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Value Orientations Of Parents Of Academically Successful And Unsuccessfulchildren

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Value Orientations Of Parents Of Academically Successful And Unsuccessfulchildren

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Content I
This dissertation has been
microfilmed exactly as received 6 7 -3 9 7
CURRIE, Robert Jacques, 1927-
VALUE ORIENTATIONS OF PARENTS OF ACADEMICALLY
SUCCESSFUL AND UNSUCCESSFUL CHILDREN.
U niversity of Southern California, Ed.D., 1966
Education, psychology
University Microfilms, Inc., Ann Arbor, Michigan
(g) Copyright "by
Robert Jacques Currie
1967
VALUE ORIENTATIONS OF PARENTS OF ACADEMICALLY
SUCCESSFUL AND UNSUCCESSFUL CHILDREN
A Dissertation
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
by
Robert Jacques Currie
August 1966
This dissertation, written under the direction
of the Chairman of the candidate*s Guidance
Committee and approved by all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Education in
partial fulfillment of the requirements for the
degree of Doctor of Education.
Guidance Committee
Chairman
ACKNOWLEDGMENTS
The w riter expresses his sincere appreciation to Dr.
William R. Reid, chairman of his committee, for his continuing
guidance, assistance, and patience. The w riter is also deeply
| indebted to Dr. Calvin C. Nelson for his assistance in carrying out
the study. Appreciation is also expressed to Dr. C. Edward Meyers
and Dr. Robert B . McIntyre for their thoughtful criticism s and
I
| continued support.
Special gratitude is expressed to M r. Lyle Knowles, of the
t
| Computer Sciences Laboratory at the University of Southern
|
! California, who designed and conducted the data analysis of the study.
| A special word of thanks is due Dr. David Martin, whose ideas
I
1 inspired this study.
Sincere appreciation is expressed to the United States Office
I of Education for its support of the project of which this study is a
| part.
i
i The w riter expresses his sincere gratitude to Dr. Richard
I Kluckhohn for his continued guidance, to Dr. Florence Kluckhohn for
i
! her creative theory, and to Dr. Harry Scarr for his suggestions
I
| concerning the data analysis.
Sincere gratitude is expressed to the members of his
interview teams, whose long days and nights of work made this study
a reality.
Appreciation is also expressed to the numerous school
| superintendents and other school officials whose cooperation was
| |
! essential to the success of the study.
Most of all, the w riter is deeply indebted to his wife, M rs.
| Rayola Currie, who was a steadfast source of encouragement. M rs. !
! ■ i
Currie acted as project manager, editor, critic, secretary, and j
: |
' i
I interviewer. To her should go the major credit for this study. i
TABLE OF CONTENTS
Page
LIST OF TABLES ................ vii
Chapter
I. THE RESEARCH PROBLEM ..................................... I
Introduction
The Problem
Statement of the problem
Importance of the study
Delimitations of the study
Definitions of Term s Used
Organization of the Remainder of the
D issertation
II. RELATED LITER A TU R E........................................... 10
Introduction
An Overview of the Value Orientation Theory
The Five Value Orientations of Kluckhohn
Human nature orientation
M an-nature orientation
Tim e orientation
Activity orientation
Relational orientation
The Importance of Dominant and Variant
Value Orientations
Studies on the Relationship Between Value
Orientation Patterns and Academic
Achievement
L iterature related to the middle class
L iterature related to the culturally variant
Studies related to Negroes
Studies related to Mexican-Americans
Chapter Summary
iv
Chapter Page
III. METHODOLOGY........................................................... 33
Introduction
The Setting
Camellia
Dutchtown
Ghetto
Paradise
The Sample
Identification of the sample
Selection of the sample
Description of the sample
The Interview Procedure
The personal data sheet
The interview schedule
Validity and reliability of the
Kluckhohn interview schedule
Rationale for use of the Kluckhohn
interview schedule
Treatment of the Data
IV. ANALYSIS AND DISCUSSION OF THE DATA . . . . 63
Introduction
Analysis of the Data
The dominant American value orientation
Value orientations of the culturally variant
Comparison of the value orientations of
the three subgroups
Item analysis of the interview schedule
Comparison of achievement levels
Supplementary analysis of the data
Discussion
Educational Implications
Chapter Page
V. SUMMARY OF SELECTED FINDINGS,
CONCLUSIONS, AND RECOMMENDATIONS
FOR FURTHER RESEARCH.................................... 128
Selected findings
Conclusions
Recommendations for further research
APPENDIXES .................................................................................... 133
APPENDIX A ............................................................................... 134
APPENDIX B ........................................................................... 137
BIBLIOGRAPHY .................................................................................. 158
vi
LIST OF TABLES
Table Page
1. Factors Related to Individual V alues............................. 15
2. The Five Value Orientations and the Range of
Variations Postulated for E a c h ................................. 17
3. Selected Population Characteristics of Study Areas . 35
4. Statistics on Sample S e le c tio n ........................................ 42
5. Number in Each Study Group Divided by Academic
Achievement of Subjects' Children and by Sex . . . 43
6. C haracteristics of the Six Subgroups Studied............... 45
7. Composition of Kluckhohn Value Orientation
Schedule ....................................................................... 49
8. Symbols Used in All Value Orientation T ables 60
9. Value Orientations Selected by Parents of Three
Major Study Groups (P ercen tag e)............................ 64
10. Value Orientations Selected by Parents of Academi
cally Successful and Unsuccessful Children
(P ercentage).................................................................. 65
11. Patterns of Value Orientations Selected by the
Major Study G ro u p s................................... 67
12. Patterns of Value Orientations Selected by the Six
Subgroups of P a r e n ts .................................................. 68
13. Item Analysis of Human Nature Orientation for
Major Sample Groups (P ercentage)......................... 69
vii
Table Page
14. Item Analysis of Man-Nature Orientation for
Major Sample Groups (Percentage)........................... 70
15. Item Analysis of Time Orientation for Major
Study Groups (Percentage)........................................... 71
16. Item Analysis of Activity Orientation for Major
Sample Groups (Percentage)......................................... 72
17. Item Analysis of Relational Orientation for Major
Sample Groups (Percentage)......................................... 73
18. Item Analysis of Human Nature Orientation Variants
by Parents in the Six Study Groups (Percentage). . . 74
19. Item Analysis of Man-Nature Orientation Variants
by Parents in the Six Study Groups (Percentage). . . 75
20. Item Analysis of Time Orientation Variants by Parents
in the Six Study Groups (Percentage)......................... 76
21. Item Analysis of Activity Orientation Variants by
Parents in the Six Study Groups (Percentage) 77
22. Item Analysis of Relational Orientation Variants by
Parents in the Six Study Groups (Percentage) 78
23. Item Analysis: Human Nature Orientation--Item 1,
t Test for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 79
24. Item Analysis: Human Nature Orientation--Item 7,
t Test for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 80
25. Item Analysis: Human Nature Orientation--Item 10,
t Test for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 81
Table
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Page
Item Analysis: Human Nature Orientation--Item 16,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 82
Item Analysis: Human Nature Orientation--Item 20,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 83
Item Analysis: Man-Nature Orientation--Item 8,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups .. . . 84
Item Analysis: Man-Nature Orientation--Item 9,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . 85
Item Analysis: Man-Nature Orientation--Item 11,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups .. . . 86
Item Analysis: Man-Nature Orientation--Item 12,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 87
Item Analysis: Man-Nature Orientation--Item 22,
t Test for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 88
Item Analysis: Man-Nature Orientation--Item 23,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 89
Item Analysis: Time Orientation--Item 14,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 90
Item Analysis: Time Orientation--Item 15,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . . 91
IX
Table
,36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
Page
Item Analysis: Time Orientation--Item 17,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . 92
Item Analysis: Time O rientation--Item 18,
t T est for Significance of Differences of Mean
Responses by M embers of Various Subgroups . . . 93
Item Analysis: Time O rientation--Item 21,
t T est for Significance of Differences of Mean
Responses by M embers of Various Subgroups . . . 94
Item Analysis: Activity O rientation--Item 4,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . 95
Item Analysis: Activity O rientation--Item 13,
t Test for Significance of Differences of Mean
Responses by M embers of Various Subgroups . . . 96
Item Analysis: Activity Orientation--Item 24,
t T est for Significance of Differences of Mean
Responses by M embers of Various Subgroups . . . 97
Item Analysis: Activity Orientation--Item 25,
t T est for Significance of Differences of Mean
Responses by M embers of Various Subgroups . . . 98
Item Analysis: Activity O rientation--Item 26,
t T est for Significance of Differences of Mean
Responses by M embers of Various Subgroups . . . 99
Item Analysis: Activity O rientation--Item 27,
t T est for Significance of Differences of Mean
Responses by M embers of Various Subgroups . . . 100
Item Analysis: Relational O rientation--Item 2,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . . 101
x
Table
46.
47.
48.
! 49.
I
j
| 50.
Item Analysis: Relational O rientation--Item 3,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . .
Item Analysis: Relational O rientation--Item 5,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . .
Item Analysis: Relational O rientation--Item 6,
t T est for Significance of Differences of Mean
Responses by M embers of Various Subgroups . .
Item Analysis: Relational O rientation--Item 19,
t T est for Significance of Differences of Mean
Responses by Members of Various Subgroups . . .
Table of Chi Squares (X^)
Page
102
103
104
105
114
xi
I CHAPTER I
i
j
! THE RESEARCH PROBLEM
i
i
!
i
I
I Introduction
f ------------------
I
Behavioral scientists from many disciplines a re attempting
to discern the underlying dynamics which appear to orient children
I from certain subcultural groups toward failure in school. To date,
j most studies have been descriptive of such children and of the
; correlation between identified characteristics and failure in school
1
(50). Such descriptive studies have not identified causation
adequately, nor have they suggested corrective educational pro-
I cedures (50). Consequently, there is very little known about the
i origins of failure behavior.
. The value orientation theory developed by Clyde and
i
Florence Kluckhohn appears to be useful in attempting to understand
i
: academic failure (23, 24). According to Florence Kluckhohn, many
i
i
I
I ^The first number within parentheses refers to a numbered
title in the bibliography; numbers preceded by a colon refer to page
, numbers in the reference cited.
j
1 1
2
anthropologists regard "a knowledge of the basic assumption of a
people as indispensable to the interpretation of concrete behavior"
(24:1). Failure in school can be considered as a form of concrete
behavior. The Kluckhohns' construct suggests that the basic
assumption noted above can be described in term s of value orienta
tions. Value orientations are complex but definitely patterned
principles which give directiveness to human thought and action.
These principles are the basis for selecting one or the other of the
alternative solutions for common human problems. The value
orientation patterns appear to predispose humans to certain concrete
: behaviors. It might be expected that the value orientation patterns
; of parents may predispose children to success or failure in school,
j Therefore, a study of the value orientations of parents of academi-
: cally successful and academically unsuccessful children appears to
be appropriate.
The Problem
I - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
I
Statement of the problem. - -It was'the purpose of this study
i
; to determine the value orientation patterns of parents of academi-
i cally successful and academically unsuccessful children from
i
j selected subcultural groups living in Southern California. The
| groups selected for study included representatives of urban middle
I
1
1
3
class Caucasians, lower class Negroes, and lower class Caucasians.
The objectives of the study were:
1. To compare the observed value orientation patterns
of the groups surveyed in Southern California with
Kluckhohn's (24) postulated dominant American value
i orientation pattern of Doing, M astery over Nature,
i
Future tim e, Individualism, and Mixture of Good and
Evil.
2. To determine the value orientations of the parents
i
of academically successful culturally variant
children.
3. To determine the value orientations of the parents
of academically unsuccessful culturally variant
; children.
4. To determine the differences, if any, between the
value orientation patterns of parents of academically
; successful and academically unsuccessful children.
i
Importance of the study. --The educational significance of
i this study was in the implications for new directions in preschool
i
I education and parent counseling. Formerly, the emphasis in pre-
!
| school programs has been on the provision of experiences, not
readily available in the children's milieu, which are considered
necessary for academic success. This study proposed to examine
the position that failure in school was related to children's value
orientations learned unconsciously or covertly from their parents.
Some sociologists believe that learned value orientations predisposed
children to failure. This was because the children's value orienta-
i
! tion patterns were not congruent with the dominant value orientation
|
pattern of American society as reflected by the public school
curriculum.
Project Headstart and other compensatory education
| programs may be viewed as attempts to re-orient the behavior of
| culturally variant children through modification of their motivation
I
i modes and the conditions of environment. As Kluckhohn has pointed
l
j out, " . . . any given act is seen as a compromise between motiva-
i
I tion, situational conditions, available means, and the means and
; goals as interpreted in value term s." (23:403) The lack of the
valuing component in such programs constitutes a major gap.
| Much has been written from a theoretical viewpoint about
j
j »
1 the value orientations of culturally variant persons but there has
! been little research on the value orientations of such persons. The
I
j present study attempted to (1) determine the actual value orienta
tions of culturally variant persons, and (2) determine the relation
ship of such value orientations to academic achievement of their
5
children.
Delimitations of the study. - -The limitations of the study-
included the basic assumptions underlying Florence Kluckhohn's
constructs, problems relating to the research instrument, sampling
procedures, and the treatm ent of the data.
The study is dependent upon acceptance of the four basic
assumptions underlying the value orientation construct:
1. There is an ordered variation in value orientation
system s.
2. There is a limited number of common human
problems for which all peoples at all times must
find some solution.
3. While there is variability in solutions of all
problems, it is neither lim itless nor random
but is definitely variable within a range of
possible solutions.
4. All alternatives of all solutions are present in
all societies at all times but are differentially
preferred.
Another limitation of the study was the use of an unstand
ardized interview schedule. Although the interview schedule has
been used to successfully differentiate the value orientation patterns
6
of subcultural groups in the American Southwest, New England, and
Japan, the schedule had never been used before to differentiate the
value orientation patterns of parents of academically successful and
| academically unsuccessful children. Validity and reliability co-
I
I
j efficients of correlation are lacking; however, many anthropologists
j
| and sociologists conversant with the schedule have indicated that they
I
J believed the instrument was both valid and reliable (23, 24, 45, 66,
| 67, and 68).
i j
i 1
j A third limitation of the study was related to selection of }
| i
; the sample persons to be interviewed. At both national and local j
' levels there is an increasing concern over the invasion of privacy by
; behavioral scientists conducting research studies (61). Some school
i
! districts were unwilling to participate because they felt it was illegal
for them to release children's test scores for the purposes of this
study. Consequently, it was necessary to use school districts which j
( w ere willing to cooperate and had relatively large populations of the I
i
I groups to be studied. After the children were identified, the parents
; had to consent to be interviewed. The use of volunteers introduces
: i
| another source of sampling bias; however, the present national and
j local concern over invasion of privacy forces a behavioral scientist
to either use volunteers or forego this type of research.
Finally, the data were treated mainly in an expository |
7
2
fashion. The Chi square (X ) test was used to compare various
groups. The t test was employed in an item analysis of the interview
schedule.
Definitions of Terms Used
!
| For the purposes of this study:
The academically successful child is defined as one whose
performance on a standardized group achievement test is within one
year of grade level and/or expectancy.
| The academically unsuccessful child is defined as one whose
j performance on a standardized group achievement test is more than
■ one year below grade level and/or expectancy.
; Expectancy is defined as a child's anticipated achievement
| based upon mental age grade placement or some expectancy formula
: computation involving a combination of mental age grade placement
; and chronological age grade placement. Expectancy computation
| varied widely among the school districts included in the study.
! Educable mentally retarded is defined as meaning a child
; with an individual intelligence test score between 55 and 80, whose
I poor academic performance is not due to any physical handicap, such
as deafness, or to mental illness--and who has been certified as
educable mentally retarded by a school psychologist.
I
I r-
J
1
Middle class is defined to mean all families with an income
from $8,000 to $14,999 per annum, where the parents have at least a
high school education, and residing in a home with a fair market
value of approximately $20,000.
I Culturally variant is defined as including poor, culturally
; disadvantaged and/or culturally deprived children of average or
I better intelligence. Operationally in Southern California--this
i
j
| includes families of four with incomes of less than $4,000 a year,
! who have had less than eight years of schooling, and who live in
I marginal or submarginal housing. In families of five or more, the >
i
income level is less than $6,000 per annum.
Mexican- American is defined as persons with Spanish
: surnames who were born in either Mexico or the United States.
|
! _ Population is defined as the total number of fifth grade
. children and their parents in five Southern California public school
1 I
; districts.
| Sample is defined as a subgroup chosen from the population.
Organization of the Remainder
of the Dissertation
' I
: I
; j
The dissertation is organized into five chapters, with j
emphasis on the analysis of the data in Chapter IV. j
| The introduction to the problem and its importance are
I described in Chapter I. Included in the same chapter are the
| delimitations of the study and definitions of term s to be used through-
| out the study.
j A review of related literature and investigations is reported
|
in Chapter II.
/
The procedures used in the study ^are reported in Chapter III
i
and include: |
! • !
j 1. Description of the communities included in the study.
i
2. The sample. i
; 3. The interview procedure.
i
4. Treatment of the data.
i
Chapter IV reports the findings, based upon the treatm ent
|
I of the data obtained in the study.
{
i The general conclusions, based upon the findings in the I
i |
study, are reported in Chapter V--along with recommendations for !
further research.
CHAPTER II
RELATED LITERATURE
| Introduction
: The problems of defining, m easuring, and assessing the
| implications of values have concerned behavioral scientists for most
i
I
i
| of the twentieth century.
i
j Problems of definition and methodology have usually pre-
: occupied most investigators. Consequently, the relationship between|
value patterns and behavior has rarely been studied. The value
: orientation theory of Clyde and Florence Kluckhohn represents an
i attempt to assess the behavioral implications of values (24).
j
' In their role as societal agent for transm ission of culture,
the schools have long been interested in the reasons underlying the
, failure of many children to achieve successfully (7). From
i Bruner's point of view, academic failure could be considered
im perfect acculturation (7). Studies have consistently focused on |
: such subjects as the environmental conditions of the underachiever, ;
j
parental attitudes toward child-rearing, and vocational goals. Some j
10
11
investigators have studied the locus of control problem, but there has
been little attempt to relate findings to a valuing system--which
might be described as characteristic of a particular life style.
The literature related to this study provides (1) an overview
of the value orientation concept, (2) an elaboration of each of the five j
i 1 t
| value orientations including studies of behavior that seem relevant to j
I !
i
! the particular orientation, and (3) discussion of the dominant
i
I
! American value orientation as postulated by Florence Kluckhohn.
An Overview of the Value
Orientation Theory
I One of the broadest generalizations that may be made about j
; man is that he is a judgmental animal. Kluckhohn stated that men
I everywhere evaluate things as "good or bad," or "better or w orse."
(23) The result of such valuing is cultural variability. The attempt ;
: to cope with this cultural relativity has resulted in development of a
|
variety of term s describing basic assumptions of people in various j
! f
i |
! cultures. In a summary of one of the major assumptions, Bateson i
noted: |
The human individual is endlessly simplifying, organizing, j
; and generalizing his own view of the environment; he con- j
I stantly imposes on this environment his own constructions !
j and meanings; these constructions and meanings are j
| characteristic of culture. (4:723)
12
Clyde Kluckhohn suggested that there exists a philosophy
underlying the behavior of individuals and groups at any given time
(23). In varying degrees of explicitness or implicitness, this
philosophy im parts a sense of coherence or unity to the cognitive and
effective dimensions of life. He notes that "each personality gives
!
j to this philosophy an idiosyncratic coloring and creative individuals
j
will markedly reshape it." (23:409) Generally, the main outlines of j
i
| fundamental values, existential assumptions, and the basic abstrac- j
|
| tions of a group emerge out of--or are limited by--the facts of the
I
' biological organism and the universalities of social interaction. i
Rarely do these underlying principles emerge from a unique heredity
and/or life experience. Basically, the above is a cultural product
; which constitutes the way of life of the individual or a relatively
homogeneous group.
Any study of values must take into account both normative
and existential propositions according to Clyde Kluckhohn (23).
; Values which are normative lie in the affective domain, while j
! i
: existential propositions concern the facts of nature and rest properly i
: I
| in the cognitive domain. Barton differentiated between normative I
i values which imply feelings of obligation and preferential values (43). j
i ' !
j Kluckhohn appeared to feel that value actually implied some feeling j
of obligation.
| The value orientation concept can be viewed as an attempt
I
| to system atize comparisons within cultures and between cultures.
According to Florence Kluckhohn, "The most basic assumption is
that there is a system atic variation in the realm of cultural phenom- j
i i
i j
! ena which is both as definite and as essential as the demonstrated i
I ;
i ]
j system atic variation in physical and biological phenomena." (24:3) I
Basically, in each system there are dominant and variant values--the
variants being either permitted or required within the particular
j i
system s,
I Florence Kluckhohn defined value orientation in the following;
i
i
: manner: j
i
Value orientations are complex but definitely patterned (rank-
! ordered) principles, resulting from the transactional interplay
of three analytically distinguishable elements of the evaluative
process--the cognitive, the affective, and the directive
elements--which give order and direction to the ever-flowing j
stream of human acts and thoughts as these relate to the
solution of "common human" problems. (24:4)
Essential to the theory is the position that the principles may vary !
j
■ from culture to culture but only in the ranking patterns of component :
|
1 parts which are cultural universals.
; i
’ "D irectiveness," as opposed to "selectivity" and "choice," j
i _ i
j is the keystone of the value orientation theory. Biologically, direc- !
| ' i
| tiveness is defined as a basic disposition to react differentially to I
e |
I |
j parts of the environment (24). This enables Florence Kluckhohn to
14
view evaluation as process. Directiveness fosters integration and
continuity within a society. The direction of cultural change is
determined by the conditions, activities, and/or the ideas in some
particular area of human life. Finally, direction does not imply
causality.
Barton, in his critique, suggested that the Kluckhohns had
mixed cognition and valuation (43). Since Clyde Kluckhohn suggested
that the cognitive (existential) and valuing (normative) are inextric-
| ably related, it appears logical that value orientations would include
I
i
| aspects of both the cognitive and affective.
| Barton has schematically summed up the components of the
!
value orientation theory, as shown in Table 1 (43).
!
Five problems were selected by Florence Kluckhohn as
i
i
being crucial ones for which all people in all times must find
' answers (24). This delineation of value orientations rested upon
three basic assumptions:
i
1. There is a limited number of such problems.
i
! 2. The solutions to the problems vary finitely rather
|
| than infinitely.
| 3. All alternative solutions are always present but
are not equally preferred.
Florence Kluckhohn posed the five problems as questions. These
TABLE 1
FACTORS RELATED TO INDIVIDUAL VALUES
After Barton (43: S-71)
; a. Capacity for
critical and
independent
thinking
Emotional
sensitivity
Values
Needs,
preferences
Philosophical
commitments
b. Factual beliefs,
knowledge Normative
standards
Behavior^: Situations
16
questions, with the orientation title in parentheses, were:
1. What is the character of innate human nature?
(Human nature orientation.)
2. What is the relation of man to nature (and super
nature? (Man-nature orientation.)
3. What is the temporal focus of human life?
(Time orientation.)
4. What is the modality of human activity?
(Activity orientation.)
5. What is the modality of m an's relationship to other
men? (Relational orientation.) (24:11)
The ranges of variability in the different orientations which
!
Kluckhohn considered to be conceptually testable are given in Table 2.j
The Five Value Orientations of Kluckhohn
Human nature orientation. - -This orientation deals essenti
ally with the goodness or evil of man. Man can be considered to be
basically Good, Evil, or a Mixture of Good and Evil (24). The
mixture construct can further be divided into the mixture of good and ;
evil on the one hand and neutrality on the other. The neutrality
position may be viewed as sim ilar to the tabla rasa concept of early I
....
I
developmental psychologists. The three or four variants can be |
f
j
divided even further into six categories to include the subprinciples
of mutability and immutability.
i
Florence Kluckhohn suggested that our Puritan ancestors
left us with the legacy that man was essentially evil but perfectible
(24). Further, religions believing in a doctrine of salvation would
TABLE 2
THE FIVE VALUE ORIENTATIONS AND THE RANGE OF
; VARIATIONS POSTULATED FOR EACH
After Kluckhohn (24:12)
Orientation Postulated Range of Variations
Human nature
Evil Neutral 1 Mixture of
J Good and Evil
Good
Mutable
Immutable
Mutable | Immutable
1
i
1
Mutable
Immutable
Man-nature
Subjugation
to Nature
Harmony with Nature M astery over Nature
Time Past Present Future
Activity Being Being- in- Becoming Doing
Relational Lineality C ollaterally Individualism
h - *
< 1
18
logically have to have a doctrinal belief that man is at least partially
evil. Another theoretical position is that man is essentially good.
This position would appear to be in congruence with the biological
principle of homeostasis.
Man-nature orientation. - -Florence Kluckhohn postulated a
three-point range of variation within this orientation: (1) Subjugation
to Nature, (2) Harmony, and (3) M astery over Nature (24). M astery
is the dominant orientation of most Americans. It is almostobliga-
i tory for Americans to dominate their environment (24). This does
i not seem an illogical orientation for a people whose European
ancestors have dominated most of the world for the better part of
three centuries.
| Tim e orientation. - -The three-point range in this orientation
j is divided into Past, Present, and Future. Our society's dominant
: orientation is Future time (24). The pervasiveness of this orienta-
i
‘ tion in American society is illustrated by the fact that many develop-
j mental psychologists define psychological maturity as the ability to
i
! reject cathexis or impulse gratification in favor of some future
; reward. Americans appear to value change as a way of life which
: seems to imply things will be bigger and/or better (24). Also
i
| illustrative of this orientation is the preoccupation of American
economists with the need for a constantly increasing gross national
i
! product and the necessity for maintaining a certain rate of growth._
19
To remain static is considered economically harmful. The question
might well be asked, "Is this an economic fact or an artifact of our
| dominant Future time value orientation?"
j
| Activity orientation. - -The possible range of variations
include Being, Being-in-Becoming, and Doing (24). Being might be
defined as the release and gratification of immediate desires. The
! development of self to the highest extent through meditation and self-
i
| discipline is the Being-in-Becoming modality. This appears very
sim ilar to Maslow's concept of self-actualization. While the Being
; orientation focuses on what man is, the Being-in-Becoming or ienta-
| tion emphasizes both the natural condition of man and the potentiality
i
; for development. The dominant American value orientation is Doing
I according to Kluckhohn (24). The emphasis is on accomplishment;
! what has an individual done, what can he do, or what will he accom-
; plish?
Relational orientation. - -Kluckhohn divided this orientation
! into the Lineal, the Collateral, and the Individualistic (24). Basi-
i
| cally, all societies, subgroups, and individuals respond in varying
i ;
j i
| degrees to the three variants. The interaction of other variables of J
! !
i
| living will have a significant effect upon which alternative is
preferred at any given time. Therefore, Kluckhohn noted that the
relational principles were concepts for the purpose of making fine |
20
distinctions rather than gross differences between subgroups (24).
The dominant American value orientation was postulated as
Individualistic. This was described as allowing for m ore autonomy
J than either the Lineal or the Collateral but still required positive
]
j attitudes toward cooperation and toward the purposes of the organiza-
j
tion. Lineality differed from Collaterality in that provision was
made for continuity of the group through tim e. Another difference
was that the Lineal variant provided for "ordered positional
succession" within the group (24:19).
!
!
The Importance of Dominant and
| Variant Value Orientations
i How well an individual or a subgroup is accepted into a
i society may depend upon the amount of congruence between the value
orientations of the subgroup and those of the dominant group. As
| Florence Kluckhohn said:
: The rate and degree of assim ilation of any ethnic group to the
! dominant culture will depend in large part upon the degree of
goodness of fit of the group’s own rank ordering of value
' orientations with that of the dominant culture. (24:26)
I Florence Kluckhohn stated that variation in value orientations is the
| most important aspect of cultural variation. The ethos of a society
i
is m ore adequately derived from a study of the interaction in value
orientations than it is from a study of dominant values (24).
21
The dominant American value orientations of M astery over
Nature, Future tim e, Doing, Individualism, and a Mixture of Good
and Evil human nature orientation has resulted in an achievement
oriented society which places high value on technology and the
occupational world (24). The best single index of social class status
j in the United States is occupation (24). This pattern of variation has
{
tended to restrict the range of variations permitted. Academicans,
musicians, and artists have been permitted variant patterns. In a
sense, this variance has been required to provide stability in
j American society. Other subgroups, such as the Negro and the
; Mexican-American migratory worker, have been less fortunate--
I since they have been assigned undesirable social roles. An
I Individualistic orientation appears to allow the nuclear family a
I
: great amount of independence but tends to restrict the range of
| variance permitted because of the lack of fixed social position found
! in the Lineal and Collateral orientations. Thus, the individual's
j :
status is defined by his achievement, his ability to get ahead, and
by the groups to which he belongs. This suggests a hypothetical
i
| cultural basis for the "other directedness" of Americans noted by
i
| Sinclair Lewis (26) and David Riesman (34).
The high value placed upon academic achievement in the
United States by the dominant urban middle class can be explained in
22
term s of the concepts described above. An achievement oriented
society is less likely to place value on and plan for handicapped
children with low occupational potential. This construct may also
provide a cultural basis for F arb er's thesis that our society has
preferred to establish programs for physically handicapped children
before attending to the needs of mentally handicapped children (65).
This seems to follow since physically handicapped children with
normal intellectual ability may have greater occupational potential.
Mentally handicapped children who are m ore likely to have low
occupational potential may be abrasive to an achievement, individual-
| istically oriented society.
Clyde Kluckhohn suggested that inability to reconcile
\ personal or group value orientations with the dominant system could
: result in rejection or alienation and a sense of guilt in the individual
(23). This may promote emotional disturbance in the variant
i individual or social disorganization in variant subgroups. These
| effects may be intensified in a relatively rigid dominant system such
! as Florence Kluckhohn has postulated for the American urban
! middle class.
| Studies on the Relationship Between Value
Orientation Patterns and Academic
Achievement
Studies and articles on the relationship between academic
23
achievement and social background abound in the literature. Most of
the literature deals with the culturally variant as a group. T here is
some literature on subgroups of the culturally variant. The only
literature relevant to the value orientations of various groups has
been contributed by the Kluckhohns. It appeared appropriate to
present literature dealing with the middle class first, then literature
related to the lower class and/or culturally variant, and finally
literature concerning subgroups of culturally variant persons.
i
J L iterature related to the middle class. - -Kluckhohn and
I
I
| Strodtbeck (24) studied Rimrock, a rural Mormon village, and
| Homestead, a farming community in West Texas. Both communities
I
: were settled by north European Protestant migrants. Since 1950,
, both communities have had electrification and have been firmly
: linked to the rest of the inter-mountain and Southwest by paved roads.
: Both communities had the following dominant value orientations:
: Individualistic, Future tim e, M astery over Nature, and Doing.
J
I Early Kluckhohn studies had no m easures of the human nature
! -------------------------
I orientation.
j
I Strodtbeck found three variables to be important con-
!
i comitants of achievement in the United States:
j
1. A belief that the world is orderly and amenable
to rational m astery; that, therefore, a person
can and should m ake plans which will control
his destiny.
24
2. A willingness to leave home to make one's way in
life.
3. A preference for individual rather than collective
credit work done. (28:186-87)
Strodtbeck’s study, comparing Jews and Italian-American sub
cultures, also revealed that Jews placed greater emphasis on the
perfectability of man. The Jews had higher educational and occupa
tional aspirations for their children. Strodtbeck says, "Practically
speaking, this would mean they believed that man could improve
himself by education and that no one should readily submit to fate and
accept a lower station in life, the way Italians were prepared to do."
]
I (28:187) In addition, achievement appeared to be related to family
| "democracy"; i.e., where the mother is relatively powerful. Power
; balance was found to be essential to development of internal control
j
i concepts in children.
Coleman found that American adolescents valued "popularity!
; and "athletic success" m ore than academic achievement. This
! supported the Doing hypothesis which emphasizes competition and i
! !
! measurable concrete accomplishment. Intellectual attainment which
i
i i
| tests hypothetically on a Being-in-Becoming orientation is not highly j
! valued (48). j
i |
To test the hypothesis that there are various temporal ;
orientations in various social class groups, Leshan studied the
length of the time periods covered in the stories of 117 middle and
25
lower class children (55). He found that stories of middle class
children were significantly longer than stories of lower class
children (p = .001). He suggested that future reward has little
meaning for the lower class child who lives in environment where
the consequences of action are immediate.
I -
The findings of a study by Gould utilizing Columbia male
undergraduates from middle class families indicated that students
from "lower" income families tended to be more goal-striving than
students from "higher" income families (51). Gould suggested that
! this was due to greater tensions among the middle class. It was
| hypothesized, but not tested, that lower class would not manifest
i
i
Future time orientation because of feelings of inability to m aster
i'
| their environment.
| Wylie in a study of the relationship between social class,
I race, and children’s estimates of their own ability found that middle
! class white girls consistently were more modest in estimates of
their own ability than were middle class white boys (64). Lower
I
! class children of all races consistently estimated their own ability |
- t
| lower than did middle class children.
i
j j
| Literature related to the culturally variant. - -Henry com- j
| I
| mented that the essential problem of the poor was the "lack of hope"
i
j (19).. Consequently, children of the poor lack both belief in achieve-
26
ment and fear of no achievement. To be future oriented in a present
oriented subculture can exact a hard price from an individual.
In discussing poverty in Mexico, Lewis said, ’’One can
speak of the culture of the poor, for it has its own modalities and
i
distinctive social and psychological consequences for its m em bers."
(25) He was im pressed by the remarkable sim ilarity among the poor
in different parts of the world. This culture cuts across regional,
rural-urban, and national boundaries.
i
| One of the more thorough surveys to date of the problems of
I the culturally variant was that of Frank Riessman (35). He suggested
: that the underprivileged were (1) traditional in their points of view,
! (2) suspicious of new ideas, (3) anti-intellectual, and (4) rejecting
' of "progressive" education. The average underprivileged person
i
I
* frequently feels alienated. He tends to have an external locus of
: control construct. Although he desires a better standard of living, ;
: he disvalues middle class life-styles. Basically, he is more
j
; interested in security than advancement. He is neither individual-
j
; istic, introspective, or interested in self-expression. He is likely to
!
i
I have strong family ties and to be hedonistic.
j The value orientation pattern of the culturally variant under
privileged person that emerges from a survey of the literature
appears to be: Subjugation to Nature orientation, Present time,
27
Being activity orientation, and Evil but Perfectable human nature
orientation. No clear preferred variation on the relational orienta
tion is discernible. It seems likely that the underprivileged depend
upon other variables such as the conditions of existence and birth- j
*
place. Following Strodtbeck’s reasoning, most of the underprivileged!
in California would prefer Individualism since by and large they have |
come here from other states seeking a better life (28). J
| Failure in school apparently is a function, at least partially,
j [
i of the conflict between this value orientation and the dominant middle |
i . i
I class value orientation upon which American public school curricula j
; i
; is based. This view is supported repeatedly by such investigators as
j
! Goldberg (17); Deutsch (12); Cloward and Jones (9); Bloom, Davis,
! and Hess (5); and Wilson (39). Furtherm ore, Wilson found that
1 teachers as entrepreneurs of the middle class school system tended
to hinder the aspirations of underprivileged children by automatically I
assigning them to industrial arts curricula rather than college j
; i
; preparatory curricula (39). This lends support to Florence
| Kluckhohn1 s hypothesis that the particular dominant value orientation ;
| of the urban middle class is relatively rigid and tends to be intolerant j
! ■ |
| of variance. '
I
Although a number of studies on Negroes and Mexican-
28
Americans are presented later in this chapter, it should be noted
that the literature on the underprivileged almost uniformly considered
i
variance in value orientations to be a function of social class rather
than ethnicity.
A criticism of the concept of a lower class was advanced by
i
|
| Miller who declared, "A clearly defined 'lower class' does not
exist. . . . The population embraced by this term is a varied,
changing group." (58) He believed that men rise or fall in status j
j
| and living standards as the result of changing conditions of existence.
i (
' Unanticipated adversity is not peculiar to any particular section of '
i
1 !
| the working class. This position appears to support the view that
i .
I variant value orientations are transient functions of individual and
I group reactions to environmental stre ss. This view may suggest a
I
' hypothetical basis for social mobility and cultural change with
resultant change in value orientation patterns.
| Studies related to Negroes. - -When asked the person they j
j would like most to be like, middle class Negro adolescents tended to
j :
■ select "successful adults" in contrast to lower class Negro adoles- J
; cents who tended to select the "most glamorous" according to a study
I by Carroll (44). This appears to support the view that middle class
Negroes like middle class Caucasians are oriented to Doing, Future
tim e, and Mastery. The lower class Negro adolescents appear to be
29
M astery oriented but apparently lack confidence in their ability to
achieve M astery through the Doing orientation.
Middle class Negro adolescents have increasingly high
levels of aspiration, indicative of Future time orientation, and
appear to be more Doing oriented--according to Himes (20). In his
view the "protest" movement resulted from a fusion of adolescent
i
aggression, middle class tradition, and college culture. The find
ings of a number of studies on internal versus external control of
| reinforcem ent reviewed by Lefcourt indicated that Negroes with high
!
| external control (Subjugation to Nature) orientations were less likely
j to be interested in tasks requiring m astery, skill, and/or achieve-
i
!
i
| ment (54). In risk-taking situations, Negroes tended to be less risk-
| taking than whites. This was interpreted as being suggestive of
| Negroes’ disbelief in achievement in skill situations. Chance
appeared to be m ore controllable for Negroes.
I
An investigation by Battle and Rotter indicated that lower j
class Negro children had significantly higher external locus of control
(Subjugation to Nature) concepts than middle class Negro or white
children. Middle class children, in general, tended to have higher j
I
| internal locus of control (M astery over Nature) concepts than lower
|
class children. Of interest was the fact that Negro children with
high IQs had higher external locus of control concepts than middle
class whites with low IQs (42). _ _ _ _ _
30
Wylie found that Negro children consistently make m ore
modest estim ates of their ability, particularly if they come from the
lower class. Fewer also aspire to college (64). This appears to be
further support for Subjugation to Nature and Present tim e orientation
among Negroes.
|
| Ausubel and Ausubel found that segregation had a destructive
effect on the ego structure of Negro children (3). This dimunition
of ego was apparently related to (1) feelings of Subjugation to Nature,
(2) an Evil human nature orientation, and (3) disvaluing of the Doing
variant. Segregation has contributed to family disorganization.
I This appears to have resulted in the Negro child's failing to develop
; an Individualistic relational orientation which Strodtbeck found to be
j
i
i significantly related to achievement (28).
j
Studies related to M exican-Americans. - -With regard to
: cultural variation among M exican-Americans, Simmons found
I middle class Mexican-Americans m ore oriented to the dominant
! value orientations than the lower class Mexican-American (38).
i
j
| However, the middle class Mexican-Americans retained some of the
! |
| characteristics of their Mexican-American heritage such as time
orientation and mode of interpersonal relations. Kluckhohn's study
of Atrisco, a ru ral Spanish-American community in New Mexico, |
indicated that the dominant pattern in this Spanish-American com- I
31
munity was Individualism, Present tim e, Subjugation to Nature, and
Being (24). At the time of her study, no items were available for
use in measuring the variants of the human nature orientation.
Simmons suggested that lower class Mexican-Americans, living in
the "colonia” or ghetto of Border City, had value orientations which
appeared to be sim ilar to those found by Kluckhohn (38).
Chapter Summary
Florence Kluckhohn's general value orientation theory and
1
the implications of different variants in the theory for academic j
achievement have been presented (24). The related literature on j
value orientations of the middle class tended to support Kluckhohn’s
postulated dominant value orientation pattern: Mixture of Good and
Evil human nature orientation, M astery over Nature man-nature
orientation, Future time orientation, Doing activity orientation, and ;
Individualistic relational orientation. Doing, Mastery over Nature,
i
and Future time were variants identified as being significantly j
related to achievement. !
i
Social class and poverty were related more to value j
i
j
orientations and academic achievement than were ethnicity. Poverty j
I
I
level families were described as being Present tim e, Subjugation !
i
i
to Nature, Being, Individualistic, and Evil human nature j
32
oriented. A major correlate of academic failure was apparently the
lack of congruence between middle class dominated schools and
lower or poverty class children with regard to m an-nature, tim e,
and activity orientations. The depressing conditions of existence
were considered to have great effect upon the value orientations of
poverty class families.
Although considerable mention of value orientations was
i made, no studies using the Kluckhohn instrument with urban poor
|
w ere found. No attempt to relate achievement to parental value
orientations other than conceptually was evident from a review of the
j
| literature. Although there have been many statements Concerning
!
I
, the value orientation patterns of the middle and lower classes, by
i
■ and large, these statements must be considered as still untested
!
j hypotheses.
I
I
]
i
i
i
i
!
j
i
CHAPTER III
METHODOLOGY
Introduction
t
The design of the study is presented in detail in this chapter.
Topics covered include a description of the setting of the study, pro-
i
cedures, the research instrument, and treatment of the interview
data. The problem and objectives of the study were covered in Chap-
I ter I. Literature pertinent to the problem studied was reviewed in
i
' Chapter II.
I The Setting
i
I Los Angeles County, California, is perhaps one of the most
i
t
complex urban areas in the world. The County's seventy-seven
separate corporate jurisdictions had 6, 750,000 residents in 1966. It
j is hard to find a native of Los Angeles County, since most of the
; residents are migrants from other areas. In 1960, only 19.1 per
|
’ cent of all families in the County had incomes of $4,000 as compared
j to 30 per cent for the United States (1). For twenty years the County
I
j has been one of the fastest growing areas in the fastest growing
I
State. Most of the County's poor and ethnic groups live in de facto
33
34
segregated areas.
The communities included in the study were selected
(1) because the school districts serving the communities were willing
to release the test data necessary for identification of academically
successful and academically unsuccessful children, and (2) because
each particular community had a large population of a particular
subgroup which was desired for inclusion in the study. Selected
characteristics of the communities included in the study are shown
i
in Table 3.
i
| Camellia. - -This is a suburban community mainly occupied
j by financially comfortable, well-housed and stable families. The
ethnic plurality is white with a sm all proportion of Mexican-American
| persons constituting the minority group. Most of the adults are high
: school graduates and nearly 30 per cent have had one year or m ore of
i college. The favorable direction of the Productive Ratio is due to i
i ' i
: the small proportion of youth in the community. For the youth who
| reside here, conditions are at least as favorable as in the County
I as a whole.
; i
| i
I Camellia is conservative and middle class and has con- !
; j
| sistently voted Republican. The city serves as a bedroom for Los j
Angeles and other areas. Service industries and sm all businesses
TABLE 3
SELECTED POPULATION CHARACTERISTICS OF STUDY AREAS
35
Camellia Dutchtown Colonia Ghetto Paradise
Los Angeles
County
Total 1960 population 48,074 44,860 105,464 61,869 15,835 6,038,771
Persons per square mile, 1950-60 7,028 7,285 12,379 9,431 3,156 1,479
Per cent population increase 43.7 86.1 15.4 74.5 158.6 45.5
Age Classifications
Youth: 0 to 19 years old 29.8 39.3 42.9 50.3 50.6 35.5
Productive ages: 20 to 64 years old 59.4 54.0 50.0 46.5 46.0 55.3
Aged: 65 years and older 10.8 6.7 7.1 3.2 3.4 9.2
Ethnic Categories
White 98.1 96.1 29.1 8.6 86.9 80.8
Negro 0 0 0 79.7 0 7.6
Spanish Surname 1.8 3.9 67.1 10.7 13.1 9.6
Other .1 0 3.8 1.0 0 2.0
Family income: $4,000 or less 13.0 17.1 29.6 27.9 23.2 19.1
Employment: Per cent unemployed males 2.3 4.2 6.0 7.3 5.6 4.5
Education: Per cent 8 years old or less 8.2 12.9 38.1 25.9 19.0 13.2
Family status: Per cent 1 year college
or more 27.9 14.4 6.8 14.1 8.6 24.2
Families as per cent of households 86.3 84.5 85.0 90.3 92.7 77.2
Per cent separated and divorced 4.6 5.6 9.2 9.7 5. 6 7.1
Housing status: Per cent delapidated
and deteriorated 3.4 7.2 29.0 13.8 14.1 7.8
Productive ratio: Youth and aged per 100
adults in productive ages 68.4 85.4 100.0 115.1 117.4 80.8
1962 youth status: Neglect/1,000 1.5 .5 1.0 2.6 7.4 1.7
Pre-delinquent/1,000 4.9 4.7 6.1 7.3 4.2 4.5
Delinquent/1,000 9.3 11.3 13.4 24.2 10.6 11.2
Source: Social Profiles: Los Angeles County. Los Angeles Welfare Planning Council, Los Angeles Region, 1965.
36
constitute the main source of taxes. The median value of housing
was $17, 567 in 1960. Pride of ownership is quite evident with many
homes having been improved by the owners. Most houses are well-
landscaped with neatly clipped lawns.
The median income was $7, 766 in 1960; however, 47.3 per
i
i
cent of the families had incomes in excess of $8, 000. Typically,
the mothers in the families were housewives. The relatively large
number of elderly people undoubtedly tended to lower the median
income.
| All in all, Camellia is a typical urban middle class
! i
| Caucasian community whose residents share in the benefits of an
I
I affluent society.
i
i Dutchtown. - -This community is quite sim ilar to Camellia
t
j in its social profile. It has a less favorable Productive Ratio due to
! the larger number of children. Only 14.4 per cent of Dutchtown's ;
; |
! adults have had one year or more of college. j
; i
: i
Dutchtown is an old community originally settled by Dutch
j dairy farm ers. The cows are gone but the community still abounds
J
j
| with Dutch names.
i
Like Camellia, Dutchtown is a bedroom community. The
local economy is made up largely of small businesses and personal
service industries. In 1960, the median family income was $6, 834
37
per year and the median value of housing was $13,918.
In 1960, Dutchtown was a totally Caucasian community but
!had a slightly larger Spanish surname population than Camellia. On
the whole, Dutchtown is not as well off economically as Camellia and
( is slightly below the median for the County as a whole.
Ghetto. - -This is a suburban community occupied by stable
but financially needy families, inadequately housed. The ethnic plur
ality is Negro with the largest minority group being composed of
j Spanish-surnamed people. Ghetto is less favorable than Dutchtown or
!
| Camellia in almost all social characteristics. The median value of
i
I housing was $12,041 in 1960. Median income was $5, 587. One
i home in eight was classified as delapidated or deteriorated.
! Despite the high dependency load and generally unfavorable
i
i living conditions, Ghetto is still a better place to live than the
; adjacent community of Squalor which is the port of entry for most
[Negroes coming to Los Angeles County. At one time, Ghetto was a
Caucasian community with few Negroes. As the Negroes integrated
■ the community, white residents moved out. Ghetto is rapidly
I changing from one type of segregated community to another.
The two school systems in Ghetto have about 11 per cent of •
i
their children eligible for classes for the mentally retarded. In one j
i
school district the teaching staff is largely white. Negro teachers j
38
are interviewed but only rarely employed. The teaching staff of the
other district is largely Negro with few white employees.
Paradise. - -One of the "hard core" poverty pockets in Los
Angeles County is Paradise. There are many substandard houses
i
i
and unpaved roads. The nutrition and personal hygiene of both
children and adults is substandard in many of the community's
homes.
The community's ethnic plurality is white with a large
i
| minority of Spanish-Americans. There are no Negroes in the
I community. j
I The median income was $5,887 in 1960. Median value of
i
housing was $11,596. Many homes appear to be in need of interior
: and exterior maintenance. Little attention is given to landscaping.
; More pride of ownership is evident in Ghetto than in Paradise. One
: positive sign is the appearance here and there of modest but new
| i
; apartment houses. This is evidence of a community attempt at
I
! renewal.
!
]
! Four hundred yards to the south of Paradise is Golden
j !
| Gardens, a walled subdivision which was the most expensive new |
j i
j home tract in Beach City. Separating Golden Gardens and Paradise j
is Golden Gardens Community Church--a beautiful new drive-in |
church.
39
P aradise's schools are handicapped by overcrowding and
an inadequate tax base. The population density is much higher than
the 1960 figure listed in Table 3, because housing tracts are rapidly
replacing dairy farm s in other areas of Paradise; however, accurate
| population density figures are unavailable.
The Sample
The aid of the superintendents of the five school districts
I
!
serving the communities described above was enlisted in the j
i !
i I
j selection of the study sample. The parents of all fifth grade children j
| i
j
I in selected schools from each of the districts com prised the popula-
i tion from which the sample was selected. The schools selected
i
! w ere ones judged by the school district adm inistration to be mainly
|
1 either middle class or lower class in socioeconomic status.
Identification of the sam ple. “-All fifth grade children
\ w ere classified as achievers or underachievers on the basis of I
i " i
1965 standardized group achievement tests adm inistered by
1 ]
| each school district. Academically unsuccessful children were
| those perform ing approximately a year or m ore below grade level j
[ i
j
| and/or expectancy on the test. Academically successful children
w ere those performing at or above expectancy and/or grade level.
Borderline cases were excluded. A further criterion was that
40
children selected must have intelligence scores within normal lim its
(IQs of 85 to 115).
Further classification of the parents had to await interview
because of the inadequacy of parental data in school records. The
children identified were screened by school principals and guidance
personnel to eliminate children with either emotional or physical
handicaps. Children whose parents were known to be hostile toward
the schools were eliminated as unlikely prospects for interview.
Selection of the sam ple. - -Much concern has been voiced
I recently, at both the national and local level, over the problem of
i
| invasion of privacy by behavioral researchers. In the selection of
| interviewees, every effort was made to adhere to the code of ethics
i
i for behavioral research proposed by Ruebhausen and Brim (61).
I
i
I Letters on California State College at Long Beach letter
head--explaining the purpose, importance, and sponsorship of the
study--were sent to the parents of the children identified as a result
1 of the screening process (see Appendix A -l). Dutchtown school
district mailed out the letters requesting parental cooperation
! because the district has a policy which prohibits releasing the names
and addresses of. students and parents. In both cases, the parents
were asked to indicate their willingness to be interviewed by return-
i
ing an enclosed postal card (see Appendix A-2).
In cases where parents did not return the postal card,
interviewers made home calls in an effort to either secure inter-
I
: views or make appointments for interviews. This was not possible
in Dutchtown because names and addresses were not available.
|
! Description of the sample. - -As the result of the screening
| process, 251 children were identified as either academically success
ful or academically unsuccessful. If all children identified had two
i
! natural parents living in the home and willing to be interviewed, the
1
i potential sample of parents in all groups would be 502. This number
! was more than four times the number (120) of parents desired for
; inclusion in the study. The excess number identified allowed for a
high rate of nonparticipation. A search of school records failed to
! indicate the number of one-parent households. Data on the number
| of children identified, parental responses, and nonresponses are
: shown in Table 4.
The parents of sixty-eight children were interviewed. There
! were forty-one interview refusals. Of the sixty-nine nonresponses,
; fifty-three were from Dutchtown. Follow-up was not possible, since
I the school district did not release the addresses of the families.
| The other sixteen nonresponses were not contacted, since the
j desired number of interviews had already been obtained.
| Data on the 114 parents interviewed are shown in Tables 5
42
TABLE 4
STATISTICS ON SAMPLE SELECTION
N Per Cent
Number of children whose parents
were interviewed 68 27.1
Nonparticipants by reason
Parents refused to be interviewed 41 16.3
Parents asked interviewer to call
another tim e a 14 5. 6
No one at home ^ 25 9.9
Family had moved 17 6.8
Wrong address (unable to locate) 17 6.8
No response to letter 69 27.5
Total number of children in all
groups identified 251 100.0
c i
Interviewers returned several tim es but w ere unable to
schedule appointments.
^Interviewers visited homes at least three different times
at different hours of the day.
TABLE 5
NUMBER IN EACH STUDY GROUP DIVIDED B Y ACADEMIC ACHIEVEMENT
OF SUBJECTS' CHILDREN AND B Y SEX
Study Groups
Academically Successful
Men Women
Academically Unsuccessful
Men Women
Total
Urban middle class 9 8 10 10 37
Caucasian lower class 7 14 4 6 31
Negro lower class 10 16 6 14 46
Total 26 38 20 30 114
j 44
and 6. The final sample included three groups of parents: urban
middle class Caucasians, (2) lower class Negroes, and (3) lower
class Caucasians. The three groups were subdivided into six groups
based on the academic achievement of their children. The persons
interviewed were those fulfilling the parental roles in different
i
| fam ilies. In twenty-three cases only the mother was available or
willing to be interviewed. Since all parents interviewed were
i
volunteers, it cannot be assumed that the samples w ere either
random or representative of the populations from which they were
drawn.
Analysis of parental occupations, income, and education
| indicated that these variables were not reliable indices of social
I
I class. This confirmed earlier findings by the Welfare Planning
I
I Council, Los Angeles Region (61).
In speaking of traditional methods of determining social ;
I ' [
class, Richard Kluckhohn suggested that Los Angeles County is one
I |
| of the few "classless" societies in the United States (66). In the j
! j
! final analysis, the best indices of social class were the demographic j
| data provided by Freudenberg and Street (16) and the observable life
| style of the individual family. Where and how a person lived tended
to determine the social status.
45
TABLE 6
CHARACTERISTICS OF THE SIX SUBGROUPS STUDIED
Urban Middle Class Lower Class Lower Class
Caucasians Negroes Caucasians
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Number (N) 17 20 26 20 21 10
Men 9 10 10 6 7 4
Women 8 10 16 14 14 6
Mean age of subjects 37.7 37.8 35.1 36.4 35.9 37.1
Mean income3 4.000 4.062 3.423 2.000 2.905 2.900
Mean years of school completed 13.3 13.2 12.8 11.4 11.4 11.4
Percentage owning own homes 100.0 100.0 92.0 80.0 38.1 30.0
Mean years of residence at
present address 6.1 9.6 14.0 16.2 7.7 10.9
£
This figure is by income category and should be read:
Category Income Range
1 $ 000-$3,999
2 $4,000-$5,999
3 $6,000-$7,999
4 $8,000-$14,999
5 $15,000+
These were categories developed by the Welfare Planning Council, Los Angeles Region for use in determining socioeconomic ranking of County areas.
46
The Interview Procedure
Eight team s of interview ers--one man and one woman on
each team --w ere used in conducting the study. The sixteen in ter
viewers were all graduate students in Education, Psychology, or
Sociology at California State College at Long Beach, San Fernando
Valley State College, or the University of Southern California. Two
training sessions of three hours each w ere conducted before sending
the interviewers into the field. The interviewers were briefed on
the purpose of the study and the nature of the questionnaire. P rac
tice interviews w ere also conducted.
i
i ____________ _
| The parents were interviewed by a man and a woman team .
i
[
j In most cases, the female interviewer interviewed the mother and
the male interviewer interviewed the father. The length of the
; interview varied from forty-five minutes to one and one-half hours-- i
I i
| depending upon the rapidity of the interviewees' responses. The
interview instruments were a personal data sheet and the Kluckhohn
Value Orientations Interview Schedule, Form 4.
The personal data sheet. --The following information was
obtained:
i
1. F ather's Occupation
2. M other's Occupation
3. F ather's Age
47
4. M other's Age
5. Father's Birthplace
6. Mother’s Birthplace
7. Number of years of school completed by father.
8. Number of years of school completed by mother
9. Father’s length of residence in California
10. M other's length of residence in California
11. Annual Family Income Category
12. Rental or Ownership of Home (see Appendix B-l)
Annual family income was divided into the following five
| categories:
i
Level 1 $ 000 to $3,999
Level 2 $4,000 to $5,999
Level 3 $6,000 to $7,999
Level 4 $8,000 to $14,999
Level 5 $15,000+
; These categories were chosen because they have been employed
|
traditionally in social research in Los Angeles County (16).
The interview schedule. - -The basic research instrument
used in this study was Form 4 of the Kluckhohn Value Orientation
Interview Schedule (see Appendix B-2). This interview schedule is a
non-standardized problem solving instrument. The interviewee is
48
presented with twenty-seven stimulus problems related to one or the
other of the five value orientations. Three alternative solutions for
each problem are presented. Each alternative represents one of the
variations of the particular value orientation. An example is the
following item from the interview schedule:
13. Three young m arried men were talking about
their notions of the ideal job. Here is what
each one said:
(3) The first said: The kind of job I would like
best to have if I could is one which is not too
demanding of my time and energy. I like to
have time to enjoy myself and don't want a job
which makes me feel I must always be competing.
(1) The second said: Ideally, I would like a com
petitive job--one which lets me show what I can
accomplish in a line of work for which I am
suited.
(2) The third said: Ideally, I would like the kind of
job which would let me develop different kinds
of interests and talents. I would rather have an
understanding of life and people than be success
ful in one particular field.
The problem above is from the activity orientation. Para
graph (1) is a Doing variant solution. Paragraph (2) is the Being-in-
Becoming variant solution, while paragraph (3) is the Being variant
solution. The interviewee is asked to indicate his first and second
choices of a solution to the problem. The interviewee may indicate
that he or she prefers one or more of the solutions equally. This is
not a forced choice situation.
49
The number of items measuring each orientation is shown
in Table 7.
TABLE 7
COMPOSITION OF KLUCKHOHN VALUE
ORIENTATION SCHEDULE
Orientation
Number of
Items
Item Numbers
Human nature 5 1, 7, 10, 16, 20
Man-nature 6 8, 9, 11, 12, 22, 23
Time 5 14, 15, 17, 18, 21
Activity 6 4, 13, 24, 25, 26, 27
Relational 5 2, 3, 5, 6, 19
■ Florence Kluckhohn noted that direct testing of value
: orientations, although desirable, is not practical since value orien-
!
j tations are in a large part implicit and, therefore, are rarely
j verbalized (24). She stated:
Not even very many of the persons who are highly sophisticated
: in their knowledge of cultural differences have the degree of
conscious awareness of the total ordering of their own prefer
ences on an orientation to state it abstractly. (24:93)
Therefore, it is necessary to derive this ordering inferentially from
preferences for alternative solutions to concrete problems. In
constructing the interview, everyday life situation problem s--
50
| characteristic of the five universal problems or value orientations
postulated by Kluckhohn (24)--w ere posed. The type of alternative
solution was held constant although the content varies somewhat. For
example on the time orientation there are always Doing, Being-in -
Becoming, and Being solutions; however, the wording of the alterna
tives vary somewhat to fit the concrete problem solution. Compare
item 4 below with item 13 shown on page 48.
4. Three men were talking one day about the ways in
which they liked to spend time when they were not
working. Each had a different idea:
(3) One man said that he had no definite ideas as to
I what he liked best to do when not working. Some-
| times he did one thing, sometimes another--it
just depended upon how he felt that day.
| (2) Another said that he preferred to do things which
I would help him become a better, broader man.
I Sometimes he did physical things to build his body
! strength, sometimes mental things so that he
might learn more. This, he said, was the best way.
(1) The third said he liked doing things that he could
; see results from--playing competitive games or
] building things. He felt that extra time was wasted
j unless one could show something for it.
j
! Both items relate to the activity orientation, although the problems
I
j are different. The wording of the paragraphs is different, but the
types of solutions are the same. For example, paragraph (3) is
Being oriented in both cases. An individual's activity orientation
would be determined by summing his preferences for each particular
51
variant on the six activity items. An individual who chooses para
graph (3) for all questions would clearly be Being oriented. A more
typical pattern might be four first choices for paragraph (3), one
first choice for paragraph (2), and one choice for paragraph (1). The
individual could then be said to prefer the Being orientation over j
j
Being-in-Becoming and Doing; however, there is equal preference
for Being-in-Becoming and Doing. To determine the value orienta
tion of a group, all the group members' choices for each type or
variant across the six items measuring a particular value orientation
! would be summed and percentages computed. On the activity
j
; orientation, the group's preference for Doing, Being-in-Becoming,
!
j
; and Being would be determined in the above fashion.
!
!
i The human nature, m an-nature, tim e, and relational
; orientations were constructed in the same way. An example of the
: human nature orientation is the following-item: |
; • 1
f
10. Three men were talking about the nature of the
! occupational (business) world and the need for
! self-controls and regulation by society. Here
| is what each said:
i
E
| (1) The first said: Self controls and social regula-
| tions are needed in the business world only to
' help people realize more fully the good and
! charitable impulses which really are basic in j
■ man's nature. !
I i
!
(2) The second said: Self-control and control by
society are necessary in the business world so
| that the balance between good and evil, which
52
all people have in them, can come out more on
the good side.
(3) The third said: Unless people learn to control
themselves and also are controlled by society,
the business world would be a dog-eat-dog
affair. People basically are given to selfish
impulses which must be controlled.
Paragraph (1) represents the Good variant, paragraph (2)--the
Mixture of Good and Evil variant, and paragraph (3)--the Evil
variant. The interview schedule contains five human nature items.
The man-nature orientation is measured by six items.
Following is a sample item:
22. A man and his family were struck hard by dis
aster. There was much illness over a long period
of time. Also, the father lost his job and had
serious financial problems. Some people were
discussing the man’s problems and the reason for
them.
(1) One person said: You can't really blame any man
when such misfortune comes to him. Things like
this just happen and there isn't much people them
selves can do about it. One must learn to accept
the good along with the bad.
(2) A second person said: Misfortunes of this kind
happen when people do not follow the right and
proper ways of living. When people live in ways
to keep themselves in harmony with the great
natural forces of life, things almost always go well.
(3) A third person said: It was probably the man's own
fault. He should have taken steps to keep things
from going so far wrong. If people use their heads,
they usually can find ways to overcome a great deal
of their bad fortune.
53
The variants are Subjugation to Nature in paragraph (1), Harmony
with Nature in paragraph (2), and M astery over Nature in paragraph
(3).
An example of the five time orientation items is :
14. Three young unmarried men had finished their
schooling and had to decide what kind of work
they wished to go into.
(1) One decided to go into the kind of occupation
which others in his family before him had
followed. He believed the best way is to hold to
and strengthen the traditions of the past.
(3) The second sought for the kind of work opportunity
which offered considerable chance for future
success. He believed it best to look to new
I developments in the future, even though he might
| have to start off in a position less good than others
available at the time.
I
1 (2) The third decided to take the best job which came
i his way and which gave him the money he needed
to get along in the present time. He believed it
foolish to think much about either the past which
has gone by or of the future which he thought too
uncertain to count on.
i
I Paragraph (1) represents the Past variant solution, while paragraph
|
(2) is the Present type solution. The Future variant is shown by
paragraph (3). Future oriented persons should tend to select
paragraph (3) as a first order preference.
A relational orientation item is:
3. A man has had financial trouble of some kind and
must seek help in order that he and his family can
get through a difficult period. Here are three ways
54
of getting help about which we wish your
judgment.
(2) Would it be best if he depended mainly on his
brothers and sisters or on some close group of
relatives and friends to help him out as much
as each can?
!
(3) Would it be best for him to try to raise the money
by himself, on his own, from an outside organ-
! ization which deals with such problems?
I
(1) Would it be best for him to go to a recognized
leader--a respected person of experience and
authority in the family or community and ask
him for help and advice in handling the problem?
The Individualism solution is paragraph (3). Paragraph (1) is the
i
j Lineality solution, while paragraph (2) is the C ollaterally variant.
; The Individualistically oriented person would be one who chooses
| paragraph (3) as the solution for a majority of the five relational
i
l orientation problems.
The total value orientation pattern of an individual or a
, group is the first order preferences on the five value orientations.
| For example a person or a group's pattern might be Good human
j
i nature, M astery over Nature m an-nature, Future tim e, Doing
■ activity, and Individualism relational. .
Validity and reliability of the Kluckhohn interview schedule.-
I -The interview schedule appears to have construct validity. Prior to
studying the five Rimrock communities in the American Southwest,
55
Florence Kluckhohn and her associates, with the aid of Evon Vogt and
Clyde Kluckhohn, predicted the value orientation patterns that would
be obtained from the use of the schedule (24). Predictions of
relational, time, man-nature, and activity orientations were for the
!
Spanish-American, Texan, Mormon, and Navaho communities. The
empirical first order preferences, obtained with the interview
schedule, were exactly the same as the predicted first order prefer
ences. There were some differences in the strength of the prefer
ences and in second order preferences. This suggests caution in
| interpreting the meaning of second order preferences.
i A second validation of the instrument was conducted by
: Caudill and Scarr in their study of Japanese value orientations (45).
| Prior to the collection of any data, Caudill and his Japanese as sis t-
i
I ants predicted the dominant value orientations for each of the twelve
' items used in the Japanese study. The obtained patterns were
i
I exactly the same as the predicted ones. Caudill states, "Hitting on
i
j
j twelve items out of twelve is a significant result, statistically, by
i
| any standard technique--such as the sign test--which might be
I
| applied." (45:65) The results of the two studies cited above
j
indicate that the Kluckhohn interview schedule has construct
validity.
An estimate of the internal consistency reliability of the
56
schedule was obtained using the standard Spearman-Brown formula
for a split-half correlation. A Fortran program was written for the
above purpose. The self-correlation of half the schedule was
r hh ~ * 94- Correction for double length using the formula:
2 r .
hh
tt 1+ rhh
yielded an r = .969.
In summary, the Kluckhohn interview schedule appeared to
have construct validity and high internal consistency reliability.
Rationale for use of the Kluckhohn interview schedule. - -It
was the purpose of the study to determine the value orientation
patterns of parents of academically successful and academically
unsuccessful children from urban, middle class Caucasian, lower
class Negro, and lower class Caucasian groups. The value orienta
tions theory is more than another theory or definition of value. The
construct implies a predisposition to certain types of patterns of
behavior. The Kluckhohn interview schedule is the best, and only
instrument developed to measure the value orientation construct.
Barton listed more than thirty other value scales, including the
Allport-Vernon Value Scale, the Carter paragraphs, the Semantic
Differential, M orris' Ways to Live paragraph, and N ettler's Measure
of Alienation (43). Fortunately or unfortunately, most of the scales
I 57
listed above were developed in term s of each author's own particular
value theory. The scales were, therefore, inappropriate to measure
Kluckhohn's value orientations construct.
Another reason for its use was the fact the schedule had
been used to successfully differentiate between subcultural groups in
different parts of the world by Kluckhohn (24), Strodtbeck (28), and
Caudill (45). According to Richard Kluckhohn, the interview
! schedule has also been used successfully in a number of unpublished
studies (66).
I
| A major deficiency of the instrument must be mentioned at
: i
; j
j this point. According to Florence Kluckhohn, " . . . It (the inter-
; view schedule) does not test either fully or systematically for
l
! intra-cultural variations." (24:103) This deficiency suggested that
: there was little likelihood of differentiating between the value i
; orientation patterns of parents of academically successful and
i ;
academically unsuccessful children.
• i
i j
! Since the validity of instrument and the success of previous j
| i
; studies gave promise of achieving the first three objectives, it was j
j j
I
: decided to use the interview schedule despite its shortcomings.
Treatment of the Data
58
It has been mentioned previously in the section on
Delimitations of the Study that the treatment of the data was mainly
expository. The Chi square (X^) test was used to test the signifi
cance of differences between various groups. An item analysis was
i
made using the t test to determine the significance of the differences
between the mean responses made to each item of the interview
schedule by members of various groups.
The three major groups, urban middle class Caucasians,
’ ’ !
I lower class Negroes, and lower class Caucasians, were analyzed ;
j
! first. The percentage of persons preferring each variant on each
| orientation was computed. It was then possible to determine the
| value orientation pattern for each orientation and the dominant value
; orientations for each group. For example, the urban middle class
i percentage preferences on the time orientation might be Future j
; tim e, 70 per cent; Present tim e, 25 per cent; and Past tim e, 5 per
i cent. Thus, the preferred time orientation pattern for that group
■ would be Future, Present, Past. The dominant orientation would be I
i I
i ]
I j
: Future tim e. The dominant pattern might be Good, Mastery, :
i
| Future, Doing, and Individualism. Operationally, a variant was
considered to be clearly preferred if there was a 10 per cent
difference between a first and second order. Operationally, tended
59
to prefer indicated there was a difference between first and second
order choices but the difference was less than 10 per cent.
Next, the three major groups were subdivided into six
groups of parents of academically successful and academically
unsuccessful. The same procedures described above were repeated
i
|
| for each subgroup. Intra-group and inter-group comparisons were
!
| made.
|
; To facilitate the process of comparison, the Kluckhohn
| notation system was used. The symbols used in the system are
j
! shown in Table 8. The notation for the time orientation example
i
: above would be
i Fu > Pr > Pa
i
i This means that Future time is clearly preferred to both Present and
: Past time and that Present time is clearly preferred to Past tim e.
If the preferences were Future tim e, 50 per cent; Present
; tim e, 42 per cent; Past tim e, 8 per cent, the notation would be:
i
|
Fu Pr > Pa
| This means that Future time was only slightly preferred to Present
i
I tim e; however, both Future and Present time were clearly preferred
1
to Past tim e.
I
TABLE 8
SYMBOLS USED IN ALL VALUE
ORIENTATION TABLES
M - Mixture of Good and Evil
G - Good
E - Evil
W - Harmony with Nature
0 - M astery over Nature
s - Subjugation to Nature
Fu - Future time
Pr - Present time
Pa - Past time
B - Being
BiB - Being- in- Becoming
D - Doing
I Individualistic
C - Collateral
L - Lineal
61
If the preferences were Future tim e, 55 per cent; Present
tim e, 25 per cent; and Past time, 20 per cent, the notation would be:
Fu > P r ^ Pa
This means that only Future time over Present time and Future time
over Past time were clear preferences.
i
If the preferences were Future time, 41 per cent; Present
tim e, 33 per cent; and Past tim e, 26 per cent, the notation would be:
| F u ^ P r ^ P a
| This means that only Future time over Past time was clearly pre-
j ^
j ferred.
If the preferences were Future time, 36 per cent; Present
!
i
| tim e, 33 per cent; and Past time, 31 per cent, the notation would be:
j
F u ^ P r ^ P a
i This means that none of the alternatives were clearly preferred.
If the preference percentages were Future time, 33. 3 per
i
1 cent; Past tim e, 33.3 per cent, the notation would be: '
Fu = Pr = Pa
This means that there was equal preference for all alternatives. The
equal (=) sign is used with its conventional meaning.
62
The fourth objective of the study was to determine whether
or not the value orientation patterns of parents of academically
i
I
successful children differed from the value orientation patterns of
parents of academically unsuccessful children. This objective was
i
i
i achieved by testing the null hypothesis that there are no differences
!
| between the value orientation patterns of parents of academically
I
successful children and the value orientation patterns of parents of
academically unsuccessful children. Chi square was the statistic
j used to test the null hypothesis.
I In addition to the above analyses, further analysis was made j
| on data which appeared inviting.
CHAPTER IV
ANALYSIS AND DISCUSSION OF THE DATA
i
Introduction
I
The purpose of the study was to determine the value orienta-
tion patterns of parents of academically successful and academically
unsuccessful children. Another major purpose was to determine
whether or not the value orientation patterns of parents of academi- j
i
i cally successful children differed from the value orientation patterns j
I i
i ■ I
I of parents of academically unsuccessful children. The data will be i
i 1
i
| discussed in relation to the four objectives stated in Chapter I.
I
i
I Analysis of the Data
|
j Table 9 presents the data on the m ajor population groups,
|
| urban middle class Caucasians, urban lower class Negroes, and
i
I
! urban lower class Caucasians. Data on the value orientation patterns
I
1 of parents of academically successful and unsuccessful children
j within the three major subgroups is reported in Table 10. Responses
| to particular items in each of the five orientations are shown in
64
TABLE 9
VALUE ORIENTATIONS SELECTED B Y PARENTS OF
THREE MAJOR STUDY GROUPS (PERCENTAGE)a
Orientation
Urban Middle
Class
Negro Lower
Class
Caucasian
Lower Class
Human Nature
Evil 14. 6 24.4 25.2
Mixture of Good and Evil 53.0 44.8 47.1
Good 31.9 30.4 27.1
No Choice .5 .4 . 6
Man-Nature
M astery over Nature 37.0 30.4 30.7
Harmony with Nature 33.3 28.3 26.9
Subjugation to Nature 29.7 40.9 42.4
No Choice 0 .4 0
Time
Future 45.9 45.2 38.7
Present 42.7 36. 5 45.8
Past 10.8 16.1 15.5
No Choice .6 2.2 0
Activity
Being 14.4 10.5 16.7
Being-in-Be coming 53.2 43.8 35.5
Doing 32.0 45.3 46.8
No Choice .4 .4 1.0
Relational
Individualistic 53.5 37.8 39.4
Collateral 27.6 36. 5 30.9
Lineal 18.4 25.2 29.7
No Choice .5 . 5 0
cl
This should be read as the percentage of each group
selecting a particular variant of each orientation.
TABLE 10
VALUE ORIENTATIONS SELECTED BY PARENTS OF ACADEMICALLY SUCCESSFUL
AND UNSUCCESSFUL CHILDREN (PERCENTAGE)a
"65
Urban Urban Negro Negro Caucasian Caucasian
Orientation Middle Class Middle Class Lower Class Lower Class Lower Class Lower Class
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Human Nature
Evil 15.3 26.0 24.6 28.0 22.8 32.0
M ixture of Good and Evil
54.1 46.0 47.7 36.0 45.7 ' 42.0
Good 29.4 28.0 26.2 36.0 30.5 26.0
No Choice 1.2 0 1.5 0 1.0 0
M an-Nature
M astery over Nature 33.3 43.3 31.4 33.3 33.3 36.7
Harmony with Nature 35.3 21.7 26.9 19.2 15.9 18.3
Subjugation to Nature 31.4 35.0 40.4 47.5 50.8 45.0
No Choice 0 0 1.3 0 0 0
Time
Future 48.2 44.0 53.1 35.0 35.2 46.0
Present 41.2 44.0 32.3 42.0 49.5 38.0
Past 9.4 12.0 13.1 20.0 15.3 16.0
No Choice 1.2 0 1.5 3 .0 0 0
Activity
Being 17.6 12.5 10.8 10.0 16.7 16.7
Being- in- Becoming 53.9 52.5 44.9 42.5 34.9 36.7
Doing 27.5 35.0 44.3 46.6 47.6 45.0
No Choice 1.0 0 0 .9 .8 1.6
Relational
Individualistic 48.2 58.0 36.9 39.0 42.9 32.0
Collateral 32.9 23.0 39.3 33.0 28.6 36.0
Lineal 17.7 19.0 23.1 28.0 28.5 32.0
No Choice 1.2
0 .7 0 0 0
cl
This should be read as the percentage of each group selecting a particular variant of each orientation.
66
Tables 13 through 22.
Tables 11 and 12 plot the value orientation patterns for the
various groups symbolically.
The results of an item analysis of the interview schedule are
shown in Tables 23 through 49. The t test was used to determine
the significance of the difference of the mean responses made by
members of various groups to each item. The tables are arranged
by orientation in the following order: human nature (Tables 23
through 27); man-nature (Tables 28 through 33); time (Tables 34
through 38); activity (Tables 39 through 44); and relational (Tables
45 through 49.
The tables show the direction of preferences for various
alternative positions. They are useful in indicating the strength of
the direction of preferences. In many instances the differences
[
between the proportions of subjects preferring various alternatives I
|
were so slight as to be negligible.
The dominant American value orientation. --Kluckhohn
postulated that the dominant American value orientation pattern was
Mixture of Good and Evil shifting from Evil but Perfectable, M astery
over Nature, Future time, Doing, and Individualism (24). This was
considered to be typical of the American middle class. Thirty-
seven urban middle class Caucasians from Camellia and Dutchtown
67
TABLE 11
PATTERNS OF VALUE ORIENTATIONS SELECTED
BY THE MAJOR STUDY GROUPS
Orientation
Urban Middle
Class
Negro Lower
Class
Caucasian
Lower Class
Human Nature M > G > E M > G > E M > G > E
Man-Nature 0 >W> S s>o>w s>o>w
Time F u > P r> P a F u > P r> Pa P r> F u> P a
Activity BiB > D > B D>BiB>B D> BiB> B
Relational I> C > L I> C > L I ^ C > L
! were interviewed. For the purpose of this study, their value orien- j
! i
tation pattern was construed to be the dominant pattern. Analysis of
the responses indicated that preferred variants were Mixture of
Good and Evil, Being-in-Becoming, and Individualism.
i
| On the m an-nature orientation M astery was slightly
! ----------------------
j
| preferred to the Harmony variant. Of interest is the fact that
|
j parents of academically successful children tended to prefer Harmony
over M astery, while parents of academically unsuccessful children
TABLE 12
PATTERNS OF VALUE ORIENTATIONS SELECTED B Y THE SIX SUBGROUPS OF PARENTS
Orientation
Urban
Middle Class
Successful
Urban
Middle Class
Unsuccessful
Negro
Lower Class
Successful
Negro
Lower Class
Unsuccessful
Caucasian
Lower Class
Successful
Caucasian
Lower Class
Unsuccessful
Human nature M > G > E M > G > E M > G > E M =G >E M > G ^E M > E > G
Man-nature w > o > s o > s > w s > o > w * s > o > w s > o > w S ^O > W
Time Fu ^ P r >Pa Fu = Pr>P a Fu >Pr y Pa Pr^-Fu > • Pa Pr > Fu> Pa Fu ^-Pr^ Pa
Activity B iB >D>B BiB>D>B BiB= D>B D >BiB>B D > BiB > B D>BiB>B
Relational I >C >L I> C > L C > I > L I » C » L * I >C = L C > I - L
O '
co
69
TABLE 13
ITEM ANALYSIS OF HUMAN NATURE ORIENTATION
FOR MAJOR SAMPLE GROUPS (PERCENTAGE) a
Variants
Urban Middle
Class
Negro Lower
Class
Caucasian
Lower Class
Item #1
Evil 2.7 6.5 0
Mixture of Good and Evil 94.6 71.8 77.4
Good 0 21.7 19.4
No Choice 2.7 0 3.2
Item #7
Evil 10.8 28.3 25.8
Mixture of Good and Evil 37.8 43.4 41.9
Good 51.4 28.3 32.3
Item #10
Evil 35.1 45.6 61.3
Mixture of Good and Evil 40.6 37.0 29.0
Good 24.3 15.2 9.7
No Choice 0 2.2 0
Item #16
Evil 5.4 8.6 22.6
Mixture of Good and Evil 45.9 45.7 35.5
Good 48.6 45.7 41.9
Item #20
Evil 18.9 32.6 16.1
Mixture of Good and Evil 45.9 26.1 51.6
Good 35.2 41.3 32.3
Average of Variants
Evil 14.6 24.4 25.2
Mixture of.Good and Evil 53.0 44. 8 47.1
Good 31.9 30.4 27.1
No Choice .5 .4 .6
I a
This should be read as the percentage of each group select
ing a particular variant of each orientation.
70
TABLE 14
ITEM ANALYSIS OF MAN-NATURE ORIENTATION
FOR MAJOR SAMPLE GROUPS (PERCENTAGE)3
Variants
Urban Middle
Class
Negro Lower
Class
Caucasian
Lower Class
Item #8
M astery over Nature 32.4 37.0 35.5
Harmony with Nature 43.3 32.6 12.9
Subjugation to Nature 24.3 30.4 51.6
Item #9
Mastery over Nature 46.8 28.3 22.6
Harmony with Nature 8.1 21.7 12.9
Subjugation to Nature 35.1 50.0 64.5
Item #11
Mastery over Nature 24.4 34.8 38.7
Harmony with Nature 45.9 21.7 19.4
Subjugation to Nature 29.7 41.3 41.9
No Choice 0 2.2 0
Item #12
M astery over Nature 13.5 23.9 16.1
Harmony with Nature 78.4 50.0 80.7
Subjugation to Nature 8.1 26.1 3.2
Item #22
M astery over Nature 27.0 13.0 22.6
Harmony with Nature 10.8 17.4 9.7
Subjugation to Nature 62.2 69.6 67.7
Item #23
Mastery over Nature 67. 6 45.7 48.4
Harmony with Nature 13.5 26.1 25.8
Subjugation to Nature 18.9 28.2 25.8
Average of Variants
Mastery over Nature 37.0 30.4 30.7
Harmony with Nature 33.3 28.3 26.9
Subjugation to Nature 29.7 40.9 42.0
No Choice 0 .4 0
c l
This should be read as the percentage of each group
selecting a particular variant of each orientation.
71
TABLE 15
ITEM ANALYSIS OF TIME ORIENTATION FOR
MAJOR STUDY GROUPS (PERCENTAGE)3-
Variants
Urban Middle
Class
Negro Lower
Class
Caucasian
Lower Class
Item #14
Future 97.3 73.9 71.0
Present G 10.9 12.9
Past 2.7 15.2 16.1
Item #15
Future 18.9 37.0 32.3
Present 78.4 50.0 58.0
Past 2.7 13.0 9.7
Item #17
Future 40.5 43.5 35.5
Present 29.7 26.1 38.7
Past 29.7 23.9 25.8
No Choice 0 6.5 0
Item #18
Future 67.6 58.7 48.4
Present 27.0 34.8 48.4
Past 2.7 4.3 3.2
No Choice 2.7 2.2 0
Item #21
Future 5.4 13.0 6.4
Present 78.4 60.9 71.0
Past 16.2 23.9 22.6
No Choice 0 2.2 0
Average of Variants
Future 45.9 45.2 38.7
Present 42.7 36. 5 45.8
Past 10.8 16.1 15.5
No Choice . 6 2.2 0
' cl
I This should be read as the percentage of each group
selecting a particular variant of each orientation.
72
TABLE 16
ITEM ANALYSIS OF ACTIVITY ORIENTATION FOR
MAJOR SAMPLE GROUPS (PERCENTAGE) 2
Urban Middle Negro Lower Caucasian
Class Class Lower Class
Item #4
Being 37.8 17.3 32.3
Being- in- Becoming 40.5 43.5 32.3
Doing 21.6 37.0 35.4
No Choice 0 2.2 0
Item #13
Being 10.8 4.4 22.6
Being-in-Becoming 48.7 47.8 25.8
Doing 40.5 47.8 51. 6
Item #24
--
Being 5.4 13.0 19.4
Being-in-Be coming 67. 6 39.2 19.4
Doing 27.0 47.8 61.2
Item #25
Being 8.1 10.9 9.7
Being- in- Becoming 62.2 39.1 64.5
Doing 29.7 50.0 25.8
Item #26
Being 8.1 4.3 0
Being-in-Be coming 35.1 30.4 25.8
Doing 56.8 65.3 71.0
No Choice 0 0 3.2
Item #27
Being 16.2 13.0 16.1
Being- in - Becoming 64.9 63.1 45.2
Doing 16.2 23.9 35.5
No Choice 2.7 0 3.2
Average of Variants
Being 14.4 10.5 16.7
Being - in- Becoming 53.2 43.8 35.5
Doing 32.0 45.3 46.8
No Choice .4 .4 1.0
aThis should be read as the percentage of each group
selecting a particu lar variant of each orientation. ___
73
TABLE 17
ITEM ANALYSIS OF RELATIONAL ORIENTATION
FOR MAJOR SAMPLE GROUPS (PERCENTAGE)a
Variants
Urban Middle Negro Lower Caucasian
Class Class Lower Class
Item #2
Individualistic 56.8 34.8 61.3
Collateral 29.7 56.5 22.6
Lineal 10.8 8.7 16.1
No Choice 2.7 0 0
Item #3
Individualistic 54.1 47.8 51.6
Collateral 5.4 15.2 12.9
Lineal 40.5 37.0 35.5
Item #5
Individualistic 75.7 32.6 48.4
Collateral 16.2 58.7 19.4
Lineal 8.1 8.7 32.2
Item #6
Individualistic 29.7 32.6 16.1
Collateral 56.8 37.0 61.3
Lineal 13.5 30.4 22.6
Item #19
Individualistic 51.4 41.3 19.4
Collateral 29.7 15.2 38.7
Lineal 18.9 41.3 41.9
No Choice 0 2.2 0
Average of Variants
Individualistic 53.5 37.8 39.4
Collateral 27.6 36.5 30.9
Lineal 18.4 25.2 29.7
No Choice .5 .5 0
f
~ ■ ■ ■ ' ■ ■■ - ■ ■ ■ . ! ■ |
i
c l
This should be read as the percentage of each group
selecting a particular variant of each orientation.
74
TABLE 18
ITEM ANALYSIS OF HUMAN NATURE ORIENTATION VARIANTS BY PARENTS IN THE SIX STUDY GROUPS (PERCENTAGE)a
Variants
Urban Middle
Successful
Urban Middle
Unsuccessful
Negro
Successful
Negro
Unsuccessful
Caucasian Lower
Successful
Caucasian Lower
Unsuccessful
Item #1
Evil 0 5.0 0 15.0 0 0
Mixture of Good and Evil 94.1 95.0 80.8 60.0 76.2 80.0
Good 0 0 19.2 25.0 19.0 20.0
No Choice 5.9 0 0 0 4.8 0
Item #7
Evil 11.8 10.0 23.1 35.0 23.8 30.0
Mixture of Good and Evil 52.9 25.0 46.2 40.0 47.6 30.0
Good 35.3 65.0 30.8 25.0 28.6 40.0
Item #10
Evil 17.6 50.0 38.5 55.0 52.4 80.0
Mixture of Good and Evil 52.9 30.0 50.0 20.0 33.3 20.0
Good 29.4 20.0 7.7 25.0 14.3 0
No Choice 0 0 3.8 0 0 0
Item #16
Evil 5.9 5.0 11.5 5.0 19.0 30.0
Mixture of Good and Evil 35.3 55.0 46.2 45.0 33.3 40.0
Good 58.8 40.0 42.3 50.0 47.7 30.0
Item #20
Evil 41.2 60.0 50.0 30.0 19.0 20.0
Mixture of Good and Evil 35.3 25.0 15.4 15.0 38.1 40.0
Good 23.5 15.0 30.8 55.0 42.9 40.0
No Choice 0 0 3.8 0 0 0
Average of Variants
Evil 15.3 26.0 24.6 28.0 22.8 32.0
Mixture of Good and Evil 54.1 46.0 - 47.7 36.0 45.7 42.0
Good 29.4 28.0 26.2 36.0 30.5 26.0
No Choice 1.2 0 1.5 0 1.0 0
This should be read as the percentage of each group selecting a particular variant of each orientation.
75
TABLE 19
ITEM ANALYSIS OF MAN-NATURE ORIENTATION VARIANTS BY PARENTS IN THE SIX STUDY GROUPS (PERCENTAGE)a
Variants
Urban Middle
Successful
Lower Middle
Unsuccessful
Negro
Successful
Negro
Unsuccessful
Caucasian Lower
Successful
Caucasian Lower
Unsuccessful
Item #8
M astery over Nature 29.4 35.0 30.8 45.0 33.3 40.0
Harmony with Nature 52.9 35.0 34.6 30.0 4.8 30.0
Subjugation to Nature 17.6 30.0 34.6 25.0 61.9 30.0
Item #9
Mastery over Nature 52.9 60.0 30.8 25.0 23.8 20.0
Harmony with Nature 11.8 5.0 26.9 15.0 14.3 10.0
Subjugation to Nature 35.3 35.0 42.3 60.0 61.9 70.0
Item #11
Mastery over Nature 17.6 30.0 34.6 35.0 38.1 40.0
Harmony with Nature 52.9 40.0 19.2 25.0 19.0 20.0
Subjugation to Nature 29.4 30.0 42.4 40.0 42.9 40.0
No Choice 0 0 3.8 0 0 0
Item #12
Mastery over Nature 17.6 30.0 34.6 35.0 38.1 40.0
Harmony with Nature 52.9 40.0 19.2 25.0 19.0 20.0
Subjugation to Nature 29.4 30.0 42.4 40.0 42.9 40.0
No Choice 0 0 3.8 0 0 0
Item #22
Mastery over Nature 23.5 30.0 11.5 15.0 19.0 30.0
Harmony with Nature 17.6 5.0 23.1 10.0 9.5 10.0
Subjugation to Nature 58.8 65.0 65.4 75.0 71.5 60.0
Item #23
Mastery over Nature 58.8 75.0 46.2 45.0 47.6 50.0
Harmony with Nature 23.5 5.0 38.5 10.0 28.6 20.0
Subjugation to Nature 17.6 20.0 15.3 45.0 23.8 30.0
Average of Variants
M astery over Nature 33.3 43.3 31.4 33.3 33.3 36.7
Harmony with Nature 35.3 21.7 26.9 19.2
15.9
18.3
Subjugation to Nature 31.4 35.0 40.4 47.5 50.8 45.0
No Choice 0 0 1.3 0 0
0
This should be read as the percentage of each group selecting a particular variant of each orientation.
76
TABLE 20
ITEM ANALYSIS OF TIME ORIENTATION VARIANTS BY PARENTS IN THE SIX STUDY GROUPS (PERCENTAGE)a
Variants
Urban Middle
Successful
Urban Middle
Unsuccessful
Negro
Successful
Negro
Unsuccessful
Caucasian Lower
Successful
Caucasian Lower
Unsuccessful
Item #14
Future 94.1 100.6 92.3 50.0 76.2 60.0
Present 0 0 0 25.0 19.0 0
Past 5.9 0 7.7 25.0 4.8 40.0
Item #15
Future 35.3 5.0 42.3 30.0 28.5 46.0
Present 64.7 90.0 46.2 55.0 66.7 40.0
Past 0 5.0 11.5 15.0 4.8 20.0
Item #17
Future 41.2 40.0 53.8 30.0 28.6 50.0
Present 29.4 30.0 26.9 25.0 33.3 50.0
Past 29.4 30.0 15.4 35.0 38.1 0
No Choice 0 0 3.8 10.0 0 0
Item #18
Future 64.7 70.0 61.6 55.0 38.1 70.0
Present 23.5 30.0 30.8 40.0 57.1
30.0
Past 5.9 0 3.8 5.0 4.8 0
No Choice 5.9 0 3.8 0 0 0
Item #21
Future 5.9 5.0 15.4 10.0 4.8 10.0
Present 88.2 70.0 57.7 65.0 71.4 70.0
Past 5.9 25.0 - 26.9 20.0 23.8
20.0
No Choice 0 0 0 5.0 0
0
Average of Variants
Future 48.2 44.0 53.7 35.0 35.2 46.0
Present 41.2 44.0 32.3 42.0
49.5
38.0
Past 9.4 12.0 13.1 20.0 15.3
16.0
No Choice 1.2 0 1.5 3.0 0
0
aThis should be read as the percentage of each group selecting a particular variant of each orientation.
77
TABLE 21
ITEM ANALYSIS OF ACTIVITY ORIENTATION VARIANTS BY PARENTS IN THE SIX STUDY GROUPS (PERCENTAGE)*
Variants
Urban Middle
Successful
Urban Middle
Unsuccessful
Negro
Successful
Negro
Unsuccessful
Caucasian Lower
Successful
Caucasian Lower
Unsuccessful
Item #4
Being 47.1 35.0 26.9 5.0 42.9 10.0
Being-in-Becoming 35.3 45.0 26.9 65.0 28.6 40.0
Doing 17.6 25.0 46.2 25.0 28.6 50.0
No Choice 0 0 0 5.0 0 0
Item #13
Being 17.6 5.0 3.8 5.0 23.8 20.0
Being- in- Becoming 52.9 45.0 46.2 50.0 19.0 40.0
Doing 29.5 50.0 50.0 45.0 57.1 40.0
Item #24
Being 0 10.0 11.5 15.0 14.3 30.0
Being- in- Becoming 70.6 65.0 46.2 30.0 23.8 10.0
Doing 29.4 25.0 42.3 55.0 61.9 60.0
Item #25
Being 11.8 5.0 3.8 20.0 4.8 20.0
Being-in-Becoming 58.8 65.0 42.3 35.0 66.7 60.0
Doing 29.4 30.0 53.8 45.0 28.5 20.0
Item #26
Being 11.8 5.0 7.7 0 0 0
Being-in-Becoming 41.2 30.0 38.5 20.0 19.0 40.0
Doing 47.1 65.0 53.8 80.0 81.0 50.0
No Choice 0 0 0 0 0 10.0
Item #27
Being 17.6 15.0 11.5 15.0 14.3 20.0
Being-in-Becoming 64.7 65.0 69.2 55.0 52.4 30.0
Doing 11.8 20.0 19.2 30.0 28.6 50.0
No Choice 5.9 0 0 0 4.7 0
Average of Variants
Being 17.6 12.5 10.8 10.0 16.7 16.7
Being- in- Becoming 53.9 52.5 44.9 42.5 34.9
36.7
Doing 27.5 35.0 44.3 46.6 47.6 45.0
No Choice 1.0 0 0 .9 .8 1.6
£
This should be read as the percentage of each group selecting a particular variant of each orientation.
TABLE 22
ITEM ANALYSIS OF RELATIONAL ORIENTATION VARIANTS BY PARENTS IN THE SIX STUDY GROUPS (PERCENTAGE)a
78
Variants
Urban Middle
Successful
Urban Middle
Unsuccessful
Negro
Successful
Negro
Unsuccessful
Caucasian Lower
Successful
Caucasian Lower
Unsuccessful
Item #2
Individualistic 47.1 65.0 • 26.9 45.0 61.9 60.0
Collateral 35.2 25.0 61.6 50.0 14.3 40.0
Lineal 11.8 10.0 11.5 5.0 23.8 0
No Choice 5.9 0 0 0 0 0
Item #3
Individualistic 52.9 55.0 46.2 50.0 66.7 20.0
Collateral 5.9 5.0 11.5 20.0 4.8 30.0
Lineal 41.2 40.0 42.3 30.0 28.5 50.0
Item #5
Individualistic 70.6 80.0 34.6 30.0 42.9 60.0
Collateral 17.6 15.0 61.5 55.0 23.8 10.0
Lineal 11.8 5.0 3.8 15.0 33.3 30.0
Item #6
Individualistic 29.4 30.0 26.9 40.0 23.8 0
Collateral 70.6 45.0 46.2 25.0 61.9 60.0
Lineal 0 25.0 26.9 35.0 14.3 40.0
Item #19
Individualistic 41.2 60.0 50.0 30.0 19.0 20.0
Collateral 35.3 25.0 15.4 15.0 38.1 40.0
Lineal 23.5 15.0 30.8 55.0 42.9 40.0
No Choice 0 0 3.8 0 0 0
Average of Variants
Individualistic 48.2 58.0 36.9 39.0 42.9 32.0
Collateral 32.9 23.0 39.3 33.0 28.6 36.0
Lineal 17.7 19.0 23.1 28.0 28.5 32.0
No Choice 1.2 0 .7 0 0 0
cl
This should be read as the percentage of each group selecting a particular variant of each orientation.
TABLE 23
ITEM ANALYSIS: HUMAN NATURE ORIENTATION--ITEM 1, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful 1.4 .0
Lower Class Negro
*
Successful -.5 -2.4 .0
Lower Class Negro
Unsuccessful .1 -1.0 . 6 .0
Lower Class Caucasian
**
Successful -1.0 -2.5 -.7 -1.0 .0
Lower Class Caucasian
Unsuccessful -.4 -2.1 -.1 -.4 .4 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at . 001 level of confidence.
TABLE 24
ITEM ANALYSIS: HUMAN NATURE ORIENTATION--ITEM 7 , t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -1.4 .0
Lower Class Negro
*
Successful .7 2.2 .0
Lower Class Negro
**
Unsuccessful 1.4 2.8 .8 .0
Lower Class Caucasian
*
Successful .8 2.3 .1 -.6
Lower Class Caucasian
Unsuccessful .5 1.5 -.1
-.6
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence.
CO
O
TABLE 25
ITEM ANALYSIS: HUMAN NATURE ORIENTATION--ITEM 10, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful 1.7 .0
Lower Class Negro
Successful 1.5 -.3 .0
Lower Class Negro
Unsuccessful 1.6 .0 .3 .0
Lower Class Caucasian
*
Successful 2.1 .3 .7 .3 .0
Lower Class Caucasian
*** *
Unsuccessful 3.8 1.8 2.2 1.7 1.7 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence.
_ _ _
0 0
1 — !
TABLE 26
ITEM ANALYSIS: HUMAN NATURE ORIENTATION—ITEM 16, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
}
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .9 .0
Lower Class Negro
Successful 1.1 .2 .0 1
Lower Class Negro
Unsuccessful .4 -.5 -.7 .0
Lower Class Caucasian
Successful 1.0 .3 .1 .7
Lower Class Caucasian
Unsuccessful ' 1.9 1.3 1.2 1.7
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence. o o
TABLE 27
ITEM ANALYSIS: HUMAN NATURE ORIENTATION—ITEM 20, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban • Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .1 .0 -
Lower Class Negro
Successful .1 -.0 .0
Lower Class Negro
Unsuccessful .7 . 6 . 6 .0
Lower Class Caucasian
Successful .4 .2 .3 -.4 .0
Lower Class Caucasian
Unsuccessful -.4 -.5 .5 -.9 -.8 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence.
TABLE 28
ITEM ANALYSIS: MAN-NATURE ORIENTATION—ITEM 8, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -.3 .0
-
Lower Class Negro
Successful -. 6 -.4 .0
Lower Class Negro
Unsuccessful .3 . 6 1.0 .0
Lower Class Caucasian
Successful 1.5 -1.2 -1.0 -1.7 .0
Lower Class Caucasian
Unsuccessful -.1 .2 .4 -.3
i
1.1 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence.
QO
it.
TABLE 29
ITEM ANALYSIS: MAN-NATURE ORIENTATION—ITEM 9, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .2 .0
Lower Class Negro
Successful -1.0 -1.4 .0
Lower Class Negro
*
Unsuccessful 1.8 -2.1 -.9 .0
Lower Class Caucasian
*
Successful -1.9 -2.2 -1.0 -.1 .0
Lower Class Caucasian
*
Unsuccessful -1.9 -2.1 -1.2 -.4 -.4 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence. o o
TABLE 30
ITEM ANALYSIS: MAN-NATURE ORIENTATION—ITEM 11, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .5 .0
Lower Class Negro
Successful .1 -.6 .0
Lower Class Negro
Unsuccessful .3 -.2 .4 .0
Lower Class Caucasian
Successful .3 -.2 .4 .0 .0
Lower Class Caucasian
Unsuccessful .4 .0 .4 . 1 .1 .0
* Significant at . 05 level of confidence.
** Significant at .01 level of confidence.
*** Significant at .001 level of confidence.
00
o
TABLE 31
ITEM ANALYSIS: MAN-NATURE ORIENTATION—ITEM 12, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful . 6 .0
Lower Class Negro
Successful 1.0 .3 .0
Lower Class Negro
Unsuccessful -1.1 -1.5 -2.0 .0
Lower Class Caucasian
Successful 1.0 .3 -.1 1.8 .0
Lower Class Caucasian
Unsuccessful .7 .0 -.3 1.2 -.3 .0
* Significant at . 05 level of confidence.
** Significant at .01 level of confidence.
*** Significant at .001 level of confidence.
. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . i
0 0
< 1
TABLE 32
ITEM ANALYSIS: MAN-NATURE ORIENTATION--ITEM 22, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .0 .0
Lower Class Negro
Successful -.8 -.8 .0
Lower Class Negro
Unsuccessful -.9 9 . -.3 .0
Lower Class Caucasian
;
Successful -. 6 6 .1 .3
Lower Class Caucasian
Unsuccessful .1 . i .8 .9
* Significant at .05 level of confidence,
j **Significant at . 01 level of confidence.
! '^S ignificant at . 001- level of confidence. °°
TABLE 33
ITEM ANALYSIS: MAN-NATURE ORIENTATION—ITEM 23, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES BY MEMBERS OF, VARIOUS SUBGROUPS
1
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .5 .0
Lower Class Negro
Successful -.4 -1.0 .0
Lower Class Negro
Unsuccessful -1.4 -1.7 -1.2 .0
Lower Class Caucasian
Successful -.7 -1.2 -.3 .8 .0
Lower Class Caucasian
Unsuccessful -.6 -1.1 -.4 .5 -.1 .0
| * Significant at . 05 level of confidence.
! ** Significant at . 01 level of confidence.
I *** Significant at .001 level of confidence.
I
j
TABLE 34
ITEM ANALYSIS: TIME ORIENTATION—ITEM 14, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful . 0
| Urban Middle Class
| Unsuccessful 1.1 .0
j Lower Class Negro
Successful -.2 -1.3 .0
Lower Class Negro
** *** **
Unsuccessful -2.7 -3.9 -2.9 .0
Lower Class Caucasian
* *
Successful -1.0 -2.3 -.8 2.1 .0
Lower Class Caucasian
* ** **
Unsuccessful -2.3 -3.5 -2.5 -.1 -1.8
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at . 001 level of confidence. g
TABLE 35
ITEM ANALYSIS: TIME ORIENTATION--ITEM 15, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
I
f
I Urban Middle Class
Successful .0
Urban Middle Class
**
Unsuccessful -2.6 .0
Lower Class Negro
Successful -.2 1.9
Lower Class Negro
Unsuccessful -1.0 .9
Lower Class Caucasian
Successful -.7 1.7
Lower Class Caucasian
Unsuccessful -. 6 1.0
.0
1
00
.0
-.4 .5 .0
-.4 .2 -.2 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence. \D
h - »
i
; TABLE 36 j
j ' 1
ITEM ANALYSIS: TIME ORIENTATION--ITEM 17, t TEST FOR SIGNIFICANCE OF j
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS j
!
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro . Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -.1 .0
Lower Class Negro
Successful .7 .8 .0
Lower Class Negro
Unsuccessful -1.2 -1.2 -2.0 .0
Lower Class Caucasian
Successful -.8 -.7 -1.6 .5 .0
Lower Class Caucasian
* *
Unsuccessful 1.3 1.4 . 6 2. 2 2.1 .0
j * Significant at . 05 level of confidence.
! ** Significant at .01 level of confidence.
! *** Significant at .001 level of confidence. v o
TABLE 37
ITEM ANALYSIS: TIME ORIENTATION--ITEM 18, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
'
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
‘
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful 1.0 .0
Lower Class Negro
Successful .1 -1.0 .0
Lower Class Negro
Unsuccessful .1 -1.2 .0 .0
Lower Class Caucasian
*
Successful 6 -2.2 1 .8 -.9 .0
Lower Class Caucasian
Unsuccessful .8 .0 .8 .9 1.7 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
Significant at . 001 level of confidence. so
co
TABLE 38
ITEM ANALYSIS: TIME ORIENTATION--ITEM 21, t TEST FOR SIGNIFICANCE OF i
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS j
I
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -1.3 .0
Lower Class Negro
Successful -.7 .5 .0
Lower Class Negro
Unsuccessful -1.1 .0 -.4 .0
Lower Class Caucasian
Successful -1.3 .1 -.4 .1 .0
Lower Class Caucasian
Unsuccessful -. 6 .5 .1 .4 .4 .0
j * Significant at . 05 level of confidence,
j ** Significant at . 01 level of confidence.
| *** Significant at . 001 level of confidence. n o
TABLE 39
l
! ITEM ANALYSIS: ACTIVITY ORIENTATION--ITEM 4, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -1.0 .0
Lower Class Negro
Successful -1.9 -1.0 .0
Lower Class Negro
**
Unsuccessful -2.5 -1. 6 -.5 .0
Lower Class Caucasian
Successful -.6 .4 1.3 1.9 .0
Lower Class Caucasian
**
Unsuccessful -2.3 -1.6 .7 ", 4 -1.7 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
Significant at . 001 level of confidence.
'■ O
cn
TABLE 40 :
I
ITEM ANALYSIS: ACTIVITY ORIENTATION--ITEM 13, t TEST FOR SIGNIFICANCE OF ? I
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
-
Unsuccessful -1. 6 .0
Lower Class Negro
Successful -1.8 -.1 .0
Lower Class Negro
Unsuccessful -1.3 .3 .4 .0
Lower Class Caucasian
Successful -.8 .5 . 6 .3 .0
Lower Class Caucasian
-
Unsuccessful -.3 1.0 1.1 .8 .4 •0
----------1 —
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
! *** Significant at . 001 level of confidence.
s O
O s
TABLE 41
ITEM ANALYSIS: ACTIVITY ORIENTATION--ITEM 24, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
i
. . . .
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .8 .0
Lower Class Negro
Successful -.1 -.8 .0
Lower Class Negro
Unsuccessful -.5 -1.2 -.4 .0
Lower Class Caucasian
Successful -.9 -1.5 -.8 -.3 .0
Lower Class Caucasian
Unsuccessful -.0 -.5 .0 .3 . 6 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence. \o
TABLE 42
ITEM ANALYSIS: ACTIVITY ORIENTATION--ITEM 25, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -.4 .0
Lower Class Negro
Successful -1.7 -1.5 .0
Lower Class Negro
Unsuccessful -.3 .0 1.2 .0
Lower Class Caucasian
Successful -.3 .1 1.6 .1
Lower Class Caucasian i
*
Unsuccessful -.7 1.1 2.2 .9
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at . 001 level of confidence.
TABLE 43
ITEM ANALYSIS: ACTIVITY ORIENTATION--ITEM 26, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful ” 1.2 .0
Lower Class Negro
Successful -.5 .7 .0
Lower Class Negro
*
Unsuccessful -2.4 -1.2 -2.0 .0
Lower Class Caucasian
** *
Successful -2.5 -1.3 -2.1 -.1
Lower Class Caucasian
Unsuccessful -1.3 -.4 -1.0 .5
* Significant at ,05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at . 001 level of confidence.
s D
S O
TABLE 44
ITEM ANALYSIS: ACTIVITY ORIENTATION--ITEM 27, t TEST FOR SIGNIFICANCE OF
DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
■
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -.0 .0
Lower Class Negro
Successful -.1 -.2 .0
Lower Class Negro
Unsuccessful -.4 -.5 -.4 .0
Lower Class Caucasian
Successful -.7 -.9 -.8 -.4 .0
Lower Class Caucasian
Unsuccessful -.8 -.9 -.9 -.5 -.2 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
I — *
*** Significant at . 001 level of confidence.
8
TABLE 45
ITEM ANALYSIS: RELATIONAL ORIENTATION—ITEM 2, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful 1.2 .0
Lower Class Negro
*
Successful -.4 -2.1 .0
Lower Class Negro
Unsuccessful .7 -.7 1.4 .0
Lower Class Caucasian
Successful .5 -.7 1.1 -.1 .0
Lower Class Caucasian
Unsuccessful 1.2 .2 2.0 .9 .7 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence. |_ 4
*** Significant at .001 level of confidence. o
TABLE 46 !
i
i
I ITEM ANALYSIS: RELATIONAL ORIENTATION--ITEM 3, t TEST FOR SIGNIFICANCE
! OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
-----------r "
Urban Urban Lower ■ Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful .1 .0
Lower Class Negro
Successful -.3 -.4 .0
Lower Class Negro
Unsuccessful .3 .2 . 6 , .0
Lower Class Caucasian
Successful .8 .8 1.2 . 6 .0
Lower Class Caucasian
Unsuccessful -1.1 -1.2 -1.0 -1.5 -2.0 .0
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence.
o
TABLE 47
ITEM ANALYSIS: RELATIONAL ORIENTATION--ITEM 5, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -1.0 .0
Lower Class Negro
Successful -1.9 -1.0 .0
Lower Class Negro
**
Unsuccessful -2.5 -1.6 -.5 .0
Lower Class Caucasian
Successful -. 6 .4 1.3 1.9 .0
Lower Class Caucasian
*
Unsuccessful -2.3 -1. 6 -.7 -.4 1.7 .0
* Significant at . 05 level of confidence.
** Significant at .01 level of confidence.
*** Significant at . 001 level of confidence. o
co
TABLE 48
ITEM ANALYSIS: RELATIONAL ORIENTATION—ITEM 6, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful -1.2 .0
Lower Class Negro
Successful -1.4 -.2 .0
Lower Class Negro
Unsuccessful -1.0 .0 .2 .0
Lower Class Caucasian
Successful -1.1 .2 .5 .2 .0
Lower Class Caucasian
*
Unsuccessful -3.6 -1.7 -1.5 -1,5 -2.2
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at .001 level of confidence.
o
TABLE 49
ITEM ANALYSIS: RELATIONAL ORIENTATION—ITEM 19, t TEST FOR SIGNIFICANCE
OF DIFFERENCES OF MEAN RESPONSES B Y MEMBERS OF VARIOUS SUBGROUPS
Urban Urban Lower Lower Lower Lower
Middle Middle Class Class Class Class
Class Class Negro Negro Caucasian Caucasian
Successful Unsuccessful Successful Unsuccessful Successful Unsuccessful
Urban Middle Class
Successful .0
Urban Middle Class
Unsuccessful 1.1 .0
Lower Class Negro
Successful -.2 -1.3 .0
Lower Class Negro
**
Unsuccessful “1.5 -2.6 -1.3
Lower C lass Caucasian
Successful -I. 6
**
-2.9 -1.3
Lower Class Caucasian
Unsuccessful -1.2
*
-2.2 -.9
* Significant at . 05 level of confidence.
** Significant at . 01 level of confidence.
*** Significant at . 001 level of confidence.
o
Cn
106
tended to prefer Mastery over Subjugation. Both Mastery and
Subjugation were preferred to Harmony.
On the time orientation, Future time tended to be preferred
to Present tim e. Parents of academically unsuccessful children
preferred Future time and Present time equally (Fu = Pr).
Two of Florence Kluckhohn's postulated variants, Mixture
of Good and Evil and Individualism were characteristic of urban
middle class subjects in this study. There were no clear prefer
ences for the other three postulated variants. The urban middle j
class Caucasians only tended to prefer the postulated M astery over |
Nature man-nature and Future time variants. On the relational
: orientation, there was a clear preference for Being-in-Becoming over
! the postulated Doing variant.
|
| The item analysis indicated that the only significant differ-
I ence between the mean responses of urban middle class parents of
!
j academically successful and the mean responses of urban middle
i
class parents of academically unsuccessful children was on item 15.
j This item is a time orientation problem concerned with the behavioral
i
i
| sphere of child rearing practices. As a group, the parents of
i
j
| academically successful children tended toward the future time
orientation more than did the parents of academically unsuccessful
children.
107
Value orientations of the culturally variant. - -The culturally
variant groups included in this study were lower class Negroes and
lower class Caucasians.
A total of forty-six lower class Negroes, sixteen men and
thirty women, were interviewed. The observed value orientation
pattern was Mixture of Good and Evil, Subjugation to Nature, and
Future tim e. On the activity orientation, the lower class Negroes
tended to prefer Doing to Being-in-Becoming. This was also the case
i
with the choice of Individualism over Collaterality; however, in this
case, the difference between the two variants was negligible. i
There was a significant difference between the mean
|
! responses of lower class Negro parents of academically successful
! children and the mean responses of lower class Negro parents of
j
i
I
! academically unsuccessful children to item 14 of the interview
; schedule. This time orientation item is concerned with occupational j
I !
j choice. The parents of academically successful children tended to
! select the Future time variant, while parents of academically
I _ _
i
j unsuccessful children tended to select the Present time variant. The
item analysis revealed no other significant differences between the
mean responses made by members of the two groups of lower class
Negro parents.
The thirty-one lower class Caucasians’ dominant value
108
orientations were Mixture of Good and Evil, Subjugation to Nature,
and Doing. They tended to prefer the Present time variant to the
Future time position. With regard to the relational orientation, the
lower class Caucasians tended to prefer the Individualism variant to
Collaterality.
The item analysis of the interview schedule revealed only
two significant differences, on items six and seventeen, between the
mean responses of lower class Caucasian parents of academically
unsuccessful children. Item six is a relational problem concerned
with the recreational behavioral sphere. Parents of academically un
successful children tended toward the Lineal variant, while parents of
■ academically successful children chose the Collateral variant. Item
i
seventeen is a time item dealing with a problem in the religious be
havioral sphere. The parents of academically unsuccessful children
tended to prefer the Future time orientation, while parents of academ
ically successful children selected the Present time variant more often
Comparison of the value orientations of the three sub
groups . - -All three groups had the same human nature value orienta
tion pattern. All lower class groups had an S ^ O ^ W pattern in
contrast to the O ^ W^- S pattern of the urban middle class
Caucasians on the man-nature orientation. Urban middle class
Caucasians and lower class Negroes had approximately the same
109
time orientation patterns. Both groups tended to prefer Future tim e,
while the lower class Caucasians tended to prefer the Present time
orientation. Urban middle class Caucasians selected the Being-in-
Becoming activity variant in contrast to the lower class groups.
Lower class Negroes tended to prefer Doing to Being-in-Becoming,
while lower class Caucasians had a clear preference for Doing over
Being-in-Becoming. On the relational orientation, urban middle class
Caucasians clearly preferred the Individualism variant. In contrast,
both lower class groups only tended to prefer Individualism over
C ollaterally, In the case of lower class Negroes, the difference
between the first order preference of Individualism and the second
| order preference of C ollaterally was negligible.
In summary, both lower class groups varied from the urban
middle class group on the man-nature and activity orientations. The
lower class Caucasians tended to prefer the Present time orientation i
i
i
I in contrast to. the urban middle class Caucasians and lower class j
Negroes who tended to prefer Future tim e.
Item analysis of the interview schedule. --The purpose of
the item analysis was to determine which items, if any, on the
interview schedule discriminated between the value orientations of
parents of academically successful children and the value orientations
of parents of academically unsuccessful children. The within group
110
analysis presented previously in the sections on the groups indicated
that only items six, fourteen, fifteen, and sixteen differentiated
between parents of academically successful and academically un
successful children within groups. None of the items was applicable
to all groups. Items six and sixteen differentiated only between
lower class Caucasian parents of academically successful and
academically unsuccessful children. Lower class Negro parents of
academically successful children differed significantly from lower
class Negro parents of academically unsuccessful children only on
item fourteen, a time orientation problem. In the urban middle class
| Caucasian groups, the only item differentiating significantly between
I
i
I the value orientations of parents of academically successful children
! and those of parents of academically unsuccessful children was
I item fifteen.
| When comparisons were made across all the groups, four-
i
I teen of the twenty-seven items on the interview schedule differ
entiated significantly between two or more of the six groups. Only
items two, four, six, eighteen, and twenty-five discriminated solely
between the parents of academically successful children and the
parents of academically unsuccessful children. Item four is an
activity orientation item which presents a problem in the recreational
behavioral sphere. Urban middle class parents of academically
I l l
successful children differed significantly from lower class Negro and
Caucasian parents of academically unsuccessful children. Lower
class parents tended to prefer the Doing orientation, while middle
class parents tended to prefer the Being-in-Becoming variant. The
middle class appeared to be more interested in self-expression than
in achieving. There was a highly significant difference between the
responses of urban middle class parents of academically successful
children and those of lower class Caucasian parents of academically
unsuccessful children on item six. The problem posed concerned the
values of team sports. Lower class parents tended to prefer the
| Lineal variant as opposed to the Collateral variant selected by the
j
i
i middle class parents. There was a significant difference between
! the preferences of lower class Negro parents of academically sue-
j
j cessful children and those of lower class Caucasian parents of aca-
■ demically unsuccessful children on item twenty-five. The Negro j
i
i I
I parents selected Future oriented solution to this problem dealing with
| the goals of education, while lower class Caucasian parents selected
I
I the Being-in-Becoming variant. On item two, the responses of lower
class Negro parents of academically successful children differed
significantly from the responses of urban middle class parents of
academically unsuccessful children. Urban middle class parents
tended toward the Individualism orientation, while the Negro parents
112
tended toward the Collateral orientation. On item eighteen, the lower
class Caucasian parents of academically successful children differed
significantly from urban middle class parents of academically
unsuccessful children. The lower class Caucasian parents tended to
prefer the Present time variant, while urban middle class parents
preferred the Future orientation.
As was the case with the within group comparisons, none
of the items discussed discriminated consistently between the value
orientations of parents of academically successful children and
those of parents of academically unsuccessful children. The choices
j or variants selected by different groups varied with the type of "life
1 situation" problem presented. This was to be expected, since the
Kluckhohn's suggested that a person's normative propositions are
subtly affected by the environment,
i In summary, the results of the item analysis support
| Kluckhohn's (24) statement that the present interview schedule was
not able to systematically m easure intra-cultural variation.
Comparison of achievement levels. - -An objective of the
study was to determine whether or not the value orientation patterns
of parents of academically successful children differed from the
patterns of parents of academically unsuccessful children. The
review of the literature indicated that success in school was related
113
to M astery over Nature, Future time, and Doing orientations. To
accomplish the objective noted above, three comparisons were made:
F irst, the value orientation patterns of parents of academi
cally successful children w ere compared with the value orientation
patterns of parents of academically unsuccessful children within each
group. The null hypothesis (Ho:A=B=C for any orientation) was
formulated to test data in order to attain this objective. Chi squares
were computed to test the null hypothesis (see Table 50, Variables 1,
2, and 3). Within group comparisons were made for each of the five
| orientations. No statistically significant results were found. The
| null hypothesis therefore was not rejected. The interview schedule.
i
i was not able to m easure systematically any intra-cultural variation
i
|
i which might have existed.
i
■ I
I
The next step was to compare the value orientations of
| parents of academically successful and academically unsuccessful
| children across the six groups. The Chi square test was employed
i
I
! to determine the significance of the differences among the groups.
|
! One highly significant difference, in man-nature orientations, and
two significant differences in activity and relational orientations,
were found. Inspection of the man-nature data suggests that the four
lower class groups differed from the two middle class groups. Both
groups of lower class Caucasian parents and lower class Negro
113
to Mastery over Nature, Future tim e, and Doing orientations. To
accomplish the objective noted above, three comparisons were made:
F irst, the value orientation patterns of parents of academi
cally successful children were compared with the value orientation
patterns of parents of academically unsuccessful children within each
group. The null hypothesis (Hq:A=B=C for any orientation) was
formulated to test data in order to attain this objective. Chi squares
were computed to test the null hypothesis (see Table 50, Variables 1,
2, and 3). Within group comparisons were made for each of the five
i
j orientations. No statistically significant results were found. The
|
| null hypothesis therefore was not rejected. The interview schedule.
j
! was not able to measure systematically any intra-cultural variation
which might have existed.
■ i
I
| The next step was to compare the value orientations of
parents of academically successful and academically unsuccessful
children across the six groups. The Chi square test was employed
|
to determine the significance of the differences among the groups.
i
i One highly significant difference, in man-nature orientations, and
j
two significant differences in activity and relational orientations,
were found. Inspection of the man-nature data suggests that the four
lower class groups differed from the two middle class groups. Both
groups of lower class Caucasian parents and lower class Negro
TABLE 50
TABLE OF CHI SQUARES (X2)
Variables Compared
Value Orientations
.Human Nature Man-Nature Time Activity Relational
1. Comparisons of value orientations of urban middle
class parents of academically successful and
academically unsuccessful children, (df = 2) 1.835 1.104 .062 .353 .285
2. Comparisons of value orientations of lower class
Negro parents of academically successful and
academically unsuccessful children, (df = 2) .781 .688 1.600 1.519 .452
3. Comparisons of value orientations of lower class
Caucasian parents of academically successful and
academically unsuccessful children, (df = 2) .291 .720 .106 .049 1.772
'4. Comparisons of value orientation patterns of
parents of academically successful and academi
cally unsuccessful children across groups, (df=10) 16.853
**
25.737 15.518 20.340* 19.259*
5. Comparison of value orientation patterns of
parents of all academically successful children
with value orientation patterns of parents of all
academically unsuccessful children, (df = 2)
*
6.597
*
7.163 1.948 .952 1.402
6. Comparison of value orientation patterns of the
three major study groups--urban middle class
Caucasians, lower class Negroes, and lower
class Caucasians, (df = 4) 8.106 9.196 5.536
**
17.579
**
13.862
7. Comparison of value orientation patterns of men
in all groups combined with value orientation
patterns of women in all groups combined.
*** * * *
(df = 2) 2.108 13.401 4.341 5.977 5.421
* Significant a t . 05 level of confidence.
** Significant a t . 01 level of confidence.
*** Significant at .001 level of confidence.
parents of academically unsuccessful children had dominant Subjuga
tion to Nature orientations. Lower class Negro parents of academi
cally successful children preferred all three man-nature variants
equally. The urban middle class parents' orientations were interest-
| ing in that they did not vary as might have been expected from a
1 ■ |
I review of the literature. The parents of urban middle class academi-i
j j
cally successful children preferred the Harmony with Nature orienta- j
| tion, while the urban middle class parents of academically unsuccess- |
ful children selected the Mastery over Nature variant. On the
j activity orientation, both urban middle class groups selected the
i
; Being-in-Becoming variant, while the lower class Negro parents of
i
academically successful children preferred the Being-in-Becoming
i and Doing variants equally. The other three groups of parents
: preferred the Doing variant. On the relational orientation, the j
Individualism variant was selected by both middle class groups and
lower class Caucasian parents of academically successful children,
i !
| while the other three groups preferred the three variants equally. j
Finally, the value orientations of the parents of all the j
I academically successful children in the study were compared with j
j the value orientations of parents of all academically unsuccessful j
! i
children. Two significant differences between the groups were j
i
found, 011 the human nature and man-nature orientations. On the
116
|
human nature orientation, significance appears to be due to the
strength of the academically successful group's preference for the
Mixture of Good and Evil variant. Both groups had the same rank
order of preferences; however, the academically unsuccessful group
did not have a clear second order preference for the Good over the
Evil variant. This second order ranking was clearly preferred by
the academically successful group. With regard to the man-nature
orientation, the parents of academically successful children had no
clear preferences for any of the variants, while parents of academi-
I cally unsuccessful children had only clear preferences for Subjugation
! i
; I
i and M astery over Harmony. Expressed notationally, the pattern of
i
parents of academically successful children is
| s>w >0
In other words, this group of parents preferred Subjugation to Nature,:
i Harmony with Nature, and M astery over Nature--in that order;
; however, the differences between the preferences were negligible. I
; j
I The pattern of parents of academically unsuccessful children is |
I s >0 >w
I
! Here, the difference between Subjugation and Mastery were negligi-
! ble; however, the first two variants were clearly preferred to the
Harmony with Nature variant. The empirical difference between the
117
two groups appears to lie in the second and third order preferences.
In summary, the interview schedule differentiated between
the value orientation patterns of parents of academically successful
and academically unsuccessful children on the human nature and
| (
| man-nature orientations. Across group comparisons significant
j
| differences were found on the man-nature, activity, and relational
orientations. The interview schedule did not reveal any intra-cultural
I
j
| variations which might exist.
j
Supplementary analysis of the data. - -Two additional
; comparisons were made (see Table 50, Variables 6 and 7). One was
j a comparison of value orientation patterns of the three major study
: groups. The other was a comparison of the value orientation
: patterns of all men interviewed with the value orientation patterns
; of all women.
: Comparison of the three major study groups revealed highly ,
significant differences on the activity and relational orientations. I
i !
| The urban middle class Caucasians had a strong preference for j
1 Being-in-Becoming as opposed to the lower class Caucasians who |
; selected the Doing variant. Negroes preferred Being-in-Becoming j
i
and Doing activity variants equally. On the relational orientation, j
the urban middle class Caucasians were highly Individualistically
i
oriented. Negroes tended to prefer Individualism and Collaterality j
118
equally. Lower class Caucasians preferred the Individualism
variant but not clearly so. Lower class Caucasians had an approxi-
; mately equal second order preference for Collaterality and Lineality.
i
j There were significant differences between men and women
| on the m an-nature, tim e, activity, and relational orientations. The
I dominant orientations of men were M astery over Nature, Future
! I
time, Doing, and Individualism. The dominant orientations of women
were Future tim e, Being-in-Becoming, and Individualism. Women
i
j
preferred the Harmony and Subjugation variants of the man-nature
I orientation equally. Middle class women tended to be oriented
i
^ 1
i toward Harmony with Nature, while lower class women tended to be
' Subjugation oriented. Women were m ore Future time oriented than
i were men. While men and women chose the same relational pattern:
! Individualism, Collaterality, and Lineality, there were substantial
: differences between the percentages of men and women choosing a
i . !
j particular variant. Fifty-two per cent of the women and 47 per cent |
* |
i
| of the men chose the Individualism variant. Forty-two per cent of
j
| the women and 33 per cent of the men selected the Collateral variant.
! I
i j
j Only 6 per cent of the women selected the Lineal variant, as opposed
! to 20 per cent of the men who selected that variant. The difference
i
between men and women on this orientation appears to be in the
strength of their preferences for a particular orientation.
119
In summary, the interview schedule differentiated between
the three major study groups on the m an-nature, activity, and
relational orientations. Significant differences between the value
orientation patterns of the men and women interviewed were found on
the man-nature, time, activity, and relational orientations.
j
I
Discussion
This was a descriptive study of the value orientation
| patterns of parents of academically successful and academically
[
i unsuccessful children from selected subcultural groups living in
| Southern California. I
The first objective of the study was to compare the observed
I
! value orientations of the groups surveyed with Kluckhohn's (24)
j
| postulated dominant American value orientation pattern: Mixture of
i
; Good and Evil, Mastery over Nature, Future tim e, Doing, and i
I !
Individualism.
The empirically derived value orientations pattern of the
i
! urban middle class group studied suggests that the study group value
| !
< orientations are shifting away from Florence Kluckhohn's postulated j
! i
i |
| dominant American value orientation pattern. This middle class j
I
group appears to be moving in the direction of a more philosophical
mode emphasizing living in harmony with the environment. A
! 120
i
j
tendency towards living for the present and not worrying as much
about tomorrow was also noted. These trends may be related to the
J increasing complexity of modern life. As Clyde Kluckhohn noted,
|
i values are partially the result of existential propositions (23). Faced
j
j with increasing inability to maintain individual control over their
i
! i
environment, this middle class group may be expressing the orienta- j
tion that whatever the facts of life--they will adjust. There also
i
j appears to be a tendency toward emphasizing self-expression in i
i !
I !
| personal term s.
j
The Negroes varied from Kluckhohn's postulate on the !
; I
m an-nature, activity, and relational orientations. Their m an-nature
preference was Subjugation to Nature. They preferred Being-in-
Becoming and Doing equally on the activity scale. Individualism and
: Collaterality w ere equally preferred relational orientation variants.
; The Negroes' pattern of value orientations was rem arkably sim ilar
i I
j to the urban middle class Caucasians' pattern, with the exception |
I ,
j of the m an-nature and relational orientations. On the activity
!
! orientation, the Negroes w ere closer to Kluckhohn's Doing postulate
| than were the urban middle class Caucasians studied. Their length j
| 1
i !
i of residence (15.1 years), schooling (12.2 years), and home owner- j
i \
ship (86. 7 per cent) suggests that they were improperly classified. j
i
j
Sampling bias might explain the sim ilarities between urban middle j
121
class Caucasians and lower class Negroes. It is quite possible that
the volunteers differed markedly from individuals who refused to be
interviewed. The Subjugation orientation may be related to the fact
that they were earning less than lower class Caucasians who had less
schooling. Other studies have indicated that Negroes were Subjuga
tion oriented.
The lower class Caucasians differed from Kluckhohn's
|
| postulate on the man-nature and time orientations. They selected
\
Subjugation instead of the postulated M astery man-nature orientation.
! The lower class Caucasians studied selected Present time instead of
I
| the postulated Future tim e. On the other three orientations, their
| em pirical selections were the sam e as the postulated dominant
I American value orientations.
|
| The second objective of the study was to determine the
1 i
value orientations of parents of academically successful culturally j
I
; j
| variant children. The Negro parents of academically successful j
j children had clear preferences for Mixture of Good and Evil and
! Future tim e variants. They selected the Harmony and M astery
I ?
I m an-nature variants equally. The Being-in-Becoming and Doing f
j i
activity variants were equally preferred as were the Collaterality j
and Individualism relational variants. The lower class Caucasian
parents of academically successful children selected the following
! 122
value orientation pattern: Mixture of Good and Evil, Subjugation to
Nature, Present tim e, Doing, and Individualism.
The third objective of the study was to determine the value
orientations of parents of academically unsuccessful culturally
variant children. Negro parents of academically unsuccessful
children had clear preferences for the Mixture of Good and Evil,
Subjugation to Nature, and Present time variants. On the activity
orientation Doing and Being-in-Becoming were equally preferred.
Individualism was preferred to Collaterality on the relational orien-
i
tation; however, the difference between the two preferences was
negligible. Lower class Caucasian parents of academically un-
|
! successful children had clear preferences for Mixture of Good and
I
! Evil, Subjugation to Nature, Future tim e, and Doing. They preferred
j ---------
!
; Collaterality to Individualism on the relational orientation. The
| difference between relational choices was negligible. |
' i
I The final objective of the study was to determine the j
i
I
i
I differences, if any, between the value orientations of parents of
i
!
i academically successful and academically unsuccessful children.
i
j The findings of the study indicated that parents of all academically
[ successful children differed from parents of all academically
i
unsuccessful children on the human nature and man-nature orienta
tions. Parents of academically successful children appear to view
123
human nature as being m ore on the Good side of the Mixture of Good
and Evil variant than do parents of academically unsuccessful
children. As previously noted, parents of academically unsuccessful
children appeared to be more Subjugation oriented than parents of
academically successful children.
! Across group comparisons indicated that there were
significant differences among the groups on the m an-nature, activity,
and relational orientations. The interview schedule appeared to be
capable of discrim inating between groups. Of interest is the
I recurrent significance of differences in m an-nature orientations. All
! academically unsuccessful and all lower class groups' Subjugation
j
i to Nature orientation is apparently an expression of normative
| propositions developed in term s of perceivejd existential propositions.
f
; An inability to control their environment successfully may be one of
i the reasons underlying this Subjugation to Nature orientation.
t :
; Parents of academically successful children had no clear preferences I
[
| for M astery, Harmony, or Subjugation. The difference between the
i
I two groups may be that the parents of academically successful j
| -
| children have been more successful in coming to term s with their
environment. If they cannot control their environment, at least the
parents of academically successful children can live in harmony with
it. Some support for this view is offered by the em pirical finding
124
that urban middle class and Negro parents of academically successful
children had strong preferences for the Being-in-Becoming activity
variant. This variant combined with the Harmony with Nature
variant suggests a philosophical outlook on life. The emphasis
appears to be on adjusting to the conditions of existence and on
creative self-expression rath er than an achievement. Parenthetically,
it is of interest that most of the urban middle class parents w ere
m ore interested in discussing their recreational interests with the
interviewers than they were in talking about their occupations.
| When the parents of academically successful and unsuccess-
i
i
J
| ful children w ere compared within each study group, no statistically
I
I significant differences between value orientations w ere found.
|
! There are several possible explanations for the failure of
i
i
; the instrum ent to differentiate between value orientation patterns of
: parents of academically successful and unsuccessful children. The
| ;
: most likely explanation is that the instrum ent is too crude to find the j
| I
I differences that may exist. As previously noted, Florence Kluckhohn
i
I indicated that the instrument was not able to m easure intra-cultural
; i
j variation system atically (24). Comparing the value orientation j
| patterns of lower class Negro parents of academically successful and
<
unsuccessful children is certainly an attem pt to determ ine in tra -
!
| cultural variation. In view of Kluckhohn's statem ent, it is reasonable
125
to expect that no differences between parental value orientation
patterns in the same subcultural group would be found.
Another possibility is that there are no differences in value
orientation patterns of parents of academically successful children
and those of parents of academically unsuccessful children within a
particular group. This suggests that it is necessary to search else
where for the reasons underlying academic failure. The hypothesis
| that academic failure is social role behavior appears to be worthy
of investigation.
i
The additional analyses have been discussed previously;
! ■ ^
j however, the comparisons between men and women offer possibilities
for speculation. That men and women view life differently should
1 surprise few persons. The value orientations expressed by the
i
1 women suggest they have normative propositions about life which
; would appear to make them adoptive and self-expressive. They are
i i
i more Harmony, Future tim e, and Being-in-Becoming oriented than
| men. Their high Individualism and Collaterality preferences are
; characteristic of cultures in which the wife is expected to live with ;
! . I
| her husband away from her family. I
i
i The overall results of the study indicate that the Kluckhohn
interview schedule is useful for differentiating between classes or
groups. A major defect in the design of the study may well have
126
been the attempt to employ a modification of W arner's social class
theory. Richard Kluckhohn has indicated that he feels that the
development of social class theories by American sociologists has
been a hindrance to understanding the dynamics of American
j
| cultures (66). In his opinion, people should be classified in term s
|
i
of the variables that are to be studied; e. g ., parents of academically
successful children and parents of academically unsuccessful
children, men. and women, etc.
i
I '
j Educational Implications |
; t
; Children of the poor come to school from families whose j
i value orientations are somewhat like those of the urban middle class.
| The only essential value orientation difference is that children of the
i
! poor may already have been conditioned to the orientation that they
!
: cannot control their environment because of severe environmental
i i
: I
; deprivation, e. g ., malnutrition. This suggests that the schools
i
need to provide the children with successes so that they can develop j
! |
] some concept of M astery. In concrete term s, begin with children |
i ■ !
: I
I where they are and teach them. Even m ore important school people j
i * !
must join hands with the other social agencies to remedy the extreme j
i
environmental deprivation afflicting the children of the poor. For
example, the school board and school personnel should exert the \
I
! 127
utmost pressure on officials of Los Angeles County and City of
Paradise to get the streets paved and sidewalks installed.
I
| Educational training should be geared to equipping the
i
j
I children of the poor with the skills that will enable them to earn a
I
!
! bigger share of the community's m aterial wealth. The findings of
this study indicate some support for M iller’s typological approach to
the lower class (58). M iller noted, "Men gain or fall in status and
living standards; at one stage of their life their dependencies are
| m inim al--at others, unduly num erous." (58:21)
j M iller’s statement suggests that a closer look at the poor
; as individuals is needed.
CHAPTER V
SUMMARY OF SELECTED FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS FOR FURTHER RESEARCH
[
|
| It was the purpose of this study to determine the value
orientations of parents of academically successful and unsuccessful
children from selected subcultural groups living in Southern
!
| California. Another purpose was to determine whether or not the
|
I value orientations of parents of academically successful children
; differed from the value orientations of parents of academically
| unsuccessful children.
| The review of the literature presented Florence Kluckhohn's
I general theory of value orientations. Related literature tended to
' support the postulated dominant American value orientation pattern.
i
i Other studies indicated that value orientations were related more to
| social class and poverty than to ethnicity. Studies on achievement and|
|
| value orientations suggested that failure in school was related to lack
]
i of congruence between value orientations expressed in school cur-
!
; ricula and those of poverty class children, particularly with regard to
129
the m an-nature, tim e, and activity orientations.
A total of 114 subjects in three subgroups--urban middle
class Caucasians, lower class Negroes, and lower class Cauca
sians--w ere interviewed using the Kluckhohn Value Orientation
Interview Schedule, Form 4. The groups of urban middle class,
lower class Negroes, and lower class Caucasians were subdivided
into groups of parents of academically successful and unsuccessful
children.
Selected findings. - -Following are some selected findings
of the study:
1. The dominant value orientations of the urban
middle class sample in this study were Mixture
of Good and Evil, Mastery, Future tim e, Being-
in-Becoming, and Individualism.
2. The value orientation patterns of lower class
Negroes were Mixture of Good and Evil,
Subjugation to Nature, Future tim e, Doing,
and Individualism variations.
3. Lower class Caucasians selected the Mixture
of Good and Evil, Subjugation to Nature, Present
time, Doing, and Individualism.
130
4. When the value orientations of all parents of
academically successful children were compared
with the value orientations of all parents of
academically unsuccessful children, statistically
significant differences were found on the human
nature and m an-nature orientations.
i
5. Across group comparisons revealed significant
differences among the value orientations of
parents of various groups on the m an-nature,
activity, and relational orientations.
6. When within group comparisons were made, no
statistically significant intra-cultural variations
were found.
7. There were significant differences between the
value orientation patterns of men and women on
the m an-nature, tim e, activity, and relational
orientations.
Conclusions. --Based on the findings and analyses of the
data, the following conclusions were reached:
1. The urban middle class group studied appears to
be shifting in their preferred variations from the
ones postulated by Florence Kluckhohn, particularly
on the m an-nature and activity orientations.
2. If there is one value orientation significantly
representative of both lower class groups and
parents of academically unsuccessful children,
it is the Subjugation to Nature variant.
3. The value orientations expressed by the parents
of academically successful children suggest
these parents are tending to live more in
harmony with their environment and are tending
m ore to self-expression in their personal lives.
4. The normative propositions of women, as
expressed in their value orientations, suggest
a philosophy of life which would tend to make
women more adaptive and creatively self-
expressive than men.
Recommendations for further research . - -This relatively
j small sample study was only the first of many that need to be done
: before the dynamics of the urban poor are well understood. As
i
i Oscar Lewis has pointed out, there is a "culture of poverty" which
t
| transcends rural-urban, regional, and national boundaries. It is
i
i
j easy to describe the poor but harder to understand their dynamics.
j
j A wealth of opportunities for further research abound.
132
A study on the statistical analysis of value scales
is badly needed.
Validity and reliability studies are other possi
bilities for research. This would require scaling
of the present instruments.
i
The present study should be expanded to include a
larger sample and more subcultural groups to
determine whether the directions of the trends
found in this study persist. Of particular im port
ance would be the inclusion of "upper class" popu
lations, really poor Negroes, Oriental populations,
and samples of different age groups.
Of great interest would be studies on the effect on
family value orientation patterns of the presence
of children with different types of handicaps.
Significant studies could be made of the value
orientation patterns of gifted and creative children
and their parents.
Perhaps most needed is a longitudinal case study
of a group of "hard core" poor families in the
United States such as Oscar Lewis did in Mexico.
APPENDIXES
APPENDIX A
LETTER REQUESTING PARENTAL PARTICIPATION
POSTAL CARD ENCLOSED FOR PARENTS' USE
CALIFORNIA STATE COLLEGE AT LONG BEACH
90804
Dr. William R. Reid and I are. studying the attitudes
of people who live in different parts of Central
and Southern California. We are especially inter
ested in comparing the viewpoints of city and
rural residents on such things as the nature of
man, the relationship of man to nature, and the
uuay things should be done.
Your name, along with the names of some 400 other
persons, was selected at random for possible
interviewing. The interview, which contains no
personal questions, takes about one hour and
would be conducted in your home. Your partici
pation will help us to find out how Californians
from all walks of life feel about the things
mentioned above. The findings of this study
may help to plan better programs for pre-school
children. We very much hope that you will be
able to participate in this important study.
Please return the postcard, enclosed for your
convenience, indicating your willingness to be
interviewed. An appointment for an interview
will be made upon receipt of the postcard.
Thank you for your cooperation.
Sincerely,
Robert J. Currie
Assistant Professor of Education
136
COPY
Postal Card
Please Check
1 am willing to be interviewed________________
I am not interested in being interviewed_______
The best time for an interview is on__________
day of week
Signature
Address
Telephone
COPY
APPENDIX B
1. PERSONAL DATA SHEET
2. KLUCKHOHN VALUE ORIENTATION INTERVIEW
SCHEDULE, FORM 4
138
PERSONAL DATA SHEET
(Parent)
Card ft Family Name
(FAM#-FAM POS)
____________ Family #
____________ Family Position (Fater = 2, Mother = 3)
____________ Father's Occupation
____________ Mother's Occupation
____________ Father's Age
____________ M other's Age
____________ Father's Birthplace
____________ Mother's Birthplace
■ _________ Number of years of school completed by father
____________ Number of years of school completed by mother
____________ Father's length of residence in California
____________ Mother’s length of residence in California
____________ Annual Family Income Category
____________ Rental or Ownership of Home
139
LEGEND FOR ABBREVIATIONS USED IN INTERVIEW SCHEDULE
Man-Nature Orientation Human Nature Orientation
Subjugated-Sub (1) Good (1)
With (2) Mixed (2)
Over (3) Evil (3)
Relational Orientation
Lineal-Lin (1)
Collateral-Coll (2)
Individualistic -
Ind (3)
Time Orientation
Activity Orientation
Doing (1)
Being in Becoming-BiB (2)
Being (3)
Past
Present
Future
(1)
(2)
(3)
14G
1. Human Nature 7a--Criminal
A person had committed a serious crime and there was much
discussion about what should be done with him. Here are
three opinions that different people gave:
One said: One crim e doesn't show a man's whole
character. Everyone has some weak parts among
the good. This person should be helped to learn
the erro r of his ways.
The second said: Most people who get involved in
crime like this are victims of circumstances.
They are basically good. Society is as much to
blame as he is . Society has to be protected, but
to punish this man is unfair.
The third said: This crim e is proof that he is
basically a bad person. There's nothing to do with
a person like that but hang him or lock him up for
life.
Which opinion do you think is best?
Which do you think is second best?
2. Relational 1--Inheritance
When a father or mother dies and leaves property, there are
different ways in which the property can be distributed among
the children and managed by them. Here are three ways:
-Lin (1) In some places it is thought best that the ownership,
or if not the ownership at least the management, of j
all the property be put into the hands of one selected
person--usually the oldest son.
Coll (2) In other places the sons and daughters all share in j
the property but all are expected to stick together
and manage things as a family group. If some one
person is ever needed to make certain decisions, all
the heirs will discuss the m atter and come to an
agreement as to the one best suited to be the leader.
Mixed (2)
Good (1)
Evil (3)
141
Ind (3) In still other places it is thought best that each son
and daughter take his or her own share of the
property and manage it on his own, independent of
the other brothers or sisters.
Which of these ways do you think is best?
Which way do you think is second best?
3. Relational 6a--Help for Family
A man has had financial trouble of some kind and must seek help
in order that he and his family can get through a difficult period.
Here are three ways of getting help about which we wish your
judgment.
Coll. (2) Would it be best if he depended mainly on his
brothers and sisters or on some close group of
relatives and friends to help him out as much as
each can?
Ind (3) Would it be best for him to try to ra ise the money
by himself, on his own, from an outside organization
which deals with such problems?
Lin (1) Would it be best for him to go to a recognized
leader--a respected person of experience and
authority in the family or community and ask him
for help and advice in handling the problem?
Which way of getting help do you think would usually be best?
Which way of getting help do you think is next best?
4. Activity 4b--Not Working
Three men were talking one day about the ways in which they
liked to spend time when they were not working. Each had a
different idea:
Being (3) One man said that he had no definite ideas as to
what he liked best to do when not working.
142
Sometimes he did one thing, sometimes another--it
just depended upon how he felt that day.
BiB (2) Another said that he preferred to do things which
would help him become a better, broader man.
Sometimes he did physical things to build his body
strength, sometimes mental things so that he might
learn more. This, he said, was the best way.
Doing (1) The third said he liked doing things that he could
see results from--playing competitive games or
building things. He felt that extra time was wasted
unless one could show something for it.
Which of these men do you think had the best idea?
Which had the second best idea?
5. Relational 3 --Church Organization
Some people were speaking about the way in which the churches
they belonged to were organized and what this organization
meant to them in leading their daily lives. Here are three
opinions that were expressed:
Coll (2) The first one said: In my church all are made to
feel a part of a great brotherhood which is held
together by many common bonds. What it teaches us
is that people must act together in unison and provide
a brotherly kind of support and guidance.
Ind (3) The second one said: In my church there is, of
course, a m inister and other officials but they do
not offer guidance unless called upon. I like my
kind of church because each person is made to feel
that the relationship between God and man is an
individual one and one must learn to take responsi
bility for his own acts.
Lin (1) The third one said: My kind of church is different
still. In it there is a long tradition of a clergy
which has special powers and training for the guid
ance of people. In much of my life I do not feel
143
myself adequate to decide alone what is best to do
and I am happy to depend upon them for guidance
and direction.
Which opinion do you think is best?
Which opinion do you think is second best?
Relational 4 --Team Sports
We all know there are different kinds of sports and ways of
organizing them. These three people all liked team sports (for
example, football, baseball, hockey, basketball) but had different
ideas about the type of team they felt was best.
Ind (3) The first said: I like the kind of team sports which
are organized in such a way that the individual is
allowed to prove himself as an individual and get
credit for it.
Lin (1) The second said: I like the kind of team sports where
there is a definite leadership and organization and
where everybody knows just where he fits in.
Coll (2) The third said: I like the kind of team sports where
there is organization enough to keep things going,
but where the main thing is that I can pull together
with a bunch of people like myself.
Which man do you think had the best idea?
Which do you think had the second best?
Human Nature 4--Sports for Children
Some parents were talking about the need for organized sports
for children. They all agreed that organized sports were
necessary but they had different ideas about why. Here are
three opinions that were expressed:
Mixed (2) One said: I'd say that children have some impulses
for good and some for bad and that we need regulated
144
recreational activities to help them overcome j
some of the bad ones. |
i
i
Good (1) The second one said: I agree that organized sports
may be good for children, but it is my opinion that
kids are by nature quite good and they only need the
help of sports leaders to help them avoid making
serious m istakes.
Evil (3) The third said: We need organized sports for children
so that there will always be someone there to keep
them in line. If left alone they are bound to go off
the rails o r get into trouble. They need to be
watched and to be taught to control their natural
tendencies to be selfish, fight, etc.
Which opinion do you think is best?
Which do you think is second best?
8. M an-Nature 3 --Philosophy of Life
Three people w ere talking about the need for having some
philosophy of life--such as religion. They had different ideas on
the subject:
With (2) One said: Man is part of the grand plan of nature.
Having a philosophy of life helps me to understand
this plan and to live in the ways to keep m yself in
tune with that total plan.
Sub (1) The second one said: As I see it, there are many
natural and supernatural forces over which m an
will never gain control. A philosophy of life is
necessary to help men accept and adjust to their
fate on this earth.
Over (3) The third said: I'm afraid I don't agree with either
of you. I think man can do as much or as little as
he wishes to overcome these natural and super
natural forces. For m e a philosophy of life is
necessary to teach men how to ris e above these
forces and shape their own destiny.
145
Which person do you think had the best idea?
Which person do you think had the second best idea?
Man-Nature 7 --Natural Forces
People often worry about such disasters as floods, earthquakes,
hurricanes, and the like. One day several persons were dis
cussing the power of God in relation both to men and to the
-natural forces which create these great events. Here is what
each one said:
With (2) One man said: It is my view that there should be a
harmonious "oneness” of wholeness between God,
the forces of nature, and with living creatures. It
is when men do not live in the proper ways to m ain
tain (keep) this harmony that such disasters come.
Over (3) The second man said: I do not believe that God uses
his power directly to control the forces which bring
earthquakes, floods, and the like. It is up to man
himself to try to find out why such things happen and
develop the ways of controlling and overcoming them.
Sub (1) The third man said: I do not think the ways in which
God uses his power to control the forces of nature
can be known by man, and it is useless for people
to think they can really conquer such things as earth
quakes, floods, and hurricanes. The best way is to
accept things as they come and do the best you can.
Which of these people do you think had the best idea?
Which do you think had the second best?
1
Human Nature 1 --Business World
Three men were talking about the nature of the occupational
(business) world and the need for self-controls and regulation
by society. Here is what each said:
Good (1) The first said: Self controls and social regulations
146
are needed in the business world only to help people
realize more fully the good and charitable impulses
which really are basic in man’s nature.
Mixed (2) The second said: Self-control and control by society
are necessary in the business world so that the
balance between good and evil, which all people
have in them, can come out more on the good side.
Evil (3) The third said: Unless people learn to control them
selves and also are controlled by society, the
business world would be a dog-eat-dog affair.
People basically are given to selfish impulses which
must be controlled.
Which man, in your opinion, had the best idea?
Which man do you think had the second best idea?
11. Man-Nature--High School Students
Some high school students were discussing which of the books
they were reading and studying in their various courses they
really liked most.
Over (3) One said: The books I like most show me how other
people have conquered their problems. I like the
picture of mankind over the centuries struggling
with all kinds of situations and somehow always
managing to come out on top.
With (2) The second said: I like best those books which tell
of the ways in which men have learned to understand
the great forces of nature and so adjust to them that
man and nature are always seen as a whole in which
each completes the other.
Sub (1) The third said: I think the really great books are
those that are honest about the difficulties of living
and that show how much-men have always had to bow
to forces beyond their control. The characters I
like most are those who have learned to accept the
fact that man is and always will be powerless to
147
change the forces which are outside and beyond him.
Which student do you think had the best idea?
Which one do you think had the second best idea?
M an-Nature 7b--Technological Change
T hree persons w ere talking one day about the changes which
science has brought about in the way people live. They
mentioned all such things as changes in farming methods, in
transportation, in the field of medicine, in types of food and
housing. All agreed some changes had come but each of them
had quite different ideas about what the long run effects would
be. Here is what each one said: j
The first one said: It is good that such advances
have been made, but in the long run one has to be
lucky to have things go right in life. Science can j
help a lot with some kinds of things people come up
against, but it will never be able to help much with
the really big things in life. There are many things
which just come to pass and everyone, if he is
sm art, will learn to accept this fact.
The second one said: I don't agree with you. My
view is that man can and must learn to control the I
forces of nature. We have already gone a very long
way and it is my belief that in time there will be
scientific ways to control or overcome m ost things.
\
The third one said: Perhaps you both have something
to say, but in my opinion what m atters m ost is that
people learn to keep the balance between themselves
and the forces of nature. It is my belief that human j
beings, and the great forces of nature a re all one j
whole--that is, related parts of a total universe, and j
we can expect the m ost when we work to fit in with
and live with nature.
Which idea do you think is the best? !
Which idea do you think is second best? j
Sub (1)
Over (3)
With (2)
148
13. Activity 1 --Ideal Job
Three young m arried men were talking about their notions of the
ideal job. Here is what each one said:
Being ' (3) The first said: The kind of job I would like best to
have if I could is one which is not too demanding of
my tim e and energy. I like to have time to enjoy
myself and don't want a job which makes me feel I
must always be competing.
Doing (1) The second said: Ideally, I would like a competitive
job--one which lets me show what I can accomplish
in a line of work for which I am suited.
BiB (2) The third said: Ideally, I would like the kind of job
which would let me develop different kinds of
interests and talents. I would rather have an under
standing of life and people than be successful in one
particular field.
Which man do you think had the best idea?
Which had the second best?
14. Time la--Job Decisions
Three young unm arried men had finished their schooling and had
to decide what kind of work they wished to go into.
Past (1) One decided to go into the kind of occupation which
others in his family before him had followed. He
believed the best way is to hold to and strengthen
the traditions of the past.-
Future (3) The second sought for the kind of work opportunity
which offered considerable chance for future success.
" He believed it best to look to new developments in
the future, even though he might have to sta rt off in
a position less good than others available at the
time.
Present (2) The third decided to take the best job which came his
149
way and which gave him the money he needed to get
along in the present time. He believed it foolish
to think much about either the past which has gone
by or of the future which he thought too uncertain to
count on.
Which of these three young men made the best decision in your
opinion?
Which decision do you consider second best?
15. Time 6--Bringing up Children
Some people were talking one day about the ways in which young
children should be brought up. Here are three different ideas
which were expressed:
Past (1) Some people said that young children should always
be taught the traditions of the past--the time-proven
ways of doing things. They believe that the traditional
ways were best, and that when forgotten or not
followed things go wrong.
Present (2) Some people say that young children should be taught
the traditional ways, but that it is wrong to insist
that they stick to them. These people believe that it
is best when each new generation adjusts to any 1
situation by adopting whatever new ideas and methods j
may help them, but keeping whatever of the old they i
like—that is, they think it just depends on the j
situation.
Some other people don't place much faith in teaching
young children the traditional ways--save as stories
about what used to be. These people think it best if
their children are taught so as to make them able to
have new ideas and discover newer and better ways
of living.
Which of these ideas do you think is best?
Which do you think is second best?
Future (3)
150
16. Human Nature--Nature of Clergy
Several people were talking about the differences between
m inisters, priests (religious leaders), and ordinary men. Here
is what each said:
Mixed (2) The first said: M inisters and priests like all other
people are born with impulses for both good and
evil. They, like other people, can make mistakes;
but their way of life makes them stress the good
m ore than the evil.
Good (1) The second said: M inisters and priests are not
greatly different from other people in their nature
because all men are basically good. Where they
differ from other people is in knowing better how to
recognize and resist the errors in judgment which
might be harmful influences.
Evil (3) The third said: M inisters and priests are men who,
like all men, were born with impulses toward sinful
ways-, but in their life of dedication should have so
much conquered these impulses that they become
better than other men.
Which person had the best idea?
Which person had the second best idea?
17. Time 3--Religious Ceremonies
Some people in a community like your own saw that the church
services (religious ceremonies) were changing from what they
used to be.
Future (3) Some people were really pleased because of the
changes in religious cerem onies. They felt that new ;
ways are usually better than old ones, and they like to
keep everything--even ceremonies--moving ahead.
Past (1) Some people felt that in changing the ceremonies
much of the old tradition would be lost and that the
church would not have the same meaning any more.
151
Present(2) Some people felt that the old ways for religious
ceremonies might be best but you just can't hang
onto them. It makes life easier just to accept some
changes as they come along.
Which of these opinions do you think is best?
Which do you think is second best?
18. Time 7a--Expect in Life
People often have very different ideas about what has gone before
and what we can expect in life. Here are three ways of thinking
about these things.
Some people believe that man’s greatest concern
should be with the present time in which he lives.
They say that the past has gone and the future is too
far away and too uncertain to be of concern. It is
only the present which is real.
Some people think that the ways of the past (ways of
the old people of traditional ways) were the most
right and the best, and as changes come things get
worse. These people think the best way to live is to
keep up the old ways and try to bring them back when
they are lost.
I
Some people believe that it is almost always the ways
of the future--the ways which are still to come--
which will be best and they say that even though there
are sometimes small setbacks, change brings
improvements in the long run. These people think
the best way to live is to look a long time ahead, work
hard and give up many things now so that the future
will be better.
Which one of these alternatives do you think is best?
Which one do you think is second best?
Present (2)
Past (1)
Future ( 3)
152
19. Relational 6c- -Teaching Young
T hree mothers from different kinds of fam ilies were talking
about the ways in which children should be taught. H ere is what
each one said:
Ind (3) The first mother said: I believe children should be
taught, when still quite young, to stand on their own
two feet, to make their own decisions, and to take
responsibility for them selves. People get along best
when they can make their own mistakes and profit
from them, and when they learn how to be independ
ent enough of their fam ilies to go off on their own- -
sometimes even at great distances.
Lin (1) The second said: I believe that young children should
be trained first to obey and respect their elders --
their parents and grandparents. It is the elders of
the family who have the greatest wisdom and people
get along best when they are trained to accept and
respect this wisdom.
Coll (2) The third said: I believe that young children should
be taught to respect and keep ties with their close
relatives--father, m other, siste rs, brothers, etc.
People get along best when they have a large group
of close relatives upon whom they can always depend
for help and advice, and whom they, too, can help.
Which mother do you think had the best idea?
Which one had the second best?
20. Human Nature 6 --Newborn Child
A group of women were talking one day about the newborn child
one of their friends had just had, what he would be like, and
what part his early training would have in his later life. Here is
what three of them said:
i
Evil (3) The first one said: Human beings are naturally given i
to sinful wishes and deeds but if carefully trained j
they can learn to control and overcome m any--even [
■ ■ '1
153
most of th eir evil im pulses.
Mixed (2) The second one said: Human beings are born with a
capacity for both good and evil. They must be taught
to try to follow right ways but there is no need to
w orry greatly that they will ever be wholly good or
wholly bad.
Good (1) The third one said: Human beings are really born
good and it takes a great deal to alter their goodness.
In their training the main thing is to teach them to
watch for and resist the influences for wrong
behavior.
Which of these alternatives do you think is best?
Which do you think is second best?
Tim e 5 --M usic Liked
A group of people w ere talking about what type of music they
enjoyed listening to. H ere are three opinion^ which w ere
expressed.
P resent(2) One said: I like to listen to old o r new songs, popular
or classical music. It makes no difference to me
whether it's traditional o r new m usic as long as
m usical taste and standards are preserved.
A second said: I get bored easily with m usic I've
heard in the past, and which just repeats the sam e
so rt of rhythm and melody as every other composi
tion. I like to hear m usic that has something new to
say; music which will set the path for future
generations.
A third said: I like to listen to the songs and ballads
I heard from my parents as a child and to well
known concert pieces. They represent to me the
tradition of the past, and I hate to think that there
a re people without any knowledge of our m usical
heritage.
Future (3)
Past (1)
154
Which opinion do you think is best?
Which opinion do you think is second best?
22. Man-Nature la--D isaster in Family
A man and his family were struck hard by disaster. There was
much illness over a long period of time. Also, the father lost
his job and had serious financial problems. Some people were
discussing the man’s problems and the reason for them.
Sub (1) One person said: You can't really blame any man
when such misfortune comes to him. Things like
this just happen and there isn’t much people them
selves can do about it. One must learn to accept the
good along with the bad.
With (2) A second person said: Misfortunes of this kind happed
when people do not follow the right and proper ways |
of living. When people live in ways to keep them
selves in harmony with the great natural forces of
life, things almost always go well. -
Over (3) A third person said: It was probably the man's own
fault. He should have taken steps to keep things
from going so far wrong. If people use their heads,
they usually can find ways to overcome a great deal
of their bad fortune.
Which person do you think had the best idea?
Which person do you think had the second best idea?
23. Man-Nature lc--Length of Life !
Three men were talking about whether people themselves can do
anything to make the lives of men and women longer. Here is
what each said:
Over (3) One said: It is already true that people like doctors
and others are finding the way to add many years to
the lives of most men by discovering new medicines,
155
studying foods and doing other things such as
vaccinations. If people will pay attention to all
these new things they will almost always live longer.
Sub (1) The second said: I really do not believe that there is
much human beings themselves can do to make the
lives of men and women longer. It is my belief that
every person has a set tim e to live and when that
time comes it just comes.
With (2) The third said: I believe that there is a plan of life
which works to keep all living things moving to
gether; and if a man will learn to live his whole life
in accord with that plan, he will live longer than
other men.
Which of these alternatives do you think is best?
Which do you think is second best?
24. Activity 6--Children's Character
Three parents were talking about the kind of character they
wanted their young children to have. Here are three different
opinions that were expressed.
B iB (2) One parent said: I want my children to learn to be
creative in a number of w ays. I hope they develop
an interest and ability in following the various paths
which lead to understanding and wisdom.
Being (3) A second parent said: 1 want my children to grow up
with the ability to express themselves freely, to get
a kick out of life in whatever situation they find
themselves.
Doing (1) A third parent said: I want my children to have the
drive to make something of themselves, the ambition
to "get up and go." That way they'll be successful
and achieve something in their chosen path.
Which of these opinions do you think is best?
156
Which do you think is second best?
25. Activity 7--Ways to Live
There were three people talking about the way they liked to live.
They had different ideas.
Being (3) One said: What I care most about is to be free to do
whatever I wish and whatever suits the way I feel. I
don't always get much done, but I enjoy life as I go
along--that is the best way. 1
Doing (1) A second said: What 1 care most about is accomplish
ing things--getting them done just as well or better
than other people can do them. I like to see results
and think that they're worth working for.
BiB (2) The third said: What 1 care most about is thinking
and acting in the ways which will develop many
different sides of my nature. 1 may fail to do as well
as others in the things which many people think are
important, but if I am becoming a wiser and m ore
understanding person, that is what suits me best.
Which of these three persons do you think had the best idea?
Which idea do you think is second best?
26. Activity 5a--Need for Education
t
i
j Today there is, in almost every place in the world, talk about
the need for education, but people have different ideas about the
I kind and amount of education that is desirable. Here are three
ideas expressed by three different men.
Doing (1) One man said: A good educational system is necessary
so that people will learn well the skills and knowledge
which will help them to become efficient and success
ful in whatever they undertake.
Being (3) The second man said: I feel that going to school
many years and being well-trained is fine for some
157
people but certainly not for everyone. I for one
believe it is much more important to do the things
I feel like doing and to really enjoy life as 1 go
along.
BiB (2) Third man said: I don't agree with either of you. I
think a fine and long education is important, but it
should be used to make people wiser and deeper. In
this way, they may add to mankind’s body of
knowledge.
Which man do you think had the best idea?
Which man do you think had the second best idea?
Activity 3 --Appeal of Religion
Three people were talking about what it was about religion that
appealed to them. Here was what each said:
BiB (2) To me religion is important because the wisdom in
its teachings broadens me and helps me to under
stand better the many sidedness of life.
Being (3) The second said: To me religion is important
because I enjoy the beauty and drama of it, and I
like the feelings which come from participating in
the services.
Doing (1) 1 think religion is important because it teaches
people that accomplishing things for themselves
and society is the right way.
BIBLIOGRAPHY
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Creator Currie, Robert Jacques (author)

Core Title Value Orientations Of Parents Of Academically Successful And Unsuccessfulchildren

Degree Doctor of Education

Degree Program Education

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

Tag education, educational psychology,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Reid, William R. (committee chair), McIntrye, Robert B. (committee member), Meyers, Charles Edward (committee member), Nelson, Calvin C. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-225448

Unique identifier UC11360061

Identifier 6700397.pdf (filename),usctheses-c18-225448 (legacy record id)

Legacy Identifier 6700397.pdf

Dmrecord 225448

Document Type Dissertation

Rights Currie, Robert Jacques

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