2 3 I t 1 71 2 g. S ex u a l m aterials im p r o v e sex relations of s o m e m a r r ie d couples <18 1 2 3 60 I 2 3 I f 1 72 2 h . S ex u a l m aterials p rovid e infor- m o tio n a b o u t sex <49 1 2 3 61 I 2 3 I t 1 73 2 I. S ex u a l m aterials excite : p eople sexually 50 1 2 3 1 2 3 I t 1 7*4 2 J. S ex u a l m aterials lea d p eop le to c o m m I t r a p e 51 1 2 3 63 1 2 3 I t 1 75 2 k . S ex u a l m aterials lead p eop le to lose respect for w o m e n 52 1 2 3 6 < 4 I 2 3 I t 1 76 2 1 . S ex u a l m aterials m a k e m e n w a n t to d o n e w th in gs w ith their w ives 53 1 2 3 65 1 2 3 I t 1 7 7 2 ( T A K E B A C K C A R D F O R Q U E S T I O N S 55-56) - 19 - 228 (sij- W ith respect to sex u a l m aterials of th e k in d s w e h a v e b e e n discussing, w h ic h of these tw o points of v iew is closer to th e w a y y o u feel: <»-u) (S K I P T O Q . 5 9 ) P eo p le sh o u ld b e allo w ed to r e a d o r see a n yth in g th ey w a n t to, o r 1 S o m e p eople sh o u ld n o t b e a llow ed to r e a d or sec s o m e th in gs? 2 O th e r ( S P E C I F Y ) 3 58. S h o u ld th e restrictions y o u are th in k in g of ap p ly just for child ren a n d y o u n g p eojsle, or sh ou ld th ere also b e restrictions o n w h a t adults a re a llow ed to r e a d or see? 12 (S K I P T O Q U E S T I O N 6 0 ) A p p ly just to child ren 1 A p p ly to adults a s w ell a s children 2 D o n 't k n o w 3 59. N o w in thinking a b o u t w h a t y o u just said, w o u ld y o u c h a n g e y o u r m in d If it w e r e clearly d em o n stra ted that m aterials dealing w ith sex h a d h a r m fu l effects? 1J (S K I P T O Q U E S T I O N 6 1 ) Y e s 1 N o 2 D o n 't k n o w 3 60. Y o u said that s o m e things sh ou ld n o t b e allow ed. W o u ld y o u c h a n g e y o u r m in d if it w ere clearly d em o n stra ted that m aterials dealina w ith sex h a d n o h a r m fu l effects? 1 H Y e s 1 N o 2 D o n 't k n o w 3 229 ( C A R D F O R Q U E S T I O N 6 1 T O R E S P O N D E N T ) 61. O n th e to p of this ca rd a re descriptions of sexu al m aterial so m e tim e s s h o w n I n m o v ies In reg u la r theaters. O n th e b o tto m of th e c a rd a rc s o m e op in ion s a b o u t w h o It Is all right to a d m it to m o v ie s sh o w in g su c h m aterial. F o r ea ch description o h to p tell m e w h ich , If an y , g r o u p o n th e b o tto m It Is all right to a d m it to these m ovies. let's start w ith N u m b e r 1 . W h ic h statem en t c o m e s closest to y o u r o p in ion a b o u t w h o It Is all right to a d m it to these m o v )e s7 Ju st tell m e th e letter. ( A S K Q . 6 1 F O R E A C H D E S C R I P T I O N ) A 8 C D E O .K . I. S cen es w h ic h a re m a in ly for th e p u r p o se of sh o w in g th e sex o rg a n s of a m a n o r a w o m a n 2 3 It 5 is 6 2 . M o o th -sex o r g a n contact b e tw e e n a m a n a n d a w o m a n 1 2 3 It 5 ' it 6 3 * A m a n a n d a w o m a n h a v in g (or a p p ea rin g to h a v e ) sexu al In tercou rse I 2 3 It 5 > 7 6 k♦ S e x u a l activities b e tw e e n p eop le of th e s a m e sex 1 2 3 It 5 6 ‘* 5 * S ex activities w h ic h in clu d e w h ip s, belts, o r sp a n k in g s 1 2 3 k 5 n 6 ( T A K E B A C K C A R D F O R Q U E S T I O N 6 1 ) ( C A R D F O R Q U E S T I O N 6 2 T O R E S P O N D E N T ) 62. O n th e to p of this c a rd are descriptions of sexu al activities so m e tim e s fo u n d printed m aterial. T h e se co u ld b e stories I n b o o k s, m a g a zin es, p a p e r b a c k b o o k s o n typ ew ritten p a g es. F o r ea ch description o n th e to p tell m e w h ich , If a n y , g r o u p o r > thebottom fp r w h o m It is all right for th e m aterial to b e available. Let's start w ith N u m b e r 1 . W h ic h statem en t c o m e s closest to y o u r o p in ion a b o u for w h o m it Is all right for this printed m aterial to b e available? I n o r t • A B C 0 E O .K . 1 . T h e sex o rg a n s of a m a n or a w o m a n 1 2 3 I t 5 6 2 C 2 . H o u th -sex o r g a n contact b e tw e e n a m a n a n d a w o m a n 1 2 3 I t 5 6 21 3 * A m a n a n d a w o m a n h a v in g sexu al intercourse 1 2 3 I t 5 6 “ A . S e x u a l activities b e tw e e n p eop le of th e s a m e sex 1 2 3 I t 5 6 2 : 5 * S ex activities w h ic h in clu d e w h ip s, belts, or sp a n k in g s 1 2 3 I t 5 2« i 6 ( T A K E B A C K C A R O F O R Q U E S T I O N 6 2 ) - 2 1 230 63/ W e may a)ready h a v e co v ered some of these n ext points, b u t w e w o u ld like to m a k e ^/ su re of y o u r opinion. W o u ld It b e all right or n o t b e all right to h a v e sex u a l m aterials available of th e k in d w e h a v e b e e n discussing If th e y w e r e lo o k e d at o r r e a d just b y adults a n d just I n their o w n h o m e s ? 2 5 A ll righ t 1 N o t all righ t 2 S o m e all right; others n o t 3 O th e r ( S P E C I F Y ) h D o n 't k n o w 5 6 4 * W o u ld It b e all right or n ot all right If these sex u a l m aterials w e r e available in •bookstores just for p eop le w h o w a n te d to b u y th e m ? 2 5 A ll right 1 N o t all righ t 2 S o m e all right; others n o t 3 O th e r ( S P E C I F Y ) k ' D o n 't k n o w 5 6 $. T h in k of y o u r o w n opinions a b o u t th e sale a n d distribution of sex u a l m aterials. W o u ld y o u gu ess th at m o st other p eop le I n this c o m m u n ity w o u ld w a n t m o r e restriction o n sexu al m aterials th a n y o u d o, or less restriction th a n y o u d o , or w h a t? 27 H o st p eop le w o u ld w a n t m o r e restriction 1 H o st p eop le w o u ld w a n t less restriction 2 A b o u t th e s a m e a m o u n t of restriction 3 O th e r ( S P E C I F Y ) N o t sure,'no o p in ion 5 6 6 . I n w h a t w a y s d o y o u th in k th at y o u r o w n feelings a b o u t th e availability of sex u a l m aterials m ig h t b e different fr o m th e feelings of m o st oth er p eop le I n this c o m m u n t ty ? 21-2) - 2 2 - 231 j '6 7 J O n e w a y to regulate sexu al m aterials w o u ld b e b y la w s. B u t I 'm goin g to r e a d y o u ^ s o m e other w a y s th at regulation m ig h t b e d o n e. F o r ea ch o n e tell m e if y o u a p p ro v e of It or y o u d isap p rove of it as a w a y to regulate sexu al m aterials. A p p r o v e D is a p p r o v e O th e r N o O p in io n a. E v e r y p erso n sh o u ld b e allow ed to decide for him self 1 2 3 3 0 k b . L ibrarians k eep in g objectionable m aterials off th e shelves 1 2 3 * 3 1 c. P aren ts teaching children w h a t is g o o d for th e m a n d w h a t is n o t 1 2 3 <.3 2 d . H a v in g c o m p a n ies th at p ro d u c e sexu al m aterials get together a n d agree n o t to print certain th in q s 1 2 3 31 4 e. Instruction I n sch ool th at teaches children w h a t is g o o d for th e m 1 2 3 4 3 * f. L o ca l b o a rd s of citizens fr o m different w alk s of life k eep in g objectionable thinqs out of th e c o m m u n ity 1 2 3 is 4 — 6 8 .' N o w , h o w a b o u t th e possibility of passing la w s to restrict th e availability of sexual m aterials. D o y o u th in k that la w s w o u ld b e a m o r e effective w a y o r a less effective w a y th a n a n y of th e possibilities that w e h a v e just talk ed a b o u t? M o r e effective less effective O th e r ( S P E C I F Y ) D o n 't k n o w I 6 9 * If su ch law s'are passed, sh o u ld th ey b e federal la w s p assed b y C o n g ress for th e w h ole cou n try or sh ou ld th ey b e state la w s for.each state, or sh ou ld th ey b e la w s passed b y ea ch c o m m u n ity w h o w a n ts th e m ? F ed era l 1 State 2 C o m m u n ity 3 N o t su re 4 - 2 3 - 232 7 OJ S h o u ld th e la w s b e against th e distribution of sex u a l m aterials to ev ery b o d y , o r Just to p eop le u n d e r 21, or just to p eop le u n d e r 1 7 » o r w h a t? E v e r y b o d y Ju st p eo p le u n d e r 2 1 Ju st p eop le under 1 7 O th e r ( S P E C I F Y ) N o t su re F o r e a ch of th ese op in ion s th at I a m goin g to r e a d to y o u , please tell m e " y e s" If y o u r o w n o p in ion lean s to w a r d s th e Y E S side, or tell m e " n o " if y o u r op in ion lean s to w a r d s th e N O side. Y E S N O D E P E N D S N O O P I N I O N * a . S h o u ld n e w sp a p e r s h a v e th e right to p rin t articles w h ic h criticize th e police? 1 2 3 i f 31 b . S h o u ld th e results of studies of sex b eh avior, su c h as th e K in se y studies, b e m a d e p u b lic? 1 2 3 k 1 0 c. S h o u ld p eo p le b e allo w ed to m a k e sp eech es against G o d ? I 2 3 k hi d . S h o u ld p eo p le b e a llow ed to p u b lish b o o k s w h ic h attack o u r sy stem of g o v e r n m e n t? 1 2 . 3 h * 2 e . W o u ld la w s against sex u a l m aterials b e Im p o ssib le to en force? I 2 3 k * » 3 72. S o m e of th e th in g s w e h a v e talk ed a b o u t a re d escrib ed b y s o m e p eop le a s " p o rn o g ra p h ic." D u r in g th e p ast year, h a v e y o u seen a m o v ie w h ic h y o u r e g a r d e d a s p o r n o g r a p h ic ? Y e s 1 (S K I P T O Q . 7 3 ) N o 2 N o t su re 3 7 2 A . (IF " Y E S " ) G e t title of m ovle(s) - 2 k - 233 7 3 * D u rin g the p ast year, h a v e y o u seen or rea d a m a g a z in e w h ic h y o u reg a rd ed as p orn o g ra p h ic? 1 .7 Y e s 1 ( S K I P N o - 2 Q .7 i< ) N o t su re 3 7 3 A . (IF " Y E S " ) G e t n a m e or n a m e s of m a gazin e(s) tom s 74. . D u rin g the past year, h a v e y o u rea d a b o o k w h ic h y o u r e g a rd ed as p o rn o g ra p h ic? s o Y e s 1 (S K I P T O Q .7 5 ) N o 2 N o t su re 3 7 4 A . (IF " Y E S " ) G e t n a m e or n a m e s of b ook (s) 9 1-92 75. N o w 1 w o u ld like to ask y o u s o m e b a c k g r o u n d questions, o n y o u r last b irth d ay? First,;w h a t w a s y o u r age4 ■ ‘ A G E : • 9 l-S * i 76. W h a t w a s th e last.grade that y o u co m p leted I n sch ool7 E lem en ta ry school 1 2 3 4 5 6 7 8 . 9 9 , H ig h school 1 2 3 4 ' ar C o l lege 1 2 3 4 5 o r m o r e 5 7* 7 7 * H o w m a n y broth ers d id y o u g r o w u p w ith ? ■ - 7 s o (S K I P T O Q . 7 8) N o n e 0 N u m b e r • • 7 7 A . H o w m a n y of th e m w ere older th a n y o u ? N U M B E R : S f 25 - 234 76. H o w m a n y sisters d id y o u g r o w u p w ith ? f0 (S K I P T O Q . 7 9 ) N o n e 0 N u m b e r 7 8 A . H o w m a n y of th e m w e r e older th a n y o u ? N U M B E R : 61 7 9 * W h a t religion w e r e y o u raised In , If a n y 7 6 2 C a th o lIc 1 J e w ish 2 P rotestan t 3 O th e r ( S P E C I F Y ) k N o n e 5 80. A b o u t h o w m a n y tim es d id y o u atten d c h u r c h or religious services d u rin g th e m o n th , of J a n u a ry , o r didn't y o u d o th at? R E C O R D N U M B E R O F T I M E S : T 81. A r e y o u m a rried , divorced, separated, w id o w e d or h a v e y o u n ev er m a r r ie d ? 6 5 H a r r ie d 1 D iv o r c ed 2 S e p a r a te d 3 W id o w e d , o r k N e v e r m a r r ie d 5 82. H o w m a n y b o y s a re living h ere w h o a re 1 7 o r y o u n g e r ? 6 6 ( S K I P T O Q .8 3 ) N o n e 0 N u m b e r 8 2 A . P lease give m e th e a g e of ea ch of th e b oys. 1 . 3. 5 . 2. k. 6. - 2 6 - 235 83. H o w m a n y girls are living h ere w h o are 1 7 or y o u n g e r ? 17 ( S K I P T O Q .8 I |) N o n e 0 N u m b e r 8 3 A . P lease give m e th e a g e of ea ch of th e girls. '•____ 3.____ 5.. 2 .______ <t._______ 6. 84. I n general, d o y o u th in k of yourself as usually tak in g a liberal or a conservative .point of view o n Issu es? 60 L ib eral 1 C on servative 2 B o th at different tim es 3 N o op in ion < l 85. Is th e chief w a g e earn er of this h o u seh o ld currently e m p lo y e d ? <9 4 Y e s I (S K I P N o 2 T O U n em p lo y ed ,lo o k in g for w o r k 3 Q i 8 8 ) R e t I r e d 4 86. F o r w h a t k in d of c o m p a n y or business d o e s ie w o r k 7 87. W h a t are his duties? - 27 “ 236 ( C A R O F O R Q U E S T I O N 8 8 T O R E S P O N D E N T ) 88. I n w h ic h of th ese I n c o m e g r o u p s d id y o u r total fam ily I n c o m e for 1 9 6 9 fall? T h a t w o u ld b e b efore taxes. Just give m e th e letter. ( T A K E B A C K C A R O F O R Q U E S T I O N 8 8 ) A . L e ss th a n S 3 > 0 0 0 1 B . $3,0 0 0 - $ 1 1 ,9 9 9 2 C . $ 5 ,0 0 0 - $ 7 ,9 9 9 3 D . $ 8 ,0 0 0 - $ 9 ,9 9 9 k E . $ 1 0 ,0 0 0 - $ I k ,9 9 9 5 F . $ 1 5 ,0 0 0 - $ 2k ,9 9 9 6 G . $2 5 ,0 0 0 n $ 3 9 ,9 9 9 7 H . $ k 0 ,0 0 0 o r m o r e 8 ( I N T E R V I E W E R : R E C O R D F R O M O B S E R V A T I O N ) 89. S e x M a le 1 F e m a le 2 ( I N T E R V I E W E R : R E C O R D F R O M O B S E R V A T I O N ) 90. R a c e W h ite 1 O th e r ( S P E C I F Y ) 2 N o t su re 3 91. W h a t Is y o u r telep h on e n u m b e r please? P H O N E # : W e h a v e Just a fe w m in u tes a n d I w o u ld like to give y o u th e p a rt y o u fill o u t yourself. P lease b e su re to r e a d th e Instructions carefully b efore y o u a n sw e r th e questions. T im e In terview e n d e d : A .H . P .M . - 28 - 237 R E S P O N D E N T I D N U M B E R : _________ F E B R U A R Y , 1 9 7 0 S E L F -A D M IH IS T E R C D QUEST IO N N A IR E W e are a sk in g y o u to fill o u t this p a rt of th e in terview yourself so th a t it I s c o m ' * pletely p rivate* A fter y o u h a v e finished it, please p u t it in th e en v elo p e th at th e interview er g a v e y o u , a n d seal th e en velop e. T h e in terview er will a lrea d y h a v e p la ced | in th e en v elo p e th e q u estionn aire sh e u sed in y o u r in terview . T h e in terview er w ill m a il th e en velop e directly to T e m p le U n iversity. T h e n u m b e r at th e to p is to identify this qu estion n aire so th a t th e c o m p u te r c a r m a tc h It u p w ith th e rest of th e in terview . O th e r w ise please d o n o t identify you rself o n this . questionnaire. T h e w a y to In d icate y o u r a n sw e r s I s to d r a w a circle a r o u n d th e n u m b e r n e x t to th e statem en t th at b est a n sw e r s th e q u estion for y o u . F o r ex a m p le, lo o k at th e follow in g sa m p le q uestion. A r e y o u m a le o r fe m a le ? M a le 1 F e m a le 2 If y o u a r e m a le y o u w o u ld circle th e N u m b e r 1 to th e right of th e w o r d " H a le " like this: H a le O F e m a le 2 If y o u a re fem a le y o u w o u ld circle th e N u m b e r 2 to th e right of th e w o r d " fe m a le " like this: M a le 1 F e m a le 0 f lo w please g o o n a n d a n sw e r th e qu estion s o n e a c h of th e follow in g p ages. R E M E M B E R T O C I R C L E O N L Y O N E N U M G C R F O R E A C H Q U E S T I O N . 238 1 . H o w w o u ld y o u rate y o u r o w n sexu al attitudes? ( C I R C L E O N L Y O N E N U M B E R ) V e r y liberal 1 S o m e w h a t liberal 2 S o m e w h a t conservative 3 V e r y conservative 4 (IF Y O U A R E W I D O W E D , D I V O R C E D , S E P A R A T E D , O R N E V E R M A R R I E D , S K I P T O Q U E S T I O N I f ) 2. (IF H A R R I E D N O W ) O verall, h o w d o y o u rate y o u r m a r r la g e 7 ( C I R C L E O N L Y O N E N U M B E R ) V e r y h a p p .y 1 Fairly h a p p y 2 F airly u n h a p p y 3 V e r y u n h a p p y 4 3. M o s t m arriages, ev en h a p p y ones, h a v e s o m e p r o b le m s w ith sexu al relations. H o w • im p o rta n t h a v e sexu al p r o b le m s b een I n y o u r m a r r ia g e ? ( C I R C L E O N L Y O N E N U M B E R ) V e r y Im p o r ta n t 1 S o m e w h a t Im p o r ta n t 2 N o significant sex p r o b le m s 3 N o t Im p o r ta n t at all 4 ( F O R Q U E S T I O N S 4 - 1 0 , C I R C L E T H E N U M B E R T H A T S H O W S W H E T H E R Y O U D I S A G R E E , O R S T R O N G L Y D I S A G R E E W I T H E A C H S T A T E M E N T . S T R O N G L Y A G R E E , A G R E E , 4. A girl w h o g oes to b e d w ith a b o y b efore m a rria g e will lose his respect. ( C I R C L E O N L Y O N E N U M B E R ) S tron gly agree 1 A g r e e 2 D isagree 3 S tron gly disagree 4 5. Y o u n g p eop le to d a y h a v e healthier attitudes to w a r d s sex th a n d o their parents. ( C I R C L E O N L Y O N E N U M B E R ) Strongly ag ree 1 A g r e e 2 D isagree 3 S tron gly disagree 4 6. First of all, sex Is for fu n . ( C I R C L E O N L Y O N E N U M B E R ) Strongly agree 1 A g r e e 2 D isagree 3 S trongly disagree . 4 I - 2 - 239 7. H o m o s e x u a ls sh o u ld b e ex clu d ed fr o m regu lar society. ( C I R C L E O N L Y O N E N U M B E R ) S tro n g ly a g r e e 1 A g r e e 2 D isa g ree 3 S tro n g ly disagree i t 8. T h e r e I s a n elem en t of h o m o sex u a lity I n all of u s. ( C I R C L E O N L Y O N E N U M B E R ) S tro n g ly a g ree 1 A g r e e 2 D isa g ree 3 S tron gly d isagree i f , 9. It Is im p o r ta n t th at g o v e r n m e n t strongly en force existing sex la w s. ( C I R C L E O N L Y O N E N U M B E R ) S tr o n g l.y a g ree 1 ■ A g r e e 2 D isa g ree 3 S tro n g ly d isagree 4 1 0 . W h e n it c o m e s to sex, th ere Is a great difference b e tw e e n w h a t m o st p eop le d o a n d w h a t th ey w o u ld like to d o . ( C I R C L E O N L Y O N E N U M B E R ) S tron gly a g ree 1 A g r e e 2 D isa g ree 3 S tron gly disagree i f . (IF Y O U N E V E R H A O S E X U A L I N T E R C O U R S E , S K I P T O Q U E S T I O N l* f). 1 1 , H o w old w e r e y o u th e first tim e y o u h a d sexu al in tercou rse? W R I T E I N A G E : 1 2 . I n th e p ast six m o n th s h o w often, o n th e average, co u rse? d id y o u e n g a g e in sex u a l inter- ( C I R C L E O N L Y O N E N U M B E R ) N o t at al 1 1 A fe w tim e s 2 O n c e o r tw ice a m o n t h 3 O n c e o r tw ice a w e e k . i f T h r e e o r fo u r tim e s a w e e k 5 F iv e or m o r e tim e s a w e e k 6 D aily o r m o r e o f ten 7 - 3 - 1 3 * O u r in g In tercou rse h a v e y o u ever I m a g in e d th at y o u r sex p artn er w a s s o m e o n e else? ( C I R C L E O N L Y O N E N U M B E R ) Y e s 1 N o 2 1 4 . H o w often d o y o u d r e a m a b o u t sex ? ' F req u en tly 1 ( C I R C L E O N L Y O ccasionally 2 O N E N U H B E R ) S e ld o m 3 N e v e r 4 1 5 . H o st children p lay w ith th em selv es sexually w hile th ey are g r o w in g u p . If a y o u n g p erso n d o es this a n d h a s a sexu al clim ax, this is called m a stu rb ation . S u p p o se a 1 2 o r 1 3 year old b o y o r girl d o c s so m eth in g like this. W h ic h o n e of these state m e n ts c o m e s closest to y o u r op in ion of w h a t a p a ren t sh o u ld d o ? ( C I R C L E O N L Y O N E N U M B E R ) P u n ish F orb id , b u t n o t p u n ish D iscou rage, n o t forb id D iscuss, n ot d iscou rage Ig n o r e D o n * t k n o w 16) T h in k in g of w h e n y o u w e r e g r o w in g u p , at w h a t a g e d id y o u first h a v e th e experience of m a stu rb a tio n ? A G E : N e v e r M a stu r b a te d 1 7 . O verall, h o w w o u ld y o u rate your.sex life a s It Is n o w ? . . ( C I R C L E O N L Y O N E N U M B E R ) V e r y unsatisfactory 1 S o m e w h a t unsatisfactory 2 S o m e w h a t satisfactory 3 V e r y satisfactory 4 IS . H a v e y o u ever b e e n afraid y o u m ig h t b e c o m e h o m o se x u a l? ( C I R C L E O N L Y Y e s' 1 • O N E N U M B E R ) N o 2 - k - 1 9 . T h e rest of these questions a re a b o u t th e w h o le Interview , n o t just this p art of it. First, a re y o u glad y o u w e r e Interview ed, o r d o y o u w ish y o u h a d n o t ta k e n the tim e for It7 ( C I R C L E O N L Y O N E N U M B E R ) G la d 1 W is h 1 h a d n 't 2 N o t su re 3 20. D u rin g th e In terview o r I n this questionnaire a b o u t h o w often d id y o u h old b a c k a n d n ot a n sw e r th e questions com pletely ev en th o u g h y o u k n e w w h a t y o u sh ou ld h a v e said? ( C I R C L E O N L Y O N E N U M B E R ) H e ld b a c k a great d ea l 1 H e ld b a c k s o m e of th e tim e 2 H e ld b a c k a little bit 3 O ld n o t h old b a c k at all 2 1. R e m e m b e r , n o o n e is goin g to follow u p these questions or a sk y o u .a n y th in g else. T h e Interview is over. Please help u s b y giving u s a n id ea of h o w m u c h d u rin g th e Interview , y o u actually c h a n g e d y o u r a n sw e rs o r told th e interview er so m eth in g different fr o m th e tru th ? ( C I R C L E O N L Y O H E N U M B E R ) I d id n ot tell th e tru th a great d ea l of th e tim e I d id n o t tell th e tru th s o m e of th e tim e 1 told c h e tru th n early all of th e tim e I told th e truth all of th e tim e I 22. A t th e tim es w h e n y o u held b a c k or y o u c h a n g e d y o u r a n sw e rs w a s it in con n ection w ith the interview or w ith th e self-adm inistered questionnaire y o u just filled out yourself? ( C I R C L E O N L Y O N E N U M B E R ) In terview 1 S elf-ad m ln is tered q u estlonn ai r e 2 B o th 3 M y a n sw e r d o es n o t fit th e a b o v e categories 4 23. H a v e y o u h a d m o r e or h a v e y o u h a d less exp o su re to sexu al m aterials th a n y o u told the interview er? A lot m o r e th a n I told a b o u t A little m o r e th a n I told a b o u t N o m o r e or less th a n I told a b o u t A little less th a n I told a b o u t A little m o r e th a n I told a b o u t - 5 - 242 2k S o m e p eo p le feel guilty a b o u t reed in g sex stories o r lo o k in g a t pictures sh o w in g sex acts. H o w a b o u t y o u ? ( C I R C L E O N L Y O N E N U M 8 E R ) Y e s , v e r y gullty Y es, guilty, b u t o n ly so m e tim e s N o , d o n 1 1 feel gulIty 2 5. H o w a b o u t th e interview er. D id a n y th in g a b o u t th e In terv iew er m a k e y o u less h o n est th a n y o u w o u ld h a v e b e e n w ith a different interview er, o r didn't th e In terv iew er h a v e th a t effect o n y o u ? Y o u r a n s w e r will n o t affect th e In terv iew er I n a n y w a y . (c i r c l e o n l y O N E N U M B E R ) H a d e m e less h o n est th a n I w o u ld h a v e b e e n D id n o t m a k e m e less h o n est N o t su re I 2 6. P lease u se th e rest of this sp a ce to let u s k n o w a n y th in g at all th at y o u w o u ld like to tell u s. T H A N K Y O U V E R Y H U C H . P U T T H I S Q U E S T I O N N A I R E I N T O T H E E N V E L O P E . S E A L T H E E N V E L O P E . T H E I N T E K ' I E W E R W I L L W R I T E H I S O R H E R N A M E A C R O S S T H E F L A P , T A K E T H E E N V E L O P E , A N D H A I L I T O N T K I W A Y H O M E . - 6 -

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Creator Johnson, William Steven (author)

Core Title Social Class And Attitudes Toward Sexually Oriented Materials

Degree Doctor of Philosophy

Degree Program Sociology

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

Tag OAI-PMH Harvest,sociology, general

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Ransford, H. Edward (committee chair), Hill, William F. (committee member), Peterson, James A. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-551007

Unique identifier UC11362163

Identifier 7206070.pdf (filename),usctheses-c18-551007 (legacy record id)

Legacy Identifier 7206070.pdf

Dmrecord 551007

Document Type Dissertation

Rights Johnson, William Steven

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

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA